Positive Behaviour Policy

Policy details

Date created – 03.09.23

Date most recently reviewed by governors  -

Responsibility for review: Mrs Holly Green

Contents

Policy details        

1. Policy Statement and Purpose
2. Rules and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of school
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Suspensions
13. Permanent Exclusions
14. Searching, Screening and Confiscation

1. Policy Statement and Purpose

Policy Statement

At Co-op Academy Glebe we aim to create a positive, happy and caring environment so that all of our children are able to make the most of their education and realise their full potential. We have a positive approach to discipline and rely heavily upon the use of praise and rewards. 

Within school we aim to provide a stimulating and supportive environment where high standards are set and even small achievements are celebrated.  We endeavour to develop the self-esteem and confidence of all pupils, ensuring to the best of our ability that none of our children experience a sense of failure. The children’s work is valued, and effort is recognised and rewarded. The children are taught to respect all members of the school community and their property. We recognise that the ethos of the school depends upon the quality of the relationships within it. Adults endeavour to present good models of behaviour thus creating an atmosphere of mutual respect. 

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Glebe website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2022

Education Act (2002), as amended by Education Act (2011)

Education and Inspections Act (2006)

School Discipline [Pupil Exclusions and Reviews] – England – Regulations (2012)

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Co-op Academy Glebe is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being:

• Do what matters most.
• Be yourself, always.
• Show you care.
• Succeed together.

• Behave with courtesy, consideration and respect to ourselves and others. 
• Keep hands, feet and objects to yourself at all times. 
• Listen attentively without interrupting. 
• Walk sensibly and safely around the school at all times. 
• Use equipment in the correct way.
• Always use manners and be polite and kind to each other.
• Try to do as you are asked the first time 
• Set a good example in school. 
• Enjoy and aim high to achieve your best.

3. Rights and Responsibilities

Roles and Responsibilities

The Governing Body is responsible for:

• Reviewing and approving the Behaviour Policy
• Reviewing this behaviour policy in conjunction with the headteacher
• Monitoring the policy’s effectiveness
• Holding the headteacher to account for its implementation

The Head of School is responsible for:

• Promoting ethos of the school
• Reviewing this policy in conjunction with the Governors and to advise governors on the latest statutory changes and relevant guidance
• Giving due consideration to the school’s behaviour policy and its effectiveness
• 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
• Overseeing that all staff understand the behavioural expectations and the importance of maintaining them
• Ensuring Senior Leaders provide 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
• Ensuring that Senior Leaders offer 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

Senior Leaders are responsible for:

• Promoting the ethos of the school and ensuring that the behaviour policy is adhered to consistently and fairly within all phases of learning
• 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
• Leading on the behaviour and conduct of key phases in school and working with the Head and Deputy to ensure a nurturing environment that promotes and maintains a very high standard of behaviour and mutual respect
• Day to day monitoring of this policy

Teachers and Staff are responsible for:

• Promoting the values of the school
• Creating a calm and safe environment for pupils
• Establishing and maintaining clear boundaries of acceptable pupil behaviour
• Implementing the behaviour policy consistently, making expectations easy to understand and follow
• 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
• Challenging pupils to meet the school’s expectations
• The senior leadership team (SLT) will support staff in responding to behaviour incidents.
• Talking in an appropriate voice using acceptable and effective words
• Displaying Rights and Rules in each classroom
• Ensuring behaviour system charts are ready for the morning and afternoon sessions

Parents and carers

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.

Parents and Carers are responsible for:

• Making sure that the child is in school on time, every day and ready for learning
• Making sure that the child is dressed appropriately for school in line with the School’s Uniform and Appearance policy
• Supporting their child in adhering to the school’s behaviour policy
• Informing the school of any changes in circumstances that may affect their child’s behaviour
• Being a good role model for their child on and around the school premises
• Discussing any concerns regarding their own child with the class teacher promptly and respectfully
• Take part in any pastoral work following misbehaviour (for example: attending meetings in relation to their child)

• Getting to know the school’s behaviour policy and reinforce it at home where appropriate

4. Developing Positive Behaviour

Rewards 

A variety of rewards are given to individuals to reinforce good work/learning, behaviour and attitude. 

