Celebrating Excellence through our Faith and Learning
At St Mary’s Catholic Primary School we believe everyone has the right to feel safe, secure, happy and healthy within a positive learning environment. Everyone should be respected as an individual and feel able to contribute to life in the school community. The implementation of this policy is the responsibility of the staff, children, parents/carers, governors and the wider community.
We aim to achieve this by:
School Rules – It’s Good To Be Green
At St Mary’s Catholic Primary School our Mission is at the heart of our school and community. By living our lives through our Mission we show that we love one another as Jesus loves us. There are many ways that we can live our Mission but these can be summed up in our four school rules: The Four B's
At the start of each academic year, class teachers and school staff will discuss these rules with their class to ensure clear understanding and an agreed interpretation of them.
Our school rules are displayed around the school and in the classrooms.
When our children follow our rules and routines, they will be complimented and rewarded through their class agreed systems. Children will also receive praise and positive comments from the adults in school for good behaviour, manners, learning and for acts of kindness/caring.
Each term, achievements will be celebrated during Celebration Assembly. Celebration certificates are awarded for good learning, being caring and for achieving a personal target.
All children in EYFS & KS1 and Y 3 have an ‘It’s Good To Be Green’ record card. At the end of each week the children have a sticker or stamp their card if they have stayed green all week. If a child stays on green for the term he/she is awarded a Consistently Good behaviour certificate. In KS2, the children are given the option to participate in this system.
At St Mary’s Catholic Primary School we expect that all children will be able to follow our school rules once they have understood them. However, there will be occasions when some children will struggle to follow our rules. On these occasions all adults are empowered to deal with incidents fairly and within our agreed Behaviour Management System.
This Behaviour Management System is consistent across all year groups and is as follows:
It’s GOOD to be GREEN
All children start the day on GREEN unless they received an amber or red card in the last hour of the previous school day.
If they exhibit low level disruptive behaviour (Appendix 1) they will be given a verbal warning. Hopefully, they will show the adult that they wish to stay on GREEN.
Children who stay on GREEN for the term will receive a consistently Good Behaviour Certificate. (This is a compulsory system for EYFS and KS1 pupils and Y 3 but is an optional system for Years 4 - 6 pupils).
On the second verbal warning for low level disruptive behaviour, an AMBER WARNING CARD will be placed quietly in front of the child.
At a convenient point the child will place the card in his/her named pocket on the ‘Its Good To Be Green’ chart. The adult will say, “I am asking you to put an AMBER WARNING CARD on the display because you have chosen to continue to . . . I hope you will choose to show me that you would like to get back to GREEN by . . . ”
The AMBER WARNING CARD will stay for approximately half a day; time enough for the child to prove that he/she can change his/her behaviour.
A RED CARD is given for on-going disruptive behaviour (following a verbal warning and an orange card).
A RED CARD is given immediately for zero tolerance behaviour – there is no verbal warning or orange card.
If a child persists in exhibiting low level disruptive behaviour he/she will be given a RED CONSEQUENCE CARD. This means that the child will spend lunchtime in the Quiet Room where he/she has time to reflect on the consequences of his/her actions. The class teacher will inform the Deputy Head and the Head Teacher of the Red Card.
Reception and KS1 pupils will be escorted to the Quiet Room by an adult following their hot dinner/packed lunch and complete work set by the teacher.
KS2 pupils will be escorted to the Quiet Room at the start of lunchtime. They will have their hot dinner/packed lunch in the Quiet Room and then complete work set by the teacher.
The Behaviour Monitoring Log (Appendix 2) will be completed by the class teacher who will then phone the child’s parents/carers to inform them of the red card.
A RED CONSEQUENCE CARD will be given immediately for ZERO TOLERANCE behaviours:
Any adult who issues a RED CONSEQUENCE CARD for these actions must escort the child to the Quiet Room. The Behaviour Monitoring Log (Appendix 3) will be completed by the reporting adult and parents/carers will be informed verbally by the reporting adult/Deputy Head Teacher/Head Teacher (as appropriate). The parents/carers will be invited in to school to discuss their child’s unacceptable behaviour.
If a child’s actions have caused damage to anyone’s property the child will be expected to tidy/clean/replace the damaged property. Parents/carers will always be informed of these incidents and expectations.
Zero Tolerance behaviours (displayed within any 6 week term) bring about the following sanctions:
Zero Tolerance Incident 1: Break time and lunchtime detention x2 consecutive days (R & KS1 lunchtime play only; KS2 all of lunchtime) in The Quiet Room. Parents/carers informed by phone/in person (as above) and asked to come in to discuss incident at end of day.
On receipt of a second RED CONSEQUENCE CARD in any six week term the same procedure (as above) will be applied.
