The policy below is laid out in this page to comply with regulations. However, a document for download can be found below.
The following links are referred to in the policy
At Northern Saints the Governing Body has the clear expectation that student’s behaviour as well as their attitude to learning will be outstanding and has in place both positive reinforcement practices and clearly established procedures for dealing with incidents of unacceptable behaviour (See also Teaching, Learning and Assessment Policy).
The Governing Body has set out this behaviour policy in compliance with statutory regulations but also because they believe that children who are taught to behave well will learn well and make outstanding progress. All children are taught how to behave both inside school and beyond the school day.
Above all, the policy is underpinned by Christian values, having the highest regard for mutual respect and valuing others. As part of the Northern Saints CE VA Primary School Community we want to demonstrate that making the wrong choices results in consequences but that this is followed by forgiveness and the chance to make good. We therefore use restorative justice principles
- Teachers have statutory authority to discipline students for misbehaviour which occurs in school and, in some circumstances, outside of school.
- The power to discipline also applies to all staff at all levels with responsibility for students. (At Northern Saints we ensure clear induction processes for all students /supply and workforce) and this should be considered throughout the document.
- Governing bodies have a duty under section 175 of the Education Act 2002 requiring them to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.
- Section 11 of the Children Act 2004 requires Local Authority and named statutory partners to make arrangements to ensure their functions are discharged with a view to safeguard and promote the welfare of children.
- The Governing Body have agreed that disciplinary action will be taken against students who are found to have made malicious accusations against school staff. This includes a risk assessment and from the risk assessment appropriate sanctions will be applied up to and including permanent exclusion.
- The school acknowledges it’s legal duties under the Equality Act 2010, in respect of safeguarding and in respect of students with special educational needs (SEN). Any measures and sanctions applied will take into account individual needs of students and staff.
- To teach students the difference between right and wrong form the moment they join our school
- To teach children that whilst we all make mistakes and negative choices from time to time, there are consequences to negative behaviour.
- To teach children there is a chance for forgiveness and the opportunity ‘make good’ choices and be rewarded
- To teach children that when they behave negatively, there is always an opportunity to redeem themselves.
- To recognise, realise and celebrate the potential of all students, thus promoting high self-esteem, high expectations and a sense of achievement;
- to create an environment in which students are enabled to become mature and industrious, accepting responsibility for their own actions; and to form an active partnership with parents.
These aims are supported by:
- Regular and appropriate in-service training for staff;
- Rewards and sanctions
- Close parental and community links;
- The boosting of students’ self-esteem through positive reinforcement and extra-curricular activities;
Key to those aims being realised is the consistent application of rules across the school and the consistent celebration of good behaviour and hard work.
The school has a Poster of 6 behaviour rules which are displayed in each classroom and around the school.
- Be here and on time
- Be ready to learn
- Follow instructions the first time you are asked
- Speak appropriately to everyone
- Keep hands and feet to yourself
- Look after your environment
At the start of every academic year and when a new child joins the class mid-year, the class teacher will teach a lesson on these rules and break them down as appropriate so that all children understand them according to their age and ability.
4: The school recognises its responsibility in promoting good behaviour (Rewards)
The reward steps give parents, staff and students a broad outline of the rewards used
The school has a responsibility:
- To ensure staff model good behaviour;
- To promote positive behaviour through active development of students’ social, emotional and behavioural skills;
- To ensure the whole school community is consulted about the principles of the School Discipline Policy when it is reviewed each year and shared with parents/carers;
- To establish, and communicate clearly, measures to ensure good order, respect and discipline;
- To ensure the school’s Discipline Policy does not discriminate against any student on, eg grounds of race, gender, disability or sexual orientation, and that it promotes good relations between different communities;
- To ensure teachers’ roles in school discipline matters are consistent with the National Agreement for Raising Standards and Tackling Workload, and Workforce- Remodelling Agenda, so that there is due recognition of the enhanced roles of support staff including lunch staff, all responsibilities are focused on teachers;
- To ensure staff are clear about the extent of their disciplinary authority and receive necessary professional development on behaviour strategies;
- To apply consequences fairly, consistently, proportionately and reasonably – taking account of SEN, disability and the needs of vulnerable children, and offering support as appropriate;
- To take all reasonable measures to protect the safety and well-being of staff and students, including preventing all forms of bullying and dealing effectively with reports and complaints about bullying; (see anti-bullying policy)
- To keep parents informed of their child’s behaviour, positive as well as negative, use appropriate methods of engaging them and, where necessary, support them in meeting their parental responsibilities;
- To work with other agencies to promote community cohesion and safety.
