Behaviour policy
Portishead Primary School
Behaviour Management Policy
Introduction
- This Policy is a statement of the principles, aims, objectives and strategies used to promote standards of good behaviour in Portishead Primary School.
- North Somerset guidelines have been taken into consideration, where appropriate, in the formulation of this policy.
- This policy was agreed by governors in January 2009. It will be fully reviewed in 2010, or sooner if needs dictate.
Principle Aims
This policy supports the school’s Vision and the following Principle Aims:-
a) All will be safe and encouraged to be healthy.
b) All are trusted, happy, and confident so as to achieve high self-esteem.
c) All within the school community are positively and mutually valued and respected.
d) Views, opinions and beliefs of others and their cultures are respected.
e) Honesty and respect for truth is expected.
f) Courtesy and politeness is extended to and from all fellow pupils, staff and visitors.
g) Everyone is treated fairly and with equality.
h) All are tolerant of, and sensitive to the needs of others, treating them, as they would themselves expect to be treated.
i) Individuality, creativity and spontaneity are respected and understood.
j) All follow and understand the need for a social and moral code.
Supporting Policies
This policy is supported by the following policies:-
Teaching and Learning Equal Opportunities PHSCE
Child Protection Special Needs
Behaviour Definition
For the purposes of this policy, the school defines behaviour as, the way in which children conduct themselves in their daily lives and respond to the world and those around them.
Rationale
As members of society, we abide by commonly held conventions on how to behave for the benefit of that society as a whole. Such conventions clearly identify respect and safety for oneself, others and property as priorities.
The school environment should be happy, secure and orderly so that children can learn and develop as caring and responsible people. To this end children are more likely to develop appropriate behavioural habits/traits if they have a sense of high self-esteem and worth.
Principles
- Every child has the right to learn and no child has the right to disrupt the learning of others.
- The school’s ethos, summed up in its Vision statement, is essential to successful learning. It depends upon the building of trusting relationships, meaningful partnership and the pursuit of high achievement for all.
- The school will promote BASICS in order to foster a high sense of self-esteem.
BELONGING – children need to feel a part of the class/school
ASPIRATIONS – every child is encouraged to work towards their own achievable goals
SAFETY – the learning environment is a safe haven where there is consistency
IDENTITY – each child is a recognised individual and this will not be threatened
CHALLENGE – children experience and learn to manage challenge
SUCCESS – risks are OK, mistakes are valuable learning tools, success is reinforced
Behaviour Policy Aims
- To promote a happy, caring environment that best promotes effective learning.
- To encourage tolerance and respect for self, others, property and the environment in which they live.
- To encourage children to become responsible members of our community by developing good behaviour, self-discipline and independence.
- To support children in recognising and changing unacceptable behaviour, including bullying.
GUIDELINES
These guidelines are the broad means by which the whole school can achieve its aims.
The school has high expectations of all children.
The school expects each child to always try to do their best and behave in an appropriate way. In looking to achieve high standards we support children’s self-esteem and reward appropriate behaviour.
- All adults (staff and parents) should be good role models for the children.
Adults should be seen being polite and respectful and using good manners.
Children learn acceptable behaviour through:
positive role models
caring adults who have realistic expectations of children’s behaviour
clear and consistent expectations expressed verbally and non-verbally
fair and consistent boundaries of expected behaviour
appropriate rewards for acceptable behaviour - The whole school community should understand the clear set of school rules.
The whole school community is defined as the children, teaching/non-teaching staff, voluntary helpers, governors and parents. Agreed rules need to be integral to daily life so as to keep them meaningful, relevant and alive. - Rules should be applied consistently.
Whole school rules and, where they exist, extra Class Rules, need to be applied consistently and fairly, regardless of the children concerned and the frequency with which they have broken rules in the past. All agreed rules need to be displayed prominently and referred to when a child misbehaves. It is especially important that supply teachers are made aware of the School and Class Rules. - The policy of positive reinforcement should be actively promoted.
The school recognises that a child responds better to praise and a recognition of effort than to a negative criticism. If a child has not met expectations or has misbehaved, staff will endeavour to link any reprimand to previous good effort or behaviour in order to reinforce the point that not only is better expected but also is achievable. - Good communication needs to exist between children, staff and parents.
