Welcome to Trimley St Mary Primary School 01394 284130 office@trimley.net

Trimley St Mary School Behaviour Policy

PROMOTING POSITIVE BEHAVIOUR, SELF REGULATION AND RESPECT

 Introduction

Trimley St Mary is an inclusive school. The basic belief on which discipline stands is the right of the children to learn and the teacher to teach.  This policy, shared with all members of the school community, is a statement of the clear aims and strategies for achieving and maintaining positive behaviours. We are committed to raising the confidence and self esteem of all pupils, respecting every child as an individual, and helping each one to achieve his or her full potential across all areas of the school’s broad and balanced curriculum. This policy takes account of the needs of all pupils at our school and covers behaviour and discipline both on the school site and outside the school during educational visits.

There is an effective management strategy in place to maintain high standards of behaviour which help enable a culture of learning to be established within a respectful community. A clear system of rewards to celebrate positive behaviour and sanctions for use in cases of unacceptable behaviour are used consistently across the school.

Aims of the Policy

The aims of our policy are:-

  • To promote, secure and maintain high standards of behaviour within a safe and caring and stimulating environment.
  • To raise awareness and reinforce appropriate behaviour and support children to distinguish between appropriate and unacceptable actions. In turn, to enable children to reflect and recognise the impact their behaviour choices may have.
  • To make boundaries of acceptable behaviour clear so children follow class, playtime and  lunch time rules
  • To provide a calm, secure, purposeful and happy atmosphere within the school.
  • To foster positive caring attitudes towards everyone where all children respect, tolerate, share and co-operate with each other.
  • To raise self-esteem and encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour.
  • To ensure that positive behaviour is always acknowledged and valued.
  • To have a consistent approach to behaviour throughout the school with involvement and co-operation whose shared values and approaches reflect that of society.

 Expectations of the School Community

An effective school behaviour policy requires close partnership between parents, staff and children. The maintaining of positive behaviour within the school is a shared responsibility. All members of the school community promote/develop empathy and respect for themselves and others. Through assemblies, RE, PSHEE  and the modelling of good social behaviour from all adults within the school community the positive, respectful ethos of the school is promoted. All expectations are displayed in each classroom in a ‘to do’ format, as agreed with pupils.

 Pupil responsibilities

We encourage our pupils to;

  • Be polite to all children and adults.
  • Act responsibly and respect property.
  • Walk around the school in a calm, purposeful manner.
  • Always do one’s best in every possible way at school.
  • Respect, support and care for each other both in school and in the wider community.
  • Come to school on time each day with everything needed and with a positive attitude.
  • Be a good and kind friend to others helping them when they have problems.
  • Take responsibility for settling their own disagreements using the strategies taught.
  • Be assertive, to express their feelings and to resolve conflict without resorting to violence, swearing or abuse.
  • To know they can talk to a trusted adult in school and they will be listened to.

 

Staff responsibilities

  • To be excellent role models and consistently model appropriate behaviour.
  • To have high attendance expectations and create an enjoyable learning environment that encourages pupils to come to school.
  • To meet the educational, social and behavioural needs of the pupils through a stimulating and challenging curriculum creating a positive learning and teaching environment.
  • To be consistent and fair in dealing with all pupils.
  • To encourage the aims and values of the school among the pupils.
  • To have high expectations of children and encourage them to do their very best in all aspects of their school life.
  • To celebrate success.
  • Use positive language which focuses on positive behaviour choices and maintain a ‘fresh start’, ‘new day’ approach.
  • To record incidents to enable effective monitoring and communication.
  • To reward positive behaviour choices and changes in attitude with house points, rewards within the class reward system, recognition from the Headteacher.

 

Parent/carers responsibilities

When joining school, a home-school agreement is signed and parents and carers are encouraged to visit the school to discuss any relevant issues.

