Reviewed by: Janine Green, PP&C Committee 12th October 2022

Next Review: Autumn Term 2024

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Aims

This policy aims to:

• Create a positive culture that promotes excellent behaviour, ensuring that all pupils have the opportunity to learn in a calm, safe and supportive environment
• Establish a whole-school approach to maintaining high standards of behaviour that reflect the values of the school
• Outline the expectations and consequences of behaviour
• Provide a consistent approach to behaviour management that is applied equally to all pupils
• Define what we consider to be unacceptable behaviour, including bullying and discrimination
• Provide support for children who fall short of expectations

Legislation, statutory requirements and statutory guidance

This policy is based on legislation and advice from the Department for Education (DfE) on:

• Behaviour and discipline in schools: advice for headteachers and school staff, 2016
• Behaviour in schools: advice for headteachers and school staff 2022
• Searching, screening and confiscation at school 2018
• Searching, screening and confiscation: advice for schools 2022
• The Equality Act 2010
• Keeping Children Safe in Education
• Exclusion from maintained schools, academies and pupil referral units in England 2017
• Suspension and permanent exclusion from maintained schools, academies and pupil referral units in England, including pupil movement – 2022
• Use of reasonable force in schools
• Supporting pupils with medical conditions at school

It is also based on the Special Educational Needs and Disability (SEND) Code of Practice.

In addition, this policy is based on:

• Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils
• Sections 88 to 94 of the Education and Inspections Act 2006, which requires schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate pupils’ property
• DfE guidance explaining that maintained schools must publish their behaviour policy online

Definitions

Misbehaviour is defined as:

• Disruption in lessons, in corridors between lessons, and at break and lunchtimes
• Non-completion of classwork or homework
• Poor attitude
• Incorrect uniform

Serious misbehaviour is defined as:

• Repeated breaches of the school rules
• Any form of bullying
• Sexual violence, such as intentional sexual touching without consent
• Sexual harassment, meaning unwanted conduct of a sexual nature, such as:
  • Sexual comments
  • Sexual jokes or taunting
  • Physical behaviour like interfering with clothes
  • Online sexual harassment, such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content
• Vandalism
• Theft
• Fighting
• Smoking
• Racist, sexist, homophobic or discriminatory behaviour
• Possession of any prohibited items. These are:
  • Knives or weapons
  • Alcohol
  • Illegal drugs
  • Stolen items
  • Tobacco and cigarette papers
  • Fireworks
  • Pornographic images

Bullying

Bullying is defined as the repetitive, intentional harming of 1 person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

• Deliberately hurtful
• Repeated, often over a period of time
• Difficult to defend against

Bullying can include:

TYPE OF BULLYING	DEFINITION
Emotional	Being unfriendly, excluding, tormenting
Physical	Hitting, kicking, pushing, taking another’s belongings, any use of violence
Prejudice-based and discriminatory, including: RacialFaith-basedGendered (sexist)Homophobic/biphobicTransphobicDisability-based	Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)
Sexual	Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching
Direct or indirect verbal	Name-calling, sarcasm, spreading rumours, teasing
Cyber-bullying	Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

The schools anti-bullying policy can be found here: Anti-Bullying Policy

It details:

• How the school will prevent bullying
• How pupils, parents and staff can report incidents of bullying
• How the school investigates allegations of bullying
• How the school will react to bullying that occurs off school premises or online 
• How the school records, analyses and monitors incidents of bullying
• Sanction procedures, making reference to sections 7 and 8 of this policy, where applicable
• How the school supports pupils who have been bullied, and those vulnerable to bullying
• Whole-school proactive strategies to prevent bullying
• How the school trains staff and governors in preventing and handling bullying

Roles and responsibilities

The governing board

The Pupils, Parents and Community Committee is responsible for:

• Reviewing and approving the written statement of behaviour principles (appendix 2)
• Reviewing this behaviour policy in conjunction with the headteacher
• Monitoring the policy’s effectiveness
• Holding the headteacher to account for its implementation

The headteacher

The headteacher is responsible for:

