Whole School Behaviour Plan

Click here to download the Whole School Behaviour Policy & Procedures



1. Definitions

For the purposes of this Policy and procedures a child, young person, pupil or student is referred to as a ‘child’ or a ‘pupil’ and they are normally under 18 years of age.
Wherever the term ‘parent’ is used this includes any person with parental authority over the child concerned e.g. carers, legal guardians etc.
Wherever the term ‘Head teacher’ is used this also refers to any Manager with the equivalent responsibility for children.
Wherever the term ‘school’ is used this also refers to academies and Pupil Referral Units (PRU) and references to Governing Bodies include Proprietors in academies and the Management Committees of PRUs and will usually include wrap around care provided by a setting such as After School Clubs and Breakfast Clubs.

2. Introduction

In their document ‘Behaviour and Discipline in Schools – advice for head teachers and school staff’, the Department for Education (DfE) have set out the legal powers and duties that govern behaviour and attendance in schools and explains how they apply to teachers, governing bodies, pupils and parents.
Every school must have a Behaviour Policy to meet the requirements of Section 89 of the Education and Inspections Act 2006 (maintained schools)/Education (Independent School Standards) (England) Regulations 2014 (Academies).
Section 78 of the Education Act 2002 requires that the curriculum for a maintained school must promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society which, in turn, prepares pupils at the school for the opportunities, responsibilities and experiences of later life. Guidance for schools on the promotion of fundamental British values of democracy, the rule of law, individual liberty and mutual respect of those with different faiths and beliefs is available from the DfE. (November 2014).
The Governing Body is responsible for setting general principles that inform the Behaviour Policy and procedures. Governors of maintained schools are required to have a ‘Statement of Behaviour Principles’ which is a statutory document. (DfE – Policies and other Documents that Governing Bodies and Proprietors are required to have by Law). Head teachers are responsible for developing the Behaviour Policy and supporting procedures, based around the ‘Principles’ required by the Governing Body, and deciding the standard of behaviour expected of pupils at the school and how that standard will be achieved, the school rules, rewards for good behaviour and any disciplinary penalties for breaking the rules.
In terms of staff and other adults, any person whose work brings them into contact with children including volunteers must follow the principles and guidance outlined in the school Code of Conduct for Staff and other Adults. In addition to this Code of Conduct, all employees engaged to work under Teachers’ Terms and Conditions of Employment have a statutory obligation to adhere to the ‘Teachers’ Standards 2011 (updated 2013)’ and in relation to this Code of Conduct, Part 2 of the Teachers’ Standards – Personal and Professional Conduct.
The procedures which support the Whole School Behaviour Policy must include measures to prevent all forms of bullying among pupils.
This Policy and procedures should be read in conjunction with the following school Policies and procedures: (delete or amend any which do not apply, have different titles or do not exist)
• Overarching Safeguarding Statement
• Health and Safety Policy and procedures
• Online Safety Policy and procedures
• Child Protection Policy and procedures including Whistleblowing procedures
• Peer on peer abuse Policy and procedures
• Supporting Pupils with Medical Conditions Policy and Procedures
• Single Equality Scheme/Objectives
• Special Educational Needs Policy/Information Report
• Admissions Arrangements
• Attendance procedures
• Missing Child procedures
• Complaints procedure
• Positive Handling, Support and Intervention Procedures
• Code of Conduct for Staff and other Adults
• Educational Visits Procedures (including procedures for assessing risk)
• Risk Assessments (including Behaviour Management Plans)
• CCTV Procedures (should form part of Data Protection Policy)
• Home to School Agreement (voluntary)

3. Ethos

‘Laughter and Learning.’

We at Storth CE Primary School seek to help children achieve their potential by encouraging a love of learning through personalised teaching. Acceptance of all, self-belief and resilience are developed through our enriched and stimulating curriculum in a happy and caring environment. As a Church school we aim to develop Christian values in a gently spiritual manner that allows children to ask questions and explore issues of faith with confidence.

4. Aims

At Storth CE Primary School we aim to create a calm, orderly and purposeful environment in which children learn and feel safe. We believe that the welfare needs of our children are best met when school staff, governors and parents work together to achieve all our aims. Through our behaviour policy we endeavour to make children take responsibility for their actions.

