Behaviour and Discipline Policy
At Hollywater we believe that all pupils and adults have the right to work, play and learn in a safe, happy and secure environment. Behaviour management is of paramount importance at our school and we strive to create an environment whereby pupils are given the support they need to access learning, develop and prepare themselves for the challenges of living in the wider community.
We believe that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary.
We seek to:
- Encourage and acknowledge good behaviour and discipline.
- Promote self-esteem by encouraging students to value and respect themselves and others
- Provide a safe environment free from disruption, violence, bullying and any form of harassment.
- Promote early intervention in behaviour
- Ensure a consistency of response to both positive and negative behaviour.
- Encourage a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the school’s policy and associated procedure.
- Encourage children to take responsibility for their behaviour.
- Explain unacceptable behaviour.
Roles and Responsibilities
The Headteacher will be responsible for the implementation and day-to-day management of the policy and procedures.
Staff, including teachers, support staff and student teachers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential so that a high quality learning environment is created in which students develop self-discipline and personal responsibility.
Equality Impact Statement
We will do all we can to ensure that this policy does not discriminate, directly or indirectly. We shall do this through regular monitoring and evaluation of our policies. The governing body, Headteacher and staff will ensure there is no differential application of the policy on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. On review we shall assess and consult relevant stakeholders on the likely impact of our policies on the promotion of race quality, equality for disabled persons, gender equality and community cohesion. The policy may be amended as a result of this assessment.
The school will provide appropriate training on behaviour management to support the implementation of the policy.
Interrelationship with other school policies
In order for the behaviour policy to be effective a clear relationship with other school policies, particularly equal opportunities, inclusion, and the use of force to control or restrain pupils, has been established.
The curriculum and learning
At Hollywater we believe that the following contributes to good behaviour.
An appropriately structured curriculum.
Clear management of specific behaviours, which may be barriers to learning.
Lessons which have clear objectives and differentiated to meet the needs of a range of pupils/students.
Classroom management and teaching methods have an important influence on pupil and student behaviour. The classroom environment gives clear messages about the extent to which their efforts are valued and their needs met. Relationships between staff and children, strategies for encouraging appropriate and good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way pupils and students behave.
Effective behaviour management strategies
- Recognise and highlight good behaviour as it occurs
- Ensure all children are praised for behaving well (catch them being good)
- Reward individuals and groups of pupils and students for behaving well
- Weekly target setting with linked reward systems
- Giving our pupils/students choices and time to decide
- Knowing our pupils/students and their learning styles and difficulties
- Talking positively and careful use of language, signing and symbols
- Management strategies are clear and consistently used by staff
- Teaching pupils and students about consequences
- We are good role models for the pupils and students to follow
- Staff support each other and use the ‘help’ protocol when necessary
- Providing opportunities to apologise
- Individual Behaviour Management Plans (IBMP) drawn up in consultation with the class team, behaviour support teacher and parents, targeting a specific behaviour intervention which is monitored and reviewed regularly.
- Zone of regulation toolbox used to identify strategies to support pupils and inform the IBMP
- PHP drawn up alongside IBMPs if necessary.
- Use of the quiet room to support self-regulation for a limited period of time
We have clear reward systems which we share with pupils/students and parents. The reward systems are accessible to all pupils. These include:
- Praise, smiles and body language
- House points
- Stickers, stamps, wrist bands, class certificates
- Written comments on pupils/students work
- Contact with home via email or phone call
- Friday celebration assembly
- The awarding of class ‘merits’
- Use of golden/special time
Unacceptable behaviour prevents safe working in school. It includes;
- Physical violence / aggressive behaviour
- Bullying; with reference to guidance document ‘Preventing and tackling bullying’ July 2017
- Threatening behaviour
- Verbal abuse and swearing
- Damage to property and the environment
- Disruption to lessons and stopping others learning
- Disruption to the effective running of the school
- Leaving the premises without permission
- Expression of displeasure about behaviour
- Warning of consequences
- Loss of break or lunch time
- Removal of a treat or favored activity, golden time or clubs
- Time out of the class
- Withdrawal to inclusion area in school (Internal Exclusion)
- Contact with parents by phone, letter or meeting in school
Excluding a pupil from school is a very serious matter.
Exclusion is only considered for extreme or long standing disruptive behaviour, but more commonly for acts of violence towards persons or property.
Two types of exclusion are available:
Fixed Term (up to a maximum of 15 days in any one term) and Permanent.