• Reviewing this policy in conjunction with the Pupils, Parents and Community Committee
• Giving due consideration to the school’s statement of behaviour principles (appendix 1)
• Approving this policy
• Ensuring that the school environment encourages positive behaviour 
• Ensuring that staff deal effectively with poor behaviour
• Monitoring that the policy is implemented by staff consistently with all groups of pupils
• Ensuring that all staff understand the behavioural expectations and the importance of maintaining them
• Providing new staff with a clear induction into the school’s behavioural culture to ensure they understand its rules and routines, and how best to support all pupils to participate fully
• Offering appropriate training in behaviour management, and the impact of special educational needs and disabilities (SEND) and mental health needs on behaviour, to any staff who require it, so they can fulfil their duties set out in this policy
• Ensuring this policy works alongside the safeguarding policy to offer pupils both sanctions and support when necessary
• Ensuring that the data from the behaviour log is reviewed regularly, to make sure that no groups of pupils are being disproportionately impacted by this policy (see section 7.4)

Teachers and staff

Staff are responsible for:

• Creating a calm and safe environment for pupils
• Establishing and maintaining clear boundaries of acceptable pupil behaviour 
• Implementing the behaviour policy consistently
• Communicating the school’s expectations, routines, values and standards through teaching behaviour and in every interaction with pupils
• Modelling expected behaviour and positive relationships
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Considering their own behaviour on the school culture and how they can uphold school rules and expectations
•  Recording behaviour incidents promptly (see appendix 3 for a behaviour log)
• Challenging pupils to meet the school’s expectations

The senior leadership team (SLT) will support staff in responding to behaviour incidents.

Parents and carers

Parents and carers, where possible, should:

• Get to know the school’s behaviour policy and reinforce it at home where appropriate 
• Support their child in adhering to the school’s behaviour policy
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly
• Take part in any pastoral work following misbehaviour (for example: attending reviews of specific behaviour interventions)
• Raise any concerns about the management of behaviour with the school directly, whilst continuing to work in partnership with the school
• Take part in the life of the school and its culture

The school will endeavour to build a positive relationship with parents and carers by keeping them informed about developments in their child’s behaviour and the school’s policy, and working in collaboration with them to tackle behavioural issues.

 Pupils 

Pupils will be made aware of the following during their induction into the behaviour culture:

• The expected standard of behaviour they should be displaying at school
• That they have a duty to follow the behaviour policy
• The school’s key rules and routines
• The rewards they can earn for meeting the behaviour standard, and the consequences they will face if they don’t meet the standard
• The pastoral support that is available to them to help them meet the behavioural standards

Pupils will be supported to meet the behaviour standards and will be provided with repeated induction sessions wherever appropriate.

Pupils will be supported to develop an understanding of the school’s behaviour policy and wider culture.

Pupils will be asked to give feedback on their experience of the behaviour culture to support the evaluation, improvement and implementation of the behaviour policy.

Extra support and induction will be provided for pupils who are mid-phase arrivals.

School behaviour curriculum

School Values have been established in partnership with all members of staff and governors.  The Kelvin Grove community aims to teach and model these values to our pupils. We believe that by upholding these, staff and pupils will maintain a safe, happy and supportive community which will guide them throughout their time in school and into later life.

Our school values are:

• Personal improvement
• Compassion
• Building Community; and
• Health and Wellbeing

The school teaches these values through:

• Modelling our values to each other and to children
• School assemblies
• Our PSHCE curriculum
• Class conferences and circle times.
• Recognition of children who model these values to others.

Responding to good behaviour 

Recognition of those who behave in line with our values is done in many ways including:

• Verbal Praise

• The Token System

Children who are noticed demonstrating our values can be given a token. Each token has a colour which corresponds to the value displayed. Tokens are given freely and abundantly and can be awarded by any member of the school staff, in any location. Children are also given opportunities to award tokens to each other.

Tokens are placed in a class collector to encourage children to take pride and share in the successes of each other. Teachers and classes establish, together, the number of tokens needed to earn a class reward as a way of celebrating their achievements and positive contributions.

Regular class conferences review the amount and type of tokens that have been collected.  The intrinsic rewards and positivity of their efforts is celebrated and new focuses are set for the upcoming period

• The Sticker System

Notable efforts by children to achieve and uphold values are rewarded by receiving stickers. A sticker colour and motif corresponds to the value which was demonstrated. Children may place their sticker onto their own personal chart. They can complete up to 3 charts throughout an academic year (Bronze, Silver and Gold).  Whereas tokens encourage a shared goal, stickers represent each child’s own personal journey to becoming active, caring school citizens who are able to make the best choices for themselves and others as they grow.