Our aims are:

• To ensure effective teamwork forms the basis of a professional and motivated staff who always put children first.
• To promote a caring ethos that nurtures positive relationships, with everybody equally valued, celebrated and proud of their achievements.
• To provide an engaging, relevant and fun curriculum that ensures children are well prepared for education, work and life.
• To ensure a culture of challenge and high expectation is promoted to maximise individual potential and create an outstanding workforce.
• To develop an awareness of self, community and global issues that fosters responsible behaviour with a respect for British values.
• Children are taught in a stimulating learning environment with high quality resources.

We believe that it is vital that children are taught how to behave in an appropriate manner. We set clear and high expectations of behaviour and explicitly share these with the children and all the staff working within school.

We endeavour to promote positive behaviour and reward appropriate choices that the children make
We teach specific life skills through the SMSC and PHSE curriculum.

5. Communication

The School Governors are required to ensure that this Policy and procedures is published on the school website. A copy of this Policy and procedures is also available on request.


1. Responsibilities

The commitment of staff, pupils and parents is vital in developing a positive whole school ethos. The expectations of staff, pupils and parents are outlined below.

1.1 What pupils can expect from staff

Pupils may expect staff and other adults in the school to:
• arrive at lessons on time;
• plan and deliver good to outstanding lessons which engage and motivate you to achieve;
• allocate sufficient time for each task;
• be enthusiastic and develop positive working relationships with you and your peers in their classes;
• celebrate the success of pupils in lessons, after school activities and assemblies;
• encourage all pupils to contribute to the work in hand;
• communicate both successes and concerns with parents;
• have a well organised room;
• mark or give feedback on work as soon as possible;
• set homework appropriate for the age and abilities of each pupil;
• treat you fairly;
• eliminate or control hazards which may cause you harm;
• use a range of non-verbal and verbal cues to encourage good behaviour and limit inappropriate behaviour;
• be approachable and listen to you at appropriate times;
• always take seriously any complaints of bullying or inappropriate behaviour reported to them;
• display your work;
• set high expectations, clear boundaries and regularly agree classroom and behaviour expectations;
• use rewards and, where necessary, sanctions consistently;
• model the behaviours you wish to see.

1.2 What staff can expect from pupils

Staff may expect pupils to:
• arrive at lessons on time;
• enter the classrooms quietly;
• wear full school uniform correctly;
• sit where you are told to sit by the teacher or any other member of the school staff;
• follow classroom rules and procedures and not disrupt the learning of other pupils;
• follow instructions given by staff and other adults without arguing;
• listen attentively to the teacher who will explain the lesson, what you are going to do, why and how;
• put up your hand to indicate you wish to speak;
• use appropriate language;
• listen to others’ ideas and work co-operatively;
• tell the truth and learn from your mistakes;
• care for the classroom and resources, respecting others’ property;
• value other individuals and their contributions to lessons;
• lead by example creating a good role model for younger pupils in the school;
• accept responsibility for your behaviour;
• consider the needs of all the other people in the classroom;
• use ICT in accordance with school Online Safety Policy and procedures;
• be responsible when using online technologies and not compromise the professional integrity of staff or other adults in the school community;
• report to a teacher or other adult any bullying behaviour by others including bullying with the use of technology (cyber bullying);
• behave appropriately when outside school;
• be an ambassador for the school.

1.3 What staff can expect from their colleagues

Staff may expect colleagues and other adults in the school to:
• treat each other with respect;
• work and co-operate together for the overall good of the school community;
• respect each other’s values and individual beliefs;
• treat all pupil and staff issues with the highest standards of confidentiality;
• offer support when appropriate;
• be aware of each other’s job remit and respect its boundaries;
• use ICT appropriately and in accordance with the school’s Online Safety Policy and procedures and staff acceptable use agreement;
• be aware of and consider the possible implications for the school, colleagues and themselves when posting on Social Network Sites;
• use on-line technology appropriately and not compromise the professional integrity of colleagues or other adults in the school community.