We encourage parents/carers to;

  • Actively support regular communication with the school, e.g. keeping the school informed of personal circumstances which may affect their child in school.
  • Share any concerns and problems they have in school and at home so that they can be resolved.
  • Support the school in the promotion of positive behaviour.
  • Ensure children regularly attend school on time and are well prepared.
  • Reinforce at home the aims and values of the school and the community.
  • Take an interest in their children’s school life, by talking to them about their work and friendships.
  • Attend Parents Evenings or parents’ functions and by developing informal contacts with school.
  • Parents will be involved at the earliest possible stage if behaviour problems are persistent or recurring.

 

We have a home/school liaison officer  whom parents may call and meet in school with other services for support as appropriate. The liaison officer co-ordinates a local parental hub, which the school signposts to regularly.

  Behaviour and wellbeing

  • As set out in Chapter 6 of the statutory SEND 0-25 years Code of Practice 2015, we are alert to how mental health problems can underpin behaviour issues in order to support pupils effectively, (working with and following the advice of external support where needed). Reasonable adjustments are made as deemed appropriate. This might involve changes to;
  • the physical environment
  • the level of adult support
  • the class timetable so learning is pupil led and adapted according to daily need

If staff have a mental health concern about a child, that is also a safeguarding concern, immediate action is taken, following the school’s child protection policy and speaking to the Head teacher and alternate DSLs. A  Pupil’s behaviour is not viewed independently of other sources of information including health and social care needs , SEND, family circumstances parental mental ill health and contextual safeguarding. This policy is an outline policy or statement which is viewed and implemented consistently across the school, but not one that may necessarily meet the needs of all pupils. Alongside Equality Aims and through implementation of the Code of Practice, reasonable adjustments may be made to support an individual child’s inclusion where practicable  See SEND Policy, Equality Statement.

 Strategies used to promote positive patterns of behaviour.

We recognise that by consistently applying certain structures, we can help to minimise opportunities for unacceptable behaviour.

The following are designed to create a calm, ordered learning environment.

  • Class Code of Conduct

At the beginning of each year the children in each class are given the opportunity to

devise their own class code of conduct, in line with the school behaviour policy. The code of conduct belongs to the class and is adopted by staff teaching that class. Each code sets out expectations for the classroom environment, procedure for resolving conflicts, responsibilities and safety.

  • Movement around the school

Children are expected to move around the classroom and school in a sensible and considerate manner. From an early age the children are encouraged to go to the toilet at playtimes.

  • Movement in the class

While we encourage the children to be independent, we recognise excessive movement in classes causes unnecessary distractions. Teachers organise their classrooms and set up for activities so that movement in lesson time is kept to a minimum or is appropriate to the activity.

  • Noise levels

It is recognised that noise levels vary depending on the age of the children and the type of task in which they are engaged. However, quiet children tend to be calmer, more reflective and easier to manage. In the same way adults talk calmly, so children are encouraged to communicate quietly with each other.

  • PSHE and Citizenship

Every class has regular PSHE and Citizenship sessions. Personal, Social, Health Education (PSHE) and citizenship are taught using a variety of methodologies, and address our ethos and expectations. This is an important opportunity to develop shared class expectations on how individuals should behave and to discuss issues which may arise, e.g. bullying, teasing, children excluded from groups on the playground.

  • The Language of Choice

Making children aware of their own behaviour in order for them to take responsibility for it and correct it themselves, uses positive language which emphasizes how children are responsible for their own behaviour. It uses the language of choice where children are made aware how they have behaved inappropriately and reviews the choices they had and have. Children always have a choice of action and need to be encouraged to choose appropriately.

