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Northumberland Heath Primary School

Behaviour for Learning Policy

Policy updated: Spring 2014 Reviewed by Governors: Autumn 2014

Policy updated: Spring 2016 Reviewed by Governors: Summer 2016

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Northumberland Heath Primary School Behaviour for Learning Policy

Introduction

Our vision is for Northumberland Heath Primary School to be a place where every pupil achieves in line with, or better than, his or her true potential. Our compelling vision is to ensure that all children within our school have the skills to enjoy learning and to fulfil their true potential.

Our School Values - Our values have been decided by adults and children who are part of the school. Respect Collaboration Independence Creativity Pride These values underpin our whole behaviour system. They apply in the classroom, in the hall, in the corridors and open spaces of the school, in the playground and also beyond the school gates. They are the values that we want our children to demonstrate in every aspect of their life. As such, they are displayed prominently in all classrooms and open areas of the school, both inside and out. Context This policy must be read in conjunction with the ‘Positive Handling Policy’ and the ‘Anti Bullying Policy’. It is also best read in conjunction with the school’s policies related to Health and PSHE and, from Autumn 2008, the Community Cohesion documentation. It also sits well with the school’s approach to developing Spiritual, Moral, Social and Cultural awareness. This policy outlines the schools’ approach and strategies towards maintaining a well ordered environment in which children, and staff, have the opportunity to develop their skills, knowledge and talents to their full potential. A sense of self and community order and well-being is an important aspect of the provision of these opportunities. Our main curriculum of modelling and demonstrating appropriate behaviour is delivered through the use of SEAL materials. Assemblies on a Monday and collective acts of worship on other days are based on the SEAL calendar of topics as well as on the five school values.

Please read this policy in tandem with the other, related policies which contribute to outstanding care for our pupils and staff. The related policies are:

Behaviour for Learning

Safeguarding

E-Safety Policy

Computing Policy

Anti-Bullying Policy Aims and Objectives Our strategy for behaviour for learning is based on positively rewarding, encouraging and motivating our pupils. When necessary a system of the sanctions, as outlined in this document, is our approach to behaviour, which disrupts learning or is classified as bullying.

Aims:

That children should be keen and eager to come to school each day.

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Children exhibit socially acceptable behaviour at all times.

That staff should look forward to teaching and supporting children each day.

That systems be in place so that everyone knows the expectations of our community.

That parents can be assured their child is attending a school that aims for high standards, is a happy place, cares for the children and has high expectations of all.

That all know the rewards and sanctions in operation.

That any reports of bullying will be responded to swiftly and fairly.

That a culture of encouraging lifelong learning prevails.

Objectives That children may gain in knowledge, skills and reach their potential in a well ordered, positive, happy environment; free from fear of intimidation or threat. That all staff may enjoy and gain satisfaction from being able to teach and support to their fullest potential, giving quality teaching and encouragement to each child they are responsible for. That children receive a balanced and constructive curriculum and have opportunities for extra-curricular activities. That there be a calm, well-structured environment, conducive to enjoying productive work. That everyone know the order of things; how to respond in different situations; has the confidence to be truthful and knows how to behave in different circumstances. That parents feel confident about sending their child to this school. That all may look forward to receiving praise, support, encouragement and not wish to be involved in negative or disruptive behaviour requiring the implementation of sanctions. That identified bullying behaviours will be reprimanded and follow up action, to prevent a reoccurrence, planned and implemented.

Expectations Children Children are expected to: • Strive towards positive behaviour at all time • be prepared to listen and learn • be fully equipped for every lesson and arrive on time • control their own behaviour • let others learn and make progress • sort out disagreements without resorting to physical/verbal aggression • respect property and not damage, take, or misuse the property of others or the school • work to the best of their ability • wear full school uniform correctly at all times • follow the rules by adhering to the school values.

