St John’s RC Primary Burnley
RESTORATIVE APPROACHES TO BEHAVIOUR POLICY
1. Aims and Objectives
1.1: We aim to encourage a calm, purposeful and happy atmosphere within St John’s RC primary School, where Gospel Values are promoted at every opportunity. We envisage St John’s RC Primary School to be a safe, dynamic, supportive and exciting environment where everyone feels motivated to give their best, where people are not afraid to take risks and where we are empowered to achieve greatness.
1.2: It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school’s behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. Our policy aims to promote an environment in which everyone feels happy, safe and secure.
1.3: Our policy is not primarily concerned with rule enforcement. It is a tool used to promote good relationships, so that people can work together with the common purpose of helping everyone learn. In addition where relationships break down, Restorative Approaches are used to repair the harm caused and to restore harmony within the school community.
1.4: The school expects everyone to be responsible for their own actions and to respect others within the school community.
1.5: We treat all children fairly and apply this behaviour policy in a consistent way.
1.6: This policy aims to help children grow in a safe and secure environment, and to become positive, and increasingly independent, members of our school community, taking responsibility for their own actions and learning to show empathy towards others.
1.7: The school rewards good behaviour, as it believes that this will help develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
- Three Principles of the Restorative Approaches
2.1: Those who have done harm face up to those who they have harmed.
2.2: Those who have been harmed have a say in how that harm is repaired
2.3: To enable those who have done harm to make amends and ultimately to recognise the feeling of others.
- We Operate Restoratively by;
- Having high expectations and insisting on high standards of behaviour throughout school
- Providing high levels of support and care for individuals
- Being firm, but fair
- Focussing on restoring any harm done, and using an incident primarily as a ‘teachable moment’
- This Involves
- Having clearly written expectations and categories of behaviour
- Clearly articulating and reinforcing expectations
- Adhering to a clear and fair process in all cases of conflict and wrongdoing
- Recognising that wrongdoing causes harm to relationships, and that this harm must be repaired in order to move forward
5 This will ensure that we:
- Respond to fear and hurt
- Treat everyone with dignity and respect
- Develop their understanding of the feelings of others and reflect upon their own behaviour
- Are involved in resolving problems
- Listen with empathy and without judgement
- Deal with challenging situations one to one
- Mediate others’ conflicts
- Facilitate restorative conversations and problem solving discussions
6 Rewards Respect and Responsibilities
6.1: We praise and reward children for good behaviour in a variety of ways:
- Teachers congratulate children
- Teachers give children house points
- Each week, we nominate a child from each class to be Trophy Winners.
- Each Trophy Winner receives recognition in assembly and is mentioned in the newsletter and local paper.
- We distribute Head teacher’s awards cards to children, either for consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school. Each week a child wins a certificate and prize
- All pupils have an opportunity to be in the celebration assembly where
they are able to show examples of their best work.
Annual “Good Manners Week” and “Friendship and Kindness Week” to promote good behaviour
6.2: The school acknowledges all the efforts and achievements of children, both in and out of school.
6.3: The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation. See Appendix 1.
- We expect children to listen carefully to instructions in lessons. If they do not do so, we may ask them to move to a place nearer the teacher, or to sit on their own.
- We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
- If a child is disruptive in class, the teacher speaks to him or her using
restorative language to ascertain what has happened, who is being affected by their actions and what could they do differently to repair the harm being caused to others and to improve the situation. If a child misbehaves repeatedly, the child is given a period of time away from the others and an opportunity to think about their actions and complete a Restorative Sheet. Once they have settled, they are returned to their class and work resumes
- The safety of all children is paramount in all situations. If during an activity, a child’s actions endanger the safety of others, the class teacher stops the activity and prevents the child from taking part until a restorative discussion has taken place. If the situation is resolved, the child returns to the activity. If not, the child needs to complete a Restorative Sheet.