Expectations should be made clear at all times so that children are in no doubt as to what and how they should be doing. This should reduce opportunities for confusion and misunderstandings. Parents must be contacted when there is cause for concern or appropriate action has been taken. - Children should be given the opportunity to get things right.
At every stage, children should be given the chance to try again to meet expectations/behave more appropriately. Each day is a new day. - Children will make mistakes
Most children do not misbehave deliberately or out of spite, more likely as a result of high spirits or lack of awareness of the consequences. This is normal behaviour and is not a problem as long as children show they have the capacity to learn from their mistakes, and that they know the expectation is that they should behave in an appropriate manner. - Learning to manage children can be as easy as ABC:
Antecedent - what happens before the behaviour occurs.
Behaviour - resulting behaviour is either acceptable or unacceptable.
Consequence - results of behaviour can be positive or negative.
- Handling Children
Children should not be routinely handled.
All members of staff are aware of the regulations regarding the use of force by
teachers, as set out in DfEE Circular 10/98, relating to section 550A of the
Education Act 1996: The Use of Force to Control or Restrain Pupils.
We do not hit, push or slap children. Staff only intervene physically to restrain
children or to prevent injury to a child, or if a child is in danger of hurting
themselves. Correct restrain is to hold the child from behind around the
shoulders and arms. The actions that we take are in line with government
guidelines on the restraint of children. Call for help immediately.
The Head Teacher must be informed.
Class teachers may call on the Learning Mentor/Pastoral Leader/Head
teacher/Deputy or another teacher to take a disruptive pupil.
*North Somerset are in the process of rewriting the physical restraint policy which will be referred to when complete
- The elimination of all forms of bullying should be pursued.
The school’s Anti-bullying procedures and practices should enable it to respond quickly in dealing with incidents of bullying. The school, through its Personal, Health, Social and Citizenship Education curriculum, will endeavour to take a pro-active stance in the reduction of bullying.
WHOLE SCHOOL RULES/EXPECTATIONS
The following rules/expectations are designed to promote a secure and orderly environment in which children can learn and develop as caring and responsible people.
- Treat everyone as you would like them to treat you
- Respect teachers, non-teaching staff, SMSA’s, helpers, parents, visitors and other children.
- Offensive language is unacceptable.
- Act with courtesy and display good manners, through
• Holding doors open for others
• Saying Please/Thank you,
• Stepping aside to let others pass
• Not interrupting
• Knocking before entering a classroom.
• Knocking and waiting to be invited into the staffroom, Headteacher’s and secretary’s office. - Walking in and around school will help keep everyone safe.
- Keep on task
- Don’t disturb others
- Work in a controlled and orderly manner.
- Take pride in your work and value that of others.
- Always listen carefully so as to follow instruction appropriately.
- This is our school and we all look after it
- Help keep the classroom tidy and well organised.
- Look after and respect resources, displays and work of all kinds.
- Respect other people’s property.
- Always be honest
- Own up to having done something wrong.
- Being honest will gain the respect of others.
- Others should not be allowed to suffer by anyone keeping silent.*
* See Anti-Bullying Guidelines
REWARDS and SANCTIONS CODE
Encouraging good behaviour and high self-esteem
Circle Time Weekly discussions take place around issues such as playground behaviour.
SEAL assemblies and work in PSHE are discussed and explored every term.
School Rules are displayed in every room and discussed with children frequently.
Listening - Children are listened to and encouraged to give explanations of difficulties and disputes.
School Council allows the children to contribute to decisions about the school.
Rewards
Attendance Certificates are given for full attendance.
Headteacher awards
House point certificates are given out during assemblies
Achievement certificates are awarded in celebration assembly and achievements for all children are celebrated.
Out of Class
(Assemblies/lunch times/playtimes/working in small groups)
Rewards
O/C
R1) Verbal positive praise
R2) House points/stickers Sanctions
S1) Verbal warning (child told that their behaviour is unacceptable and the reason why)
S2) Time Out
S3) Child sent to the Learning Mentor (behaviour recorded)
S4) Child sent to the member of SLT who is on duty.
