Behaviour Management Policy
approved February 2018
Behaviour Policy and Statement of Behaviour Principles
This policy complies with section 89 of the Education and Inspections Act 2006
The purpose of this policy:
To ensure a consistent approach to positive behaviour management across the school
To ensure that everyone feels safe at Watergate School
What the Law says:
The Law says that the headteacher of Watergate School must set out measures in the behaviour policy which aim to:
- Promote good behaviour, self-discipline and respect;
- prevent bullying;
- ensure that pupils complete assigned work; and
- which regulates the conduct of pupils
When the headteacher is deciding what these measures should be, s/he must take account of the Governing Body’s Statement of Behaviour Principles.
Watergate School’s Statement of Behaviour Principles is included in this policy as Appendix A.
The headteacher must publicise the school behaviour policy, in writing, to staff, parents/carers and pupils at least once a year.
The school’s behaviour policy must be published on its website (School Information (England) Regulations 2008).
NOTE – As this document combines Watergate School’s Behaviour Policy and the Statement of Behaviour Principles, it takes into account the Children Act 1989, alongside the following legislation:
Education and Inspection Act 2006: Section 89 (Behaviour Policy) and
Education and Inspection Act 2006: Section 88 (Statement of Behaviour Principles)
This document has also received approval from both the headteacher and a committee of the governing body as required.
The Positive Behaviour Policy:
At Watergate School a consistent approach to behaviour management is key!
For a positive behaviour system to be successful there needs to be consistency in the implementation of the approach. This policy sets out that approach and states that all staff are expected to uphold the principles within.
Watergate School seeks to maintain a positive ethos for all pupils, with staff providing good role models of behaviour to help develop such an ethos and encourage constructive relationships with and between the pupils. Pupils will value relationships, routines and property only when they feel that they themselves are valued. Staff are required to work with and deal with pupils sensitively and with an awareness of individual need, giving all pupils the respect to which they are entitled by law.
A primary goal in the school is to allow the pupils to develop as much independence as possible, including the right and opportunity to make decisions about their own lives wherever it is safe and practical to do so. However, we recognise that some pupils need to be protected from their own behaviour and that of others. For example, behaviour that compromises independence given to certain individuals in specific circumstances.
At Watergate all staff continuously work to establish positive relationships with all pupils, and seek to acknowledge and promote positive behaviour. We realise that for many pupils’ problems and frustrations in communication can lead to behaviour difficulties, and we seek to develop relationships in which pupils can interact purposefully, learning positive ways of communicating with others.
Physical contact is used positively and appropriately to reinforce relationships. When it must be used in less positive contexts as a means of control or to avert a potentially dangerous situation, then is should always be the minimum the situation warrants and be reasonable in its application. (DfE: Use of Reasonable Force in Schools, July 2013)
Watergate School expects all pupils and staff to be:-
Respectful and tolerant of each others’ needs and abilities.
Careful and considerate towards each other, and all school property and facilities.
Respectful of everyone’s right to equal opportunity.
In order to meet these demands we recognise that many pupils will require support (physical, verbal, redirecting) and that good role models of adult behaviour will assist pupil learning. Some pupils may require different levels of physical prompting – for example to learn to do an inset puzzle, hand over hand prompting may be used; or more energetic physical prompting in a fun way may be required to help motivate a pupil to learn to move about the room in an appropriate manner.
Watergate staff strongly believe that we should seek to understand pupils through their behaviour and not label them according to their conduct.
The school always seeks to try and diffuse a potentially violent situation wherever possible. For more detail please see the Behaviour Management Guidelines.
STRONG SCHOOL LEADERSHIP
Watergate School Governing Body is committed to supporting high standards of behaviour. The children will be supported in a variety of ways, where able to voice their opinions about behaviour in school. The headteacher and other staff with responsibilities relating to behaviour management will support all staff in maintaining good discipline and will keep staff, parents and governors up to date with DfE and local guidance relating to behaviour in schools.
At Watergate School, we endeavour to provide a stimulating and enjoyable learning environment for all pupils, as we recognise that some negative behaviour exhibited in the classroom can be as a result of boredom or lack of interest in the task, or indeed a task being too difficult for the individual concerned.