All adult workers in the school All adults are expected to: • Model positive behaviour at all times • provide opportunities for students to learn to the best of their ability by setting suitable learning challenges • provide an environment in which students can learn • reinforce, encourage and reward positive behaviour • plan and prepare stimulating lessons • teach respect by treating students with fairness and consistency • teach interpersonal skills by promoting positive supportive relationships within their teaching groups • support the school’s Behaviour for Learning Policy • set up useful, interesting and relevant work if an absence from a lesson can be foreseen • avoid whole class punishments resulting from poor conduct of only some of the class • ensure all events are accurately logged on an Incident report form. SLT/Headteacher Members of the Senior Leadership Team are expected to:

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• model positive behaviour at all times • provide clear leadership and support for the school’s Behaviour for Learning Policy • provide a visible presence and dependable support to staff throughout the day • support staff in managing student behaviour by ensuring that systems for managing and monitoring behaviour and attendance exist and are consistently implemented • ensure that good practice is both developed and shared e.g. by observation of teachers who are skilled in behaviour management • ensure that professional development opportunities are provided for staff that develops the individual and supports school priorities • ensure that the school regularly communicates with parents, carers and governors • provide effective support for teachers presented with extremely challenging and uncooperative student behaviour • ensure a curriculum is in place which is appropriate for all learners • oversee and implement exclusion procedures in line with local authority and national guidelines • ensure all events are accurately logged on Incident report forms Governors The Governors are expected to: • model positive behaviour at all times • monitor the effectiveness of the school’s Behaviour for Learning Policy • support the Headteacher and the Senior Leadership Team in the monitoring of attendance and exclusions of different groups of students • form a Governors’ Disciplinary Committee, with a clear role and guidelines for action, which meets as required Parents/Carers Parents are expected to: • ensure their child’s regular attendance and punctuality • ensure their children bring the right equipment and wear full school uniform • co-operate with the school to ensure that their child follows the school’s Behaviour for Learning Policy • keep the teacher aware of any circumstances which may affect their child’s learning and behaviour • maintain regular contact with the school through attendance at parents evenings and through diaries, letters, reports and telephone calls as appropriate • encourage and support their child in completion of home learning

adhere to the school values

Rewards Systems and Opportunities to Reinforce Good Behaviour/Attitudes: All rewards will be linked to the school values. Star of the Week Award in each class (To be awarded each Friday in Friday assembly): How does it work? The class teacher awards a Star of the Week certificate to the child in the class who has shown a good attitude to school and work, all week. 100% Attendance Certificates (individual termly) 100% Attendance Certificates and medals (individual, annually)

Head teacher’s Awards (for Outstanding Learning) given by the Head Teacher: How does it work? This links with all aspects of work and behavioural significance by children. As significant achievements are reached, so the child gets a Head Teacher’s award from the Head Teacher.

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Sanctions At Northumberland Heath Primary School the Good to be Green behaviour management system is used to promote good behaviour and provide a structured system of warning and sanctions for our pupils. Copies of this guide can also be found within each classroom alongside the Good to be Green display boards. How to be Green – the Five Key Values:

- Show RESPECT for others and yourself by: walking around the school and classroom quietly and sensibly, following instructions first time, being polite, listening to others points of view, showing good manners, putting others first, not talking behind peoples backs, treat others as you want to be treated.

- Show COLLABORATION by: helping others, working together, sharing with others, encouraging and supporting others, team work, working with a varied audience, getting along together, sharing talents, listening to and sharing ideas.

- Show INDEPENDENCE by: trying to do things on your own, being able to find things out on your own, taking responsibility for your own learning, taking ownership, attempting challenges.

- Show CREATIVITY by: taking risks to extend your skills and understanding, thinking outside the box, being expressive, trying something new, looking at things in a different way, using your imagination.

- Show PRIDE by: taking care of myself and my surroundings, taking care of my work and encouraging others to do the same, feeling rewarded about the work you have done, recognising what you have done well and achieved, and by telling other people how good their work is and how well they have done. Good to be Green; Better to be Blue

At Northumberland Heath Primary School the Good to be Green behaviour management system is used to promote good behaviour and provide a structured system of warning and sanctions for our pupils. A guide to this system can be found within each classroom alongside the Good to be Green display boards.

How to be Green

- Demonstrate aspects of the Five Key Values

- Follow instructions and work hard throughout the day

Better to be Blue:

How to earn a Privilege (blue) card:

- Earning a Head Teacher’s award, making an extra special effort to show any of the Five Key Values

- Demonstrating the Five Key Values all day and remaining on a green card all day.

