Behaviour and Anti-Bullying Policy
Statement of belief
At St. George’s (VC) CE Primary School, we encourage mutual respect, care and concern for others. As a school we want our children to develop a clear view of right from wrong and to feel safe, secure and valued. We want them to appreciate the needs of others and of the community around them.
This policy was renewed during the autumn term 2009 after consultation with governors, staff, pupils and parents and is reviewed bi–annually.
- To develop an understanding that each child is responsible for his or her own choice of actions
- To ensure that the Behaviour Code is clear and easy to understand
- To ensure that adults apply the Behaviour Code consistently
- To promote good behaviour
- To lead by example
- To build and maintain self–esteem
- To promote self–respect and respect for others
- To develop self–discipline
- To avoid causing distress or offence to others
- To celebrate achievement
Our School Code of Rights and Responsibilities
- We have the right to be safe and the responsibility to act sensibly and play carefully
- We have the right to be treated politely and the responsibility to be kind to others
- We have the right to a good education and the responsibility to do our best
- We have the right to learn and the responsibility not to disturb others
- We have the right to be heard and the responsibility to listen to others and be polite
- We have the right to play games and the responsibility to share them and include others
- We have the right to a clean school and the responsibility to help keep it clean and tidy
- We have the right to eat and the responsibility not to waste food
- We have the right to use good equipment and the responsibility to look after it
Each year within the class the school rights and responsibilities are revisited and discussed and opportunities to personalise these are given. The rights and responsibilities and class charter are displayed in each class.
Our School Council, which has elected member from Years 2 to 6, are encouraged to raise any behaviour/bullying concerns with the school and help formulate strategies to solve issues that may arise. The School Council representatives are given dedicated time with their classmates to consult before and feedback after meetings.
Guidance for staff
Our school rights and responsibilities are introduced and reviewed through planned circle time, co–operative games and role–play.
In dealing with any unacceptable behaviour, staff should:
- Avoid confrontation
- Listen to all parties involved
- Establish the facts where possible
- Judge only when certain (beyond reasonable doubt)
- Use sanctions sparingly
- Use the vocabulary of rights and responsibilities
The quality of teaching and learning in each lesson directly affects the behaviour of pupils. All staff need to be familiar with our school’s Teaching and Learning Policy and work within this framework.
Incentives, rewards and praise are given for effort and achievement in both behaviour and work.
Staff are encouraged to use:
- Verbal praise
- Celebration of achievement shared with class or at Celebration Assembly
- Credits and certificates (Year 1 to Year 6)
- Smiley faces and stickers
- Headteache’s award
- Class rewards e.g. golden time
When dealing with unacceptable behaviour, staff should try to understand the reasons for the behaviour and deal with it in a positive way referring to the rights and responsibilities. Where a sanction is necessary staff try to choose one, which is appropriate to the behaviour and child
- Always establish facts through initial discussion to lead the child to understand that she/he has chosen to behave inappropriately and encourage the child to suggest what would have been appropriate behaviour. A reprimand may be necessary but this should always leave the child room for self&ndashrespect.
- Time out for calming down or ‘thinking chair’
- Stand by a teacher or lunch time supervisor during playtime
- Work during playtime supervised by a teacher (if children choose to play during work time then they choose to work during playtime)
- Lunch time supervisors to inform senior staff of serious/inappropriate behaviour at lunchtimes
- Sent to senior management
- Sent to Headteacher or Deputy Headteacher
- If the serious behaviour persists then the child understands that his/her parents will be asked to come in to discuss the problem behaviour with the Headteacher
- A home/school daily behaviour book established with parents’ support
- If a child persists in violent behaviour and is a danger to other children or adults, in spite of behaviour management in line with school policy, she/he may be excluded at lunchtime
- Governors are kept informed about serious behaviour problems particularly where it may become necessary to exclude a child for all or part of a school day
- The ultimate sanction is exclusion
In order to encourage acceptable behaviour at playtime, an area in each playground is reserved for children who wish to play quietly. Circle time and PHSCE work encourages children to focus on desired behaviour and how they might accomplish it e.g.:
- Turn taking
- Appropriate participation
- Sustaining interest in a game
- Accepting winning or losing
- Allowing other children their personal space
- Understanding fair play
Playground equipment is used to encourage a positive attitude towards playtimes and develop specific skills e.g. throwing and catching. When playground behaviour becomes unacceptable the child/children involved will be reminded of the school rights and responsibilities. Alternatively they:
- May have to walk around with an adult
- May miss a playtime the following day (given appropriate work to do)
- May have to sit outside the staff room
- May be sent to the Headteacher or Deputy Head
Representatives from Year 4 and 5 are trained in areas of conflict resolution to help the children resolve playground issues. The children are introduced to the rest of the school pupils at the start of each academic year in assembly and wear badges to enable children to recognise them.