No child should ever be left unsupervised by an adult.
Lunchtimes
Children must realise that the School Meals Supervisory Assistants (Dinner Ladies) are members of staff, and should therefore be treated with the same respect.
The SMSA’s will always have the backing of a Member of Senior Leadership Team and Learning Mentor during lunchtimes, but they also use appropriate Rewards/Sanctions to help promote positive attitudes. The Learning Mentor will record any incidents that take place at lunchtimes in the lunchtime behaviour log which will be monitored by the Pastoral Leader.
* See SMSA’s guidelines
Classroom Assistants, Parents, Helpers
Non-teaching staff and Helpers need to know that they not only have the support of the classteacher, but that they also have a simple means of rewarding effort and dealing with the occasional lapses in behaviour. Speaking to the classteacher after the session will often be enough. Returning a whole group in the middle of a session will have a very strong impact on those concerned as well as setting an example to others.
In the classroom – Foundation Stage and Key Stage 1
Rewards
R1) Positive Verbal Praise
R2) Pictorial symbol/sticker on work/star of the week/ sweatshirt = Housepoint (not YR)
R3) Sharing success with others – class, staff, Head/Deputy Head. Achievement Assembly
R4) 'Congratulations' and 'good news' postcards home/ personalised letters to parents
R5) Special privileges
R6) Headteacher’s Award Sanctions
S1) Verbal reprimand/warning (Child is told that their behaviour is not acceptable and the reason why)
S2) Move/isolate in class
S3) Temporary relocation to another class
S4) Child seen by Pastoral leader who will set up a Pastoral Support Programme/Individual behaviour plan as appropriate
S5) Child seen by Headteacher – parents informed.
In the classroom – Key Stage 2
Rewards
R1) Positive and Verbal/written praise.
R2) House points/star or worker of the week
R3) Sharing success with others – class, staff, Coordinator, Head/Deputy Head Achievement Assembly
R4) Written communication ‘good news’ in homework diaries/letters sending congratulations home
R5) Special privileges
R6) Head teacher’s Award
Sanctions
S1) Verbal reprimand/warning (Child is told that their behaviour is not acceptable and the reason why)
S2) Move/isolate in class
S3) Temporary relocation to another class (EBD children to Learning Mentor) S4) Child seen by Pastoral leader who will set up a Pastoral Support Plan/ Individual Behaviour Plan option.
S5) Child seen by Head teacher – parents informed. Appropriate action decided by Head.
S2, S3, S4, S5 – must be recorded in the class behaviour log
The learning mentor will monitor the behaviour log once a term to enable her to give support where appropriate.
Children repeatedly disrupting the class climate –
Information must be recorded in the class behaviour book. Small targets should be set to demonstrate any improvement. Support should be sought by the Learning Mentor. Parents should be informed by the class teacher and a record of behaviour should be kept for each session for a maximum of four weeks. Parents should be asked to meet the teacher to review behaviour. If parents fail to meet with the teacher then they will be formally asked to meet with the teacher together with the Pastoral Leader. The Head should be kept informed of children whose behaviour is being monitored. If there is no improvement after four weeks the Pastoral leader will see the parent with the class teacher and the child support co-ordinator to discuss appropriate support needed. The Educational Psychologist may be contacted to assess the child and help develop future programmes of support.
Rewards/Sanctions Guidelines
Verbal Praise/reprimand (R1+S1)
The spoken word will always be one of the most effective and potent means of praise and sanction. Every effort should be made to praise something about each child every day. Any reprimand should make it clear to the child how they have failed to live up to expectations, what rule has been broken and should help the child to learn what they should do in the future to avoid a repeat. Reference to previous good conduct will help to heighten their understanding and realisation that they have let themselves down. A verbal reprimand, possibly following an informal reminder, carries the expectation that the child will respond positively.
House System (R2)
The House system is designed to further strengthen the sense of belonging within the school by creating smaller, vertical groups. House points earned by individuals will go towards house totals. Sporting and other activities will be organised on a House basis. There will be a termly award for the House with the most points, as well as others for various activities.