Class Dojo 

Class Dojo online reward points programme is used in school to enhance and supplement our Assertive Discipline policy.  Children earn points on an individual basis to reward high standards of behavioural skills throughout the day.

• A Dojo points can be given for a range of reasons.  For example:

• A Dojo point is rewarded at the end of the day, for every child who has not moved their name at all that day.
• When children achieve 50 dojos, they may choose their reward from those presented by the Phase Leader, who will come to visit classes each Thursday with the rewards selection
• 50 points rewards are a balance of material prizes and reward experience tokens.
• Children achieving 50 dojos, redeem 50 points in exchange for their reward and their score returns to zero.  This ensures that no obvious gap between children’s point scores is displayed in class and improves self-esteem.
• Overall points earnt are not wiped away from the system when redeemed, allowing staff to track and monitor points earnt over the year, using the ‘reports’ section of the programme.
• Experience rewards are given the next day (Friday) as children present their tokens.

• Although the system allows ‘Dojo’ points to be taken away we DO NOT use this aspect of the system.  Staff refer to our Assertive Discipline approach to deal positively with unwanted behaviours and to apply sanctions
• Rewards are given as pupils achieve the following milestones on both an individual whole class basis:

5. Recognition

Pupils will be awarded the Daily Dojo award for every day they do not move their name at all and must be awarded before the children go home so they can see/be involved in celebration.

When children achieve 50 dojos, they may choose their reward from those presented by the class teacher

50 points rewards are a balance of material prizes and opportunities. These will be reviewed by the school council on a termly basis.

Children achieving 50 dojos, redeem 50 points in exchange for their reward and their score returns to zero.  This ensures that no obvious gap between children’s point scores is displayed in class and improves self-esteem.

Overall points earnt are not wiped away from the system when redeemed, allowing staff to track and monitor points earnt over the year, using the ‘reports’ section of the programme.

Pupils achieving 50 dojos will be acknowledged on the class dojo page every Friday. Pupils will then be able to choose their reward to take home or can choose a reward opportunity which will take place during the following week.

Pupils who do not have their name moved at all during a half term or who have 3 or less warnings that half term will have a half termly reward.

Pupils with the most weekly class dojos, receive a certificate in Friday’s Celebration Assembly.

Parents have access to viewing how many dojos their child has achieved and they can be alerted as dojos are added via the App.

Other Rewards:  

• Verbal Praise  
• Stickers 
• Pupils work displayed throughout the school 
•         Awards/certificates sent home
• Awards in weekly whole school Celebration Assembly  
• Praise cards   
• Phone calls/texts home  
• Messages in journals
• Children sent to Subject Leader/Phase leader/Principal to show their work
• In order to encourage good behaviour as a whole class, collective rewards are also given.

6. Classroom Strategies and Expectations

Glebe Code of Conduct

• Behave with courtesy, consideration and respect to ourselves and others
• Keep hands, feet and objects to yourself at all times
• Listen attentively without interrupting
• Walk sensibly and safely around the school at all times
• Use equipment in the correct way
• Always use manners and be polite and kind to each other
• Try to do as you are asked the first time
• Set a good example in school
• Enjoy and aim high to achieve your best

If a child breaks one of the rules their name will be removed from the board and the member of staff will explain which rule has not been followed. This will be a warning. If rules continue to be broken the following procedure will apply.

Name down: No Dojo. Will loose time from Golden Time

One cross: No Dojo. Pupil to move away from peers for 10 minutes but still within own teaching classroom/space.                                            

Two crosses: 2 Dojos Deducted.. Pupil to miss 15 minutes of next playtime/dinnertime, letter (red paper) from Class teacher and counter signed by Phase leader.

Persistent Disruption: If a pupil who has reached 2XX continues to not follow the rules on the same day then the class teacher must refer this to the Behaviour lead as Persistent Disruptive (PD) behaviour along with their 2XX letter from the class teacher.  In the absence of the Behaviour lead then this needs referring to  another member of SLT.