Buddy Bench and Buddy Bus Stop
Children who feel lonely and have no one to play with are encouraged to use the buddy bench and bus stop. Children and peer mediators are reminded to look out and include these children in their play.
Lunchtime supervisors will use a positive approach of praise and encouragement for good behaviour, which may involve their participation in playground games as a role model. There will also be occasions when they will need to discourage children from indulging in unacceptable behaviour by anticipating problems and intervening positively e.g. inviting the child to walk around with them to calm down, gently reminding children who are beginning to play wildly, to play kindly. Sanctions used by lunchtime supervisors will depend on the problem but will include:
- Invite the child to walk round with an adult, talking positively to them
- A reminder to play and speak kindly
- Standing by the wall or on a specific spot for ‘calming down’ time
- Sending the child to a member of senior management
In order to maintain a consistent approach in dealing with good and/or unacceptable behaviour there is a regular communication between mid–day supervisors and class teachers. Children need to see that the class teacher and mid–day supervisors work in partnership. At the start of the lunch hour, teachers may ask mid–day supervisors to help or monitor specific children’s behaviour and then report back to the teacher at the end of the lunch hour. The lunchtime supervisors meet regularly with senior management in order to monitor the approaches being used and for issues to be raised.
Our school community does not tolerate any form of bullying and seeks to work together to promote an environment where everyone feels safe and secure. St. George’s (VC) CE Primary School has signed up to the government anti–bullying charter. If bullying does occur, everybody has the responsibility to tell and the right to expect that incidents will be dealt with promptly and effectively.
Challenging bullying effectively will improve the safety and happiness of everyone in our school. By showing that we take bullying seriously and that we care for our children and staff provides a clear statement that bullying is unacceptable at St. George’s (VC) CE Primary School. Through consultation with staff, children and governors we have defined bullying as:
- Deliberately hurtful behaviour
- Repeated hurtful behaviour over a period of time
- The dominance of one pupil by another or a group
This may take many different forms:
- Physical — hitting, kicking, taking belongings
- Verbal — name calling, insulting, making offensive remarks
- Indirect — spreading nasty stories about someone, exclusion from social groups, being made the subject of malicious rumours
- Cyber–bullying — sending malicious e–mails or text messages on mobile phone, misuse of any technology eg camera and video facilities
It is explained to children that:
Bullying is when a person or persons repeatedly use words, strength or actions to hurt them and make them unhappy.
A bully is someone who deliberately uses words, strength or actions to hurt someone when they know they cannot or will not stop them.
Bullying is not tolerated in St. George’s (VC) CE Primary School. All staff are alert to the signs of bullying and pupils are encouraged to tell their class teacher or other adult working in the school. This is shared in confidence with other staff. Teachers always take bullying seriously and deal firmly with such behaviour. If a child persists in bullying, the formal sanctions outlined earlier in our policy will be brought into play.
Victims of bullying will be re–assured, offered further support and their parents involved if necessary.
Awareness raising and consultation
Personal and Social Education is one method used to raise awareness and promote mutual respect, self–discipline and social responsibility which underlie good behaviour. Opportunities are given in circle time, role–play situations and within PSHCE lessons to discuss and understand the problem of bullying appropriate to the age of a child. Procedures to follow, who to tell and sanctions given are an important part of these discussions.
To maintain the profile of anti–bullying we use SEAL materials, particularly Say No to Bullying, we participate in the County anti–bullying week and hold assemblies and have displays coupled with a range of classroom activities eg drama, writing and drawing activities.
It is essential for staff to follow–up after a bullying incident to check that the bullying has not started again. Bullying can be persistent and may recur. If children expect follow–up they are more unlikely to start bullying again.
There may be a few children who, due to personal circumstances, and probably low self–esteem, are locked into a self–defeating pattern of behaviour. These children may be beyond normal incentives and sanctions. These children may need an individual behaviour programme. The class teacher will work out these behavioural targets in conjunction with our Learning Mentor. Other outside agencies, such as our FACS worker and access to CAMHS, may be used to support families and children where appropriate.
Parents are in partnership with the school to promote good behaviour. A reminder of our behaviour expectations is included in our home/school agreement and in the brochure for new parents.
Monitoring by all staff is an essential element in the effectiveness of good behaviour and low incidences of bullying within our school. All children have an important role to play too. School Council representatives in each class report back any behavioural issues to the full meeting and any issues and actions arising are agreed. Regular class and Key Stage behaviour reminders and reviews form an integral part of monitoring our policy. Incidents of bullying are noted in the Bullying Incident Log, which is kept by the Head.
Information will be used from staff, School Council meetings, governors’ visits and parents to review and update our policy on a bi–annual basis. Any key issues to consider will be highlighted. If a further consultation is required then the Headteacher together with the ECM team leader and PHSCE co–ordinator will put this into action.
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