1.4 What staff can expect from parents

Staff and other adults in the school may expect parents to:
• treat all staff and other adults with respect;
• treat other parents, pupils and visitors to the school with respect;
• behave responsibly whilst on school premises;
• report any incidents of bullying including cyber bullying as soon as they are discovered so that the issue can be dealt with promptly by school staff;
• ensure that their child arrives at school on time;
• ensure that their child is dressed appropriately, in school uniform with any necessary equipment e.g. p.e. kit;
• ensure that their child attends school regularly and contact the school in the event of an absence or lateness;
• encourage their child to achieve their very best in school;
• reinforce the value of good behaviour at home;
• encourage their child to have high standards of behaviour in and out of school;
• support the school’s Policies, strategies and guidelines for behaviour;
• work with school staff to help their child accept responsibility for their behaviour and actions;
• inform the school of any concerns or problems that may affect the child’s work or behaviour;
• support their child’s homework and other home-based learning activities;
• support the school in its use of rewards and sanctions;
• take some responsibility for the behaviour of their child;
• discuss any issues of concern with the class teacher or Head teacher in a calm and non-aggressive or threatening manner;
• refrain from smoking on the school premises or around entrances/exits, especially at busy times before and after school. This includes the use of e-cigarettes;
• refrain from using foul language in earshot of any young person at any time in or around the school premises;
• refrain from bringing dogs onto the school premises (regardless of their size or temperament) or stand with them close to the entrance gate at busy times before and after school;
• consider the implications of posting inappropriate or defamatory details on Social Network sites and the detrimental effect inappropriate comments can have on individuals and the school;
• support the school’s approach to online safety which includes not uploading or posting to the internet any pictures, video or text that could upset, offend or threaten the safety of any member of the school community or bring the school into disrepute;
• recognise the need for security and not create online media “on behalf” of the school without the Head teacher’s express permission.

1.5 What parents can expect from staff and other adults in the school

Parents may expect staff and other adults working in the school to:
• treat all adults with respect;
• set high standards of work and behaviour for all children in their care;
• encourage your child to always do their best;
• deal promptly with any incidents of bullying regardless of whether your child is seen as either the bully or the victim;
• impose sanctions consistently in accordance with this Policy and procedures;
• promote positive behaviour and reward such behaviour in accordance with this Policy and procedures;
• promote positive behaviour beyond the school gates and impose sanctions for inappropriate behaviour which reflects negatively on the school and its values;
• discuss your child’s actions with them, give a warning and ensure that your child knows what the penalty will be should they continue to misbehave. All penalties will be carried out;
• provide a balanced curriculum to meet the needs of each child;
• keep you informed about general school matters, and your child’s individual progress;
• let you know if there are any concerns about a child’s work, attendance or behaviour;
• support the child’s homework and other home-based learning activities;

2. Celebrating Success

At our school, we regularly celebrate the success of all pupils in a variety of ways as we recognise that focussing on success and positive outcomes is essential in developing a positive culture and ethos across the school. The many ways we celebrate success are listed below and will be reviewed by pupils, parents and staff during the academic year.
• Verbal praise in class
• Written praise in marked work
• Sharing and celebrating success during lesson time – use of circle time for pupils to discuss their own behaviour related concern.
• Sharing and celebrating success in assemblies
• Merits/stickers awarded in lessons for homework, good classwork, being on time regularly, caring for others, helping others, being thoughtful or considerate etc.
• Certificates in assemblies which are awarded for a wide range of reasons such as exceptional work, improvement, kindness etc.
• Head teacher’s award or certificate for outstanding achievement, progress, improvement, representing the school etc.

3. Sanctions and Consequences

Although this school aims to focus on positives, there are unfortunately occasions when a minority of pupils let themselves, the school and others down through their unacceptable or inappropriate behaviour.
We want pupils to take responsibility for their behaviour and will encourage pupils to do this through restorative justice approaches which enable pupils to reflect on their behaviour and to make amends. This process does not, however, replace consequences. At our school, we know that consistency is essential for pupils to understand what is expected of them and to avoid mixed messages. It is vital that children learn early on in life that there are always consequences for poor and unacceptable behaviour which undermine the positive atmosphere of our school community.