5: Expectations of Students
Students are expected to:
- Attend regularly and punctually
- Bring the required equipment to school e.g. reading book
- Give of their best effort at all times
- Be polite and respectful to other members of the Northern Saints community
- Wear their Northern Saints uniform with pride
- Behave in an exemplary manner on their way to and from school and when representing the school on trips
- Care for their environment
- Complete all homework set
Students must not:
- Disrupt the learning of others
- Put at risk the health and safety of others
- Prevent the teacher from teaching
6: Red and Yellow Card System (Sanctions)
We have a very simple red and yellow card system which children understand easily and gives parents regular feedback. We do this because parents and students have told us they want a simple system and need to be regularly reminded / informed of the rules.
The sanctions give clear steps in the rare cases that students break school rules. It should be noted that the head teacher reserves the right to reward students at any of the reward steps and at any time he/she sees fit. Similarly in cases of extreme negative behaviour or severe breaking of other rules, the head teacher reserves the right to move to any of the steps in the sanctions. Experienced staff support others in classroom management and behaviour and there is an In-Service Training (INSET) session for all staff at least once a year on managing behaviour positively.
The vast majority of students in the school go about their everyday activities without breaking rules. The school rewards those students.
- Expectations of Parents
- Parents are expected to take proper notice of communications from the school concerning their child’s behaviour and academic progress
- Parents have an entitlement to be fully informed about and question the school’s decisions regarding their child’s behaviour. However, we expect parents to accept and support the school’s decision
6. Student Support
All of the school’s policies and systems support the Discipline Policy. Some particularly relevant features are:
- Diversity will assist all students in accessing the curriculum at an appropriate level to meet their needs through personalised learning programmes, monitored by class teachers.
- The House System will encourage collaboration, teamwork and a strong sense of mutual responsibility.
- Students can always ask any adult in the school for support and parents who feel their child is at risk of breaking school rules can always ask the school to support their child further. The school will do it’s best to support students in any way it can.
- Attendance Team and Family Worker regularly monitor student attendance and work closely with the staff/teachers to ensure students’ learning programmes are maintained
- The school liaises closely with a wide range of agencies to provide support for students and families eg. Behaviour Support Ed Psych support and CAF system
The purpose of the Inclusion Triangle is to ensure no students are left behind! It is there to support the needs of students and help staff coordinate a plan on how best to move forward, mapping out the outcomes.
Trust, relationships and having a specialist knowledge on the students in our care is what the Inclusion Triangle is based upon. The Inclusion Triangle is a 3 tiered approached represents the population of our school community with planned strategies. No shock culture to support inclusion in our school.
Students can be a transient in all three tiers but we ultimately keep them all within the triangle and we know what we want the outcomes to be.
ALL INFORMATION IS DOCUMENTED IN STUDENT CHRONOLGIES.
|Tier 1/Universal offer|
|What it looks like:||Ø Curriculum
Ø Whole school expectations applied
|Purpose:||Ø Support students in making progress in line with age related expectations
Ø Narrow the gap for students with SEND
Ø Prepare students for life
|Student profile:||Ø Able to access groups with teachers and learning support|
|Outcomes:||Ø Progress tracked using national guidance criteria which is linked to age related expectations and progression guidance
Ø Regular pupil progress meetings with supporting evidence
|Staff involvement:||Ø Class Teachers, TA’s, Senior Leaders|
|Tier 2/Yellow card|
|What it looks like:||Ø 1:1
Ø Small groups
Ø Threaded through curriculum areas
Ø Whole school activities
Ø Extra curricular
|Purpose:||Ø In-school interventions to support students specific needs
Ø Support engagement in school life
Ø Narrow the gap for students with SEND
|Student profile:||Ø Through regular analysis of behaviour, safety and attendance student will be supported either in lesson or taken out discreetly with the aim of removing barriers to learning and supporting students’ wellbeing.
