Positive Behaviour Management Policy 2016/17

OVERVIEW

Positive behaviour is central to all we do in this school. High standards of behaviour will be expected and promoted at all times in lessons and throughout every aspect of the school’s life. All members of staff will set high standards and learners will be given clear guidance on what is expected of them. The school rules will be learnt and followed by all. We will work in partnership with parents to ensure that the school’s values become central to the lives of learners. We will encourage and support outstanding behaviour for learning and ensure children continue their journey towards self- management and independence in a positive manner.

 

OBJECTIVES

  • To create an ethos of good behaviour in school. This will ensure that children are happy, secure and safe.
  • To ensure that all are treated fairly, shown respect and to promote good relationships.
  • To help children lead structured lives and to understand that good citizenship is based upon good behaviour.
  • To build a school community which values kindness, care, good humour, good temper and empathy for others.
  • To encourage behaviours that promote community cohesion and British values.

 

STRATEGIES

  • The school rules will be promoted at all times by staff and learners.
  • All will be taught to treat others well and their behaviour will reflect this.
  • All staff will set and expect high standards of behaviour both in lessons and at all other times they are with children.
  • Children will be taught to be polite, respectful, well mannered and well behaved.
  • Rewards and sanctions will be used sensitively and sensibly by staff to encourage and promote good behaviour.
  • Each member of staff is held to be responsible for the good behaviour of the children in their care.
  • Where a member of staff is unable to cope with a behaviour issue or problem they will discuss it with the head teacher who will agree an appropriate strategy of help and support.
  • The head teacher will involve parents at an early stage where a learner is experiencing problems with behaviour.
  • When there is a serious problem with a learner’s behaviour, the head teacher will, where appropriate, involve outside agencies.
  • In extreme cases, a learner’s poor behaviour or failure to respond to help, support and other sanctions may result in a child being excluded from school by the head teacher in accordance to the Local Authority Children’s Service Exclusion and Suspension Guidelines.
  • The behaviour policy also works in conjunction with the e-Safety policy and anti-bullying policy.
  • The school will follow the Dfe use of Reasonable Force advice July 2013 only in extreme cases of poor behaviour where a child is putting themselves at risk of harm, harming others or damaging property, or seriously disrupting lessons.
  • The school will support pupils by using Team Teach trained strategies

 

REASONABLE ADJUSTMENTS

Reasonable adjustment of policy ( equality Act 2010) . In some cases pupils may need reasonable adjustment of policy for them to be able to fulfil their potential in school, this means that any policy can be adapted/ amended to reach a pupils need and who, without the adjustment may not succeed in school. Adjustments can be made as appropriate by any staff through consultation with the senior leadership team.

OUTCOMES 

This policy will promote the excellent ethos of the school. It will ensure that children and staff are happy and that they enjoy coming to school. It will underpin excellent teaching, learning and progress. It will promote the high standards and high expectations set out in the school’s aims and rules of conduct. It will be used to promote community cohesion and British values.

 

REWARDS AND SANCTIONS

Pebble Pots

The Nursery and Reception classes have a whole class reward system and an individual pupil system.  The whole class system is based around positive re-enforcement using a common language approach. Each class has a pebble pot and a reward pot.  Pebbles are taken from the pebble pot and put in the reward pot when any positive behaviour is noticed.  When the reward pot is full, the children choose a treat from the bank of class  treats pre-decided by the class.  The individual system is in line with the whole school House Team approach.

Key Stage 1 and 2 children continue their learning journey towards self- management and independence by building upon their previous behaviour management experiences. In Key Stage 1 they continue to use the visual reward pebble pot for quick whole class and individual reward during lessons and key times of day e.g. carpet time to support the establishment of good sitting and listening. This system may be used for individual pupils in key stage 2 for whom it may be appropriate due to their particular needs and for whom a quick visual reward of this nature is helpful in securing their understanding of what is expected.

A teacher may decide that a full pebble pot indicates that every child or a group in class should be given a housepoint.