Fixed Term Exclusion

We will endeavour to avoid exclusion from school at all costs. A decision to exclude a pupil for a fixed period is taken only in response to very serious breaches of the school’s Whole School Behaviour Policy and procedures, including persistent disruptive behaviour, where these are not serious enough to warrant permanent exclusion. Reference will be made to DfE guidance ‘Exclusion from maintained schools, Academies and pupil referral units in England’ – September 2017.

Permanent Exclusion

A decision to exclude a pupil permanently will be taken only:
a) in response to serious breaches of the school’s Whole School Behaviour Policy and procedures; and
b) if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school
A decision to exclude a pupil permanently is a serious one and will only be taken where the basic facts have been clearly established on the balance of probabilities and considering all the circumstances, the evidence available and the need to balance the interests of the pupil against those of the whole school community. It will usually be the final step in a process for dealing with disciplinary offences following a wide range of other strategies which have been tried without success. It is an acknowledgement by the school that it has exhausted all available strategies for dealing with the pupil and will normally be used as a last resort.
There will, however, be exceptional circumstances where, in the Head teacher’s judgement, it is appropriate to permanently exclude a pupil for a first or ‘one-off’ offence.

Exclusions – The Right of Appeal and Legal Duties

Depending on the type of exclusion, in most cases, parents have the right to make representations to the governing body (or discipline committee). In all cases of permanent exclusion, parents have the additional right to appeal to an independent appeal panel.
The school has a duty to provide suitable full-time education for the excluded pupil from the sixth school day of any fixed period of exclusion of more than five consecutive school days. Local Authorities are under a duty to provide suitable full-time education from the sixth school day of a permanent exclusion.

Home School Agreements

There is no statutory requirement to have, or to ask parents to sign, a Home School Agreement that outlines the responsibilities of the parent and the school; including those around behaviour and attendance.
On balance, and in order to continue to foster parental relationships, we have decided to continue with the home-school agreement which should be signed and returned to the school.

4. Peer on peer Abuse

We recognise that children can abuse their peers. This is generally referred to as peer on peer abuse and can take many forms. This can include (but is not limited to) bullying (including cyberbullying); sexual violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm, sexting and initiating/hazing type violence and rituals. However, we recognise that abuse is abuse and will never be tolerated or passed off as “banter” or “part of growing up”. We will not dismiss abusive behaviour between children as ‘normal’ and our thresholds for investigating claims and allegations are the same as for any other type of abuse.
Occasionally, allegations may be made against pupils by others in the school, which are of a child protection nature. Child protection issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation.
We have a separate Peer on peer Abuse Policy and procedures which will be followed in the event of an allegation being made against pupils in our school by other pupils. This Policy and procedures is available on request from the school office. Consideration will also be given to the advice contained within the DfE document ‘Keeping Children Safe in Education’ (September 2018) and ‘Sexual Violence and sexual harassment between children in schools and colleges’ (May 2018).

4.1 Minimising the risk of safeguarding concerns towards pupils from other pupils

On occasion, some pupils may present a safeguarding risk to other pupils. The school may well be informed by the relevant agency (either Police or Social Care) that the young person raises safeguarding concerns. These pupils will need an individual Behaviour (or risk) Management Plan to ensure that other pupils are kept safe and they themselves are not laid open to malicious allegations.
Pupils are encouraged to report peer on peer abuse and the issue is discussed as part of PSHE curriculum.

5. Attendance and Punctuality

The school is required by law to keep a record of pupil attendance. In an emergency, such as a fire, it is essential that we have an accurate record of who is in school. Good attendance and punctuality are essential for good learning. They are also essential skills for later life.
If pupils are late or do not attend:
• parent should telephone the school in the morning on the first day of their child’s absence.
• any absence needs to be explained, on return to school, by a letter or phone call from the parent.
• parent should contact the school again if an absence is more than three days. If they do not do so, the school will make attempts to contact them. In some circumstances, this may also involve a home visit.
On return to school, it is the pupil’s responsibility to seek advice on completing any work missed. If a pupil is late to class he/she must catch up on work missed.
We strongly discourage parents from taking their children out of school for holidays or family outings during the school term. The Head teacher is no longer able to grant any leave of absence during term time unless there are ‘exceptional’ circumstances. Absences taken without the authorisation of the Head teacher will be recorded as ‘unauthorised’.