Pupils will be invited to attend the privilege party provided they have achieved one of the following over the half-term:

- All blue or green cards

- No more than TWO orange warning cards

- No more than ONE red card

However, if a child has a condition that may be deemed to be a disability as defined by the Equality Act 2010, and that impacts upon their ability to meet the full requirements of the Behaviour for Learning Policy, the school will work in partnership with the parent to form an Individual Behaviour Plan with the aim of enabling the child to fulfil these requirements and therefore be able to attend a privilege party

Privilege events will take place within the first week of a half term and will run from 3:20-4:00pm. Class Teachers are invited to assist with the events.

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The school follows a clear step by step guide to responding to behaviours in school –

Northumberland Heath Primary response to poor behaviour in the classroom:

Stage In school Behaviour Response If twice in one week or repeatedly weekly over a number of weeks

Support

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Child chooses not to follow the 5 values at a low-level in

class once.

Typified by chatting, tapping on desks, calling out, not

completing their work, not lining up properly, and not

sitting on the carpet sensibly, being unkind to

others.

CT gives ONE verbal warning CT follows G2BG issues yellow card

(if behavior improves, return to green).

CT reminds child of the expectation to be green. Explains why yellow has been given and

how the child can return to green.

CT uses the language of ‘choice’.

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Child does not follow the 5 values at a low-

level in class again after working back to green.

CT follows G2BG issues yellow card. CT reminds child of the

expectation to be green. Explains why yellow has been given and

how the child can return to green.

CT uses the language of ‘choice’.

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Child does not follow the 5 values at a low level again

whilst on yellow.

CT issues red card. CT issues sanction – miss play or lunch. CT to decide appropriate length of sanction.

In EYFS use ‘timeout’, but no more than 3; incident form completed for SLT/

DHT. Children to complete Behaviour Think

Sheet. Red card is recorded on an incident form.

CT reminds child of the expectation to be green. Explains why red card has been given and

how the child can return to green.

CT uses the language of ‘choice’. CT speaks to parent/carer at the

end of the school day.

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Sanction is ineffective. Child does not follow the 5 values at a low-level again that day

and is given a second red card.

CT phones or speaks to Parent at end of day

CT decides on further sanction. Ensures that sanction is stronger than previous

sanction.

CT records this on an incident form.

CT arranges to meet Parent to discuss in- class strategies to improve

behaviour (e.g. values chart etc.) CT records meeting in behaviour log and

sets a review date (usually 3-4 weeks).

CT discusses child with Inclusion Leader to decide if the child

needs additional support at SEN Support.

Inclusion Leader arranges a meeting with child’s parents

and teacher.

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Child does not show the 5 values again

OR Child chooses a more

serious behaviour.

Typified by more serious behaviours e.g. name calling, pushing and

shoving, not following adult instructions, exiting

the classroom without permission.

A red card is issued immediately. Child sent to SLT for

a consequence at play or lunchtime (i.e. lunchtime

seclusion, internal seclusion, seclusion at another WAT

school).

Red card is recorded on an

incident form.

SLT phones home or speaks to parent at the end of the day.

CT notifies Deputy Head Teacher. Deputy Head Teacher arranges to

meet parent and child, and the child gets a BRC

Child comes off report when they achieve a full week with no yellow or red cards and a review date after 4 weeks is set to ensure behaviour

stays good.

Deputy Head Teacher writes to parent to inform them of the

school’s action.

SLT and CT speak to Inclusion Leader who meets with Parent

to place the child at SEN support.

Inclusion Leader urgently reviews child’s support in class and triggers agency response.

Inclusion Leader calls a PSP meeting with the Local Authority.

A referral to FAP is considered.

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Behaviour on report does not improve significantly and child continues to go

through stages 2 and 3 OR

Child is involved in a one-off serious incident e.g.

physically hurting another child, racist language,

bullying, swearing, throwing items, spitting

DHT notifies Head Teacher. Head Teacher meets with Parents to review behaviour and instigates the

following progressive* consequences:

Lunch exclusion Fixed-term exclusion

Permanent exclusion

*These may not always be

Fixed-term

exclusion.