Ø External agency involvement
|Outcomes:||Ø Progress tracked on students individual starting points (see baseline assessments) and with age related expectations.
|Staff involvement:||Ø Class Teachers, TA’s Family Worker, SENCO and SLT|
|Tier 3/Red card (PRP)|
|What it looks like:||Ø Positive Re-engagement Programme (individual timetable)
Ø Involvement with external agency or commissioned therapeutic work
Ø Individual risk assessment
|Purpose||Ø To engage students in learning – inside or outside the universal classroom environment
Ø Increase students through a phased reintegration into learning
|Student profile||Ø Attendance below national expectation
Ø Negative behaviour
Ø In-school interventions tracked and evidenced
Ø External agency involvement
Ø Hard to reach students
Ø IBP/IEP – Behaviour Plan
|Outcomes||Ø Potential reintegration timetable (reviewed weekly and back to ft education asap or appriate provision – for example The Link School)
Ø Combination interventions and p/t timetable resulting in f/t timetable
Ø B,S and A analysis – weekly and reported back to SLT
|Staff involvement:||Ø Phase Leaders, SENCO, SLT, HT/DHT|
- All Staff have statutory authority to discipline students whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (Section 91 of the Education and Inspections Act 2006).
- The power also applies to all paid staff at a level agreed by head teacher and governing body with responsibility for students, such as teaching assistants
- Teachers can discipline students at any time the student is in school or elsewhere under the charge of a teacher, including on school visits.
- Teachers can also discipline students for misbehaviour outside school when and if appropriate
- Teachers also have a specific legal power to impose detentions in/ outside school hours if age appropriate (see school behaviour policy).
- The school has designated teachers (Assistant Head Deputy Head, Head Teacher) who can confiscate students’ property with the agreement of the student, if consent is not given then parents shall be contacted and further action will be taken which may include other agencies if necessary. When dealing with confiscating, consideration should be given to asking the person to handover the item themselves or having another person present whilst the item is confiscated. This must be a consideration in all cases to ensure all involved are safeguarded.
Headteachers and staff authorised by them have a statutory power to search students or their possessions without consent, where they have reasonable grounds to suspect the student may have a prohibited items. Prohibited items may include;
- Knives and weapons (these must always be handed over to the police and stored securely until the police arrive)
- Alcohol (this must always be handed over to the police)
- Illegal drugs (these must always be handed over to the police)
- Stolen items (these must always be handed over to the police)
- Tobacco and cigarette papers
- Fireworks (these will be disposed of safely)
- Pornographic images in any form of media
- Mobile phones
- Any article that the member of staff reasonable suspects has been, or is likely to be, used:
- To commit an offence
- To cause personal injury to, or damage to the property of any person (including the student)
More detailed advice on confiscation and what must be done with prohibited items found as a result of a search is provided in the DfE document ‘Screening Searching and Confiscation – advice for head teachers, staff and governing bodies’.
All staff should be expected to deal promptly with racist, religious, homophobic, transphobic and disability hate incidents which must be recorded using the Local Authority systems and consideration as to whether further support for the victim, community is required and investigated. There is a need to monitor hate incidents in school to get a full picture of the frequency and nature of hate incidents and measure the effectiveness of the methods used by schools in responding to all hate incidents.
Further Policy on Sanctions
What the law allows:
Teachers can discipline students whose conduct falls below the standard which could reasonably be expected of them. This means that if a student misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a sanction on that student.
To be lawful, the sanction (including detentions) must satisfy the following three conditions:
1) The decision to punish a student must be made by an appointed member of school staff or a member of staff authorised by the head teacher;
2) The decision to punish the student and the sanction itself must be made on the school premises or while the student is under the charge of the member of staff; and
3) It must not breach any other legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all the circumstances.
A sanction must be proportionate. In determining whether a sanction is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be reasonable in all the circumstances and that account must be taken of the student’s age, any special educational needs or disability they may have, and any religious requirements affecting them.
The head teacher may limit the power to apply particular sanctions to certain staff and/or extend the power to discipline to adult volunteers, for example to parents who have volunteered to help on a school trip.
Corporal punishment is illegal in all circumstances.
Sanctions should be appropriate to meet the needs of the students and the school and this subsequently may require a referral to other agencies.