Letter sent from Behaviour Lead for Persistent Disruption (red paper) to outline the sanctions put in place along with CT 2XX Letter, upload PD letter onto Gdrive

Serious Incident: If a Serious Incident (SI) takes place, then the staff must complete the SI form (white paper) and then refer to the Vice Principal or PL in VP absence. Ensure SI form is emailed to person leading investigation following a conversation to inform them

Investigation must take place by staff witnessed/involved to ascertain exactly what has happened and to identify the nature of the SI as indicated on SI poster. A SI form must be completed and sent with the pupil to the VP

Letter sent from VP/PL (red paper) outlining the serious incident and sanctions put in place, upload onto CPOMS.

Sanctions:

working in seclusion, parent contact, asking parents to come to site, contact with parents by the Principal, fixed/permanent exclusions

7. Expectations Around the Academy

Lining up-before school,break times, end of lunchtime and end of day.

Children line up before school, at the end of break times and lunchtimes and at the end of the day in alphabetical order in two lines. They should be moving into school and down corridors in a quiet,orderly manner.

Dinner hall

Children to use indoor voices whilst in the hall/lining up for dinner. Children to remain in one line whilst queuing up for their dinner.

We are proud that we have created a well organised, attractive and stimulating learning environment. We have high expectations for behaviour around our academy.

Classrooms are tidy and well organised because this has a positive impact on behaviour. It is the responsibility of adults and children alike to maintain our academy by looking after the resources and displays.

Corridors

Children walk quietly around the building at all times. Children and adults hold doors open for others demonstrating our value of ‘Show You Care’.

Assemblies

Staff and children enter and leave the hall silently and sit quietly during assembly, showing respect for the adults or children delivering the assembly. Children and adults are keen to participate and contribute to interactive parts of assemblies in a positive and respectful manner. Members of staff who wish to issue instructions to children, do this using signs rather than speech. Adults lead their class in and out of assembly ensuring the safe movement of all.

Break time and lunch time play: All children feel safe outside. They know the playground rules and the importance of informing a duty adult if they have been hurt, are being bullied or harassed. The adults on duty are responsible for ensuring that:

A good range of play equipment is available for the children;

• First Aid materials are ready;
• Children are safe;
• Playground rules are being adhered to;
• Incidents are properly dealt with within the restorative framework.
• Any serious behaviour incidents should be reported to the  Senior Leadership Team for further investigation.

We focus on using common sense and good manners with our Co-op Values at the heart of everything. At the end of break time, on the first whistle, all children stop, stand still and go quiet.  On the second whistle,  children walk sensibly to their lines where their teacher  is waiting to greet them. Once classes are lined up sensibly, children are led back to their class, walking one behind the other in their line. If weather conditions are too extreme to play outside, the member of staff on duty will announce ‘wet play’. Children will calmly and quietly walk to their allocated ‘wet play’ area and engage with a number of play activities. (See the wet play section of the break time rota for more information.) Children inform staff  that they are leaving the playground/ wet play classroom to go to the toilet.

School uniform

Children wear school uniform at all times. This gives the children a sense of pride and purpose, creating a sense of community and encouraging good behaviour. It also supporters families who are presented with difficulties that the cost of living crisis is bringing to low income families. We have a lost property section in our school and a uniform shop which is available year round with washed, pre-loved uniform.

Guidance for school uniform is detailed in the prospectus section of the school website and is  available in printed form from the school office.

8. Expectations outside of School

Co-op Academy Glebe encourages all families to walk either all or part way to school, as well as to travel on foot more often for other short journeys.

Walking to school is beneficial because:

• It keeps us all fit, healthy and happy
• It teaches road safety
• It’s quicker than finding a parking space
• It’s better for the environment and helps keep our air clean
• It helps keep the roads around school free from traffic which is safer for all our children
• It’s fun to walk and talk!
• Best of all, it’s FREE!

Children walking to and from school should adhere to the academy’s Code of Conduct.

9.  Consequences

Although Co-op Academy Glebe does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

See appendix for consequences and sanctions.