  • Rewards

Trimley St Mary promotes, acknowledges and rewards good behaviour, as we believe that this develops an ethos of kindness and co-operation. Incentive schemes are in place to recognise attendance and achievements. We praise and reward pupils for good behaviour, social skills and work throughout the school day in a variety of ways:

  • Frequent verbal praise and encouragement. This is personal, genuine, descriptive and specific to each individual.
  • House points are awarded to children who collectively form one of 4 house colour teams. Team points with children earning points for their team towards a class treat.
  • Rapid praise raffle tickets for older pupils.
  • Individual reward schemes for specific pupils
  • Stickers and sticker cards
  • Each class teacher nominates a member of class to be celebrated in the weekly merit assembly.
  • Children to show work to Head Teacher, Deputy Head or partner teacher.
  • Messages to parents including use of the Marvellous Me APP

MetaCognition and self- regulation.

At Trimley St Mary Primary School we promote pupils development of understanding themselves as learners and make explicit to them through our 8Cs’ curriculum key features of effective learners.

We positively reward and acknowledge the following skills;

Creative thinking

Capability

Creativity

Collaboration

Communication

Critical thinking

Craftsmanship

Curiosity

Pupils learning behaviour is a key feature of our school. Our proactive policy ensures that curriculum design which motivates and engages pupils underpins our approach to behaviour management.

Developing Intrinsic Rewards sharing British Values

At Trimley St Mary we encourage children to develop their own sense of worth and their responsibility within the community.

We share values of “lesson time being learning time” and that everyone has the right to learn and be safe in our school.

Through our PSHE curriculum , School Council and assemblies for example, we promote the values of democracy, tolerance, love  and respect. The school fosters the development of children’s spiritual, moral, social and cultural understanding through a wide range of activities including  marking of specific acknowledgements, such as mental health week, Children in Need, Performances, visits, Crucial Crew, learning Together sessions with families and the use of resources that support the development of children’s social and emotional capacities for self-regulation and understanding. We teach self -regulation strategies to children and make reasonable adjustments  for individual children who need  bespoke approaches not specifically mentioned within this policy.

We empower Yr6 particularly to carry out a number of responsibilities across the school as peer mentors eg. Golden Mile P.E. Ambassadors, Reading Partners. Lunchtime helpers etc.

 Consequences of inappropriate behaviour

There will be times when behaviour is inappropriate. Children need to discover where

the boundaries of acceptable behaviour lie, as this is part of growing up.

There are three levels:

 1. Low Level

These will be dealt with by the class teacher, teaching assistant, midday supervisor depending on the time of day, and will be discussed with the child. Examples are:

  • Constant chatting
  • Shouting out in classrooms or corridors
  • Unfinished or unacceptable work due to time-wasting
  • Not looking after resources carefully
  • Not sharing or co-operating
  • Thoughtless ‘rough’ play
  • Interrupting the teacher
  • Running in the corridor

A range of strategies and consequences are used by staff. E.g. a  positive comment to another child nearby. We also take into account the age of the child and the context of the incident/misbehaviour. The aim of all consequences is that the child will understand what went wrong and what could have been the right choice. The expectation is that behaviour will improve as a result. When challenging and correcting inappropriate behaviour it is important to restore positive working relationships quickly.

Phase Leaders will be informed of persistent misbehaviour involving the same child(ren).

Consequences:

Following an initial reprimand for a first or minor offence a record of behaviour is initiated

  • Time-out for a limited time in another class or area with an activity where the child has thinking time about their behaviour and how they are going improve.
  • Missing a break time or part of a break time (supervised) and to include.
  • Discussion about choices and consequences of the behaviour.
  • If considered appropriate the teacher will talk to parents.
  • Phase Leader intervention, which might involve talking to the child, offering advice
  • Tidying up or cleaning graffiti.
  • An apology from the child and recognition that a rule has been broken will also be expected.

 

2. Regular repetition of persistent, challenging behaviour

  • Unacceptable behaviour will be reported to one of the members of the Senior Leadership Team.
  • Racist remarks or behaviour
  • Swearing/bad language
  • Dangerous behaviour (e.g. throwing stones, climbing high railings, walls)
  • Spitting
  • Biting and other forms of physical assault
  • Inappropriate touching of other children’s bodies (this could be a child
  • protection issue and viewed as an allegation of peer on peer abuse and associated contextual safeguarding concerns)
  • Preventing other children from learning
  • Fighting
  • Stealing
  • Bullying
  • Deliberately damaging the property belonging to the school or to a member of the school community.

