Behaviour & Discipline Policy
Within Bentley School we have an expectation of excellent behaviour which is essential in creating a calm, happy and respectful learning environment. We expect everyone involved in the life of the school to demonstrate and encourage appropriate behaviour and to be good role models for others.
In order for our children to be courteous and considerate members of the community and to possess a positive and sensitive manner, we encourage all children to develop a positive self-image and to take responsibility for their own actions.
We have three school rules which cover every aspect of our school day and all activities that are undertaken.
Our three school rules are;
There will be:
- Consistent and calm behaviour from both adults and children
- A focus on positive behaviour
- Rewards in place to praise positive behaviour
- Sanctions in place for poor behaviour
- Open and positive communication with and involvement of parents
- Support for children with emotional and behavioural problems which are outside of appropriate patterns. This may include external agencies such as the Behaviour Support Team and Educational Psychologist.
The Head Teacher has the right to exclude children whose behaviour is consistently poor and has not sufficiently changed after intervention and liaison with external agencies.
See Appendix below
- Anti-Bullying Policy
- Exclusion Policy
- Home School Partnership Agreement
Behaviour and Discipline Policy Appendix 1
The school’s positive behaviour management system is based on five key themes.
1. Consistent and calm behaviour from all
2. Noticing, praising and rewarding positive behaviour
3. Relentless routines – three rules for our school which are consistently kept
4. Four step sanction system
- Reminder of the rules
- Last chance warning
5. Restorative conversation immediately following a sanction
Each class has a system by which to reward the whole class for learning and behaviour. This is to encourage a sense of community and to build social skills such as working together as a team. The reward system will take the form of a marble or pasta jar.
Other reward systems in place include the STEP (Sorry, Thank You, Excuse Me, Please) award to recognise good manners, the Callaway Cup to recognise excellence in learning, Gold Book award in each Friday assembly and house points.
If a child has got to point 4 on the sanction steps then a 5 minute time out sanction will be implemented. This 5 minute sanction will be carried out by the adult who gave the sanction and will take place in the child’s next period of free time. Following a sanction, a restorative conversation will take place to explain to the child why their behaviour was not acceptable.
For more serious incidents of unacceptable behaviour the child may be sent to the Deputy Head Teacher, Head Teacher or other senior leader in their absence who will then decide on an appropriate sanction. This may include calling the child’s parents.
In a very serious case of unacceptable behaviour an exclusion would be implemented (see separate exclusion policy).
Within our child-centred school, staff are trained and alert to child development needs and are aware that some children with Special Educational Needs may need additional support in terms of behaviour management. If this is the case then a child with a Support Plan may require a particular target in regard to behavioural needs.
If any child is exhibiting extreme ongoing behaviour issues, or their behaviour is having a significantly negative impact on their learning or that of others, they may be considered to have behavioural needs. If so, they will be given an IBP (Individual Behaviour Plan). It may be the case that the child’s behaviour affects their learning and therefore their progress, in which case they may require a Support Plan in addition to the IBP. In either case a meeting will be called with the child’s parents, the class teacher, and the SENCo or/and the Head-teacher if appropriate, in order to investigate and explore the reasons behind the poor behaviour. Where necessary, an outside support agency will be contacted by the school, for example an Educational Psychologist or Behaviour Support Team. Children with their own behaviour plan might receive a short term individual reward system to support their development with a specific aspect of their behaviour.
Pupils who have little or developing English may become frustrated at times due to not being able to communicate effectively with peers and adults. Within a multi-cultural setting staff will be alert to this and provide strong support for any children with English as another language. There may also be the further possibility of a heightened cultural difference for some EAL pupils who might join the school at any point into Year 6. Staff will be aware of this and endeavour to provide language support for parents where required, in regard to setting school expectations, discussing progress or related behaviour.
Intervention Programmes to support behaviour
If it is deemed appropriate, some children may work through an intervention programme to support their social skills and behaviour management skills. This may be individually or as part of a small group. Parents will always be informed before a child starts attending this group. The amount of time a child spends in the group is reviewed regularly and will be based on the needs of the individual child.
The programmes we have in school to support behaviour are;
- ELSA (Emotional Literacy Support)
- FEIPS (Framework for Enhanced Individual Pastoral Support)
- Therapeutic Drawing
- Friends for Life
The school works collaboratively with parents and carers ensuring consistent messages about how to behave at home and at school. Each year we send home a Home School Partnership Agreement which we ask parents and carers to read and sign to show their support. We inform parents and carers if we have any concerns about their child’s behaviour.
At the discretion of the Head Teacher, children may be excluded from school either for a fixed time or permanently. The length of the exclusion will depend on the severity of the incident leading to the decision to exclude. Governors have the right to review the decision made by the Head Teacher and decide whether an exclusion is upheld or the child reinstated. Exclusions will be managed in accordance with guidance issued by the Department for Education and as detailed in the school’s policy for exclusion.
Date Approved by Governing Body: January 2018
Next review date: March 2021