Behaviour Policy 

This Policy is approved by the Governing Body of Mere’s Edge Federation and complies with section 89 of the Education and Inspections Act 2006 and the 2010 Equality Act.

Behaviour Statement:

This policy promotes positive choices and respect for all.  It recognises that we are a learning community and we should respect and listen to one another.  Our school mission is to provide ‘A Quality Education for ALL for Life’ underpinned by the Biblical teaching in Thessalonians 5v11 ‘Therefore encourage one another and build one another up, just as you are doing.’

The guidance in this policy is used by all of the school community to ensure inclusivity and a safe environment to allow all to thrive. We believe positive choices and behaviour are developed through:  good learning behaviour; co-operation with everyone; knowing that it is acceptable to make mistakes whilst all the time developing integrity.  This ensures that all our pupils move on to their next stage of education confident with their own conduct, attitude to others and learning.

It is our aim that by the time pupils leave our care they can self-regulate their behaviour and develop an attitude where they will go into the world and make a difference with their life.

We believe that behaviour is communication.  The remainder of the policy outlines how we manage and promote positive behaviour and support every child.

Promoting positive behaviour:

We want all our children to enjoy coming to school.  We want them to be happy, feel safe and therefore learn.  We involve our pupils in establishing classroom rules, planning rewards and consequences.  We have a number of reward systems in place:

• Super Pupil Cards – this reward system focusses on four Super Pupil Rules – Respectful Behaviour, Listening Ears, Smart Lining up and Walking and Super Spider Thinking. Pupils are given a super pupil card for the behaviour they are demonstrating. Once a pupil has ten cards they are exchanged for a Super Pupil Badge. Children are also awarded a badge when they receive twenty then thirty cards.  (See appendix 1)

• House points – this reward is about the ‘team’ and the winning team is rewarded each term;
• Class Dojo – this rewards individual achievement and learning behaviour.  
• Community celebration – rewards are given with certificates and badges to commend pupils for their hard work and effort.  The focus of certificates changes as the school year develops.
• Visual rewards – these include, stickers, notes home and badges for star behaviour including the demonstration of Christian Values in school.
• When new children join Cockshutt, to ensure a smooth transition they will go through the process called ‘Soft Landings’. This is planned time for the new pupils to spend time with the Pastoral Lead and class teacher over a period of six weeks.

Dealing with inappropriate behaviour:

All staff will have the same expectations for behaviour, whether it is in class, moving around the school, lunchtime or in free playtime. All staff follow this simple procedure when necessary:

• Reminders Chart (see appendix 1) – All classes with have a copy of the reminders chart. Children will receive a maximum of five reminders:

Reminder 1: Verbal reminder.

Reminder 2: Two minutes thinking time.

Reminder 3: Five minutes think time during the next break.

Reminder 4: Fifteen minutes working in another class.

Reminder 5: A phone call to parents.

NO pupil should be receiving more than 5 Reminders in one day

• We believe communication is key and a member of staff will meet with the pupil and find out what has happened.  If a child is upset we will allow time for the child to calm down before talking to them.
• Staff will talk to the pupils about the ‘choices’ they have made and use the language of the school values to support the discussion.  The school values are: Respect, Perseverance, Compassion, Forgiveness, Courage and Friendship.
• Staff members will discuss the incident in a calm manner and talk to the child/children about the outcomes.  Staff will agree consequences with the child and this will be fed back to the class teacher (if it has been dealt with by another member of staff).
• If the behaviour continues to escalate a more senior member of staff will be informed. 

Behaviour consequences work when pupils care.  Pupils need to have conversations about behaviour so that good conduct becomes learnt behaviour.  A child’s behaviour is meaningful; all staff need to support pupils to develop integrity.  Staff need to listen, teach, model and understand.

Some pupils may need extra support for behaviour, and we should see this as a learning need.  We have a Pastoral Lead in place for timely interventions which pupils can be referred to by the class teacher.

Behaviour which requires planned intervention:

Some pupils struggle more with behaviour due to variety of reasons.  We work closely with parents/carers to put in place plans to support children.  Where a pupil is on a behaviour plan, regular meetings will be set up with the parent/carer to monitor the behaviour closely.  We may involve outside agencies including: Bee U Emotional Health and Wellbeing Service; Marches Outreach Service; The Educational Psychologist Team; Inclusion Services and other agencies accessed through COMPASS.