Permanent

exclusion.

Inclusion Leader initiates an emergency

PSP meeting.

A referral to FAP is considered.

Inclusion Leader consults with PRU for spaces and respite.

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BRC: behaviour report chart PSP: personal support plan FAP: fair access panel

Northumberland Heath Primary response to poor behaviour at lunchtime:

at someone. used progressively; it will depend on the seriousness of

the behaviour.

Stage In school Behaviour Response If twice in one week or repeatedly weekly over a number of weeks

Support

1

Child chooses not to follow the 5 values at a low-level in the

playground once.

Typified by chatting, tapping on desks, calling out, not

completing their work, not lining up properly, and not

sitting on the carpet sensibly, being unkind to others.

MDS gives ONE verbal warning. MDS follows G2BG and issues a yellow card

(if behavior improves, return to green). MDS must inform the CT.

CT reminds child of the expectation to be green. Explains why yellow has been given and

how the child can return to green.

CT uses the language of ‘choice’.

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Child does not follow the 5 values at a low-level in the

playground again after working back to green.

MDS follows G2BG issues a yellow card. MDS must inform the CT.

MDS reminds child of the expectation to be green. Explains why yellow has been given and

how the child can return to green.

MDS uses the language of ‘choice’.

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Child does not follow the 5 values at a low level again

whilst on yellow.

MDS issues red card. MDS issues sanction – miss play or lunch. MDS to decide appropriate length of sanction. Children to complete Behaviour Think

Sheet. MDS must inform the CT.

Red card is recorded on an incident form.

MDS reminds child of the expectation to be green. Explains why red card has been given and

how the child can return to green.

MDS uses the language of ‘choice’.

CT speaks to parent/carer at the end of the school day

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Sanction is ineffective. Child

does not follow the 5 values at a low-level again that day and

is given a second red card.

MDS records the incident on an incident form and informs the child that they will

speak to the CT. MDS investigates the incident and gives a

consequence. MDS informs the CT who then informs the

parent.

CT arranges to meet Parent to discuss in- class strategies to improve

behaviour (e.g. values chart etc.) CT records meeting in behaviour log and sets a review date (usually 3-4 weeks).

CT speaks to SMDS/ class MDS to ensure they are aware of the

strategies in place.

CT discusses child with Inclusion Leader to decide if the child

needs additional support at SEN Support.

Inclusion Leader arranges a

meeting with child’s parents and teacher.

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Child does not show the 5 values again

OR Child chooses a more

serious behaviour.

Typified by more serious behaviours e.g. name calling,

pushing and shoving, not following adult instructions, running away from adults,

being argumentative, playing rough games.

SMDS takes child off the playground and sends child to a DHT (for 20

minutes timeout off the playground).

DHT records this on an incident form.

DHT informs CT.

DHT phone home or speak to parent at the end of the day.

Deputy Head Teacher arranges to meet parent and child, and the child

gets a BRC

Child comes off report when they achieve a full week with no yellow or red cards and a review date after 4

weeks is set to ensure behaviour stays good.

Deputy Head Teacher writes to parent to inform them of the

school’s action.

DHT and CT speak to Inclusion Leader who meets with parent to

place the child at SEN support. Inclusion Leader urgently reviews

child’s support in class and triggers agency response.

Inclusion Leader calls a PSP meeting

with the Local Authority.

A referral to FAP is considered.

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Behaviour on report does not improve significantly and child continues to go through stages

2 and 3 OR

Child is involved in a one-off serious incident e.g.

physically hurting another child, racist language,

bullying, swearing, throwing items, spitting at someone.

DHT notifies Head Teacher. Head Teacher meets with Parents to review behaviour and instigates the

following progressive* consequences:

Lunch exclusion Fixed-term exclusion

Permanent exclusion

*These may not always be used progressively; it will

depend on the seriousness of the behaviour.

Fixed-term

exclusion.

Permanent

exclusion.

Inclusion Leader initiates an emergency PSP

meeting.

A referral to FAP is considered.

Inclusion Leader consults with PRU for spaces and respite.