The SLT will be informed of the incidents and SENDCo (as appropriate) to investigate the possibility of underlying causes e.g. difficulties understanding communications).The graduated approach to SEND may be initiated.  Parents will be informed. If parents are not available at the end of the school day, contact will be made by telephone. Racist incidents are investigated and recorded. The victim’s parents are informed as well as the perpetrators, restorative practice is facilitated and data collated for monitoring purposes. Following incidents of this nature alongside other breeches of the Behaviour Policy are viewed and whole school actions put in place, such as assemblies as reminders, revisiting of values or revisiting and monitoring of PSHE schemes of work for example.

 Consequences are:

  •  Loss of playtime(s)/lunchtime(s)
  • The recording of the incident using the ELSA restorative justice plan as a structure for the adult and child discussion.
  •  The writing of an Individual behaviour plan or chart
  •  Home-school contact sheet/book to show good behaviour.
  •  External ‘Time-out’ of class of up to a session to work supervised by a senior member of staff.
  • The child contributes to the cost of repair/replacement of item that has been deliberately broken or damaged.
  • In addition the child may be asked to write a letter of apology or some other form of restorative justice involving the victim should this be appropriate

 

3. Where behaviour is very serious.

  • Regular repetition of incidents
  • Refusal to accept school rules or school authority
  • Extremely disruptive behaviour which prevents other children from learning and compromises their safety and welfare
  • Physical aggression towards a member of staff
  • Extremely violent behaviour resulting in injury
  • Repeated racist behaviour
  • Violent behaviour towards other children which does not improve after adult intervention. (both sets of parents are informed)

Very few children will ever reach this stage at Trimley St Mary. Supporting pupils at this stage is a collective responsibility of the school and outside agencies. e.g., Education Welfare Officer or Educational Psychologist, and Children Young Peoples Services. Hence, a multi-agency approach will be used.

The primary aim of such agencies working together is to provide support and expertise in order to help the child to change his/her behaviour pattern. Parents will be fully involved and are integral in actioning strategies to improve the child’s behaviour. Through monitoring of behaviour patterns over time and using contextual information the school will gather information and make request for appropriate support. Incidents will be dealt with by the Head Teacher (or the Deputy Head in her absence) and /or SENDCo. The action taken will be recorded through CPOMS on-line reporting system which is used to record both behaviour, communications and safeguarding concerns. A meeting will be arranged at the earliest opportunity between the parents and the Head Teacher/Deputy Head to agree a period of regular communication, during which an agreed support programme is set up to be followed at home and school.

The class teacher, the Head/Deputy Head will be fully involved in setting appropriate targets for the child. In managing a child’s behaviour, the school will always consider a holistic approach and explore avenues and advice from external agencies including Local Authority resources such as the County Inclusive Support Service (CISS), therapeutic provision and the Inclusion Facilitator Service alongside behaviour support consultants.

Where a child is at threat of permanent exclusion because they continue to risk the safety of themselves other children and adults, the school will work to make every reasonable adjustment that is practicably possible, to meet the child’s needs alongside others in our mainstream setting.

As an increasing number of young children are entering school with behaviour that indicates a risk to others, the school will explore every capacity to develop its own provision, making environmental changes such as the use of quiet spaces, safe spaces (The Harbour Room) as options to enable children to access learning. Where children’s needs have not been recognised by agencies prior to starting school, staff will accelerate and liaise with agencies as a matter of urgency. Every reasonable adjustment is considered in consultations with parents, through meetings and daily feedback against targets to support a child accessing education. Where full time provision does not meet the child’s needs in consultation with parents and EWO the school will consider the exceptional circumstance of accessing learning through dual placements and lawful reduced time-table as a reasonable adjustment.