6. Pupil Conduct and Misbehaviour Outside the School Premises

6.1 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.”
Subject to the school’s Behaviour Policy and procedures, the teacher may discipline a pupil for:
• any misbehaviour when the child is:
 taking part in any school-organised or school-related activity; or
 travelling to or from school; or
 wearing the school uniform; or
 in some other way identifiable as a pupil at the school.

• 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.

6.2 Out of School Behaviour

This school is committed to ensuring our pupils act as positive ambassadors for us. Taking the above into account, we expect the following:
• good behaviour on the way to and from school.
• positive behaviour which does not threaten the health, safety or welfare of our pupils, staff, volunteers or members of the public.
• reassurance to members of the public about school care and control over pupils to protect the reputation of the school.
• protection for individual staff and pupils from harmful conduct by pupils of the school when not on the school site.
The same behaviour expectations for pupils on the school premises apply to off-site behaviour.

6.3 Sanctions and Disciplinary Action – Off-site Behaviour

Sanctions may be given for poor behaviour off the school premises which undermines any of the above expectations and regardless of whether or not it is an activity supervised directly by school staff. Sanctions may be in the form of fixed term exclusion or in very serious cases, permanent exclusion. In issuing sanctions, the following will be considered:
• The severity of the misbehaviour.
• The extent to which the reputation of the school has been affected.
• Whether pupils were directly identifiable as being members of the school.
• The extent to which the behaviour in question could have repercussions for the orderly running of the school and/or might pose a threat to another pupil or member of staff (e.g. bullying another pupil or insulting a member of staff).
• Whether the misbehaviour was whilst the pupil was on work experience, taking part in a course as part of a school programme, participating in a sports event (and in any situation where the pupil is acting as an ambassador for the school) which might affect the chances or opportunities being offered to other pupils in the future.

6.4 Pupil Support

We aim to support all our pupils to ensure that every child succeeds during their time at the School. Where it becomes clear that a child is having on-going difficulties in managing their behaviour, there are a wide range of strategies which are used to support pupils.
• Increased communication between home and school
• Individual support plans
• Referral to the school counsellor or mentor
• Support from the Inclusion Support Team which consists of the SENDCo (Special Educational Needs Co-ordinator), teaching assistants, school mentor, inclusion support manager, home school liaison officer, work related learning co-ordinator etc.
• Small group work or 1:1 support in self-esteem, emotional literacy, anger management, nurture group sessions etc.
• Additional literacy or numeracy support where this is identified as a barrier to learning and impacts on the child’s behaviour
• Alternative curriculum provision
• Reduced timetable
• Referral to outside agencies such as Educational Psychologist, Mental Health Worker, Behaviour Specialists etc.

7. The Use of Reasonable Force

There are circumstances when it is appropriate for staff to use reasonable force to safeguard children. The term ‘reasonable force’ covers the broad range of actions used by staff that involve a degree of physical contact to control to restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a young person needs to be restrained to prevent violence or injury ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact such as leading a pupil by the arm out of the classroom. The decision on whether to not to use reasonable force to control or restrain a child is down to the professional judgement of the staff concerned and should always depend on individual circumstances.
The Governing Body have taken account of advice provided by the DfE – Use of reasonable force: advice for head teachers, staff and governing bodies and the school’s public sector equality duty set out in section 149 of the Equality Act 2010.
All members of school staff have a legal power to use reasonable force. This power also applies to people whom the Head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying pupils on a school organised visit.
Any use of force by staff will be reasonable, lawful and proportionate to the circumstances of the incident and the seriousness of the behaviour (or the consequences it is intended to prevent). Reasonable force will be used only when immediately necessary and for the minimum time necessary to achieve the desired result and to prevent a pupil from doing or continuing to do any of the following:
• committing a criminal offence;
• injuring themselves or others;
• causing damage to property, including their own;
• engaging in any behaviour prejudicial to good order and discipline at the school or among any of its pupils, whether that behaviour occurs in a classroom or elsewhere.
Force will never be used as a punishment.
Whether it is reasonable to use force and to what degree, also depends on the age and understanding of the pupil and whether they have Special Educational Needs or disabilities. Medical advice will always be sought about the safest way to hold pupils with specific health needs, special educational needs and disabilities.

