Behaviour Policy 
Person responsible:        Sarah Nordstrom
Review date:                 January 2016
Next review date:           January 2017
Principles and expectations
Every child is unique at New Silksworth Infant School and celebrating good behaviour is central to making every child feel safe, valued and welcome.
The vast majority of children in our school are well behaved, hard working, thoughtful and polite.  They are encouraged to be supportive and kind towards one another and to show respect for themselves, other children and all adults within the school community.  Children are also encouraged to respect their own property and possessions and those of others.
The school is committed to the social and emotional aspects of learning. It is our intention to promote a sense of belonging; to understand and manage their feelings and the feelings of others and to develop their ability to make positive choices when faced with challenges.
This behaviour policy acknowledges the school’s legal duties under the Equality Act of 2010, in respect of safeguarding and SEND. Any measures or sanctions applied will take into account individual needs of pupils and staff. The policy is designed to support the way in which all members of the school community can live and work together in a supportive way.  It aims to promote an environment where everyone feels happy safe and secure. The school acknowledges that children with SEND may be more vulnerable to the actions of others and aims to protect it’s pupils. The school follows rigorously Sunderland’s safeguarding children board procedures –( see child protection Policy) and this policy also supports the school’s anti-bullying policy.
The school has a number of rules but the primary aim of the policy is not a system to enforce rules. It is a means of promoting good relationships so that people can work together with the common purpose of helping everyone to learn. The policy supports the school community in aiming to allow everyone to work together in an effective and considerate way. We believe that 
•    there should be a focus on the rights and responsibilities of the child;
•    that boundaries should be clear and consistent
•    positive classroom culture should be promoted
•    children should be treated as individuals
•    good behaviour should be modelled and taught
•    staff and children should have high expectations
•    everyone should show mutual respect
To ensure the safety and well being of all children, staff, helpers and visitors
To develop positive role models
To develop high self esteem
To develop self control in children and help them to take responsibility and be accountable for their actions
To ensure that every member of the school community feels valued and respected and each person is treated fairly and well.
How should we behave in school ?
We aim to support children in creating a positive learning environment.  In order to do this we highlight and use positive examples of good behaviour.  In every class circle time and other activities planned within the PSHCE curriculum, are used to foster positive attitudes towards one another.
We use a set of Golden Rules to underpin the good behaviour of all children throughout the Foundation Stage and Key Stage 1.
•    Keep yourself and others safe
•    Be kind and polite
•    Listen to and follow instructions
•    Walk quietly (on the left hand side of corridors)
•    Take care of equipment and use it properly
•    Do your best
•    Forgive and start again 
Individual classes may also agree a set of class rules and these may reflect the differences in the physical environment and ages of the children.
The School Council representatives will sign a copy of the Golden Rules on behalf of their peers and these will be copied and displayed in classes and around school.
Sanctions and Rewards
Every Friday we have celebration assembly. The purpose of the assembly is to celebrate and share the best practice displayed by children in each class. One child from every class is nominated for VIP. This will reflect aspects of good behaviour and positive attitudes. Children stand at the front of assembly and receive a certificate. The School website celebrates the achievements of the child weekly. Every week a child is chosen as hero of the week; this is in recognition of a thoughtful act of kindness or in response to the selfless attitude for the person chosen. Equally there is an X Factor award that also goes to one child from every class who has shown determination and perseverance. 
Every week a celebration assembly takes place. During this assembly examples of good work and achievements outside of school are celebrated.
In addition individual teachers and other staff also award merit stickers, certificates or small prizes to individual children for good behaviour, good attitude to learning, acts of kindness and good effort. Children may also visit other members of staff to share their good work or other achievements.
Head teacher awards are given for good behaviour and work.
Individual classes can reward good behaviour with a range of planned activities, and this gives a clear message that if the children are sensible, co- operative and behave appropriately they will be rewarded for their efforts.
Corridor monitor
To encourage respect for property and care for the school environment Year 2 children are assigned to be corridor monitors. Their role is to support their peers in making sure that the corridor areas around school are kept tidy and children move around quietly and sensibly.  This strategy is further reinforced by the use of visual prompts (signs in all corridors reminding children to walk and to move around quietly). 
These steps are designed to be hierarchical in nature but in extreme cases the teacher may in consultation with the head teacher decide to implement a sanction they consider the most appropriate to the individual child and the situation.
  1. A verbal reprimand is given, and in the case of a major or persistent incident,  the child’s name, date and incident/behaviour is recorded by the member of staff to allow staff to identify patterns, in order to provide the child with support and guidance.
  2. The child may be given ‘time out’ within the class to reflect on the
  3. inappropriate behaviour. This may involve being moved within their classroom.
  4. The child may be moved to another class within their year group to provide further time for reflection.
  5. The child is misses the first 5 minutes of break time, with time to talk to the class teacher about what has happened and what steps to take to avoid placing themselves in a similar situation should there be a next time.