Individual Housepoint totals will be rewarded with special certificates as follows:-
Bronze = 50 points Silver = 150 points
Gold = 250 points Platinum = 350 points
The efforts of each individual will then be seen to be benefiting others, as well as themselves.
House names –
Kilkenny (Blue) Redcliffe (Red) Sugarloaf (Yellow) Woodhill (Green)
Children from the same family will automatically be in the same House.
Achievement Assembly (R3)
Achievement Assembly will be held at 10.10 on Mondays for the whole school with the intention of celebrating all kinds of achievement – academic, sports, personal, social, music, leisure… Children will be awarded an achievement certificate that will be displayed on the board outside the office. Every child should be rewarded at some point for their achievements throughout the year. House certificates will be presented during these assemblies.
Sanctions (S1 – S5)
Sanctions are more likely to prompt positive behaviour if they are seen as fair.
It is essential that adults make clear they are dealing with the behaviour, rather than stigmatising the person. Avoid early escalation to severe sanctions, reserving them for the most serious or persistent misbehaviour. Avoid sanctions becoming cumulative and automatic (sanctions should always take account of individual needs, age and understanding) Avoid giving sanctions to whole groups or classes and punishing the innocent. Ensure that sanctions are a logical consequence of the pupil's inappropriate behaviour (for example, if work is not finished in class the teacher might make the pupil stay behind at break-time to finish it off) Use sanctions to help the pupil and others to learn from mistakes, and recognise how they can improve their behaviour (i.e. a learning outcome) When appropriate, use sanctions to put right harm caused. Never issue a sanction that is humiliating or degrading. Use sanctions in a calm and controlled manner. Ensure that sanctions are seen as inevitable and consistent (pupils should know that a sanction, when mentioned, will be used) Attempt to link the concept of sanctions to the concept of choice, so that pupils see the connection between their own behaviour, and its impact on and its impact on themselves and others, and so increasingly take responsibility for their own behaviour.
Relocation (S2/3)
Relocating a child within the classroom can be a quick and effective means of dealing with a child who has been persistent in their misbehaviour and not heeded warnings.
If, despite previous sanctions, a child continues to misbehave, then relocation to another class will reinforce the seriousness of their actions. This should be for a maximum of ten minutes. Child with Emotional and Behaviour Difficulties should be seen by the learning mentor. This sanction will also mean the child’s parents will be informed and the information recorded in the class behaviour book.
Child seen by Pastoral Leader (S4)
For persistence despite Sanctions 1-3.
The child should be seen by the Pastoral leader who when appropriate will set up a Pastoral Support Plan/ Individual Behaviour Plan option with the child and parent. Child support co-ordinator informed. Outside agencies contacted as appropriate. Information recorded in central behaviour log and Head teacher kept informed.
Record of Unacceptable Behaviour (see Appendix)
The class teacher will keep a record of incidents that take place within the classroom in the class behaviour book. This record will be monitored by the Learning Mentor and Pastoral Leader once a term. The Learning Mentor will keep a record of unacceptable behaviour that takes place during lunchtimes. All children reaching Stage 3 of the Sanction Code must be recorded. A Record of Unacceptable Behaviour will be kept detailing circumstances for children reaching Stages 4 & 5, or equivalent, of the Sanction Code by the Pastoral leader. Pupil issues will be recorded that may have the potential to lead to bullying.
Misbehaviour of an extreme nature
Misbehaviour of an extreme nature demands immediate attention. It could be any of the following:-
Act of violence towards another child
Act of violence towards a member of staff
Destruction of property
Attempting to leave the school grounds
Threatening behaviour (verbal/physical)
The Head/Deputy should be called at once, and they will deal with the incident as appropriate. There can be no set way of dealing with such rare incidents, but it is most likely that the child’s parents would become involved.
Time would need to be set aside for the “victim” to recover/be counselled as well as for the perpetrator to calm down and reflect on their actions. In certain circumstances some children may need to be sent home with the parents.