Serious incidents:

Staff, pupils and parents/carers must be aware that serious offences will require the involvement of parents immediately.  All parties will then discuss the incident/problem and look for solutions.  The school will endeavour to support the child and parents/carers.  In return we expect the support of the parents/carers and the pupil for any action that may be required. If a suspension is required all procedures outlined by the local authority will be followed.

Physical restraint:

In some incidents the school staff at Cockshutt may need to make use of physical intervention.  All members of the school staff team may have to use reasonable physical contact and reasonable force to control, restrain, or direct pupils. This is used where pupils’ behaviour is not safe and is used to protect those pupils from hurting themselves, hurting others or damaging school property. (DfE guidance published in 2013 on the ‘Use of Reasonable Force’).

What is reasonable force?

• The term ‘reasonable force’ covers the broad range of actions used by staff that involve a degree of physical contact with pupils. This is more commonly referred to as Positive Handling
• Force is either used to control or restrain.  This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a pupil needs to be restrained to prevent violence or injury.
• ‘Reasonable in the circumstances’ means using no more force than is needed.
• Cockshutt CE School staff use reasonable force to control pupils and to restrain them.  Control means either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact, such as leading a pupil by the arm out of a classroom.
• Restraint means to hold back physically or to bring a pupil under control.  It is typically used in circumstances, where a pupil is fighting and refusing to stop or is acting in a manner that may place them in harm or danger. Pupils refusing to follow instructions and subsequently attempting to carry out any act that places them or others at risk of harm may involve restraint.
• School staff recognise how restraint needs to be conducted to avoid acting in a way that might cause injury, but this may not always be possible.

Staff receive training recommended by the local authority and this is re-evaluated at the time of the updating of this policy to identify the need for further training to meet the specific needs of pupils.

When can reasonable force be used?

• Reasonable force can be used to prevent pupils form hurting themselves or others, from damaging property or from causing disorder,
• In a school, reasonable force is used for two main purposes – to control pupils or to restrain them.
• 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 circumstances.

Schools CANNOT use force as a punishment – it is unlawful to use force as a punishment.

The role of governors

The Head Teacher has the day-to-day responsibility of managing the school. However, the governing body has the responsibility of agreeing principles and standards of behaviour, and of reviewing their effectiveness. The governors support the Senior Leadership Team in carrying out these standards.

Fixed-term and permanent exclusions:

The Head teacher has the power to exclude a pupil from school. The procedures laid out by Shropshire Local Authority are followed for all exclusions. The Head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in 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 into a permanent exclusion, if the circumstances warrant this.

If the Head teacher excludes a pupil, parent/carers are informed as soon as is practically possible, giving reasons for the exclusion. In most cases, pupils likely to be excluded will have undergone behaviour support which has failed to address and support the child. Discussions with parent/carers will already have taken place and these discussions will have included the possibility of exclusion taking place if the behaviour displayed does not improve. Parents/carers can, if they wish, appeal against an exclusion to the governing body. Appeal processes are available on our Cockshutt CE School Website.

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 pupil discipline committee. 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 representation by parents and the LA, and consider whether the pupil should be reinstated.

Screening, confiscation and searching pupils

It is not usual for staff to need to search or screen pupils. Should such an occasion arise in the future the school would work in line with the DfE guidance published in 2012 ‘Screening, Searching and Confiscation.’

Power to discipline beyond the school gate

The governing body confirm that the Head teacher and staff are authorised to use the strategies outlined in this policy to cover the following areas:

• Pupils taking part in school visits;
• Pupils taking part in school organised after-school activities away from the school site;
• Pupils taking part in residential visits;
• Pupils travelling to and from school wearing school uniform and in anyway identifiable as a pupil of the school.

In Cockshutt CE Primary School & Nursery pupils are well supported, listened to and cared for.  Incidents of poor behaviour are few. We believe in forgiveness and that all pupils can change, grow and develop.  We believe that incidents of poor behaviour are junction points for learning and that every day is a NEW DAY. Behaviour should be dealt with on the day it occurs (where possible) and everyone deserves to have a fresh start!

This policy was written November 2023 and approved by the governing body.

This policy is reviewed annually by the governing body and school staff, taking into account training and research around behaviour.

Review Date: September 2024