 

Well Done House Point System

Reception, Key Stage 1 and 2 children will be rewarded using the Well Done House Point system as described in the flow chart ( see Appendix 1). This system supports individual, class, team and house team achievement and recognises good and outstanding behaviour, positive attitudes, respect and kindness towards others, academic achievement, citizenship and care for others. A trophy is awarded each week for the house team that has achieved the most points and this is displayed at the front of school. A display is kept in the main hall and is used to record weekly house achievement. A Housepoint Trophy can also be used to reward teams after special events in school.

 

Termly Achievers

Two children from each class throughout the school are chosen at the end of each term to receive a “Termly Achievers” certificate. These can be given for work, effort, behaviour or attitude.

 

Attendance

The house team with the highest attendance each week receives a trophy which is displayed at the front of school for all to see. Important medical appointments with hospital consultants, which cannot be taken outside school time, will not affect the class or individual attendance providing that a medical appointment letter is produced and the child attends school either before or after the appointment. 100% attendance for the whole term is awarded with a certificate.

 

Certificates

Certificates are also given to children for ‘Star of the week’ and other events and special awards throughout the year. The children are consulted as to what behaviour they feel deserves a reward and who they feel has achieved, they may also give rewards to each other in recognition of good behaviour. Certificates are also awarded to our children by others outside of school for participation and achievement in sports, charities and events. This achievement is shared in assembly with everyone and consequently supports our behaviour policy as they demonstrate to the children what they are capable of achieving and set an example for others.

A weekly Celebration Assembly is held and parents and carers are always welcome and invited to attend to share with us praise for their child’s achievements, attendance in classes and the week’s winning house team.

 

 

Unacceptable Behaviour Procedures

Any deviation from the school rules constitutes unacceptable behaviour. The ‘Time Out’ procedures described in Appendix 2 must then be followed. It is important that it is always explained to a child why such behaviour is inappropriate and restorative practice will be used after the sanction procedures have been followed. Class teachers inform parents in the first instance if repeated unacceptable behaviour is causing concern and a child may receive support to get behaviour back on track through intervention group activity with pastoral staff or use of short term positive behaviour logs ( appendix 4) shared between home and school. Where poor behaviour is an ongoing issue for a child this may become part of their targets on Additional Needs Plans ( ANPs) and involve other agency support. The Headteacher will keep the Governing Body informed of behaviour issues across the school in termly report.

 

Extreme Behaviours

The school operates a zero tolerance policy for the following extreme behaviours:

  1. Behaviour that results in physically harming another person depending of the severity i.e. nipping/pushing biting       the child will go straight to time out 3 and parents need to be informed
  2. Physical abuse towards adults and other children – e.g. Thumping, slapping, pushing to the floor, kicking whilst on the floor.
  3. Deliberate verbal abuse e.g. swearing at adults and other children
  4. Deliberate and persistent disruption of lessons by not following the classroom and school behaviour rules including refusal to leave the classroom.
  5. Vandalism to school property
  6. Theft of school property and/or personal property of school staff and children
  7. Use of mobile phones or internet to intimidate children and school staff

 

The Head teacher must be informed.

Fixed term exclusions can only be given by the head teacher or Deputy Head or a member of the senior leadership team in the absence of the head teacher. Exclusions are given following the LA guidance on exclusions.

The Head teacher and the governing body reserve the right to permanently exclude children from Carlinghow Princess Royal School.

TEAM TEACH will be used when the child is inflicting harm on themselves or others. Only trained staff will use this approach and will

log the incident in the Green Team Teach Log Book kept in the office. See Positive Handling Guidance for Team Teach below.

 

 

Recording unacceptable behaviour

All unacceptable behaviour must be logged in the Class TIME OUT file which records antecedents, behaviour and consequences in order to support monitoring of patterns in behaviour and subsequent support required. Within this file is recorded the number and frequency of Time outs given to a child. A Time Out Log Sheet is used to record incidences. The file also includes ABC forms ( Appendix 3) that can be used to provide the detail about incidences of extreme poor behaviour when information is required by other agencies.