- If a child threatens, hurts or bullies another child, the class teacher speaks to the child to try to resolve the situation. The teacher makes a record the incident and where appropriate, a referral is made to the Learning Mentor and a meeting is held. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks to arrange a restorative meeting between the school, parents and child in order to resolve the situation through improved behaviour of the child.
6.4: The class teacher explains the school rules with each class and ensures there is a clear understanding of them. In addition to the school rules, each class also has its own class rules, which are set through discussion by the children and the teacher which is then displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that is expected in the school. If any of the school rules or agreements are broken, the class teacher discusses these with the whole class during circle time in order to resolve and repair the issue.
6.5: The school recognises that on occasions children fall out with each other and conflict may occur. However when we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such conflict by using Restorative Approaches and where appropriate, referring the incident to the Learning Mentor or Behaviour Support Worker. While it is very difficult to eradicate all conflicts, we do everything we can to ensure that all children who attend our school feel safe and are free from fear.
6.6: All members of staff are aware of the regulations regarding the use of force by teachers as set out in DfES Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children. Whenever a child has been restrained, it is recorded.
7. The Role of the Class Teacher
7.1: It is the responsibility of class teachers to ensure that school rules and classroom agreements are complied with in their classes, and that their classes behave in a responsible manner during lesson time.
7.2: The class teachers in our school have high expectations of the children with regard to behaviour, and they strive to ensure that all children work to the best of their ability.
7.3: The class teacher treats each child fairly, and ensures the classroom agreement is adhered to. The teachers treat all children in their classes with respect and understanding.
7.4: If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself using restorative language. However, if misbehaviour continues, the class teacher seeks help and advice from the Learning Mentor, SENCO, Behaviour Support worker or member of the SLT.
7.5: The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child with the education social worker or the LA’s behaviour support service.
7.6: The class teacher reports to parents about the progress of each child in their class, in line with the whole-school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.
8. The Role of the Head Teacher
8.1: It is the responsibility of the head teacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the head teacher, to ensure the health, safety and welfare of the children in the school.
8.2: The head teacher supports the staff by implementing the policy, encouraging the use of restorative approaches, setting the standards of behaviour, and by supporting staff in their implementation of the policy.
8.3 The Attendance and Behaviour Leader keeps records of all reported serious incidents of misbehaviour.
8.4: Where a restorative intervention has been unsuccessful or is inappropriate, the head teacher has the responsibility for giving fixed term exclusions to individual children for serious acts of misbehaviour. Where these acts continue, the head teacher may permanently exclude a child.
9. The Role of Parents
9.1: The school collaborates actively with parents, so that children receive constant messages about how to behave at home and at school.
9.2: We encourage parents to support their child’s learning, and where necessary to cooperate with the school, as set out in the home-school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.
9.3: If, as a result of constant misbehaviour or breaking the classroom agreement, the school has to use reasonable sanctions to resolve the issue, we expect parents to support the actions of the school. If parents have any concerns about the way that their child has been treated, they should initially contact the headteacher. If the concern remains, they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
10 The Role of Governors
10.1: The governing body has the responsibility of setting down these general
guidelines on standards of discipline and behaviour, and of reviewing their
effectiveness. The governors support the head teacher in adhering to these
10.2: The head teacher has the day-to-day authority to implement the school’s policy on behaviour and discipline
11 Fixed-Term and Permanent Exclusions
11.1: We do not wish to exclude any child from school, and will wherever possible use Restorative Approaches to resolve issues, repair harm caused to others in order to keep the child at school. However sometimes an exclusion may be necessary The school has therefore adopted the standard national list of reasons for exclusion, and the standard guidance, called Improving Behaviour and Attendance: Guidance on Exclusion from School and Child Referral Units (DfES, January 2003). We refer to this guidance in any decision to exclude a child from school
11.2: Only the head teacher has the authority to exclude a child from school. The head teacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances, the head teacher may exclude a child permanently. It is also possible for the head teacher to convert fixed-term exclusions into a permanent exclusion, if the circumstances warrant this.