In order to achieve effective learning and positive behaviour management at Watergate School the following must be carefully considered, planned for, put into practice and regularly evaluated:
- A positive, calm and purposeful classroom tone
- Positive and realistic expectations about learning and learning outcomes which are differentiated for each pupil
- The appropriate use of visual timetables, objects of reference and/or other suitable tools for enabling each child to know what is happening during the day
- An attractive, tidy, well-cared for environment
- A well-planned environment which pupils can navigate without unnecessary barriers
- An environment which gives thought to the needs of the children within that classroom e.g.; visual stimulation levels through displays.
- Classroom organisation and planning for teaching in individual, small group and whole class group sessions in relation to individual needs, staff strengths, space and curriculum content.
- Developing communication systems between all staff through use of regular meeting times to ensure consistency of approach.
- Actively encourage positive interactions to develop mutual and reciprocal relationships.
Rewards are used to support class and team working as well as providing ideal means of rewarding notably good behaviour, including effective learning strategies and examples of good learning. Within the established positive learning environment at Watergate School, children should expect to receive regular praise from all they come in to contact with. Where appropriate, class teachers are encouraged to agree rules with their classes and use a range of personally favoured strategies as incentives for the pupils to behave well. Such strategies include, but are not exclusive to:
- Verbal praise and encouragement
- Non-verbal praise – which may include Touch Cues, symbols, facial
- expressions, gesture and/or signing.
- Written remarks about good work
- Sending children to another teacher or headteacher to share their work/good
- Displaying pupils’ work and achievements
- Certificates to celebrate children’s success (for behaviour and academic achievement)
- ‘Star of Learner’ of the week/term acknowledgement for each class during
- weekly Celebration of Learning assemblies
It is not standard practice to use sanctions at Watergate School.
As the pupils attending our school are working at early learning levels, we firmly believe that other, non-aversive, strategies are best used and most effective. These can include:
- Distracting, diverting or redirecting the child
- Ignoring the behaviour (behaviours dealt with in this way may become more severe before improving, but long term results are usually permanent)
- Discovering the cause of the behaviour and removing it
- Teaching an alternative behaviour or skill that achieves the same function, but that is more acceptable
- Reinforcing acceptable behaviours that are incompatible with the problem behaviour. (eg- teach stroking to replace smacking)
At Watergate School, it is not standard practice to consider excluding a pupil.
CONTINUAL BEHAVIOURAL ISSUES
At Watergate School, we understand challenging behaviour to be that which:-
- Prevents participation in appropriate activities.
- Isolates the person from their peers.
- Affects the learning and functioning of other people and themselves.
- Drastically reduces the person’s opportunities for involvement in ordinary community activities.
- Is persistent and resistant to change.
- Makes excessive demands on staff and resources.
- Places the person or others in physical danger.
- Makes the possibility for future placement difficult and challenges services to meet needs. (Adapted from Harris et al., 1993)
Challenging behaviour includes a wide range of behaviours, such as withdrawal, lack of awareness of danger, hyperactivity, obsessive/ritualistic behaviour, self injurious actions and physical/verbal aggression. All types of behaviour are addressed appropriately and we regularly review programmes and methods to ensure that these behaviours do not inhibit progress both socially and academically.
It is imortant to identify factors which have led to the behaviour such as: pain, boredom, excessive demands, personality clashes, drug side effects, fear, changes in routine and any specific contexts where the behaviour occurs. Our ethos interprets ‘challenging behaviour’ as that which challenges our resources, and challenges us to find positive ways of responding, not as a label on specific pupils.
BEHAVIOUR STRATEGIES AND TEACHING OF GOOD BEHAVIOUR
Specific positive behaviour plans may be drawn up by class teams as part of a Pupil’s Profile to ensure pupil needs are being met, and that there is a consistency of approach by all staff.
Teaching and Learning approaches
The role of teaching and learning in positive behaviour management is to present to pupils a positive image of themselves. The emphasis is on giving pupils plenty of opportunities to become more effective communicators, enabling them to monitor and regulate their own behaviour wherever possible, and help them establish consistency in their relationships and in their interaction with the learning environment.
Staff place great emphasis on proactive, preventative measures in the management of challenging behaviour. This policy recognises four major approaches that are key in the prevention or reduction of challenging behaviour:-
1. The adopting and use of a child-centred approach
- Focusing on the child’s individual needs in relation to the time-table, and considering the access to a wide range of activities.