All completed files and records of incidences will be shared with SENCo and Pastoral Care team via CPOMS who will ensure appropriate support is being provided. The Educational Teaching Manager keeps the school’s data of negative incidences and reports to the Headteacher weekly and to the Pastoral Team at regular meetings. Any patterns in behaviour can be identified by consultation of this data picture and consequently individuals and groups can receive quick and appropriate support.

 

Pastoral Team

The Pastoral Team is made up of the following people:

  • Mrs Peel – Assistant Head/Pastoral Lead / SENCo
  • Mrs Alison Killeen - Educational Teaching Manager
  • Mrs Marchant – Behaviour Support worker
  • Mrs Griffiths – Behaviour Support Worker
  • Ms Hird – activity support workerThe Pastoral

Team will meet fortnightly to discuss new referrals and the progress of children already accessing additional support. A copy of the Pastoral Team minutes will be shared with the Headteacher and senior staff at Senior Leadership Meetings.

 

Positive Handling Strategies for Team Teach

At Carlinghow School we work to ensure that each individual pupil is able to reach his or her full potential. We believe that Every Child Matters and we are determined to ensure that all our pupils are supported and helped to: stay healthy, be safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing.

We believe that behaviour and attitude to learning have a major influence on pupil achievement and that every child is entitled to learn in an environment which is safe, secure and free from distraction. We have laid out the guiding principles to help us achieve this in our Whole School Positive Behaviour Management Policy.

As a staff we are committed to supporting our pupils up to and including the duty to have lawful care and control over them. In the great majority of cases, we will achieve this through engendering sound relationships and the normal application of our positive Behaviour Policy.  However, in exceptional or extreme circumstances, this might entail the use of reasonable force to prevent criminal offence, injury, damage or disruption.

It should be emphasised that our approach to care and control, similar to that of behaviour in general, is very much a positive one. We believe that 95% or more of all behaviour can and should be managed through positive relationships and good communication.  Therefore, the use of physical restraint to control a pupil is seldom used but should be part of a positive approach of care and concern, aimed at maintaining good order and keeping children safe.  Physical restraint is used only where there is an imminent threat or danger or when it is absolutely necessary.  It should be seen as a ‘last resort’ or ‘justifiable expedient’ which may occur but usually when other strategies have been tried and failed to bring specific situations under control.

This policy sets out the schools strategies for care and control, up to and including the use of force to control or restrain pupils. Please read it in conjunction with:

  • Dfe guidance on Use of Reasonable Force, July 2013
  • Circular 10/98 of the 1996 Education Act which outlines the legal framework for the use of Positive Handling Strategies to Control or Restrain Pupils.
  • Circular 10/99 on Social Inclusion: Pupil Support (SIPS) which defines “disaffection” and outlines the responsibilities of schools with regards pupil behaviour and attendance. This covers a whole range of strategies for pupil behaviour management up to and including the use of exclusions. It also outlines the important use of Pastoral Support Programmes (PSP’s) or the review of Individual Education Plans (IEP’s) for pupils with special educational needs, within this area.
  • ‘Code of Practice for Trainers in Team Teach’
  • ‘Guidance on the Use of Restrictive Physical Interventions’ July 2002, which provides for the first time, joint guidance from the Department of Health (DH) and DfES on how to provide safe services for people with learning disabilities and autistic spectrum disorder.
  • Kirklees Guidance for Pupil Support Staff on Reducing Risks in Educational Settings (November 2002)
  • Team-Teach publications/resources including ‘Changing Minds’ (Allen 2003) and;
  • ‘Team-Teach Course Manual’ (Allen and Matthews 2003)
  • Circular LEA/0264/2003 ‘Guidance on the use of Restrictive Physical Interventions for Pupils with Severe Behavioural Difficulties’ which provides advice on the drawing up of policies on the use of restrictive physical interventions
  • DfES “Guidance on Educational-Related Parenting Contracts, Parenting Orders and Penalty Notices” 2004, which includes the use of Parenting Contracts and Orders in relation to pupil behavioural management. (See also, “Kirklees Guidance to Schools on Parenting Behaviour Contracts and Orders” 2005)
  • Kirklees ChYPS’ guidelines entitled “Positive Care and Control Principles Guidelines” (2006)N.B. It is not possible for the examples and suggestions given in this policy to be exhaustive but they are intended to act as useful guidelines for most situations. 

