High Seaton, Workington, Cumbria, CA14 1NP

01900 66982

admin@seatonacademy.co.uk

“Educating our children with the skills they need to live fullfilling lives.”

Behaviour, Discipline and Anti Bullying Policy  

Aims

  • To create a safe and positive environment which promotes, stimulates and encourages as well as reinforces good behaviour.
  • To define and facilitate acceptable standards of behaviour.
  • To encourage consistency of response to both positive and negative behaviour throughout the school and between all staff 
  • To promote self esteem, self discipline and positive relationships.
  • To ensure that the school’s expectations and strategies are known and understood.
  • To foster home/school links and include parents and carers in the implementation of this policy. 

Standards

As educators we have a central role in the social, emotional and moral development of the children as well as in their academic development. We measure academic achievement in terms of progress made and we can also measure standards in behaviour in terms of children developing the abilities to conform to established behavioural goals.

This policy applies to all who come in contact with the children in the Academy.

Ethos

All adults in the academy have an important responsibility to model high standards of behaviour, both when dealing with children and each other. As adults we aim to;

  • Create a positive classroom environment with realistic expectations.
  • Emphasise the importance of being valued as an individual and as part of a group.
  • Provide a caring, safe and effective learning environment.
  • Encourage relationships based on respect and understanding of others.
  • Ensure fair treatment for all regardless of age, gender, race and ability.
  • Show an appreciation of the efforts and contributions of each child.
  • Be aware of the differing needs and techniques when promoting positive behaviours in individual children

The Curriculum and Learning

We believe that an appropriately structured curriculum and effective learning significantly contribute towards good standards of behaviour. Through planning for the needs of individual children all children become actively involved in their own learning. This can help avoid disaffection which in turn can prevent poor behaviour.

Lessons have clear objectives that are shared with the children (as age appropriate) and are differentiated to meet the differing needs of children. Success criteria are used to support the children as learners. Assessments, marking and record keeping also allows children’s efforts to be valued and developed.

Classroom Management

Classroom management and teaching methods have influences on children’s behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teachers (as well as other adults that the children meet on a regular basis) and children, strategies for encouraging and responding to good behaviour, classroom layout and accessibility all have some bearing on children’s behaviour. These should, therefore, be carefully considered.

Classrooms are organized to encourage, develop and promote personal independence and initiative. Displays are a clear visual reminder of each child’s contribution to the class and can effectively raise self esteem. Overall the classroom needs to be warm, welcoming and a safe place where children can feel secure enough to tackle new challenges.

Teaching methods need to take into account how all the individual children learn and should aim to motivate and encourage active participation. Lessons will aim to develop the skills, knowledge and understanding which will enable the children to work, and play, co-operatively. The use of praise is a very powerful, yet simple and effective, strategy which should be used to promote good behaviour not just in the classrooms but in all areas of children’s life including on the playground at breaks/lunch and at clubs

Rules and Procedures

These are designed to be clear and precise and show children how they can take responsibility for their own behaviours and set achievable, acceptable standards of behaviour.

Class Behaviour Agreements are set at the beginning of each school year. It is important that the children are involved in this as it gives an excellent starting point for whole class discussion as well as giving the children ownership and understanding of the need for such behaviours. The vast majority of the points should advocate positive behaviours and must not simply be a list of things that children “must not do”.

Rules and procedures should;

  • be kept minimal
  • be positively stated, not telling the children what not to do
  • actively encourage everyone in the class (adults and children) to be involved in their development
  • have a clear rationale that is made explicit to all
  • be consistently applied throughout school
  • promote the notion that each individual has a responsibility towards the whole class and that each class has a responsibility towards the whole school

Class behaviour agreements are established at the beginning of the school year and are shared with parents. They should be referred to throughout the whole of the year to positively show and re-enforce the high standards of behaviour needed for effective learning to take place. A copy of the whole class behaviour agreement will be posted in each class.

Rewards

Our emphasis is on the praise of positive behaviours rather than the on failures. Rewards have a motivational role and help children see that good behaviour is both noticed and rewarded. Praise is the most common reward and is be given both formally and/or informally, both in public and/or in private and given to both individuals and/or groups. The praise for good behaviour should be as high as for good pieces of work. The sticker system and associated certificates allow this to happen. Any adult in school can award a child a sticker for examples of good behaviour and these are added to the child’s total. Certificates are awarded in assembly time in a presentation which celebrates the successes of each child. As children move through school their sticker total is carried with them and they progress through the certificates, and associated prize incentives.

Although we always strive to promote and celebrate good behaviour there is also the need to show disapproval of unacceptable behaviour in order to achieve a balance.

Sanctions may be needed and should;

  • be clear as to why the sanction is being given
  • make clear what the child needs to do to avoid further sanctions
  • have distinctions between minor and persistent incidents
  • be consistent
  • have timing considerations

Sanctions range from expressions of disapproval/disappointment, withdrawal of privileges, discussions with parents about the incident, referral to the Head and as a last resort, in very extreme cases, exclusion.