• Achievement Assemblies and Certificates

Each week, children assemble to celebrate the achievements of individuals either because of their learning or because of contributions to the school community. Certificates are also given for children’s positive behaviours during playtimes and in other afterschool clubs. Kelvin Grove believes that in learning about and celebrating other’s achievements, we learn from those and so improve our own efforts.

Ready, Respectful and Safe

It also important for children to learn that behaviours can have negative consequences on others as well as positive. For that reason, there are minimum expectations on behaviour to prevent harm and disruption to the others and learning.

All children are expected to:

• Follow instructions promptly and be ready to learn
• Show respect for the school, its values and all people within our community.
• Behave in a way that keeps themselves and others safe.

These are summarised and remembered as “Ready, Respectful and Safe”. This catch-all mantra allows children to compare their own behaviour in different aspects of school life to their behaviours if they fall short.

Children learn that “Ready, Respectful and Safe” means that they should uphold other expectations that include, but are not limited to, the following:

•   Behave in an orderly and self-controlled way
•   Show respect to members of staff and each other
•   In class, make it possible for all pupils to learn
•   Move respectfully around the school
•   Treat the school buildings and school property with respect
•   Be in the right place at the right time
•   Play and learn with each other in safe and respectful ways
•   Refrain from behaving in a way that brings the school into disrepute, including when outside school or online

Where appropriate and reasonable, adjustments may be made to routines within the curriculum to ensure all pupils can meet behavioural expectations in the curriculum.

Mobile phones and Online Safety

Older pupils who travel to school by themselves may bring their mobile phones to school with their parents’ permission. Children should switch their devices off as they enter the school grounds and hand it to the member of staff who will store it securely. Children are not permitted to use their phones throughout the school day but will receive it back on leaving.  The school makes efforts to keep phones safe and secure but children know they bring possessions into school at their own risk. The school will not take responsibility for mobile phone loss or damage.

At Kelvin Grove, online safety is taught as part of computing and PSHCE curricula as well as through assemblies and other events, such as National Online Safety Week.  They are taught how to communicate respectfully and keep themselves safe. They are also aware of who to speak with if something has upset them or made them feel uncomfortable on online.

Responding to behaviour

Classroom management

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the school.

They will:

• Create and maintain a stimulating environment that encourages pupils to be engaged
• Display the behaviour curriculum or their own classroom rules
• Develop a positive relationship with pupils, which may include:
  • Greeting pupils in the morning/at the start of lessons
  • Establishing clear routines
  • Communicating expectations of behaviour in ways other than verbally
  • Highlighting and promoting good behaviour
  • Concluding the day positively and starting the next day afresh
  • Having a plan for dealing with low-level disruption
  • Using positive reinforcement

Safeguarding

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection.

We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. 

Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information: Safeguarding Policy

Responding to misbehaviour

Kelvin Grove adopts a restorative approach when responding to incidents where a pupil’s behaviour falls below the standard that can reasonably be expected of them. Staff understand that all behaviours in themselves create natural consequences and applied consequences are required to restore a calm and safe learning environment.

• Natural Consequences: The immediate effect on one’s self and others as a result of the behaviour. E.g.
  • Others felt unsafe.
  • Others were hurt.
  • Others couldn’t learn
  • Others were upset
  • Others don’t want to play/work with you
  • Trust is broken
  • Adults had to intervene and attention taken from other children.
  • Learning is unfinished.

Staff will endeavour to create a predictable environment by always challenging behaviour that falls short of the standards, and by responding in a consistent, fair and proportionate manner, so pupils know with certainty that misbehaviour will always be addressed.

De-escalation techniques can be used to help prevent further behaviour issues arising, such as the use of pre-arranged scripts and phrases.

All pupils will be treated equitably under the policy, with any factors that contributed to the behavioural incident identified and taken into account.