Zero Tolerance Incident 2: Internal exclusion for two days (1/2 hour EYFS, 1 hour for Y1 & Y2 and all day for KS2 and in addition break time play for all and lunchtime play for EYFS & KS1 pupils and all of lunchtime for KS2 pupils). Parents/carers informed by phone and invited in to discuss the incident at the end of the day. Parents/carers will then be given the Internal Exclusion Letter (Appendix 5) inviting parents/carers in to school for a formal meeting to discuss the child’s behaviours, review the programme of support and ask for parental views. This may include involving outside agencies. Parents/carers will always be informed of who we are involving and why by the Pastoral Leader.
On receipt of a third RED CONSEQUENCE CARD in any six week term the same procedure as one and two above will be applied.
In addition, parents/carers will be informed verbally by the class teacher who will also explain that they will receive a formal letter from the Head Teacher inviting them to a meeting. The class teacher will provide the Head Teacher with dates and reasons for the 3 red card incidents and the Head Teacher will then send a letter (Appendix 4) to the parent(s) informing them of their child’s unacceptable behaviour and inviting them to a meeting which must take place within seven days of receipt of the letter.
Following receipt of 3 RED CONSEQUENCE CARDS the child will follow a Behaviour Plan (see below).
Zero Tolerance Incident 3: The Head Teacher will decide which of the following actions or combination of actions to pursue:
The Head Teacher will notify the Chair of Governors and the child and his/her parents/carers will be invited to attend a Behaviour Meeting led by the Chair of Governors.
Following receipt of an internal/external exclusion the child will follow a Behaviour Plan (see below).
N.B. An immediate exclusion may be given by the Head Teacher for verbal, physical or mental abuse which the Head teacher believes is excessive. At this point the Head Teacher will follow the government’s current Exclusion Guidance, a copy of which can be obtained from the internet ‘Exclusion Guidance 2008’.
An Individual Behaviour Plan (IBP) will be drawn up in consultation with the child, parent(s) and other professionals as deemed necessary by the Head Teacher following the formal parent meeting.
The Individual Behaviour Plan (IBP) is an individualised document to support each pupil’s behavioural needs. It may be an informal document led by the teacher or a formal document led by the Special Educational Needs Coordinator (SENCo).
In the informal plan, the child will report to the teacher on a daily basis at first, but over a six week period the reporting sessions will be reduced. This ‘step down’ approach supports the child in choosing effective strategies to support his/her positive behaviour independently.
In the formal plan, the reporting arrangements will vary according to the child’s needs. The SENCo will discuss this with the parents/carers and the child once the plan has been drawn up.
Whilst on a Behaviour Plan the expectations of the child’s behaviour remains the same as the expectations we have of all children however the day may be broken down into smaller sessions to support the child in meeting these expectations.
Anti-bullying week is held every year in November. During this week the children learn about the meaning of ‘bullying’. In the first instance if a child experiences words or behaviours that they do not like and/or know that are unacceptable the child must say, ‘Stop it! I don’t like it!’ If the words/behaviours do not stop the child must report this to an adult. All adults in school will follow the behaviour policy as above for incidents of bullying/mental abuse which are Zero Tolerance behaviours.
Tracking of Pupils’ Behaviour
All incidents will be recorded on the Behaviour Monitoring Log which is kept in the Head Teacher’s office. The folder allows the school to build up a picture of behaviour – patterns, types, and occurrences. It also allows the school to build up a picture of individual pupils so that support can be targeted to meet individual pupil needs.
Monitoring and Evaluation
A termly report will be prepared by the SLT and will inform governors of the nature of behaviour incidents including any internal or external exclusions. The effectiveness of the Behaviour Policy will be monitored throughout the year through Learning Walks undertaken by the governors and through Questionnaires for parent and pupil views. The School Council will also report to back to the Head Teacher about how the system is working.
Some pupils may have behavioural needs which require an Individual Behaviour Plan (IBP). This will be drawn up by the SENCO and/or Educational Psychologist and/or Behaviour Support Team in consultation with the class teacher and other key individuals (e.g. Teaching Assistant, Lunch Break Supervisor etc). Pupils with an IBP will be expected to adhere to the school rules and policies however for some of these pupils the length of sessions may vary to meet their needs. All children on a Behaviour IBP will have individual targets to meet their needs and their rewards/sanctions will be tailored to meet their individual needs. The expectation for all children is that they manage their behaviour positively and stay on green.
The School Council have been consulted on implementing, monitoring, evaluating and reviewing the Behaviour Policy. The School Council will continue to monitor the Behaviour system, celebrating strengths and addressing areas for development.
APPENDIX 1: LOW LEVEL DISRUPTIVE BEHAVIOURS