11.3: If the head teacher excludes a child, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the head teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. In addition, on completion of the exclusion the child will be re-integrated back into the school in a restorative manner accompanied by the parent or carer.
11.4: The head teacher informs the LA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond 5 days in any one term.
11.5: The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.
11.6: When an appeals panel meets to consider exclusion, they consider the
circumstances under which the child was excluded, consider any representation by parents and the LA, and consider whether the child should be reinstated.
11.7: If the governors’ appeals panel decides that a child should be reinstated, the head teacher must comply with this ruling.
12 Drug and Alcohol Related Incidents
It is the policy of this school that no child should bring any drug, legal or illegal, to school. If a child needs prescription medication during the school day, the parent or carer should notify the school office. The Medicine Approval form is them completed by the parent and any medicine is given in and signed for. Any medication needed by a child while in school must be taken under supervision. Any medicine brought to school without a signed medical form will not be administered.
13 Monitoring and Review
13.1: The head teacher monitors the effectiveness of this policy on a regular basis. He also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
13.2: The school keeps a variety of records concerning incidents of misbehaviour. The class teacher records minor classroom incidents. We also keep a record of any incidents that result in a restorative meeting or conference taking place or that occurs at break or lunchtimes.
13.3: The head teacher keeps a record of any child who is suspended for a fixed-term, or who is permanently excluded.
13.4 The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.
First of all, use Circle Time in class at any and every opportunity.
(Talking, calling out, interrupting others, ignoring the teacher, pushing in line and one tick on the board)
After any three occurrences of stage 1 behaviour, the class teacher or TA talks with child at end of session and goes through the questions. Outcomes based on answers.
(Refusing to work, creating a disturbance, disrespect, swearing heard by a child, cheek and play fighting)
Your TA should take the child out of the class with a Restorative Sheet and the relevant work for that lesson. Find somewhere quiet to allow the child to calm down. Where appropriate, a restorative discussion should take place to ascertain what happened in order to prevent a reoccurrence and where necessary, find ways to repair the harm that may have been caused. Once done, the child should get on with his/her work. Once done, the child should get on with their work for a short while before returning to the classroom quietly and unobtrusively.
If you do not have a TA, send the child, with another responsible child, to your nominated teacher for no longer than 10 minutes “time out.” They should be sent with a Restorative Sheet which will be completed before returning to class quietly and unobtrusively. The nominated teacher should remind them of this before they return.
Nominated staff are;
Class 1 Mrs Hoggatt Class 5 Mrs Puttock
Class 2 Mrs Sharkey Class 6 Mrs Hogg
Class 3 Miss Dunderdale Class 7 Mrs Bibby
Class 4 Mrs Hogg Class 8 Mrs Bibby
Class 9 Mrs Stannard
At the end of the session, the class teacher will review the answers on the Restorative Sheet with the child and those affected by poor behaviour.
The completed Restorative Sheets should be sent to Mrs Price.
(Repeated disruptions, using violence, fighting, swearing heard by an adult, bullying, racist comments, stealing, damaging property and throwing objects)
Complete Restorative Sheet and tell Mrs Brown to inform parents as soon as possible. Parental conference arranged soonest. Playground exclusion until conference held to enable restorative reflection and segregate from other children.
The Red Report Book will be used with any child who is frequently involved in Stage Three incidences. This involved the Red Report Book being completed by the class teacher each day and then taken home to be completed by the parents each night. The child stays on report for two weeks at a time.
Also Joint Parental Conferences will be held involving both families where there are repeated incidences between the same children.
If all of the above fails to work, then the child will be excluded from school.
All children will take part in Golden Time. Some children may be taken out of Golden Time to discuss their behaviour. It is the class teacher’s responsibility to tell the Restorative Time Leader who needs time, why and where they will be during Golden Time.