Failure to respond to Sanction Code
In line with North Somerset Education Authority, the school operates an Inclusion Policy (i.e. aiming for no permanent exclusions). However, if a child fails to respond to the support given via the Sanction Code, then he is at risk of having to be temporarily or even permanently excluded. Temporary/permanent exclusion will also have to be considered if acts of violence are involved. Should such an occasion arise, then the relevant exclusion will be carried out in accordance with North Somerset’s Behaviour Support Plan. According to the nature of the exclusion, the school’s Educational Psychologist and Education Welfare Officer could well need to be called in to support the child and parents in future development.
Anti-bullying Guidelines
Aims
- To create a happy, caring school environment that promotes respect for others, a desire to work and play with others, as well as promoting a positive self-image.
- To recognise and respond to incidents of bullying as quickly as possible.
- To inform parents of their child’s role in a bullying situation, involve them in the action being taken and keep them updated on progress being made.
- To reduce the number of bullying incidents through an educational programme that states bullying is unacceptable, that it is cruel and that it can cause great unhappiness.
- To review the anti-bullying procedures regularly to ensure they remain effective.
Definition of Bullying
The term bullying does not apply to the normal “rough and tumble” of school life, or to isolated incidents, no matter how hurtful at the time. Bullying, in whatever form, is repetitive over a period of time, although not necessarily continuous, and it involves an imbalance of power.
The school has chosen to adopt the definition of bullying used by the North Somerset Educational Psychology Service in “Towards a Whole-School Approach to Anti-Bullying” (Gill Evans & Lisa Preston) 1998.
Bullying is:
- The misuse of power by one or more individuals over others
- The intention to cause distress for personal gain or gratification
- Hurt of a physical or psychological nature, taking the form of hitting, social exclusion, telling nasty stories, intense teasing or taking money.
School Values
The school believes that
- No one has the right to bully others.
- All decent people should stick up for the ‘victim’ by being friendly to those who are lonely or unhappy, not joining in with bullying activities, nor ignoring incidents of bullying.
- All children involved with bullying, no matter how small a part, should be helped to understand the consequences of their actions and how they can begin to put things right.
- All victims of bullying should be supported and protected by teachers and the school community.
- The bully/perpetrator will need to be educated out of such practices, not punished.
Preventative Action
The school provides, as part of its PHSCE curriculum, a wide range of approaches that encourage relationships to be discussed and examined. Bullying and its effects are an integral part of this work.
This holistic, pro-active approach is designed to look at all aspects of the personal, social and moral development of the child from Reception to Year 6. Only through such an approach can the issue of bullying be put into context, and so help the child, whether victim or perpetrator, understand its awful effects.
This approach helps children examine such issues as:
Understanding oneself
Feelings and emotions
Personal safety
Change
Assertiveness Friends and enemies
Rights and responsibilities
Prejudice
Peer relationships
In addition to this formal work, all members of staff show great concern for the development of each child in their care. Consequently, if changes in behaviour, attitude or character develop, they will investigate possible causes. In this way, incidents of bullying can come to light, if they are a contributory factor. The professional judgement/perception of all staff is fundamental in this respect.
Much bullying is prevented as a result of the good communication and openness that exists between staff as well as with parents. Our commitment to BASICS (see page 2, Principles) enables children to feel secure and confident enough to usually confide in someone or to report their concern.
Further opportunities exist for anti-bullying attitudes to be developed through stories, assemblies, PHSCE and RE.
Reporting and responding
1) All children need to know that they will be taken seriously if they think they, or someone else, is being bullied.
2) The person responsible (classteacher, Pastoral Leader, Deputy or Headteacher) will need to determine if bullying is actually taking place. Isolated acts of aggressive behaviour, in whatever form (see Definition), could understandably be interpreted as bullying by a child, or indeed a parent. The differences will need to be explained, but there could be a similar approach used to resolve the issue.
3) It is recognised that for most children reporting bullying will be a very difficult step to take, and so they will need to be reassured that they have done the right thing, that they are not at fault and that it is an adult responsibility to solve the problem.
4) The child will need to realise that there can be no instant solution, but the approach to be used should be explained, depending on the age of the child.
5) In most cases, it is not only the victim who needs help, but all those involved, especially the main perpetrator.