- Creating a balance between individual and group needs.
- Ensuring minimal conflict between curriculum requirements and individual needs.
- The development, implementation and evaluation of Individual Education Plans (IEPs) which are SMART – Specific, Measurable, Appropriate, Realistic and Time –framed.
- Responding to and acknowledging children’s communications.
- Developing positive relationships with others through interactive teaching approaches.
- Finding people and situations to which the child responds positively.
2. Pupils being enabled to develop autonomy and self-control
- Expanding opportunities for making choices, and having those choices respected.
- Seeking to encourage pupils to be responsible for their own behaviour.
- Staff maintaining clear boundaries for behaviour, so pupils have the security and consistency.
- Being given responsibility and independence during the daily class routine.
- Having achievable rewards
3. Developing a school system for staff support (see below for details)
4. Developing a positive home-school link with parents/carers (see below for details)
The use of a structured teaching approach for pupils with ASD (Autistic Spectrum Disorders) can be found in the ASD handbook.
STAFF DEVELOPMENT AND SUPPORT
The governing body are committed to developing a system of staff support which:
- Offers training for all staff in order to develop expertise in knowing when to intervene or not intervene, how to intervene without being confrontational, and how to manipulate the environment to reduce risk of behaviour occurring.
- Recognises that all staff need to build confidence and be valued.
- Offers a thorough programme of induction for all new staff, including peer mentoring.
- Provides regular access for all staff to support/supervision.
- Provides mutual support through meetings and discussion in class teams and as a whole school.
- Recognises staff have different thresholds of tolerance to different situations, and enables staff to be aware of their own reactions and how to overcome them, and be able to discuss these with class teachers and Senior staff openly in order to resolve the difficulties satisfactorily for all parties. (This is not an opt out clause, and staff must remember that they are employed by the school to work with ALL the children.)
PUPIL SUPPORT SYSTEMS
We recognise that many pupils will require support (physical, verbal, redirecting) and that good role models of adult behaviour will assist pupil learning. Some pupils may require different levels of physical prompting – for example to learn to do an inset puzzle hand over hand prompting may be used; or more energetic physical prompting in a fun way may be required to help motivate a pupil to learn to move about the room in an appropriate manner.
LIAISON WITH PARENTS AND OTHER AGENCIES
Watergate School acknowledges that all positive behaviour management strategies must be developed in consultation with parents, the class team and, where appropriate other professionals.
At Watergate School, we are committed to developing positive home-school links through:
- Regular consultation about pupil progress and strategies being employed in the management of behaviour.
- Realistic target setting and management strategies that can be used in home and school settings effectively.
- Providing mutual support for all parties through discussions, developing practical strategies and opportunities for training sessions.
- Providing advice on resources, procedures, outside agencies etc.
Watergate School also has well established and effective multi-agency working practices.
It is important that ALL staff are made aware of plans/strategies; this includes kitchen staff, bus guides, therapists, volunteers and students etc. Although it is also recognised that this is an area of difficulty with employees outside the schools’ direction the school will offer liaison/training as appropriate and practicable. At regular school meetings throughout the year relevant information is discussed and shared concerning class groups and individuals.
MANAGING PUPIL TRANSITION
At Watergate School, we understand that many of our pupils will find the transition between classes within the school and between schools particularly difficult.
To this end, we aim (where time frames allow) to ensure that all pupils have the opportunity to visit the school, their teacher(s) and classroom prior to starting at Watergate.
Watergate School also has a well established programme of transition for our Year 6 pupils with Greenvale Secondary School and other secondary school.
ORGANISTATION AND FACILITIES
Watergate School has a variety of resources and learning spaces which may be used as part of a pupil’s individual timetable or positive behaviour management plan included in their Pupil Profile. There will have been prior agreement and a rational for the use of these resources/areas.
The school has a Safe Space, which has the purpose of providing a safe area of retreat for pupils. The Safe Space may be used by a pupil as a quieter space where they have an opportunity to calm themselves. The need for this may be identified by the pupil (and requested through their preferred method of communication) or may be recognised by a member of staff. Staff should ensure they follow the guidance provided for the correct and appropriate use of the Safe Space.
Watergate School has a separate Physical Intervention Policy.