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MDS: midday supervisor SMDS: senior midday supervisor CT: class teacher DHT: Deputy head teacher BRC: behaviour report chart PSP: personal support plan FAP: fair access panel

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Please refer to flowchart - Warning (yellow) cards: These are issued when the five school values are not shown and include behaviours such as –

Not following instructions

Answering back

Showing rudeness to others

Distracting other children

Not telling the truth

Disrupting the lesson

Ruining your work

Ruining others’ work

Spoiling the classroom in any way

Hurting anyone’s feelings verbally

Pushing in the line

If a child receives a yellow card it is their responsibility to stop the behaviour immediately and show the school values in order to turn their behaviour back to green. The child must continue to show the values until the end of the lesson. Consequence (red) cards A red card is issued if the following behaviours are shown -

Repeatedly show yellow card behaviour and do not turn your behaviour back to green

Hurt anyone physically

Leave the classroom without permission

Use racist language

Refuse to stop when an adult tells you

Throw or move any school equipment in an aggressive way

Shout at anyone

Show bullying behaviour

If a child receives a red card the class teacher and/or MDS records this on an incident sheet – Appendix 3 Possible sanctions for a red card -

Missing playtime

Missing lunchtime

Report card issued (kept in Elephant book) – Appendix 1

Behaviour Think Sheet – Appendix 4

Internal Seclusion

Lunchtime Seclusion

Seclusion at another Woodland Academy Trust school

Fixed Term Exclusion

Permanent Exclusion

In the case of a red card, the child may be offered –

Home-School report system

Pastoral Support Plan (PSP)

Talk time with a Learning Mentor

Therapeutic input with a Learning Mentor (Group Therapeutic or Individual)

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Social Skills group work

Nurture Group

Anger Management work with a Learning Mentor

Self Esteem work with a Learning Mentor

Circle of Friends work with a Learning Mentor

In some cases the child and parent may be offered -

Peareswood Family Group (together with a parent)

In some cases the parent may be informed of further actions such as –

Referral to Behaviour Support services

Referral to Bexley Child and Adolescent Mental Health Services

Undertaking a Common Assessment Framework (CAF)

Referral to Early Intervention Team

Referral to Educational Psychologist

Referral to Additional Educational Needs Moderation Partner

A request for Education and Health Care Plan

Referral to New Horizons Behaviour Federation

Referral to Bexley Anti Bullying Team

Pastoral Support Plan (PSP) Meeting A golden rule is that any pupil who is known to be at risk of exclusion must have a Pastoral Support Plan in place. There may be instances whereby a single act could result in exclusion. In those circumstances a PSP would not have been foreseen. The school has a responsibility to fully explain a PSP and to also make parents/carers aware that a PSP could contain a recommendation for a strategically introduced reduced timetabled in order to meet an individual pupil’s needs. In such cases, this would have a stipulated review timetable indicating when the pupil would be expected to attend full time education or be provided with alternative provision.

Please note all letters should be copied for the child’s personal file in the school office.

Routines

Northumberland Heath, Peareswood and Willow Bank Primary Schools When the bell is rung, children walk to their class lines. Staff meet their class and escort them in first thing in the morning and at the end of morning and dinner-time play. At the end of lunchtime staff go out to collect their class. All collections must be PROMPT. Classes should not be left standing waiting for a teacher…this gets the lesson off to a bad start. Staff on duty have a short break during assembly time. Staff to deal with complaints of bullying and report to class teachers anything of a serious nature (use professional judgement). Children may be refused their playtime if they have disrupted lesson times. If you stop a child from having a playtime then you are the person who supervises them. If you are on duty then they will need to accompany you. They MUST NOT BE LEFT ALONE. Children should be encouraged to use the playground markings and other facilities to occupy themselves gainfully. Children who persistently disrupt lessons are not to go out to play.

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Children are expected to use the toilet during playtime, not immediately after they return to their classroom. Staff will monitor any apparent excessive need for the toilet during lesson times and parents will be advised in case of an unknown medical problem. Children should be encouraged to wait until a break for the toilet but NO CHILD WILL BE REFUSED TO GO TO THE TOILET IF THEY REALLY NEED TO. Children do not bring toys in to play with, nor must “swapping” take place. During wet playtimes, duty staff supervise classrooms.