Practice and procedure
The ‘No Blame’ Approach/Method of Shared Concern
The school will use the above approaches, which are indeed variations of the same, and focus on counselling as the means for resolving the bullying situations. Full details are to be found in North Somerset’s Towards a Whole-School Approach to Anti-Bullying.
1) Stage 1 The Structured Individual Meeting (Class teacher to inform Learning Mentor/Pastoral Leader - Information recorded in class behaviour book)
All children involved will be interviewed separately, beginning with the ringleader, if known, or others involved with the bullying, using the prescribed scripts. The victim is interviewed last to avoid fuelling a delicate situation by accusations of “telling tales”.
2) Stage 1 Outcomes
As a result of the first interviews, each child suggests how they could change their behaviour in some way and aiming to do so for the next week.
3) Stage 2 Individual Follow-up meetings (Learning Mentor/Pastoral Leader – Head teacher informed)
To establish how well each individual has achieved the aim agreed at Stage 1. If the bullying has not stopped altogether, then individual work will continue to find a solution. If the bullying has stopped, the children should be congratulated, and their agreement obtained that they will continue in the same way. Each child is then told the next stage is a group meeting.
4) Stage 3 Group Meeting (Learning Mentor/Pastoral Leader – Head teacher informed)
It is important to bring all children involved together at this stage, so as to secure agreement for a long-term solution.
This will also have other benefits:
- The children involved on the periphery realise all the more how they have contributed to someone’s unhappiness, feel genuine remorse and are more than ready to make amends.
- Should the bully/ringleader still harbour any negative thoughts, they realise they won’t have the same previous degree of support and so will be marginalised if they try to continue
- Suggestions as to how to resolve the situation are all the more effective when seen to be coming from those involved.
- The victim will realise that there is genuine support from within the group.
5) Stage 4 Monitoring (Learning Mentor/Pastoral Leader – Head teacher informed)
Progress will need to be monitored to ensure the bullying has indeed stopped. According to need, a date could be set to review the situation, or monitoring could be done a more informal basis, with quiet chats perhaps the best approach. If, at this stage, there appears to be any re-occurrence of the bullying the process must be begun again.
6) On-going support (Learning Mentor)
It is important to put in place any individual support deemed necessary as soon as possible, especially for the victim, but this may well also apply to the bully.
Often the victim will be feeling especially vulnerable, lacking in confidence and self-esteem, so it is imperative that appropriate strategies are used to reverse these feelings. The Life in School Index (see Appendix) can help put negative incidents into context when set against the invariably more numerous positive aspects. Peer and parental support will be crucial in re-building self-confidence and self-esteem.
Reporting and Recording
1) All incidents of bullying are to be reported in the Bullying Incident Book. Incidents giving cause for concern should be reported in the normal way in class behaviour books and in the Record of Unacceptable Behaviour folder (Learning Mentor/ Pastoral Leader) as they could be part of an, as yet, unidentified pattern.
2) The parents of the children involved should be informed as soon as possible after bullying has been identified. The class teacher/Pastoral Leader/Learning Mentor should judge the best way to do this, either by talking to the parent directly, using the Misconduct Form, or by letter.
N.B. It is important to contact parents if a child thinks they are being bullied, but in fact is not. Clearly, some incident has upset the child and perhaps been misconstrued as bullying. The child still needs support in some form and this should be provided as appropriate.
3) Parents will understandably be anxious about their child’s involvement, and so should be given the earliest opportunity to discuss the situation, so that they can then become part of the solution. A Parents’ Guide – What can we do about bullying? Is available to support parents at this difficult time.
4) Whilst it is counter-productive to the long–term aim of re-educating the bully to try to ‘punish’ a child out of bullying, individual acts of aggression/unacceptable behaviour cannot be ignored when they are reported, as –
a) They may not at the time be known to be part of a bullying situation,
b) The victim will feel further alienated if the bully’s behaviour appears to be condoned by the very adults he/she has turned to for help, and
c) The bully will feel he/she has been allowed to get away with something they clearly know is against the school rules and that any subsequent action could be seen as a soft option.
