Pupils are expected to:
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
READY TO LEARN
WORK AS A TEAM
AIM HIGH
Reward System
These 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 reward shop (containing age-appropriate small prizes), Sharing good work with others: Head Teacher, Deputy Head Teacher and parents, dojo points and post cards 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:
When poor behaviour prevents other children from learning or being safe the child is given a verbal warning.
Disruption for a second time results in a yellow mark being issued and recorded. The child is provided with an age-appropriate timer (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.
Disruption for a third time results in an orange mark being issued and recorded. The child will therefore miss 10 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 under supervision from a member of teaching staff in an allocated classroom in silence.
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):
This stage comes after the initial disapproving look / asking the child to stop / praising other children and it is imperative that children are very clearly made aware that this is their warning and the next stage will be yellow if this behaviour persists.
After a verbal warning has been issued and behaviour persists then the child will move to yellow. The child will walk around with an adult for an appropriate period of time (not more than ten minutes) to reflect on their behaviour.
If the behaviour continues after the yellow stage the child will be brought in from the yard to discuss their behaviour with the lead supervisor and will spend an appropriate period of time (not more than twenty minutes) inside.
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:
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.