Students’ conduct outside the school gates – teachers’ powers
What the law allows:
Teachers have a statutory power to discipline students for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives head teachers a specific statutory power to regulate students’ behaviour in these circumstances “to such extent as is reasonable.”
In response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a staff member or reported to the school may be dealt with through the sanction steps. This must be read in conjunction with the anti-bullying policy.
Subject to the school’s behaviour policy, the teacher may discipline a student for:
Any misbehaviour when the child is:
Taking part in any school-organised or school-related activity or travelling to or from school.
The school Governing Body do not permit the use of detention as a sanction but do permit the use of time within the school day, being used to work restoratively with children. This is completed with the consent of parents/carers.
At Northern Saints Church of England VA Primary School the Governing Body have sanctioned the use of reasonable force as described in the latest guidance from DfE January 2016. The guide below is ratified by the Governing Body annually together with the annual review of the Behaviour Policy.
Power to use reasonable force
The legal provisions on school discipline also provide members of staff with the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.
Separate advice is available in ‘Use of Reasonable Force – advice for school leaders, staff and governing bodies’. This is non-statutory advice and is intended to provide clarification on the use of force to help school staff feel more confident about using this power if the school policy dictates it is necessary. Schools cannot use force as a punishment, it is always unlawful to use force as a punishment.
What is Reasonable Force?
Force is usually used either to control or restrain. This can range from guiding a student to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury to themselves or others and damaging property.
Reasonable in the circumstances means using minimum force.
Who can use reasonable force?
School staff have a legal power to use reasonable force in line with the agreed school policy.
When can reasonable force be used?
The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual and be in line with school policy and reasonableness (including children with disabilities and SEN). Any policy on the use of reasonable force should acknowledge the legal duty to make reasonable adjustments for children with disabilities and children with SEN.
Staff need to be trained in order to manage the use of reasonable force and carry out their responsibilities under the school policy and procedure.
Sunderland provides advice and guidance to help schools to develop an appropriate training programme. Team Teach is the recommended de-escalation techniques and holds. At least four staff are trained through Team Teach and are authorised additionally to use reasonable force and advise other staff on the correct use of reasonable force.
What legislation does this guide relate to?
Education Act 1996
School Standards and Framework Act 1998
Education Act 2002
Education and Inspections Act 2006
Education Act 2011
Children Act 1989 – revised 2004
Link to advice on Home School Agreements
Link to behaviour checklist
Link to Use of Reasonable Force – advice for head teachers, staff and governing bodies
Link to Screening, Searching and Confiscation – advice for head teachers, staff and governing bodies
Link to Exclusions Guidance
Link to Safeguarding
Link to SEN Code of Practice
Link to Guidance on the Use of Restrictive Physical Interventions for Students with Severe Behavioural Difficulties (2003)
Education and Inspections Act 2006 http://www.legislation.gov.uk/ukpga/2006/40/contents
School Standards and Framework Act 1998 http://www.legislation.gov.uk/ukpga/1998/31/contents
Education Act 2002
Important note for parents
It is important that parents understand that our behaviour policy covers compliance with all of the school rules at Northern Saints including:
- General behaviour(in this policy)
- The wearing of school uniform (see policy)
- Regular attendance and punctuality (see policy)
This means that the rewards and sanctions used will be applied consistently across each of those areas because breaches of those policies are considered breaches in discipline.
Two examples relating to our Uniform Policy
A child always wears the correct uniform – they will receive a reward as defined in this policy
A child behaves well but persists in coming to school in trainers – support will be given but if the uniform policy continues to be breached a sanction will be applied, which in severe cases could result in the Head Teacher excluding the child.
Two examples relating to our Attendance Policy
A child attends for at least 96% of the year and is punctual throughout the year – they will receive a reward as defined in this policy
A child attends every day but is consistently late and despite support from the school attendance officer, the parent refuses to bring the child to school on time – although the Governing Body accept that Parents are on the whole responsible for getting children to school on time (especially for our younger children) a sanction will still be applied because the child is breaking the school rules and in the most extreme cases the Head Teacher may exclude the child.
The Governing Body assume that if you choose to send your child to Northern Saints CE VA Primary School then you are in agreement with our policies – parents and children do not have the right to ‘opt out’ except by choosing an alternative school. These policies are available for all prospective parents to view on our school website and parents are informed of them from time to time.