Behaviour Management Policy

It is the policy of The Hawthorne’s Free School in keeping with its Mission Statement to:  ‘Empower each individual in our care to be safe, happy, creative, moral citizens who live motivated, fulfilled lives whilst enriching the lives of others. We stress the total development of each young person: spiritual, moral, intellectual, social, cultural emotional and physical.’ We aim to achieve this in a climate and culture where

we ensure that each member of the school community is valued and encouraged to develop to their full potential in an atmosphere of trust, honesty, respect and forgiveness – all of which build self esteem and encourage good working relationships within a pleasant environment.

The Principles

 1          The Governing Body believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary.  It seeks to create a caring and learning environment in the school by:

  • promoting good behaviour, discipline, a sense of responsibility and developing social and moral values which will equip pupils for life in the community
  • accepting others, and showing respect, courtesy, tolerance, respect and encouraging self-discipline, proper regard for authority and positive relationships based on mutual respect and the rights of the individual;
  • promoting a sense of self-worth to all members of the community;
  • ensuring consistency, honesty, openness and fairness in the treatment of all;
  • accepting responsibility for individual behaviour and recognising that behaviour results from an interaction between the thoughts, feelings and skills of individuals with their environment (social, emotional and physical).
  • Providing opportunities for all members of the school community to express their views and be listened to;
  • promoting early intervention with pupils whose conduct and behaviour show signs of concern;
  • providing a safe environment free from disruption, violence, bullying and any form of harassment;
  • encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the school’s policy and associated procedures.

2          The Governing Body will review this policy, ensure that it is non-discriminatory and the expectations are clear on a regular basis.  It will support the school in maintaining high standards of behaviour.

3          The Headteacher will be responsible for the implementation and day-to-day management of the policy and procedures.  Support for staff faced with challenging behaviour is an important responsibility of the Headteacher and Senior Leadership team.

4          Staff, including teachers, support staff and volunteers will be responsible for ensuring that the policy and procedures are followed consistently and fairly applied.  Mutual support amongst all staff in the implementation of the policy is essential.  Staff also have responsibility, with the support of the Head Teacher and Senior Leadership Team, for creating a high quality learning environment and teaching good behaviour.

5          The Governing Body, Headteacher and staff will ensure that there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, cultural, religions, gender, disability or sexuality.  They will also ensure that the concerns of pupils are listened to and appropriately addressed.

6          Parents and carers will take responsibility for the behaviour of their child both inside and outside the school.  They will be encouraged to work in partnership with the school in maintaining high standards of behaviour and will have the opportunity to raise any issues arising from the operation of the policy.

7          Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedures and expectations.  Pupils also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.

Procedures:

8          The procedures arising from this policy will be developed by the Head Teacher and Senior Leadership Team in consultation with the staff.  The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved and will have a clear rationale which is made explicit to staff, pupils and parents.  The procedures will be consistently and fairly applied and promote the idea of personal responsibility that every member of the school has a responsibility towards the whole community.

Behaviour for Learning

9          The BfL Policy is designed to create a safe learning environment where teachers can teach and pupils can learn.  It creates an environment of physical and emotional safety, dignity and respect.  It also gives pupils a voice.

Behaviour for Learning at The Hawthorne’s has four strands which include Rights, Routines, Responsibilities and Rules.

These are displayed in each classroom and frequently referred to by staff.

Rights:-

Staff and pupils have the right to physical and emotional safety..

Staff and pupils have the right to respect and dignity

Pupils have the right to learn

Staff have the right to teach

Staff and pupils have the right to a voice

Routines

Pupils are expected to be punctual

Pupils are expected to walk in school

Pupils are expected to line up outside of class

Pupils are expected to have equipment and planner

Rules

Pupils are expected to follow all instructions given by staff

Pupils are expected to behave in a way that protects the safety of themselves and others.

Pupils are expected to use the language of choice

Responsibility

Pupils are expected to make positive choices in school

Rewards

10        A school ethos of encouragement is central to the promotion of good behaviour.  Rewards are one means of achieving this.  They have a motivational role in helping pupils to realise that good behaviour is valued, and are clearly defined in the procedures.  Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups.