  6. The child is sent to the deputy or head teacher as appropriate.  
  7. A meeting with parents is arranged if incident is major or persistent.
Any incident needing to be reported to the LA should be reported to the Head Teacher or Deputy Head immediately, and school will also keep internal records. Should the incident be of a particularly serious nature then it should ben reported immediately to the head teacher who will take the most appropriate course of action. 
Where children display inappropriate behaviour over a number of incidents parents will be informed by the class teacher. In some cases parents may be asked to come to school to discuss the child’s unacceptable behaviour. Where appropriate and in consultation with the SENDCo the child may be placed on the school’s SEN register and may have targets set as part of an IEP, which are then regularly reviewed. Alternatively, a behaviour plan can be put in place with specific targets and timescales.
The Senior Leadership Team will become involved in very serious individual incidents or persistent unacceptable behaviour.
The role of the class teacher
•To ensure school rules are enforced
•To have high expectations in terms of behaviour and effort
•To be fair and consistent in their treatment of all children
•To keep a record of major or persistent inappropriate behaviour for children in their class (whereby Leadership Team have been
•To report persistent or major inappropriate behaviour or serious incidents to the head teacher
•To liaise with external agencies where appropriate
•To discuss the welfare or behaviour of a child with parents where appropriate
The role of the head teacher
• To ensure the health, safety and welfare of all children in the school
•To implement the school’s behaviour policy consistently throughout theschool
•To report to governors when requested on the effectiveness of the policy
•To keep records of all reported serious incidents of inappropriate behaviour
• To report incidents to the LA when necessary
•To be responsible for giving fixed term suspensions to individual children for serious acts of inappropriate behaviour
•To be responsible for permanently excluding a child for repeated or very serious acts of inappropriate behaviour
•To be responsible for taking disciplinary action against pupils who are found to have made malicious accusations against school staff.
This will include a risk assessment and from this appropriate sanctions will be applied.  
(The last 3 actions are taken only after the school governors have been notified)
Any major incident(s), or behaviour plans will be passed to the receiving school on transfer. Parents will be informed of this prior to it happening.
The role of parents 
Parents have a vital role to play in their child’s education.  It is important that they support their learning and cooperate with the school as set out in the home-school agreement which is part of the induction into school.
The school is very conscious of the importance of strong links between home and school and works collaboratively with parents, so children receive consistent messages about how to behave at home and in school.
The behaviour policy is published on the school website so that parents can support their child and the school in promoting positive behaviour.
We explain the school rules in the school prospectus and we expect parents to read these and support them. We try to build a supportive dialogue between home and school and we inform parents immediately if we have concerns about their child’s welfare or behaviour.
We expect parents to behave in a reasonable and civilised manner to all school staff. Incidents of verbal or physical aggression will be reported immediately to the head teacher and appropriate action will be taken. School follows the LA policy on violence at work, and persistent or vexacious behaviour will be addressed accordingly.
If the school has to use reasonable sanctions to deal with a child’s inappropriate behaviour, we expect parents to support these actions.  If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concerns remain, they should then contact the head teacher. If these discussions cannot resolve the problem parents should follow the schools complaints procedure
The role of the governing body
The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour and of reviewing their effectiveness. The governors support the head teacher in the implementation of these guidelines.
The head teacher has the day-to-day authority to implement the school behaviour policy, but governors may give advice to the head teacher about particular disciplinary issues.  The head teacher must take this into account when making decisions about matters of behaviour.
Fixed term and permanent exclusions
Only the head teacher or acting head teacher has the power to exclude a pupil from school. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days on any one school year. The head teacher may also exclude a pupil permanently.  It is also possible for the head teacher to convert a fixed term exclusion to a permanent exclusion, if the circumstances warrant this. 
If the head teacher excludes a pupil, they must inform the parents immediately, giving reasons for the exclusion. At the same time the head teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs parents how to make such an appeal.
The head teacher informs the LA and the governing body about any permanent exclusion, and about any fixed term exclusions beyond five days in any one term.
The governing body itself cannot either exclude a pupil or extend the exclusion period made by the head teacher. The governing body has a discipline committee made up of between three and five members.  This committee considers any exclusion appeals on behalf of the governors. 
When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representations by parents and the LA, and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the head teacher must comply with this ruling.
Monitoring and review
The head teacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on its effectiveness and if necessary makes recommendations for further improvements.
The school keeps a variety of records of incidents of inappropriate behaviour and bullying. The class teacher records major or persistent classroom incidents and the head teacher records more serious incidents.  Incidents that occur at lunchtime are reported to class or head teacher accordingly on a daily basis.
The head teacher keeps a record of fixed term and permanent exclusions.
It is the responsibility of the governing body to monitor the rate of exclusions and to ensure that the school policy is implemented fairly and consistently.
This policy will be reviewed annually by school staff and every two years by the governing body (or earlier than this where necessary)