Behaviour and Discipline Policy

The Footsteps (School rules)

The Footsteps have been developed in collaboration with the children, staff and wider community and are rooted in our distinctive catholic ethos and school mission.

RESPECT FOR ALL

Treat everyone with respect
Always be polite and use good manners
Look after our school equipment and environment

READY TO LEARN

Always be your best
Keep going when things are difficult
Show good behaviour at all times

WORK AS A TEAM

Include everyone
Be a good friend
Be a role-model

AIM HIGH

Take pride in everything you do
Rise to every challenge
Be aspirational

Rewards

Rewards are given to a child or a class when children follow the rules: verbal praise, stickers, special responsibilities/privileges, individual class reward systems including a ‘reward shop’ (including age appropriate small prizes), sharing good work with others e.g. Head Teacher and parents, Dojo points and postcards/telephone calls home.

Behaviour management

Rewarding good behaviour must be the norm and is the responsibility of all adults within school. All staff should be pro-active in celebrating ordinary good behaviour overtly and often throughout each day.

Sanctions and Consequences

These sanctions may be given to a child or a class when children do not follow the rules.

Sanctions for behaviour at all times:

Stage 1: Verbal warning

When poor behaviour results in a verbal warning.

Stage 2: Yellow – Time to Reflect

Disruption for a second time results in a yellow mark recorded on the A3 class chart. The child is provided with an age-appropriate timer at the isolation table (e.g. 3 minutes KS1, 5 minutes KS2) and asked to reflect on their behaviour for the allotted time as a chance to try to rectify their behaviour.

Stage 3: Orange – Loss of playtime

Disruption for a third time results in an orange mark recorded. The child will therefore miss ten minutes of the next playtime or may be removed from the class for a specific event e.g. activities that are not part of the curriculum. This time will be taken in the Discovery Hall by a member of staff.

Stage 4: Red mark – Isolation, Letter Home and Senior Leader involvement

By this stage the child will be taken out of the class by a member of the Senior Leadership Team and will complete a reflection log discussing their behaviour and how to move forward (see appendix 1). A copy of the reflection will be sent home to parents. This may result in loss of playtime or removal from class for a specific event e.g. activities that are not linked to the curriculum.

Stages can be implemented immediately if a behaviour is deemed more severe than previous stages.

Sanctions for playtime and lunchtime behaviour (applicable for lunch cover supervisors):

Stage 1: Verbal warning

When poor behaviour results in a verbal warning.

Stage 2: Yellow – Time to Reflect

Disruption for a second time results in a yellow mark recorded on the A3 class chart. The child will walk around with an adult for an appropriate period of time (not more than ten minutes) to reflect on their behaviour.

Stage 3: Orange – Lead supervisor informed

Disruption for a third time results in an orange mark recorded. The child will be brought to the lead supervisor to discuss their behaviour. The child will walk around with an adult for an appropriate period of time (a further ten minutes) to reflect on their behaviour.

Stage 4: Red – Senior Leadership Team informed of incident.

If the behaviour still continues the child will be taken to a Senior Leader (usually the Deputy Head or Head) and will stay off the yard for the remainder of the playtime. A reflection log will be completed and a copy of this will be sent home to parents. This may also result in loss of playtime or removal from class for a specific event e.g. activities that are not linked to the curriculum.

Stages can be implemented immediately if a behaviour is deemed more severe than previous stages.

In both school and the yard, Stage 4 will be implemented immediately if a child shows severe/unacceptable behaviour and/or disobedience, such as:

Wilfully hurting another child.
Wilfully destroying property e.g. their own or others school books, graffiti etc.
Wilfully and overtly refuses to do what he/she is told to thereby jeopardising the health and safety of others.
Engages in any behaviour that stops others from functioning and prevents learning from taking place for an unacceptable length of time.

Fixed term exclusions may be used on rare occasions for violent or abusive behaviour or online bullying / sexting etc.

Behaviour Monitoring Diaries (traffic light system or similar) are available for pupils with specific behavioural needs, where deemed appropriate. They are used to monitor behaviour and effectively communicate between school and home.

Exceptions with regard to Special Educational Needs and Disability (SEND)

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the specific needs of the pupil.

In the event of a very serious incident, the Head Teacher will aim to contact the parent(s) immediately and the immediate exclusion may come into force in line with DfE guidance.

Behaviour Policy

Behaviour policy Summary