2.         What are Positive Care and Control Principles (PCCP)?

PCCP is a set of Children and Young People’s Service (ChYPS) guidelines about a professional and disciplined approach to care, control and safety of children and young people, based on positive behaviour management principles. It is an adaptation and ‘school version’ of Kirklees Positive Care Principles (PCP) which relates to all the LA’s social and residential children’s services. PCCP is an explicit statement about expectations and required standards of practice, including that which is not permitted, of all staff in schools. PCCP covers the use of physical force to control pupils, and emphasises that this should be seen as part of a continuum of positive and caring interventions. Indeed, PCCP outlines a whole range of strategies, in line with our School Behaviour Policy, aimed at the prevention and de-escalation of inappropriate behaviour.   

 

3.       What is the legal use of force to control pupils?

Teachers, and other persons authorised by the headteacher to have charge of pupils, may use reasonable force to prevent pupils: 

  • Committing a crime
  • Causing injury to themselves or others
  • Causing damage, or
  • Causing disruption‘Reasonable force’ has no legal definition but:
  • Force could not be justified for a trivial misdemeanour or a situation that clearly could be resolved without it
  • The degree of force must be proportional to the seriousness of the situation
  • Behaviour or consequences it is intended to prevent, and always be the minimum needed.

Everyone had the right to self-defence provided they do not use a disproportionate degree of force. Corporal punishment is illegal.

 

4.         Objectives  

  • To provide all staff, governors, parents and pupils with an understanding of positive handling strategies 
  • To emphasise that the use of physical force is part of a positive care and control approach to pupil discipline and welfare, a last resort, or a necessary expedient option to be used in extreme circumstances.
  • To ensure that all members of staff or authorised persons who may have to intervene physically with pupils clearly understand the options and strategies open to them.

 

  1. Types of incidents in which reasonable force might be appropriate
  • Where action is necessary in self-defence or because of imminent risk of injury.
  • Where there is a developing risk of injury or significant damage to property.

Examples:

 

      • A pupil attacks a member of staff, another pupil or attempts self-injury; pupils are fighting.
    • A pupil is causing or about to cause deliberate damage or vandalism
    • A pupil is causing or at risk of causing injury or damage by accident, rough play, or the misuse of dangerous materials or objects
    • A pupil is running in a corridor or on a stairway in a way likely to cause an accidental injury to themselves or others.
    • A pupil absconds from a class or tries to leave school who could be at risk if not kept in the classroom or at school.
    •  
    • Where a pupil is behaving in a way that is compromising good order and discipline.

     

    Examples:

    • A Pupil persistently refuses to obey an instruction to leave a classroom
    • A pupil is behaving in a way that is seriously disrupting a lessonN.B. Wherever possible, we will seek support from a colleague and consider alternative strategies other than using force such as:
    •  
    •  
    • Providing the disruptive pupil with a choice of locations to exit to, in a manner that conveys an expectation of compliance, and with some degree of ‘take-up-time’ allow him/her to “save face”.
    • Moving the other pupils out of the classroom and/or away from the disruptive pupil.

     

     

     

     

    1. Planning for incidents

     

    • We will plan how to respond, if we are aware that a pupil is likely to require physical management or intervention. This will include involving the parents to ensure they are clear about what specific action we might need to take, and obtaining medical advice if the child has any specific health needs.
    • Physical intervention, unless it is an emergency situation, will only be carried out by teachers, and other persons authorised by the headteacher who have up to date, accredited Team Teach training (see list on staff notice board).

     

    • Team Teach training will be renewed at a minimum of every three years.

     

    • Training or guidance in the use of physical restraint will be given by qualified Team Teach trainers.

     

    N.B. All staff, and those ‘authorised’ by the headteacher to have charge of pupils, have a ‘duty of care’ to take appropriate action, up to and including the use of reasonable force, to prevent pupils committing crime, serious disruption, or causing injury or damage.

     

    • The need for a debriefing/quiet time for staff following an incident will be respected.