• Non-confrontational Techniques: Non-verbal or discreet methods to correct/redirect/remind/refocus behaviour.
  • Proximity (moving physically closer)
  • Positive cueing (praise others for doing the right thing)
  • Positive redirection (refocus back to task or bring focus away from a problem)
  • Private instructions

• Applied Consequences: Decisions taken by adults to manage a situation. E.g.
  • Verbal reminders and reprimands
  • Moved in class.
  • Sent to time out / thinking area
  • Missed playtime
  • Removed from game
  • SLT called
  • Reasonable Force and Positive Handling (see section 7.7)

Staff will endeavour to create a predictable environment by always challenging behaviour that falls short of the standards, and by responding in a consistent, fair and proportionate manner, so pupils know with certainty that misbehaviour will always be addressed.

De-escalation techniques can be used to help prevent further behaviour issues arising, such as the use of pre-arranged scripts and phrases.

All pupils will be treated equitably under the policy, with any factors that contributed to the behavioural incident identified and taken into account.

• Restoration

Following an incident causing negative, natural consequence and applied consequences from an adult, a short restorative conversations will take place.

• Adult-child restorative conversation
  • Clarifies what has happened.
  • Natural and applied consequences are explained.  (Including the effect the behaviour had on the adult).
  • Responsibilities and further consequences discussed.
  • “Is there anything more you’d like to say?”
  • “Is there anyone else you’d like to speak to”?
• Child-child restorative conversation
  • Clarify what happened, how they felt at the time.
  • How are they feeling now?
  • Show they understand the affect they have had on the other. (If they can’t then explain this to them.)
  • Responsibilities and further consequences discussed.
  • “Is there anything more you’d like to say?”
  • “Is there anyone else you’d like to speak to”?

• Further Consequences: responsibilities and obligations to restore trust, a sense of safety and connection to school values.
  • Complete missed learning.
  • Give other’s space by staying in at playtime/lunchtime or not playing a game.
  • Tidying/cleaning a mess they’ve made.
  • Helping out in the classroom/playground.
  • Agreeing what to do in future, similar situations.
  • Agreeing to adaptions to their routines, if required.
  • Establishing further support if this is a repeated problem.

Record Keeping, Review and Support

The school uses Behaviour Watch to log and document behavioural incidents. Teacher and support staff all have access to this central online platform. It allows all events to be recorded including:

• Minor classroom misbehaviours
• Minor Playground misbehaviours
• Major and serious incidents
• Injury
• Bullying (including online)
• Homophobic and racist incidents
• Victims of targeted behaviour.
• Incidents of reasonable force and positive handling

The data will be analysed every term by Kris Clark, Deputy Head Teacher.

The data will be analysed from a variety of perspectives including:

• At school level
• By age group
• At the level of individual members of staff
• By time of day/week/term
• By protected characteristic

The school will use the results of this analysis to make sure it is meeting its duties under the Equality Act 2010. If any trends or disparities between groups of pupils are identified by this analysis, the school will review its policies to tackle it.

The frequency and severity of behaviour incidents are reviewed by Senior Leaders and the Designated Safeguarding Lead. They look for changes in behaviours and patterns overtime. Meeting with teachers, parents, SEND team and other professionals are called where a child is in need of support.  Support may include:

• Behaviour charts to enable celebration of good behaviour
• Increased communication between home and school
• Behaviour Support Plans (BSPs)
• Assertive Mentoring
• Support from the SEND, identified teaching assistants, teachers
• Small group work or 1:1 support in self-esteem, emotional literacy, anger management, social skills etc.
• Additional English or Maths support where this is identified as a barrier to learning and impacts on the pupil’s behaviour
• Referral to outside agencies such as Educational Psychologist, Mental Health Worker, LA Behaviour Specialists, New Woodlands Outreach, Drumbeat etc.

Communicating with Parents

The school will inform parents of their child’s behaviour for different reasons these include:

• Their child has been recorded in the school’s behaviour log frequently
• They have displayed major or extreme behaviours
• They have been involved in racist, ablest or homophobic incidents.
• Any other behaviours that are causing concern.

As well as merely informing parents, the school will seek to work with them to find an approach that will help the child behave better.

Summative Flow Charts

Summative flow charts detailing our approach to responding to misbehaviours can be found in appendices 1 and 2.

Reasonable force and positive handling

Reasonable force covers a range of interventions that involve physical contact with pupils. All members of staff have a duty to use reasonable force, in the following circumstances, to prevent a pupil from:

• Causing disorder
• Hurting themselves or others
• Damaging property
• Committing an offence

Adults who work with children with a high level of need and have problems with self-regulation are trained by TeamTeach.  This includes specific training on de-escalation, and the use of safe minimal physical intervention.