 Pastoral Support Programme

For pupils at risk of exclusion, where appropriate and on a case by case basis a Pastoral Support Programme (PSP) may be drawn up. A PSP is a school-based strategy designed to help the pupil to manage his/her behaviour more successfully. A PSP is particularly important for those pupils whose behaviour is deteriorating rapidly, and will identify clear and realistic behavioural outcomes for the child to target. The programme needs to be agreed with parents . It will usually last for 16 weeks with a review after 8 weeks. The Head Teacher/SENCo will be the school’s representative in matters relating to the implementation of a PSP.

Exclusion From School

– see additional information in Schools Exclusion Policy.

Fixed term exclusion- a consequence indicating a child’s level of need.

A fixed term exclusion may be a final step in the process of dealing with disciplinary offences when a wide range of other strategies have been tried and have failed. It is particularly rare that an exclusion will occur when there has been no previous history of serious inappropriate behaviour and where parents are not already involved in dialogue with the school. However, the Head Teacher will use the sanction of exclusion for a first offence if the incident is sufficiently serious to merit this.

Permanent exclusion

Permanent exclusion from Trimley St Mary is very rare. Occasionally, despite a high level of investment, supporting and encouraging a child to modify his/her behaviour, is not proving effective in bringing about the desired change. The decision to permanently exclude a child will take into account the impact of the child’s behaviour on the other pupils in the school, and whether the entitlement of the majority to an education without disruption, is being put at risk. Permanent exclusion is always seen as the last resort and the school will follow all protocols to ensure that any child at risk of exclusion is given every possible means of support. This will be through pastoral support planning, the involvement of agencies outside of the school including CAMHS , CYP, Educational Psychology Service and access to the IYFAP In Year Fair Access Protocol Procedure working in partnership with other schools in the Area, in order for a child to gain access to education.

Further detailed guidance including statutory information with respects to Exclusions can be found in the Schools’ Exclusion Policy.

Lunchtime Procedures

At Trimley St Mary, we have empowered children to have” Positive Playtimes” by equipping them with the resources and strategies to enable them to socialise and remain safe. Part of this empowerment encourages active playtimes and a large number of personnel and coaches carry out a range of different activities for children to experience at this time. All classes have been taught playground games that are shared across the school community. Small world play, mud kitchens, Cosy Cocoon outdoor library, Trim Trails and collaborative outdoor gym equipment are accessible to children across the school as well as P.E. equipment, writing belts and chalks. Our continuous lunchtime provision encourages talk and imaginative play.

Midday supervisors are responsible for ensuring high standards of conduct are maintained over lunchtime both in the hall and outside on the playground. Children are encouraged to eat neatly and quietly. When pupils are playing, staff are vigilant and intervene before misbehaviour occurs. Children are encouraged to approach a supervisor when they have a problem that they are unable to resolve positively themselves.

Through discussion, the children are encouraged to resolve the problem. The adult serves as the facilitator ensuring turns are taken and that each party has an opportunity to put forward how he/she feels. If the children cannot resolve the conflict;

A child is asked to have a short period of timeout close to the supervisor.

For more serious incidents, the supervisor takes the child/children straight to the Head Supervisor. She will deal with the incident or pass it on to a member of the Leadership Team or class teacher.

Class teachers and Midday Supervisors liaise closely each day. There is guidance for ‘wet playtimes’ when younger children are supported by older pupils in addition to their Mid-day Supervisor or class teacher. If lunchtime concerns need to be shared with parents, this will usually be undertaken by the child’s class teacher.