     

     

    1. Practical considerations or procedures during incidents

     

     

    Do – where practical:

    • Tell the pupil to stop, and what will happen if she/he does not
    • Try to defuse the situation orally and prevent it from escalating
    • Try to move the pupil away from any peer audience
    • Attempt to make sure that another adult is present
    • Ensure that additional support can be summoned if appropriate
    • Make it clear that the physical contact or control will stop as soon as it ceases to be necessary
    • If it’s not possible to control the extreme pupil without risk of injury to yourself or others, remove the other pupils who may be at risk and summon assistance
    • Use a calm and measured approach.

     

     

    Try not to:

    • Give the impression that you are nervous or out of control
    • Give the impression that you have lost your temper, or are acting out of anger or frustration
    • Give the impression that you are trying to punish the pupil
    • Intervene in an incident without help unless it’s an emergency or you’re confident of being able to help without risk of injury or making the situation worse – call for help.

     

     

    1. Application of force during incidents

     

    May involve staff:

    • Physically interposing between pupils
    • Blocking a pupil’s path
    • Holding
    • Guiding
    • Leading a pupil by the hand or arm
    • Carrying a smaller child away from the difficulty
    • Shepherding a pupil away by placing a hand in the centre of the back, or (in extreme circumstances) using more restrictive holds.
    • Removing shoes to prevent injury.

     

    Staff may not carry out action that might reasonably be expected to injure by:

    • Holding a pupil around the neck, or by his collar, or in any way that might restrict breathing
    • Slapping, punching or kicking a pupil
    • Twisting or forcing limbs against a joint
    • Tripping up a pupil
    • Holding or pulling a pupil by the hair or ear
    • Holding a pupil face down on the ground
    • Touching or holding a pupil in a way that might be considered indecent

     

    Other considerations for non-urgent situations where the risk to people or property is not imminent:

    • Consider carefully whether physical intervention is right
    • Always try to deal with a situation though other strategies before using force
    • Try to diffuse and calm the situation, and establish good order – physical force could lead to escalation
    • Take into account the age, understanding and personal characteristics of the pupil – physical intervention to enforce compliance is likely to be increasingly inappropriate with older children
    • Never use force as a substitute for positive behaviour management – in a non-urgent situation force should only be used when other methods have failed.

     

     

    1. Reporting and recording incidents involving the use of force

     

    • Should an injury occur as a result of an incident at the school, we will take immediate steps to secure the appropriate medical attention. The member of staff involved must inform the headteacher/deputy headteacher and must complete the Accident/Injury Report book as soon as possible.
    • In all cases of serious concern where force is used (except minor or trivial incidents), the incident will be reported to the headteacher/deputy headteacher and recorded by staff in the Kirklees Bound and Numbered Incident Book in the main office at the earliest opportunity (see ‘Recording in the Incident Book’ below for further details). Each record in the book can be cross-referenced to other forms of recording, on paper and/or electronically, often containing more detailed or additional information concerning the incident, as appropriate.
    • Staff may seek advice from senior colleagues or a representative from their professional association when compiling a report; and they should keep a copy for themselves. The report will help prevent any misunderstanding or misrepresentations of the incident and will be helpful if there is a complaint (see ‘complaints’ below).
    • The headteacher or her representative will tell parents about the incident by the end of the day. However, if parents cannot be reached, we will send a letter to inform them and offer them the opportunity to discuss the matter.

     

     

    1. Recording in the Bound and Numbered Incident Book

     

    We will keep a contemporaneous, written report of any occasion when physical force is used (except minor or trivial incidents). As given above, in such a case the incident will be reported to the headteacher/deputy headteacher and recorded by staff in the Kirklees Bound and Numbered Incident Book in the main office, at the earliest opportunity.  Each record in the book can be cross-referenced to other forms of paper or electronic recording, which often contain more detailed or additional information concerning the incident, as appropriate.  Copies of any incidents will also be recorded in the child’s behaviour log. 

     

    Any additional paper reports submitted to the headteacher/deputy headteacher should be signed by the members of staff involved. All members of staff present should normally provide a written record.  Reports from pupil(s) present should also be collected where appropriate.