Incidents of reasonable force must:

• Always be used as a last resort
• Be applied using the minimum amount of force and for the minimum amount of time possible
• Be used in a way that maintains the safety and dignity of all concerned
• Never be used as a form of punishment
• Be recorded and reported to parents (see appendix 3 for a behaviour log)

When considering using reasonable force, staff should, in considering the risks, carefully recognise any specific vulnerabilities of the pupil, including SEND, mental health needs or medical conditions. 

Confiscation, searches, screening                      

Searching, screening and confiscation is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

Confiscation

Any prohibited items (listed in section 3) found in a pupil’s possession as a result of a search will be confiscated. These items will not be returned to the pupil.

We will also confiscate any item that is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching a pupil

Searches will only be carried out by a member of staff who has been authorised to do so by the headteacher, or by the headteacher themselves.

Subject to the exception below, the authorised member of staff carrying out the search will be of the same sex as the pupil, and there will be another member of staff present as a witness to the search.

An authorised member of staff of a different sex to the pupil can carry out a search without another member of staff as a witness if:

• The authorised member of staff carrying out the search reasonably believes there is risk that serious harm will be caused to a person if the search is not carried out as a matter of urgency; and
• In the time available, it is not reasonably practicable for the search to be carried out by a member of staff who is the same sex as the pupil; or
• It is not reasonably practicable for the search to be carried out in the presence of another member of staff

When an authorised member of staff conducts a search without a witness they should immediately report this to another member of staff, and ensure a written record of the search is kept.

If the authorised member of staff considers a search to be necessary, but is not required urgently, they will seek the advice of the headteacher, designated safeguarding lead (or deputy) or pastoral member of staff who may have more information about the pupil. During this time the pupil will be supervised and kept away from other pupils.

A search can be carried out if the authorised member of staff has reasonable grounds for suspecting that the pupil is in possession of a prohibited item or any item identified in the school rules for which a search can be made, or if the pupil has agreed.

An appropriate location for the search will be found. Where possible, this will be away from other pupils. The search will only take place on the school premises or where the member of staff has lawful control or charge of the pupil, for example on a school trip.

Before carrying out a search the authorised member of staff will:

• Assess whether there is an urgent need for a search
• Assess whether not doing the search would put other pupils or staff at risk
• Consider whether the search would pose a safeguarding risk to the pupil
• Explain to the pupil why they are being searched
• Explain to the pupil what a search entails – e.g. I will ask you to turn out your pockets, I will ask you to open your bag etc.
• Explain how and where the search will be carried out
• Give the pupil the opportunity to ask questions
• Seek the pupil’s co-operation

If the pupil refuses to agree to a search, the member of staff can give an appropriate behaviour sanction.

If they still refuse to co-operate, the member of staff will contact the Headteacher to try and determine why the pupil is refusing to comply.

If the member of staff feels there is a serious risk to staff and pupils, and they refuse to be searched, they will inform the headteacher and parents or carers should be called and the child supervised safely until they arrive.

An authorised member of staff may search a pupil’s outer clothing, pockets, possessions, desks or lockers.

Outer clothing includes:

• Any item of clothing that is not worn immediately over a garment that is being worn wholly next to the skin or being worn as underwear (e.g. a jumper or jacket being worn over a t-shirt)
• Hats, scarves, gloves, shoes, boots

Searching pupils’ possessions

Possessions means any items that the pupil has or appears to have control of, including:

• Desks
• Bags
• Pockets,

An authorised member of staff can search a pupil’s possessions when the pupil and another member of staff are present.

If there is a serious risk of harm if the search is not conducted immediately, or it is not reasonably practicable to summon another member of staff, the search can be carried out by a single authorised member of staff.

Searching a pupils mobile phone

If a child approaches an adult to report malicious content or communication online or via message, an authorised member of staff may ask the child to show them the evidence on their phone.

If a child is suspected of sending or sharing malicious content, or behaviours listed in in section 7.9, parents or carers will be notified and asked to come into school to look at the phone with an authorised member of staff.

If malicious content or communication is found to exist, sanctions may be applied in line with the behaviour policy and support provided to the family, in line with the school e-safety policy.