PREVENTION OF BULLYING

 Our school anti bullying statement

At Trimley St Mary School we do not accept bullying in any form, but appreciate that it does very rarely occur. We strongly disapprove of any form of bullying and will act swiftly and firmly to investigate and deal with any situation where we believe this to be happening. Our anti-bullying policy which encourages the appreciation of diversity and respect, covers the procedures that will be followed where incidents of bullying occur. Since bullying thrives on secrecy, we actively encourage victims, parents or observers of bullying to inform a member of staff. We believe that early intervention is important and that sanctions should be used where bullying behaviour is clearly identified. The school applies the principles of restorative justice. Our approach is preventative and proactive through the culture of an inclusive school which celebrates diversity and equality and responds rapidly to any form of discrimination or protected characteristic.

  • Through PSHE lessons, assembly and regular events and updates pupils are taught what bullying is by definition.
  • Revisiting the whole school anti-bullying statement and whole school focus during national anti- bullying week
  • Equipping children with the necessary skills-Children are taught that is unacceptable and know the responsibility they have to share information with adults should they see it.
  • Home school Partnership. Parents will be contacted when bullying incidents are identified.
  • Incidents of bullying are recorded and reported to the Governing Body.
  • Sanctions are agreed where restorative practice can take place.
  • Regular reference to our schools values of respect and kindness.
  • Victims of bullying will be supported and encouraged with strategies and systems in order to prevent future bullying.
  • Emotional Well-being. Children are supported how to recognise and interpret situations and emotions including anger jealousy in order to utilise their own emotional self-regulation and resilience.
  • Children are equipped with understanding of peer pressure and stereotyping
  • Encouraging children to play co-operatively at playtimes.
  • Through our PSHE curriculum and anti-bullying events and awareness sessions.
  • Discuss whistleblowing and reporting looking out for each other.
  • Providing different types of play areas and activities – quiet areas, areas for football and other games and small apparatus sports coaches and Yr6 Ambassadors.
  • Equipping children with skills and games to play called “Positive Playtimes”
  • Vigilance in the supervision of corridors, toilets etc.

 

Peer to Peer Abuse and Bullying

Children can be vulnerable to abuse by their peers. At Trimley St Mary Primary School such abuse is taken as seriously as abuse by adults and is subject to the same child protection procedures. We do not dismiss abusive behaviour as normal between young people. When an incident of bullying occurs clear reporting and fact finding procedures are followed:-

  • Interview with victim -completion of Incident form.
  • Interview with perpetrator- completion of Incident form.
  • Both parents are informed, sanctions, action and restorative justice.
  • Reporting to Governing Body
  • Reporting the Local Authority in terms of bullying associated with an individuals characteristic.

Where however, at the information gathering stage, or when further information suggests that either party involved is at risk of significant harm, peer to peer abuse is explored and safeguarding protocols are followed.

We are aware of the potential uses of information technology for bullying and abusive behaviour between young people. We are also aware that peer to peer abuse may present as emotional/ sexual abuse within peer to peer relationships.

We are also aware of the added vulnerability of children and young people who have been the victims of violent crime (for example mugging), including the risk that they may respond to this by abusing younger or weaker children.

Equally the alleged perpetrator is likely to have considerable unmet needs as well as posing a significant risk of harm to other children. We are aware that such children may have suffered considerable disruption in their lives, may have witnessed or been subjected to physical or Sexual Abuse, may have problems in their educational development and may have committed other offences. They may therefore be suffering, or at risk of suffering, significant harm and in need of protection.

In both instances the school appreciates the need to support both perpetrator and victim who may both be at risk of significant harm by following child protection procedures accordingly.

 ENSURING THAT PUPILS COMPLETE ASSIGNED WORK.

At our school, children are taught that the school does not tolerate negative behaviour which prevents children form learning. Our school policy reflects this as its main purpose. Children are expected to complete all work set with support as necessary including “Homework Club” for those children who find carrying out learning at home difficult. The schools inclusive ethos facilitates Thrive principles in support of all pupils and works with children in groups through extra curricular involvement to develop positive self- esteem and self worth,which are essential for  an individual to generate intrinsic motivation to learn.