Consequently, individual acts of misbehaviour should be dealt with according to
the Behaviour Policy, and not linked directly to the action taken to rectify the
bullying.
Resources
Seal resources and assemblies
Towards a Whole-School Approach to Anti-Bullying (North Somerset)
Towards a Whole-School Approach to Anti-Bullying – Curriculum Materials
Bullying – Don’t Suffer in Silence (DfEE)
A Parents’ Guide: What Can We Do About Bullying (Maines & Robinson)
Stopping Bullying: How Young People Can Help Themselves (Mellor)
Circle Time RE Scheme of Work Assemblies Drama/Role Play
Roles and Responsibilities
- The HEADTEACHER has the ultimate responsibility to oversee the well-being of each child within the school, and will support the PHSCE co-ordinator/Learning Mentor/Pastoral Leader and each class teacher in their effort to respond positively to bullying. The Head teacher must be informed of any suspected cases of bullying.
- The member of senior management who is the PASTORAL LEADER will inform the HEADTEACHER and work closely together with the LEARNING MENTOR and CHILD SUPPORT CO-ORDINATOR to ensure that appropriate action is taken and support provided as necessary. The PASTORAL LEADER will monitor the effectiveness of the approaches used. The PASTORAL LEADER must be informed of any cases of bullying.
- The LEARNING MENTOR will offer advice and support. Appropriate activities will be set up to work through any issues and problems as appropriate. The LEARNING MENTOR must be informed of all cases of bullying.
- The CHILD SUPPORT CO-ORDINATOR should offer relevant advice, support and guidance if a child needs to be placed on the SEN Register for their involvement with the bullying situation. The CHILD SUPPORT CO-ORDINATOR should be informed of confirmed cases of bullying.
- The PHSCE CO-ORDINATOR will support staff by providing relevant advice, resources and support with SEAL activities and assemblies.
- The CLASSTEACHER, invariably playing the pivotal role in dealing with incidents of bullying, will need to be a sensitive listener and deal appropriately with the situation in accordance with these Guidelines. They will inform the PASTORAL LEADER and LEARNING MENTOR as appropriate.
- NON-TEACHING STAFF, especially Classroom Assistants and SMSAs should report any suspected bullying to the relevant teacher and the LEARNING MENTOR/PASTORAL LEADER. They should also support any programme designed to resolve a bullying situation.
- CHILDREN should confide in a member of staff if they think they themselves or another child is being bullied, and support their peers when a programme is put in place to remedy a bullying situation. They will be expected to modify their behaviour if they have been involved with bullying in any way.
- PARENTS should inform the school of suspected bullying. In the first instance they should contact the CLASS TEACHER who will inform the LEARNING MENTOR and PASTORAL LEADER. Should their child be involved in a bullying situation, they will be encouraged to support the child in helping them to understand their role and how best they can modify their behaviour, as well as supporting the school in the action taken. PARENTS should contact the CLASS TEACHER/LEARNING MENTOR/PASTORAL LEADER when they have any cause for concern.
- GOVERNORS will approve the Anti-Bullying Guidelines and help monitor their effectiveness.
Monitoring
The HEADTEACHER to:
a) Liaise closely with the PASTORAL LEADER to co-ordinator in monitoring incident rates and/or any trends.
b) Liaise with all relevant staff to ensure these Guidelines are being implemented when necessary and providing any required support.
The PASTORAL LEADER to:
a) In consultation with the Senior Management Team, review and evaluate the effectiveness of approaches and resources.
b) Monitor the Bullying Incident Book and Record of Unacceptable Behaviour, taking appropriate action.
c) Attend relevant courses to further develop their understanding of the nature of bullying and to cascade knowledge to the staff.
The LEARNING MENTOR to:
a) Monitor the class behaviour logs and put support in place as necessary.
b) Inform Pastoral leader about support needed and any issues occurring.
c) Support class teachers as necessary.
d) Attend relevant courses to further develop their understanding of the nature of bullying and to cascade knowledge to the staff.
The GOVERNORS to:
a) Consider the outcomes of the periodic reviews.
b) Listen to the views of parents and staff as to the effectiveness of the guidelines and inform Head teacher/Pastoral Leader.