Informing the designated safeguarding lead (DSL)

The staff member who carried out the search should inform the DSL without delay:

• Of any incidents where the member of staff had reasonable grounds to suspect a pupil was in possession of a prohibited item as listed in section 3
• If they believe that a search has revealed a safeguarding risk

All searches for prohibited items (listed in section 3), including incidents where no items were found, will be recorded in the school’s safeguarding system.

Informing parents

Parents will always be informed of any search for a prohibited item (listed in section 3). A member of staff will tell the parents as soon as is reasonably practicable:

• What happened
• What was found, if anything
• What has been confiscated, if anything
• What action the school has taken, including any sanctions that have been applied to their child

Support after a search

Irrespective of whether any items are found as the result of any search, the school will consider whether the pupil may be suffering or likely to suffer harm and whether any specific support is needed (due to the reasons for the search, the search itself, or the outcome of the search).

If this is the case, staff will follow the school’s safeguarding policy and speak to the designated safeguarding lead (DSL). The DSL will consider if pastoral support, an early help intervention or a referral to children’s social care is appropriate.

Off-site misbehaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:

•   Taking part in any school-organised or school-related activity (e.g. school trips)
•   Travelling to or from school
•   Wearing school uniform
•   In any other way identifiable as a pupil of our school

Sanctions may also be applied where a pupil has misbehaved off-site, at any time, whether or not the conditions above apply, if the misbehaviour:

•   Could have repercussions for the orderly running of the school
•   Poses a threat to another pupil 
•   Could adversely affect the reputation of the school

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member (e.g. on a school-organised trip).

Online misbehaviour

The school can issue behaviour sanctions to pupils for online misbehaviour when:

• It poses a threat or causes harm to another pupil
• It could have repercussions for the orderly running of the school
• It adversely affects the reputation of the school
• The pupil is identifiable as a member of the school

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member.

Suspected criminal behaviour

If a pupil is suspected of criminal behaviour, the school will make an initial assessment of whether to report the incident to the police. 

When establishing the facts, the school will endeavour to preserve any relevant evidence to hand over to the police.

If a decision is made to report the matter to the police, the head teacher or member of senior leadership team will make the report.

The school will not interfere with any police action taken. However, the school may continue to follow its own investigation procedure and enforce sanctions, as long as it does not conflict with police action.

If a report to the police is made, the designated safeguarding lead (DSL) will make a tandem report to children’s social care, if appropriate.

Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

•   Proportionate
•   Considered
•   Supportive
•   Decided on a case-by-case basis

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

• Responding to a report
• Carrying out risk assessments, where appropriate, to help determine whether to:
  • Manage the incident internally
  • Refer to early help
  • Refer to children’s social care
  • Report to the police

Please refer to our child protection and safeguarding policy for more information Safeguarding Policy

Malicious allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer (LADO), where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Please refer to our child protection and safeguarding policy for more information on responding to allegations of abuse against staff or other pupils.

Serious sanctions

Removal from classrooms / internal exclusion

In response to serious or persistent breaches of this policy, the school may remove the pupil from the classroom for a limited time.

Pupils who have been removed will continue to receive education under the supervision of a member of staff that is meaningful, but it may differ from the mainstream curriculum.

Removal is a serious sanction and will only be used in response to serious misbehaviour. Staff will only remove pupils from the classroom once other behavioural strategies have been attempted, unless the behaviour is so extreme as to warrant immediate removal.

Removal can be used to:

• Restore order if the pupil is being unreasonably disruptive
• Maintain the safety of all pupils
• Allow the disruptive pupil to continue their learning in a managed environment
• Allow the disruptive pupil to regain calm in a safe space

Pupils who have been removed from the classroom are supervised by either a teacher in another class, or a member of the Senior Leadership Team and will be removed for a maximum of 5 days.

Pupils will not be removed from classrooms for prolonged periods of time without the explicit agreement of the headteacher.

Pupils should be reintegrated into the classroom as soon as appropriate and safe to do so. The school will consider what support is needed to help a pupil successfully reintegrate into the classroom and meet the expected standards of behaviour.  

Parents will be informed on the same day that their child is removed from the classroom.

The school will consider an alternative approach to behaviour management for pupils who are frequently removed from class as detailed in section 7.4.