Exclusions Exclusion Criteria At the Woodland Academy Trust we view exclusion as a VERY LAST RESORT and aim to work with parents and external agencies to avoid this option as far as possible, whilst at the same time considering and ensuring the safety and well-being physically, emotionally, mentally and spiritually the rest of the school community. Only the Executive Head Teacher or Head of School can exclude a child. The reason(s) for exclusion has to be so serious that this merits the child being off-site for either a fixed term exclusion or in very serious circumstances, permanent exclusion. Permanent exclusion is usually a very last resort. Exclusion from maintained schools, academies and pupil referral units in England – Statutory Guidance: DFE-00001-2015, January 2015.

The reasons for a Fixed Term exclusion may include:

Physical harm to another child, which necessitates medical attention

Persistent racist behaviour

Actual serious damage to school property

Assault or verbal abuse to staff

Persistent disruptive behaviour to peers in class (preventing learning taking place) or at playtimes for which all other methods of reforming of attitude have been exhausted

Any involvement with drugs

Carrying or bringing into school what constitutes an offensive weapon, something which can cause harm to another person (e.g. screwdrivers, knives/penknives, nails, baseball bats etc.,)

The exclusion procedure is laid down by specific guidelines and includes informing the child’s parents, Chair of Governors and LA.

A permanent exclusion may result from: Serious physical harm to another child, which necessitates medical attention Abusive, threatening or violent behaviour towards a member of staff Continuous disruption to the learning of classmates, which seriously impinges upon the learning of peers. Uncontrollable rages which could, potentially, put others in danger. There may be other instances in which this sanction becomes necessary but the schools would undertake to have a dialogue with the Local Authority before taking any such action relating to permanent exclusion.

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Government Legislation Relating to Behaviour

Behaviour and Discipline in Schools Guidance DFE-00058-2011 Pupils’ Conduct Outside The School Gates – Teachers’ Powers What the law allows

Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives head teachers a specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as is reasonable’.

Our trust’s behaviour policy applies to what the schools will do in response to all non-criminal, inappropriate behaviour and bullying which occurs anywhere off the schools’ premises and which is witnessed by a staff member or reported to the school, including the punishments that will be imposed on pupils.

A teacher may discipline a pupil for: o any misbehaviour when the child is:

taking part in any school-organised or school-related activity or travelling to or from school or wearing school uniform or in some other way identifiable as a pupil at the school.

o or misbehaviour at any time, whether or not the conditions above apply, that: could have repercussions for the orderly running of the school or poses a threat to another pupil or member of the public or could adversely affect the reputation of the school.

Detention ‘Detention’ is not a word that we use within our schools and although the Governors acknowledge that teachers do have a legal power to put pupils under the age of 18 into detention we do not use after school detentions. We do however, reserve the right in all 3 of our schools to use our powers of detention in any play or lunch time breaks as appropriate. The Executive Head Teacher has designated that any members of teaching or classroom support staff can place a pupil in such a detention. Any member of staff who places a pupil in detention should allow reasonable time for the pupil to eat, drink and use the toilet. Confiscation of inappropriate items What the law allows

There are two sets of legal provisions which enable school staff to confiscate items from pupils: o The general power to discipline enables a member of staff to confiscate, retain or dispose

of a pupil’s property as a punishment and protects them from liability for damage to, or loss of, any confiscated items. The legislation does not describe what must be done with the confiscated item and the school behaviour policy may set this out.

o Power to search without consent for weapons, knives, alcohol, illegal drugs and stolen items (‘prohibited items’). The legislation sets out what must be done with prohibited items found as a result of a search and this is described in more detail in separate guidance in ‘Screening, Searching and Confiscation – guidance for school leaders, staff and governing bodies’.

Weapons and knives must always be handed over to the police otherwise it is for the teacher to decide when and if to return a confiscated item.

Screening, Searching and Confiscation DFE-00056-2011 No one policy can cover every eventuality. The relative recent inclusion of this section in our policy reflects our change in society. We have included a section on screening, searching and confiscation in order to ensure that all our pupils and our staff are adequately safeguarded.