10. Further Intervention and Support

Through PSHE, we teach children the importance of forming good relationships and equip them with the skills to do this.

Discrete PSHE lessons are taught on a regular basis to ensure all pupils understand the key stages of the Restorative Approach and have the required skills to be able to resolve issues with adult support or independently, where appropriate.

All staff receive training annually to develop a consistent language for behaviour across the school. We receive training from clinical psychologists and educational psychologists who support us in how we respond to every child’s needs. This training supports staff in reading and understanding behaviours, because at Co-op Academy Glebe, behaviour is a communication.

Mental health and behaviour

Co-op Academy Glebe recognises that taking a coordinated and evidence-informed approach to mental health and wellbeing in school, as outlined in the latest edition of the whole school or college approach by Public Health England (PHE) and DfE, leads to improved pupil emotional health and wellbeing which can help readiness to learn.

All staff and other adults are made aware through regular training updates that mental health problems and changes in behaviour can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.

Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem.

Staff and other adults, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Co-op Academy Glebe can support our children with support programmes such as ELSA and Drawing and Talking Therapy and support referrals to CAHMs and other agencies that support.

Where children have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children’s experiences can impact on their mental health, behaviour, and education.

If staff need more specific guidance on this, we can refer to the DfE guidance Mental health and behaviour in schools for support and our Mentally Healthy Schools Resources.

11. Child on Child Abuse

Co-op Academy Glebe is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between peers. We have a zero tolerance approach of all forms of child on child abuse including (but not limited to):

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between peers
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi nude images and / or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• Initiation / hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2022. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

For more information on how we deal with child on child abuse please see:

Co-op Glebe Anti Bullying Policy.

Co-op Glebe Child Protection Policy.

Keeping Children Safe in Education 2022

12. Suspensions

Children who continue to not follow the school’s behaviour policy after set actions and support have been put into place to support their behaviour (as listed above) may be at risk of suspension.

https://www.gov.uk/school-behaviour-exclusions/exclusions 

An adequate amount of work will be sent home for the child to complete during their suspension and it is expected that the work is returned to school promptly to be marked.

If a suspension occurs, the school’s Senior Leadership Team, including the Head of School will arrange a meeting with the parents/carers to discuss the details of the suspension. A letter will be provided to parents/carers advising them of the reasons the child has been suspended, the duration of the suspension, as well as further information and advice.

A child who gets into serious trouble at school can be suspended for a fixed period of time. Schools can suspend a child if:

• they have seriously broken school rules
• allowing them to stay in school would seriously harm their education or welfare, or the education or welfare of other pupils

It is important to note that:

• only the Head of School can suspend a pupil
• an initial suspension must not exceed five days
• the Head of School cannot extend a period of suspension without the previous approval of the Chair of the Board of Governors
• a child can only be suspended for a maximum of 45 school days in any one school year

Further information on suspensions can be found in the Trust’s Exclusion policy. For further information on consequences for different behaviours see appendix i

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

• Serious actual or threatened violence against another student or member of staff (including online threats or abuse)
• Assault on a student or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

 Further information on permanent exclusions can be found in the Trust’s Exclusion policy.

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Headteacher will consider the age and ability of students and make reasonable adjustments where necessary. Where possible searches will be conducted with the student present and away from other students  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property

Wherever possible, searches will be carried out by two authorised members of staff, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a student’s property if it is a banned item or any item being used to cause harm to self or others, damage to property, or disruption to the maintaining of a purposeful learning environment. For any confiscated item that is not deemed to be dangerous or potentially / known to be illegal, the confiscating staff member is required to make a proportionate and fair decision about what happens next with the item, for example:

• returning the item to the student at the end of that lesson
• returning the item to the student at the end of that day
• escalating the issue to a member of the year team / senior leadership team
• discussing with the student’s family about how best to return or dispose of the item

Retention of, damage to or disposal of a student’s personal property should not be used as a sanction and confiscation, including how the confiscation is followed up, should only be used to ensure the maintenance of a safe and purposeful learning environment.