Staff will record all incidents of removal from the classroom along with details of the incident that led to the removal, and any protected characteristics of the pupil in the behaviour log.

Suspension and permanent exclusions

The school can use suspension and permanent exclusion in response to serious incidents or in response to persistent poor behaviour, which has not improved following in-school sanctions and interventions, and following attempts to enlist support from SEND or other external agencies.

The decision to suspend or exclude will be made by the headteacher and only as a last resort.

Please refer to our exclusions policy for more information: Exclusions Policy.

Responding to misbehaviour from pupils with SEND

Recognising the impact of SEND on behaviour

The school recognises that pupils’ behaviour may be impacted by a special educational need or disability (SEND).

When incidents of misbehaviour arise, we will consider them in relation to a pupil’s SEND, although we recognise that not every incident of misbehaviour will be connected to their SEND. Decisions on whether a pupil’s SEND had an impact on an incident of misbehaviour will be made on a case-by-case basis. 

When dealing with misbehaviour from pupils with SEND, especially where their SEND affects their behaviour, the school will balance their legal duties when making decisions about enforcing the behaviour policy. The legal duties include:

• Taking reasonable steps to avoid causing any substantial disadvantage to a disabled pupil caused by the school’s policies or practices (Equality Act 2010)
• Using our best endeavours to meet the needs of pupils with SEND (Children and Families Act 2014)
• If a pupil has an education, health and care (EHC) plan, the provisions set out in that plan must be secured and the school must co-operate with the local authority and other bodies

As part of meeting these duties, the school will anticipate, as far as possible, all likely triggers of misbehaviour, and put in place support to prevent these from occurring.

Any preventative measures will take into account the specific circumstances and requirements of the pupil concerned.

These may include:

• Short, planned movement breaks for a pupil with SEND who finds it difficult to sit still for long
• Personalised resources to help manage transitions and any changes of plan (e.g. personalised timetable)
• Adjusting seating plans to allow a pupil with visual or hearing impairment to sit in sight of the teacher
• Adjusting uniform requirements for a pupil with sensory issues
• Training for staff in understanding conditions such as autism
• Use of separation spaces (sensory zones or nurture rooms) where pupils can regulate their emotions during a moment of sensory overload

Adapting sanctions for pupils with SEND

When considering a behavioural sanction for a pupil with SEND, the school will take into account:

• Whether the pupil was unable to understand the rule or instruction? 
• Whether the pupil was unable to act differently at the time as a result of their SEND? 
• Whether the pupil is likely to behave aggressively due to their particular SEND? 

If the answer to any of these questions is yes, it may be unlawful for the school to sanction the pupil for the behaviour.

The school will then assess if it is appropriate to use a sanction and if so, whether any reasonable adjustments need to be made to the sanction.

Considering whether a pupil displaying challenging behaviour may have unidentified SEND

The school’s special educational needs co-ordinator (SENCO) may evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

Pupils with an education, health and care (EHC) plan

The provisions set out in the EHC plan must be secured and the school will co-operate with the local authority and other bodies.

If the school has a concern about the behaviour of a pupil with an EHC plan, it will make contact with the local authority to discuss the issue. If appropriate, the school may request an emergency review of the EHC plan.

Pupil transition

Preparing outgoing pupils for transition

To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.

To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year.

 Training

As part of their induction process, our staff are provided with regular training on managing behaviour, including training on:

• The behaviour policy, it’s principles and how it can be consistently applied
• The proper use of restraint
• The needs of the pupils at the school
• How SEND and mental health needs impact behaviour

Behaviour management will also form part of continuing professional development.

Monitoring arrangements

Monitoring this policy

This behaviour policy will be reviewed by the headteacher and the Parents, Pupils and Community Governing Committee (PPC) at least annually, or more frequently, if needed, to address findings from the regular monitoring of the behaviour data (as per section 7.4). At each review, the policy will be approved by the PPC Chair.

Links with other policies

This behaviour policy is linked to the following policies

• Exclusions policy
• Safeguarding policy
• Physical restraint policy
• Anti-Bullying Policy

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Appendix 1: Flow Chart for Addressing Unwanted Behaviours in the Classroom

Appendix 2: Flow Chart for Addressing Unwanted Behaviours in the Playgrounds