1. Aims and expectations

1.1      It is a primary aim of the King´s College that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school’s behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. As stated in our school aims, we strive to provide a safe, secure, positive and enjoyable environment for the young people entrusted to us.

1.2      The school has a number of rules and a Code of Conduct (Appendix 1), but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

1.3      The school expects every member of the school community to behave in a considerate way towards others.

1.4      We treat all children fairly and apply this behaviour policy in a consistent way.

1.5      This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

1.6      The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

2. Rewards

2.1      We praise and reward children for good behaviour, keeping the School Rules and for hard work in a variety of ways:

• Teachers congratulate children.
• Within each teacher´s own class they have systems for encouraging good behaviour which might range from stickers and stamps to charts and table points.
• Teachers give children house points for both work and good behaviour.  Children who do especially good work are sent to the Headmaster or Head of Primary´s Office for commendation.
• Each week in EYFS and Key Stage 1 the class teachers choose children who have done something special either through work or actions.
• Each of these children receive a certificate in the school assembly.
• We distribute house points to children, either for consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school.
• All classes have an opportunity to lead an assembly where they are able to show examples of their work.
• At the end of each month, two children from each class are awarded ´student of the month´ at a very special assembly.
• In key Stage 2 and 3 there are certificates given out when a significant number of house points have been gained- Bronze for 25 house points, silver for 50 points, gold for 75 points and platinum for 100 points.
• House points contribute to the overall House Academic Cup, so by doing well pupils are also doing well for their team.

 

2.2      The school acknowledges all the efforts and achievements of children, both in and out of school, through assemblies and feedback to Parents during Parent Meetings

3. Sanctions

3.1      The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.

• We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
• We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
• If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is able to work sensibly again with others. This might be on a designated chair or in another classroom.
• The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
• If a child threatens, hurts or bullies another child, the class teacher records the incident and the child is punished. The Head of Primary or Head of Secondary is made aware of it and will intervene when necessary. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child. At these meetings a ´home – school´ chart (for Primary) or a work/behaviour card for secondary is given out to encourage good behaviour, but also to record all behaviour agreed on.  This will be commented on by individual teachers, but also regularly checked by tutors/class teachers.

3.2      The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. The School Rules/Code of Conduct are re-inforced in assemblies as well. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during circle time (Primary) or tutor time (Secondary).

3.3      The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

3.4     Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself.

3.5      All staff are aware of the progression or levels of intervention of punishments and follow this procedure (See Appendix 2)

4. The role of the class/subject teacher

4.1      It is the responsibility of class/subject teachers and tutors to ensure that the school rules are enforced in their classes, and that their classes behave in a responsible manner during lesson time.

4.2      The teachers in our school have high expectations of the children with regard to behaviour, and they strive to ensure that all children work to the best of their ability.

4.3      The class teacher treats each child fairly, and enforces the school rules consistently. The teachers treat all children in their classes with respect and understanding.

4.4      If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the Head of Secondary or Head of Primary.

4.5      The class teacher also liaises with staff in the Safeguarding Children Team.

4.6      The class teacher reports to parents about the progress of each child in their class, in line with the whole-school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.

5. The role of the Head of Secondary and the Head of Primary

5.1      It is the responsibility of the Head of Secondary and the Head of Primary to implement the school behaviour policy consistently throughout the school, and to report to the Headteacher, when requested, on the effectiveness of the policy. It is also the responsibility of the Head of Primary to ensure the health, safety and welfare of all children in the Primary Department.

5.2      The Head of Primary or Head of Secondary supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.
 
5.3      The Head of Primary or Head of Secondary keeps records of all reported serious incidents of misbehaviour in an Incidents Record and all incidents are recorded on Class.

5.4      The Head of Primary or Head of Secondary has the responsibility for giving fixed-term in-house suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Head of Primary or Head of Secondary may  exclude a child. These actions are taken only after discussion with the Headteacher and Senior Management Team.

6. The role of parents

6.1      The school collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school.

6.2      We explain the school rules in the curriculum booklet, and we expect parents to read them and support them. We reinforce this at the initial Parent Meeting in September when all Parents are invited in for a general talk by the class teacher.

6.3      We expect parents to support their child’s learning, and to cooperate with the school. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

6.4      If the school has to use reasonable sanctions to punish a child, we expect parents to support the actions of the school. If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Head of Primary or Head of Secondary and then the Headteacher. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

7          Monitoring and review

7.1      The Head of Primary or Head of Secondary monitors the effectiveness of this policy on a regular basis. S/he also reports to the Headteacher and Senior Management Team on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

7.2      The school keeps a variety of records concerning incidents of misbehaviour. The class teacher records minor classroom incidents. The Head of Primary or Head of Secondary records those incidents where a child is sent to him/her on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes.

7.3      The Head of Primary or Head of Secondary and the Headteacher keeps a record of any child who is suspended for a fixed-term, or who is permanently excluded.

 

Appendix 1

CODE OF CONDUCT

All children have the right to feel safe and secure at school, and to be protected from harm.  

We have high expectations of the entire community at King's. Common sense should prevail at all times. Mutual co-operation, respect for property, respect for our environment and above all, each other, are essential to our happiness.