7.1 Action as a result of Self-defence or in an Emergency

All staff including teaching assistants, lunchtime supervisors, admin staff and the site management have the right to defend themselves from attack, providing they do not use a disproportionate degree of force to do so. Similarly, in an emergency, if for example, a pupil was at immediate risk of injury or at the point of inflicting injury on someone else, any member of staff is entitled to intervene. A volunteer helping in school would not be expected to work with a child who is known to need physical restraint as indicated in their Behaviour Management Plan.

7.2 Circumstances in which reasonable force might be used

Circumstances in which reasonable force might be used include the following:
• Pupils found fighting will be physically separated.
• Pupils who refuse to leave a room when instructed to do so may be physically removed.
• Pupils who behave in a way which disrupts a school event or a school trip or visit may be physically removed from the situation.
• Restraint may be used to prevent a pupil leaving a classroom where allowing him or her to do so would risk their safety or lead to disruptive behaviour. This may also include leading a pupil by the arm out of a classroom.
• Pupils at risk of harming themselves or others through physical outbursts will be physically restrained.
• To prevent a pupil from attacking a member of staff or another pupil.
• To prevent a pupil causing injury or damage by accident, by rough play, or by misuse of dangerous materials or an object.

7.3 Unreasonable Force

The type of force which will never be acceptable in our school includes:
• holding round the neck or any other hold that might restrict breathing;
• kicking, slapping or punching;
• forcing limbs against joints (e.g. arm locks);
• tripping or holding by the hair or ear;
• holding face down on the ground.

7.4 Staff training

All members of staff will receive training about the use of reasonable force appropriate to their role to enable them to carry out their responsibilities. This will include training on any restraint techniques which must not be used because they are known to present an unacceptable risk when used on children and young people. Some staff will receive additional training on the appropriate techniques which may be used to physically restrain pupils. The training will be to an approved nationally acceptable level and will be regularly refreshed.

7.5 Behaviour Management Plans

A pupil with a known challenging behaviour, a medical condition which affects behaviour patterns, has special educational needs or where there is evidence or suspicion of self-inflicted harm (i.e. is a risk to themselves) may be the subject of a Behaviour Management Plan. This Plan sets out specific ways in which the behaviour is controlled whilst on school premises and during any off-site visit. It may also include details on managing the pupil’s behaviour whilst travelling to school on organised home-school transport.
In such circumstances, parents will always be made aware of their child’s Behaviour Management Plan and will be asked to contribute to the content and control measures implemented in an attempt to apply consistency of sanctions and rewards both in school and at home. Wherever possible and appropriate, the child concerned will also be involved in creating the Behaviour Management Plan.

7.6 Informing Parents when Reasonable Force has been used

In accordance with current good practice, the school will speak to parents about serious incidents involving the use of force and will record such serious incidents.
In making a decision about informing parents, the following will be considered:
• the pupil’s behaviour and level of risk presented at the time of the incident;
• the degree of force used;
• the effect on the pupil or member of staff concerned; and
• the child’s age.
All incidents when ‘physical restraint’ as opposed to ‘physical control’ is used will be recorded as soon as possible and details passed on to the Head teacher (or deputy in the absence of the Head teacher) who will follow up the incident where necessary. The following must be recorded:
• all incidents where unreasonable use of force is used;
• any incident where substantial force has been used e.g. physically pushing a pupil out of a room;
• use of restraint;
• all incidents where either the child or the ‘handler’ is injured because of the intervention;
• an incident where a pupil is distressed though clearly not overreacting.
The following criteria will be used when considering the need for recording:
(a) Did the incident cause injury or distress to a member of staff or pupil?
(b) Even though there was no apparent injury or distress, was the incident sufficiently serious in its own right? Any use of restrictive holds, for example, fall into this category;
(c) Did the incident justify force? This is particularly relevant where the judgement is finely balanced;
(d) Does recording it help to identify and analyse patterns of pupil behaviour?
If the answer to any of the questions is ‘yes’, a written record should be made and held in a secure central location or recorded in the bound Record of Physical Intervention book (blue) and all other notes taken at the time are to be kept.
In all instances of the use of physical restraint, parents will be informed the same day, by phone, and invited into the school to discuss the incident unless to do so would result in significant harm to the pupil, in which case, the incident will be reported to the Cumbria Safeguarding Hub by the Head teacher/DSL.
All injuries will be reported and recorded in accordance with school procedures.