     

    The Kirklees Bound and Numbered Incident Book will be signed by the headteacher/deputy headteacher and any members of staff involved. The Incident Book will be reviewed termly by the headteacher/deputy headteacher to consider control measures and possible training needs etc.

     

    A copy of the Incident Report and any additional information will be placed in the pupils file which is passed from school to school on transfer. This file will be kept for a minimum of ten years after the pupil has left full-time education/school.

     

    1. Other procedures concerning incidents.

     

    • If necessary and appropriate, we will inform/consult the chair of governors, ChYPS (ESW Service Manager, social services etc) and or police.
    • The criminal, dangerous, destructive or disruptive behaviour must immediately stop.
    • Where possible an attempt will be made to help the pupil change their behaviour.
    • Help, support and reassurance will be given where appropriate to any victims involved.
    • If possible, meaningful or appropriate, the pupil will apologise and other consequences/sanctions, reparations and monitoring may take place.
    • In serious cases exclusions will be considered.

     

     

    1. Strategies for raising awareness and prevention

     

    We will liaise closely with parents and use a variety of methods for helping to prevent any criminal, dangerous, destructive or disruptive behaviour. As and when appropriate, these may include:

    • Writing a set of school rules
    • Signing a behaviour contract
    • Participating in an individual behaviour programme
    • Writing stories and/or drawing pictures that portray or promote social behaviour, school rules etc
    • Reading stories or having them read to class or assembly
    • Making up role plays and having discussions about moral and social dilemmas
    • Learning how to behave appropriately through PSE / Circle Time
    • Taking part in mentoring

     

     

    1. Physical contact with pupils in other circumstances

     

    The following situations are left to staff’s own professional judgement but some useful guidelines can be found in PCCP, 1999. Staff must be sensitive to matters relating to culture and gender issues, and any known individual characteristics or special circumstances relating to pupils.

     

    • Some physical contact may be necessary during PE lessons, sports coaching or CDT, or if a member of staff has to give first aid.
    • Young children and children with SEN may need staff to provide physical prompts or help.
    • Physical contact with pupils must always be appropriate and done openly.

     

     

    1. Complaints

     

    This policy is in accordance with the local authority policy in respect of care, control and the use of force in schools. As such, those acting in accordance with it will be positively supported in their actions

     

    • Involving parents when an incident occurs, and having our clear policy about physical contact with pupils that staff adhere to, will help to avoid complaints from parents. Providing staff with approved training will also help.
    • All complaints will be recorded and followed up by the headteacher/deputy headteacher or their representative in the first instance. Where appropriate the LA’s Education Access Manager will be notified/kept informed.
    • A complaint or dispute about the use of force by a member of staff might lead to an investigation under disciplinary procedures or by the police and Social Services under Child Protection procedures (please see DfEE Circ. 10/95: Protecting Children from Abuse for guidance.)

     

     

    Policy Drafted by …Mrs Lindsay Gallagher…Headteacher…………………20/9/16

     

    Policy Reviewed and Agreed by staff……20/9/16…………………………

    Policy Reviewed and Agreed by Governing Body   K Sidat…Chair of Governors……20/9/16

     

    Appendix 1- Well Done House Point System

     

     

     

     

     

    Stage 1

    A child may be given a verbal housepoint for any behaviour that is deemed positive and desirable whether for good learning behaviour demonstrated in their work, conduct in lessons or good social behaviour around the school. This housepoint will be recorded on a chart in the child’s classroom and a sticker given. Tally totals will be taken each week and will inform the Housepoint Trophy Award given in our weekly celebration assembly.

    Stage 2

    When a child has achieved 10 housepoints they will be given a Well Done House Point Slip with their name on which they will keep in their named Well Done Wallet.

    Stage 3

    When a child has achieved 10 Well Done Housepoint Slips in their Well Done wallet they can exchange this for their first Gold Well Done Card. A Well Done Card can be exchanged for a reward from a choice of prize items or it can be kept towards a bigger prize item once another card has been earned. A record of the Well Done Gold Card being achieved will be recorded in class using the Well Done Gold Card Sticker Wall Chart. Tally totals will be taken each week of the number of gold cards achieved and will inform the housepoint trophy award given in our weekly celebration assembly

    Stage 4

    When a child earns a gold card ( up to a total of 3) they can exchange their card for a reward prize or choose to aim for the bigger reward prizes for 2 or 3 cards earned. After 3 gold cards have been given out the child needs to begin again.