For pupils excluded for more than 5 consecutive days, work will be provided for the duration of the exclusion.
If a pupil is considered to be misplaced or their needs have changed, then the
Annual Review procedure is the most appropriate vehicle to effect a change of placement for the pupil, to a more suitable setting. Where the Local Authority fail to find an appropriate placement for such a child, the school will be forced to permanently exclude.
Hampshire County Council guidance on exclusion procedures includes action required by the Governing Body and, in the event of this course of action being necessary, these procedures will be followed.
Where exclusion has proved necessary, procedures for the pupil’s return to school will include a debrief and guidance on alternative strategies.
Screening and Searching pupils
Hollywater School will have regard for DfE (Department of Education) guidance on screening, searching and confiscation in schools.
Authorised members of school staff will screen pupils. This will be conducted as sensitively as possible in an appropriate quiet area with monitoring by other staff.
If a pupil refuses to be screened, the school may refuse to have the pupil on the premises. Health and safety legislation requires a school to be managed in a way which does not expose pupils or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.
Head teachers and staff authorised by them have a statutory power to search pupils or their possessions, without consent, where they suspect the pupil has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items.
Staff will report any concerns to authorised school staff who will conduct a search and seize any banned or prohibited item found as a result of a search or which they consider harmful or detrimental to school discipline.
Authorised school staff can search pupils with their consent for any item which is banned by the school rules. At Hollywater this includes mobile phones, other electronic items such as iPlayers, hand held game consoles. Items found will be stored safely and returned to a responsible adult to take home.
A pupil refusing to co-operate with such a search raises the same kind of issues as where a pupil refuses to stay in a detention or refuses to stop any other unacceptable behaviour when instructed by a member of staff – in such circumstances, we will apply an appropriate disciplinary penalty.
The use of reasonable force to control or restrain pupils/students
Controlling children’s behaviour through force constitutes a substantial inference in their rights and must be proportionate, its use accountable and administered in a manner consistent with the child’s humane dignity. At Hollywater School the use of reasonable force (restraint procedures) are a last resort. In accordance with the Education and Inspections Act 2006 some staff at Hollywater are trained and authorised by the Headteacher to use reasonable force to prevent a pupil from doing, or continuing to do the following:
- Committing a criminal offence.
- Injuring themselves or others.
- Causing damage to property.
- Engaging in any behaviour prejudicial to maintaining good order and discipline in class/school, where all other strategies have been applied.
Staff who are authorised to use restraint procedures are Team Teach (TT) trained in accordance with Hampshire guidelines and Hollywater has two TT tutors who annually refresh staff. TT tutors support all staff with behaviour management strategies.
A program of CPD (continued professional practice) is available to all staff on behaviour management using both internal and external providers.
Planned interventions are necessary at Hollywater as risk assessment has highlighted the potential need for physical interventions as some pupils are at risk of harming themselves or others and causing damage to property.
Planned interventions PHP’s (Positive Handling Plans) are:
- Agreed in advance through consultation with TT tutors
- Implemented only by a TT trained member of staff.
- Recorded detailing circumstances and method.
- Documents detailing the pupils personal handling plan strategies are shared and agreed with parents.
On the occasions where the safety of the pupil or others is at risk it may be necessary to have a barrier between the pupil and others. This may be through the use of padded cushions to shield staff and other pupils from physically aggressive behavior. The quiet room and soft play room may be used to help to manage the situation. Staff observe the pupils at all times. The use of quiet room and soft play is time limited to enable a pupil to calm and self-regulate.
Reports of incidences are written as soon as possible. Incident reports are audited by the senior leadership team and reported on to Governors.
Discipline beyond the school gates
Pupils are reminded of the need to follow the school code of conduct when offsite. Staff may discipline a pupil for:
- any misbehaviour when the child is:
- taking part in any school-organised or school-related activity or
- travelling to or from school or
- wearing school uniform or
- in some other way identifiable as a pupil at the school.
- or misbehaviour at any time, whether or not the conditions above apply, that:
- could have repercussions for the orderly running of the school or
- poses a threat to another pupil or member of the public or
- could adversely affect the reputation of the school.
At Hollywater we work closely with parents and carers and encourage a positive relationship to develop a shared approach. We have a home link worker who supports parents and carers through the SHIP project where appropriate
Use of External Agencies
Hollywater liaises with EP (Educational Psychologists) services for advice and support on pupils, particularly those who display continuous disruptive or challenging behaviours.
Signed: Silas Jones
Chair of Governors
Date June 2021