Screening

• If a student refuses to be screened, the school may refuse to have the student on the premises. Health and safety legislation requires a school to be managed in a way which does not expose students or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.
• If a student fails to comply, and the school does not let the student in, the student’s absence will be treated as unauthorised. The student should comply with the rules and attend.

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

Please also see the Co-op Academies Trust Positive Handling Policy for the process of searching and screening and use of reasonable force (available on the school website).

Appendix:

• Pupils will be awarded the Daily Dojo award for every day they do not move their name at all and must be awarded before the children go home so they can see/be involved in celebration.
• When children achieve 50 dojos, they may choose their reward from those presented by the class teacher
• 50 points rewards are a balance of material prizes and opportunities. These will be reviewed by the school council on a termly basis.
• Children achieving 50 dojos, redeem 50 points in exchange for their reward and their score returns to zero.  This ensures that no obvious gap between children’s point scores is displayed in class and improves self-esteem.
• Overall points earnt are not wiped away from the system when redeemed, allowing staff to track and monitor points earnt over the year, using the ‘reports’ section of the programme.

• Pupils achieving 50 dojos will be acknowledged on the class dojo page every Friday. Pupils will then be able to choose their reward to take home or can choose a reward opportunity which will take place during the following week.
• Pupils who do not have their name moved at all during a half term or who have 3 or less warnings that half term will have a half termly reward.

Other Rewards:  

• Verbal Praise  
• Stickers
• Pupils work displayed throughout the school
•         Awards/certificates sent home
• Awards via Celebration events
• Praise cards  
• Phone calls/texts home  
• Outstanding work shared with Subject Leader/Phase leader/Principal
• In order to encourage good behaviour as a whole class, collective rewards are also given.

Children missing any of their Golden Time must miss their minutes from the start of Golden Time and stay in class for this period. Maximum minutes for any golden time is 15 minutes. Golden Activity for the week:

• Timetable:

• The weekly positive behaviour record needs to be completed daily at the end of the day with the final stage for each pupil on the behaviour log on Gdrive, paper copies are not required, brief explanation of reason for moving name is required.
• The following codes must be used.
• All letters sent for 2XX, SI and PD to be uploaded onto GDrive in class behaviour folder, by class teacher by the end of the day
• All SI forms to be completed by the end of the day (unless otherwise agreed by SLT)
• All conversations with parents for continuous weeks to be handwritten and saved in parent contact folder.

Assertive Discipline System: The daily model

*Each day starts with all names on the board.

* Class staff record on an Excel sheet the stage for each child on a daily basis. This is monitored by Phase Leaders and behaviour lead

•               Dojos to be given out by lunchtime staff for good behaviour, manners etc. and the class lead to be informed and for them to add the dojo.

Playtime/Lunchtime Sanctions:

1. Child receives a reminder of positive behaviour
2. Child sits/stands in a calm/quiet area for 5 minutes to remind themselves of the rules
3. Child has name moved. Member of staff to inform class lead at the end of the playtime who will then move pupils name in accordance to behaviour policy.

Glebe Code of Conduct

• Behave with courtesy, consideration and respect to ourselves and others
• Keep hands, feet and objects to yourself at all times
• Listen attentively without interrupting
• Walk sensibly and safely around the school at all times
• Use equipment in the correct way
• Always use manners and be polite and kind to each other
• Try to do as you are asked the first time
• Set a good example in school
• Enjoy and aim high to achieve your best

Definition of a Serious Incident

• Bullying, to also include cyber-bullying
• Intentionally spitting at another person  
• Persistent swearing
• Throwing objects with intent to harm
• Harming someone intentionally so they need medical attention
• Continued or more serious rudeness or challenge to authority
• Stealing
• Repeated refusal to do a set task (where clear supportive mechanisms have been used to engage pupils back in learning)
• Highly offensive remarks to children or adults, including racism and homophobia
• Fighting – to harm NOT play fighting
• Leaving the classroom without permission in anger
• Derogatory name-calling, insults and racist jokes based on difference including Racism or Homophobia
• Persistent verbal abuse to a member of staff
• Vandalising school property