Sanctions

11        Sanctions will be used to respond to inappropriate behaviour.  This will include inappropriate behaviour whilst a pupil is on school business, for example, a school trip or work experience.  It could also include incidents which take place out of school but which affect the safe running of the school environment, for example, incidents that happen whilst travelling to and from school or internet/cyber bullying or misuse of any electronic equipment.

a)      When a pupil(s) makes the wrong choices in class/school he/she is spoken to by a member of staff and given the opportunity to correct his/her negative behaviour.

b)      If the pupils continues to make the wrong choices he/she will be asked to move seat.

c)      Should he/she continue to disrupt the learning of other he/she will be spoken to outside the class room environment and a final warning is given to the pupil(s).

d)     If the pupil continues to disrupt the learning of others then he/she is exited to the referral room, for the remainder of that lesson.

e)      A letter in the form of an incident slip is sent home explaining the behaviour of the pupil(s).

f)       A text/telephone call is made to inform the parent/carer that a 1 hour detention has been set, the same day of the incident, in order for the pupil(s) to complete the work not completed.

g)      The pupil(s) to have a restorative conference with the member of staff that removed him/her from class before the next lesson.  This repairs the damaged relationship and allows the teacher/pupil to reconnect before the next lesson creating a harmonious environment.

h)      If pupils are referred three times per year they will be ‘yellow carded’ – this is a warning regarding future behaviour.

i) If pupils continue to make wrong choices and move up to five referrals in the same year they will be ‘red carded’, this means they will be taught in the referral room until parents/carers can attend a behavioural panel meeting to discuss future behaviour.

j) If pupils receive two red cards in a school year this will result in parents/carers having to attend a governors behaviour panel where a decision will be taken regarding continued education at The Hawthornes.

The BfL is designed to allow Teaching and Learning to take place – creat an environment of physical and emotional safety where all pupils can flourish.  It also allows pupils who make wrong choices an opportunity to repair any harm caused maintaining dignity.  Parents are informed when their child/ward is removed thus creating a supportive relationship with school/home.

Posters informing pupils of rights and responsibilities are displayed in each classroom.

12        A range of sanctions are clearly defined in the procedures and their use will be characterised by clarity of why the sanction is being applied and what changes in behaviour are required to avoid future sanctions.  The procedures make a clear distinction between the sanctions applied for minor and major offences.

13.      The use of confiscation as a disciplinary penalty will be used.  That includes seizure and also, as appropriate, the retention and disposal of certain items.  As with other sanctions, the sanction of confiscation will be applied in a reasonable and proportionate way.  Generally the aim pursed in confiscating property is maintaining an environment conducive to learning, one which safeguards the rights of other pupils to be educated. So for example, pupils who have mobile phones/I-pods out in class will have them confiscated until the end of the school day.   On no occasion will pupils be permitted into a public examination with a mobile phone.

Any items confiscated should be labelled and put in the main office, for safe keeping, until the pupil collects it at the end of the school day.  If the item is to be kept for longer the parents should be telephoned so that they can arrange collection.

If the item is to be destroyed, for example, a cigarette lighter, then parents should be informed in writing.

Staff should take particular care when confiscating items of clothing/jewellery and avoid physical contact or interference with pupils’ clothing of a kind that might give rise to child abuse allegations.

The school is aware that the legal power for it to search pupils currently  extends to weapons or if it suspects that a pupil has brought drugs or any other illicit item onto the school site.  If a member of staff thinks a pupil may be carrying a weapon of any sort or anything dangerous that could harm themselves or others then they should contact a member of the SLT immediately who will ask the pupil to empty his/her pockets.  If the pupil is uncooperative then the Senior Leader will assess the risk to others and may decide to contact the child’s parents or the police.

14.      The school may decide to use Parenting Contracts, Parenting Orders and Penalty Notices should they feel the pupil’s behaviour warrants these.

Training

15        The Governing Body, through the Headteacher, will ensure high quality training on all aspects of behaviour management is encouraged and supported.

Inter-relationships with other school policies

16        In order for the behaviour policy to be effective, a clear relationship with other school policies particularly equality of opportunity, special education needs, exclusions, anti-bullying and drug abuse, has been established.

Involvement with outside agencies

17        The school works positively with external agencies.  It seeks appropriate support from them to ensure that the needs of all pupils are met by utilising the range of external support available.