     

    • Our Children will be consulted as to what they would like to see as possible rewards for Gold Cards and reward items will be displayed at the front of school.     
    • Appendix 2
    •  
    •  
    •  
    •  
    •  

    Unacceptable Behaviour Procedures

     

    Any deviation from the school rules constitutes unacceptable behaviour. The following procedures must be followed.

     

    Adults will use a firm voice but will not yell at the child.

     

     

    Stage 1

    (Warning)

    If a child demonstrates unacceptable   behaviour  tell them that they have two choices:

    1)    Make the right choice and stop the unacceptable behaviour or

    2)    Time out 1 will be given.

    Time out 1 is to work at the time out table in the classroom.

           If they stop the behaviour praise them for making the right decision.

     

    Time out 1

    Stage 2

     The child goes to the time out table/chair – start the timer for 5 minutes.  Once the time is up the child returns to their table. It needs to be explained to the child why they have been sent to the time out table and afterwards restorative strategies must be used.

          Make the child aware that if their unacceptable behaviour continues the next step is time out 2.

     

     

    Time out 2

    Stage 3

    If the unacceptable behaviour continues the child goes to time out 2

    The child goes to another time out table in another class – an adult must escort the child and then collect them.

    The Class teacher is expected to discuss behaviour problems with parents and carers where this becomes a repeat pattern.

    Time out 3

    Stage 4

    If unacceptable behaviour continues time out 3 and has to work out of the class the rest of the day. Teachers must in invite parents into school to discuss their child’s behaviour and inform SLT.

     Child will work out of class in isolation for the rest of the school day

     

    Stage 5

    If no improvement in the child’s behaviour can be evidenced the child will be discussed at the next Pastoral Team meeting and appropriate interventions put in place. If the child is not on the SEN register, then they will be added and targets set for behaviour.

    A letter will be sent home to parents advising them of their child’s behaviour, their referral to the Pastoral Team and their addition to the SEN register

     

    Playground

    Play+ Lunch

    Unacceptable behaviour in the playground will result in time out and if continued the child will be sent to Pastoral Care. May result in lost break or lunch time. If continued may result in being sent home for lunch.

     

     

    .

     

    A-B-C’ Behaviour Monitoring Chart

    Name:

     

     

     

    Date:

     

    Time and Place

    A

    What did you notice before the behaviour?

    B

    Behaviour & Duration

    C

    What happened as a result of behaviour?

    What did you do to restore normality?

    Names and signatures of staff involved

     

    e.g. Did parents make you aware of any incidents at home prior to school? How was the child when they came into school? What de-escalation strategies were used?

    Brief description of what happened and behaviour demonstrated length of time.

    Was the child restrained? Yes -Length of time they were restrained, pupil’s response?

    No – What strategies were used, pupil’s response?

    Describe what happened after the restraint, pupil’s response.

    Were SLT informed?

    Parents informed?

     

     Appendix 3

    TARGET:

     

     

     

     

     

     

    Lesson 1

    Breaktime

    Lesson 2

    Lunchtime

    Lesson 3

    Breaktime

    Lesson 4

    Monday

     

     

     

     

     

     

     

     

     

    Tuesday

     

     

     

     

     

     

     

     

     

    Wednesday

     

     

     

     

     

     

     

     

     

     

    Thursday

     

     

     

     

     

     

     

     

     

    Friday

     

     

     

     

     

     

     

     

     

    NOTES and Comment

     

     

     

     

    Appendix 4 : My Behaviour Log     NAME                                                CLASS                    Date…………………              

     

    Appendix 5 CLASSROOM BEHAVIOUR LOGGING SHEET

    Name

    Warning

    Time out one

    Time out Two

    Time out Three

    Reason

    Signed

    Class

     

    Time

    Time

    Member of SLT informed

     

     

    Date