Most instances of poor behaviour are minor and can be dealt with through minor sanctions and discussion. It is important to remember that any given sanction should be proportional to the offence and the individual needs and circumstances of the child involved should be considered carefully.

Whole class sanctions should not be applied when only a minority of children (or an individual child) has been involved.

Physical Interventions

It should be noted that any incidents that require the need for physical intervention will usually be isolated incidents that are likely to be linked to a child, or children, with specific behavioural difficulties.

The school has a Positive Handling, Support & Physical Intervention Policy that details how any required physical interventions are handled and recorded.

Staff are trained to use positive handling strategies and techniques and training is refreshed as necessary.

Home/School Partnerships

Clear, shared and attainable objectives for the promotion of high behavioural standards are given high priority in our academy. Parents are involved in the process of setting up and applying the Class Behaviour Agreements set at the beginning of each year.

Where an individual child’s behaviour is giving cause for concern it is important for all the adults involved with the child to work together and that the concerns are shared. A positive partnership with parents is crucial to build trust and develop a shared approach to behaviour expectations

Fixed term and Permanent Exclusions

Only the Head (or acting Head) has the power to exclude a pupil from the Academy.  The Head may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year.  The Head may also exclude a pupil permanently.  The Head can also convert fixed term exclusion into a permanent exclusion, it the circumstances warrant this.

If the Head excludes a pupil, she informs the parents immediately, giving reasons for the exclusion.  Parents are informed that they can, if they wish, appeal against the decision to the Board of Trustees.

The Chair of Trustees will organise a discipline committee of 3 board members to consider any exclusion appeal on behalf of the full board.  When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representations by the parents and decide whether the pupil should be reinstated.  The Head will then comply with this ruling 

 

Peer on Peer Abuse

All staff are aware of potential safeguarding issues that can manifest themselves via peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence/sexual assaults and sexting. Our Academy does not tolerate any type of peer on peer abuse and all concerns will be reported to the DSL.

Action will be taken to ensure that any form of abuse/harmful behaviour is dealt with immediately, consistently and sensitively to reduce the extent of harm with full consideration taken to the impact on the child’s emotional, mental health and well-being.

  • If there is risk of significant harm then advice will be sought from Cumbria Safeguarding Hub.
  • Incidents relating to cyber bullying advice will be reported.
  • Where there is no risk of significant harm parents of all the children concerned will be contacted and informed of the nature of the incident.

Risk of peer on peer abuse is minimised through the strong, caring and open ethos of the Academy and positive PHSE/SMSC curriculum where children have opportunities to talk openly, and discuss, any issues that concern them.

 

Bullying

Bullying can be defined as the wilful desire to hurt, threaten or frightened someone else. It is crucial that we teach all children to realise that their actions may be hurtful to others and to encourage children to reflect upon their behaviour. We aim to ensure that all children feel comfortable and secure enough to be able to talk freely about how they are feeling and why.

Bullying can be a very emotive problem to deal with as individual’s concepts of what is, and what is not, bullying can vary enormously. What one person describes as “just a game” can be seen as bullying by another. It can also mean taking one person’s word against another. Incidents may take place out of sight of others and other witnesses may not be reliable.

We endeavour to prevent incidents by regular, open discussions and referral to the academy rules and class behaviour agreements. Such discussions should not be incidental and, therefore, are planned into the curriculum and revisited often. 

New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. With this comes the risk of a new form of bullying known as “cyber bullying”

Cyber bullying (along with all other forms of bullying) of any member of the school community will not be tolerated. Our school website clearly asks that parents and carers are aware of the implications of using the internet and social networking sites to upload or posting pictures, videos or text. Any use that could upset, offend or threaten any member of our school community (or brings our school into disrepute) is not acceptable. We will request the removal of any material deemed to be inappropriate or offensive and the Police may be contacted if a criminal offence is suspected.

 

Effective Anti Bullying Practice

  • Children should report incidents to an adult.
  • Adults should deal with any incidents as appropriate.
  • If it is serious or recurring all staff, including the Head/Deputy should be informed.
  • All staff should be observant and document any incidents where a child has a problem.
  • Staff should co-operate fully making each other aware of any ongoing problems.
  • Staff discussions on bullying should be held regularly and the policy will be monitored and reviewed as necessary.
  • Rules and classroom behaviour agreements should be discussed and revisited regularly with the children.
  • Support should be given to everyone in the wider school community to identify and respond to incidents            .
  • Parents should be aware that any concerns will be dealt with sensitively and effectively and that concerns will be taken seriously and investigated.

 Health and Safety

 All aspects of this policy and practice are carried out with regard to our health and safety  procedures.

  • All relevant risk assessments should be read in conjunction with this policy.

 

Member of staff responsible:  Mrs W Durham

Effective from: April 2018      Review April 2019