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School staff can seize any banned or prohibited item found as a result of a search or which they consider harmful or detrimental to school discipline.

Any member of the senior leadership team can screen pupils but it must be in the presence of another member of staff.

If a pupil refuses to be screened, the school may refuse to have the pupil on the premises.

School teaching staff can search pupils with their consent for any item which is banned by the school rules.

For the purpose of this policy banned items include any equipment or resource (play thing or stationery) that has not been requested or authorised by a teacher to be brought into school.

Searching without Consent What the law says What can be searched for?

o Knives or weapons, alcohol, illegal drugs and stolen items (referred to in the legislation as ‘prohibited items’).

Can I search? o Yes, if you are a head teacher or a member of school staff and authorised by the head

teacher. But: you must be the same sex as the pupil being searched; and there must be a witness (also a staff member) and, if at all possible, they should be

the same gender as the pupil being searched. For example, it is possible for a female teacher to witness a search of a male pupil where there is only one male member of staff in a school or taking part in a school trip.

When can I search? o If you have reasonable grounds for suspecting that a pupil is in possession of a prohibited

item. The law also says what must be done with prohibited items which are seized following a search. Establishing Grounds for a Search

Teachers can only undertake a search without consent if they have reasonable grounds for suspecting that a pupil may have in his or her possession a prohibited item. The teacher must decide in each particular case what constitutes reasonable grounds for suspicion. For example, they may have heard other pupils talking about the item or they might notice a pupil behaving in a way that causes them to be suspicious.

Telling Parents and Dealing with Complaints

Schools are not required to inform parents before a search takes place or to seek their consent to search their child. o There is no legal requirement to make or keep a record of a search. o Schools should inform the individual pupil’s parents or guardians where alcohol, illegal drugs

or potentially harmful substances are found, though there is no legal requirement to do so. o Complaints about screening or searching should be dealt with through the normal school

complaints procedure.

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Appendix 1

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Appendix 2

GTBG – Red/ Yellow card log Class:

Name

Date Red or Yellow

Reason for the red/ yellow card

Consequence

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

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Appendix 3

NORTHUMBERLAND HEATH PRIMARY SCHOOL INCIDENT REPORT

(ABC FORM) Report from…………………………………………………. Meeting with parent/child* Date…………….. Child (ren)’s name(s)……………………………………. Class…………………………… Year ……………… ……………………………………………………………………….. Class…………………………… Year ……………… ………………………………………………………………………. Class…………………………… Year ……………… Time of incident (please tick)

Before school Playtime Lunchtime After school Lesson time

Am Pm

Where the incident took place Type of incident (please tick)

Name calling

Swearing Physical act(provoked)

Physical act (unprovoked)

Vandalism Bullying Other (please specify)

Please remember to include as much detail as possible including children’s full names to ensure that the correct children are identified.

ANTECEDENT

DATE ENTERED IN SIMS:

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BEHAVIOUR

CONSEQUENCE

Action (by whom)

Apology Time out

Shared with Class teacher

Miss playtime

Miss lunchtime

Parents/carers informed

Refered to SLT

Internal seclusion

IF THIS IS AN INCIDENT OF BULLYING OR RACIST BEHAVIOUR IT MUST BE REFERRED TO AN SLT MEMBER AND A SEPARATE PROFORMA COMPLETED IN ADDITION TO THIS.

Follow up action (when and by whom?)

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Other children involved:

Please ask for the children’s comments on whether they think this incident has been dealt with fairly (they could sign if appropriate)

Copies to: Headteacher, Class teacher, Front Office (to be entered on SIMS)

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GTBG

Appendix 4

Name Class Date Reason

Name:_____________________ Class:_________ Date:__________________

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Our school values are:

Collaboration, Independence, Creativity, Pride and Respect. Think about what these values mean to you. Either draw a picture of write a sentence about each of them in the boxes below.

How can you use these values to help you to be GTBG? Write about what you can do to make sure that you stay on Green or even better achieve a Blue card. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What would you say to someone younger than you, in order to help them to be GTBG?