The Physical Intervention Policy gives details on the use of reasonable force in schools.
The Education Act 1986 has made the use of corporal punishment in school unlawful. This includes all physical chastisement such as slapping, hitting, punching, prodding, throwing missiles and other forms of rough handling, such as insensitive wiping of noses or putting on of coats, dragging or pushing a child, poking with finger, subjecting them to torment, ridicule or fear etc.
At Watergate school, the following actions are prohibited:
- Corporal punishment in any form, to include deliberate acts that cause pain or injury
- Manhandling of pupils
- Shouting at pupils, other than in an emergency in order to ensure the safety of the pupil, another child or member of staff
- Using a threatening physical presence, gesture or tone of voice
- Depriving pupils’ access to food and drink which is normally available during the school day (eg; dinner, pudding and snack)
- Deprivation of basic rights as a punishment
- Use or withholding of medication
- Intentional deprivation of a period of sleep normally taken within school time
- Forcing a child to wear distinctive or inappropriate clothing
- Removing clothing, other than in an emergency or to prevent injury to self or others
- Intimate searches
- Physical restraint (see Physical Intervention Policy)
SCREENING AND SEARCHING
Our policy regarding screening, searching and confiscation is to follow the advice as set out by the DfE: Screening, searching and confiscation – Advice for Headteachers, Staff and Governing Bodies, 2014.
Please refer to our E-Safety Policy.
See also: DfE: Preventing and tackling bullying. Advice for headteachers, staff and governing bodies July 2013
MONITORING AND EVALUATION
Date of Policy: January 2016
Date of review: February 2018
Date approved by Governors: awaiting approval at governor committee meeting 02/03/2017
Date for next review: March 2020
Watergate School: Behaviour Policy
Appendix A: Governing Body’s Statement of Behaviour Principles
The Law states that the Statement of Behaviour Principles may include the following:
- screening and searching pupils;
- the power to use reasonable force and other physical contact;
- the power to discipline beyond the school gate;
- when to work with other local agencies to assess the needs of pupils who display continuous disruptive behaviour; and
- pastoral care for staff accused of misconduct.
STATEMENT OF BEHAVIOUR PRINCIPLES
Rationale and Purpose
This Statement has been drawn up in accordance with the Education and Inspections Act
2006, and DfE guidance (The school behaviour policy: the role of the governing body).
The purpose of this statement is to provide guidance for the Headteacher in drawing up Watergate School’s Behaviour Policy so that it reflects the shared aspirations and beliefs of governors, staff and parents for the children in the school, as well as taking full account of law and guidance on behaviour matters.
It is intended to help all school staff to be aware of and understand the extent of their powers in respect of discipline and sanctions and how to use them. Staff should be confident that they have the Governor’s support when following this guidance.
This is a statement of principles, not practice: it is the responsibility of the Headteacher to draw up the Behaviour Policy for Watergate School, though she must take account of these principles when formulating this.
The Headteacher is also asked to take account ofthe guidance in DfE publication Behaviour and Discipline in Schools: a guide for Headteachers and school staff (January 2016).
The Behaviour Policy must be publicised, in writing, to staff, parents/carers and children each year. It must also appear on the school’s website.
- Every child has the right to learn but no child has the right to disrupt the learning of others.
- Everyone has a right to be listened to, to be valued, to feel and be safe.
- Everyone must be protected from disruption or abuse.
- Watergate is an inclusive school; all members of the school community should be free from discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010.
- It is expected that all adults – staff, volunteers and governors – will set excellent examples to the children at all times.
- We seek to give every child a sense of personal responsibility for his/her own actions.
- The school’s Behaviour Policy will ensure that there are measures to encourage good behaviour, self-discipline and respect, and prevent all forms of bullying amongst pupils; it also provides guidance on use of reasonable force.
- Where there are significant concerns over a pupil’s behaviour, the school will work with parents to strive for common strategies between home and school.
- The school will seek advice and support from appropriate outside agencies where concerns arise over a child’s behaviour.
- The school’s Behaviour Policy will clearly reflect the school’s approach to exclusions.
- The school will fulfil its’ legal duties under the Equality Act 2010 in respect of Safeguarding.
- The school will keep abreast of current issues and initiatives with regard to Health and Safety at Work Act 1974 and related regulations.