We are valued and should value others. This means that each of us will:

 

· Be Courteous	in speech and conduct by showing respect for others by being well-behaved
· Be Considerate	by being punctual by being attentive by being patient by caring for people and their property
· Be Prepared	by being in the correct school uniform by having all the correct equipment by being ready to work by completing all homework on time
· Be Hard-working	by starting work quickly by following instructions by producing high quality work
· Be Tidy	by taking trouble over your appearance by taking pride in your work by caring for your surroundings
·  Be Safety-conscious	by moving around the school calmly by observing all safety practices by using all equipment carefully

Remember at all times that we are representatives and ambassadors of King's College.

Certain forms of behaviour will not be tolerated under any circumstances:

BULLYING AND UNKIND TEASING, SWEARING, FIGHTING, STEALING, VANDALISM

Owning up
If you own up to damaging school property you will be behaving responsibly and you will not be punished. You may have to pay for the damage caused but please remember, it is much better for your conscience if you own up to something you have done.  If your conscience tells you to own up for any other matter, you will be treated compassionately and with respect.  It is always good to be honest.

Reporting other incidents
You have a responsibility to report incidents of bullying, stealing and vandalism to a member of staff because these things are very damaging to the community to which you belong; covering up for others will do much more harm than good.  Unpleasant behaviour is often a cry for help and the offender may well need to share their feelings with an adult.

There are some places where we must show particular consideration for others in our manners and behaviour so that all can enjoy and make the most of their time at school

In the classroom	There should be mutual respect between pupils staff     Speak when it is your turn to do so Put your hand up if you want to ask a question When you leave, leave the room tidy Respect other pupils’ equipment and property Be appreciative of your teacher Stand up to greet the Headteacher or guests
In the Dining Hall	Wash your hands before each meal; tidy yourself up Welcome others to your table Pass water and condiments to those who might want them Make it a pleasure for someone to sit next to you by:            …only talking when your mouth is empty …keeping your elbows off the table …avoid reaching across or talking across others …hold your knife, fork and spoon properly …develop the art of conversation. When leaving, excuse yourself and replace your chair Clear away properly Be polite to the kitchen staff saying please and thank you
In Play areas	Respect others who may be enjoying playing games Avoid games that may endanger others            Make good use of break times Never take things from the sports’ hall without permission Return any borrowed equipment Be aware of others when playing ball games Include others in games Make sure all rubbish goes in the bins
During PE	Play all games in a generous and sporting                          Arrive punctually, correctly dressed and with the correct equipment Be appreciative of your PE teacher
In Changing Rooms	Respect other pupils’ clothes and equipment Do Not  BORROW Return all your clothes to your PE bag after changing Leave the changing room tidy
Assembly or   Formal occasions	Come into the hall in silence Applaud sensibly when appropriate Be dressed neatly and properly Have respect for the occasion
On the bus	Behave sensibly and safely at all times Wear your seatbelt Follow the bus monitors’ instructions always Never distract the driver Be respectful of everyone on the bus

Be proud to be part of our school

 Appendix 2

Levels of Intervention (applies to Year 3 and above)

These are consistently applied to all students who are choosing the wrong types of behaviour.

Stage 1 - WARNING, VERBAL REPRIMAND
 
Stage 2 – Class Teacher detention at morning break or lunch, issued by the class teacher.  This could include helping out with some task for the school or department.  To be recorded on ClaSS.

Stage 3 – FORTY MINUTE THURSDAY DETENTION ISSUED
Teachers should record detention on list in Staff Room.  CP will take list down on Thursday at 1.35pm and then to be supervised in ICT Room.  Detention will take place between 1340 and 1420 hours.  Work should be set by the issuing teacher.  CP will take work in at the end of the detention and put it in the issuing teacher´s pigeon hole.

Stage 4 – HEADMASTER”S DETENTION ISSUED
Teachers should consult Headmaster in this instance.  Parents will be informed by the end of the Tuesday prior to the detention to ensure they make arrangements to pick up the child at 5.30pm.  The detention will be with the Headmaster or Head of Primary in the Headmaster´s office between 4.30 and 5.30pm on Thursday afternoon.  This will only be given in exceptional circumstances.  In all instances of Headmaster’s detention a letter from the Head will go home. The detention will be recorded on ClaSS and should be given by the Tuesday before the detention at 1.30pm.  Chidren entered after this time will have to go into the following week´s detention.

Stage 5 - FORMAL CONTRACT
Parents will be asked to attend a formal meeting where the student is given a formal contract. Parents are asked to agree to the terms and to monitor behaviour in partnership with the School. (Homework diary). Sanctions as at Stage 6 continue.

Stage 6 - FIXED TERM EXCLUSION
This may be internal and involve jobs of work to help out staff round the school.

Stage 7- PERMANENT EXCLUSION
Headmaster will always be involved at this stage.

We also have an ‘on report system’ that has to be signed by the relevant subject teacher every lesson.  This can be for persistent failures in the areas of behaviour, academic work, prep, punctuality or a mixture of these things.

Updated, November 2011, review: November 2012