Support mentors are available at lunch and playtimes for children to access in order to maximise every opportunity to learn.

The power to use reasonable force and other physical contact.

At our school staff conduct themselves in a professional friendly and approachable manner. Appropriate touch is used to calm children seeking reassurance, praise and congratulate children, and by escorting them in a trusting and supportive manner such as hand holding, shaking hands shoulder /back patting etc.

Reasonable force will be used to prevent children from committing an offence; injuring themselves or others, putting themselves at risk, damaging property and to maintain good order and discipline in the classroom.

The Schools Physical Intervention Policy details this including risk assessment and register of logged incidents.

Reasonable force may also be used without consent for knives weapons or articles that have been or could be used to commit and offence or cause harm. However, the school would consult the police should they suspect this to be the case and take due care to keep other children and staff safe until such times as they were able to attend the premises.

Stop and Search Detention and Confiscation

The school will use the above powers to search without consent should a child bring to school prohibited items including knives/ weapons, drugs fireworks etc.

Harmless, but in appropriate items will be placed in the child’s bag or tray to take and leave at home. Some confiscated items deemed inappropriate or of high value that are not allowed will “be looked after” by a member of staff and then returned at the end of the same day. Some items will be given directly to the child’s parent or indeed police if appropriate.

At Trimley St Mary Primary School the loss of time other than learning/lesson time is used to sanction, investigate and question incidents that involve unacceptable behaviour. Any child unable to learn in the classroom during lesson time will be asked to learn during their recreational time to ensure that they have completed work requested.

These detentions take place during the school day. At Trimley St Mary Primary School, it is not usual for detentions to take place outside of the school day, although this may be a planned response used on an individual basis with the support of the child’s family should this be necessary.

Multi-agency working Child Protection.

The school will always consider the behaviour under review of any child in terms of cause including unmet need, or that symptomatic of a child  that is suffering or likely to suffer significant harm. The schools Safeguarding Policy, Child Protection section, clearly identifies the procedure and protocol should this be the case. However, early intervention and multi-agency work including parental engagement, the role of the Schools Home School Liaison Officer,  behaviour support services and access to therapeutic counselling  form part of the wider network accessible to children and families.

Discipline beyond the school gate.

The school has the power to discipline pupils for misbehaving outside of the school premises to such an extent as is reasonable in the following circumstances .For example:

taking part in any school-organised or school related activity, travelling to /or from school, wearing school uniform or in some way being identifiable as a pupil from the school. However, behaviours at any time that could have repercussions for the orderly running of the school or pose a threat to another pupil or member of the public or could adversely affect the reputation of the school would also be considered within the Schools Behaviour Policy.

 Allegations made against staff

A separate policy covers the procedure for managing allegations against staff. School staff will be pastorally supported  during the process of investigation and LADO involvement.

At Trimley St Mary the behaviours of all children are managed in open spaces, which in themselves can be used as quiet calm down positive places for individual children to use should they need to. Individual rooms are not used for isolation/ seclusion purposes.

 Monitoring and Review

Behaviour management will be under constant review throughout the school that will monitor and evaluate the effectiveness of the policy by:-

Analysis of incidents within school as well as those brought to the attention of the school.

Categorising incidents and timescales to identify patterns/triggers. Evaluate the impact through pupil and parent perceptions particularly when a specific issue has arisen or an initiative introduced.

The Head teacher reports to Governors on a termly basis about the Behaviour, Safety and welfare of pupils generally. Reporting  specific data categorising any bullying related incidents. Report to the LA any such incidents of bullying involving a protected characteristic.

This policy is part of a suite of policies reflecting the schools Safeguarding and Child Protection ethos. As safeguarding is a multi- facetted approach other polices including SEND, Staff code of conduct, Role of the DSL , Harbour Room protocol, Acceptable Use  Policy etc need to be read in conjunction with all other approaches and considerations.

September 2020.