7.7 Post Incident Support

Serious incidents can create upset and stress for all concerned. After the incident ends it is important to ensure any staff and pupils involved are given first aid treatment for any injuries. Emotional support may also be necessary. Where required, immediate action will be taken to access medical help for any injuries that go beyond basic first aid. The school will then decide how and when to contact the parents of the pupil to engage them in discussing the incident and setting out subsequent actions. After the incident, the Head teacher and/or other staff will:
(a) ensure the incident has been recorded;
(b) decide whether multi-agency partners need to be engaged and, if so, which partners;
(c) hold the pupil to account so that he or she recognises the harm caused or which might have been caused. This may involve the child having the chance to redress the relationship with staff and pupils affected by the incident. It may also mean the child is excluded. See Section 3.2 above.
(d) help the pupil develop strategies to avoid such crisis points in the future and inform relevant staff about these strategies and their roles;
(e) ensure that staff and pupils affected by the incident have continuing support if necessary in respect of:
• physical consequences
• emotional stress or loss of confidence
• analysis and reflection of the incident

7.8 Follow up

In many cases there will be a follow-up meeting of key personnel to discuss the restraint incident and review the Behaviour Management Plan or other plans for pupils. It might also be appropriate to review the Whole School Behaviour Policy and/or supporting procedures.

7.9 Other Physical Contact with Pupils

This school does not operate a ‘No touch Policy’. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary.
• Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school.
• When comforting a distressed pupil.
• When a pupil is being congratulated or praised.
• To demonstrate how to use a musical instrument.
• To demonstrate exercises or techniques during PE lessons or sports coaching.
• To administer first aid.
• To apply sunscreen to the arms, face or lower legs of very young pupils or those with special educational needs who might struggle to apply it appropriately themselves

8. Allegations of Abuse against Staff and Other Adults Working in the School

8.1 General

All children and adults have a fundamental right to be protected from harm. All allegations of abuse will be taken seriously. (For more information, refer to the School Allegations procedure which form part of the Child Protection Policy and procedures).
The Governors of the School have a duty to safeguard and promote the welfare of children and create and maintain a safe learning environment (section 175 of the Education Act 2002). Our policy is to identify where there are child welfare concerns and act to address them, in partnership with other organisations where appropriate, and in accordance with local inter-agency procedures.
School staff have a positive role to play in child protection, as their position often allows them to be able to observe outward signs of abuse and changes of behaviour in children. Because of their role however, they are also open to accusations of abuse. Such allegations may be true, but they may also be false, misplaced or malicious.
To fulfil its commitment to the welfare of children, this School has a procedure for dealing with allegations of abuse against members of staff, volunteers and other children.
The procedure aims to ensure that all allegations are dealt with fairly, consistently and quickly and in a way that provides protection for the child, whilst supporting the person who is the subject of the allegation.
If a member of staff does not wish to report an allegation directly, or they have a general concern about malpractice within the school, reference can also be made to the school’s Whistleblowing procedures.
The procedure complies with the framework for managing cases of allegations of abuse against people who work with children, as set out in the statutory guidance ‘Keeping Children Safe in Education’ published by the DfE and the Cumbria SCB Core procedures.
8.2 Action in the Event of a Malicious Allegation
If an allegation is determined to be false, unsubstantiated, unfounded or malicious, the LA appointed Designated Officer (DO) will be informed via Cumbria Safeguarding Hub and will refer the matter to local authority children’s social care services to determine whether the child concerned needs additional services or may have been abused by someone else. If an allegation is shown to have been deliberately invented or malicious, the Head teacher will consider whether any disciplinary action is appropriate against the pupil who made it, or the Police will be asked to consider whether any action might be appropriate against the person responsible, including situations where the individual concerned was not a pupil. Such cases may be dealt with under the Protection from Harassment Act 1997.
The disciplinary action taken against a pupil might include detention, fixed term or permanent exclusion. Whatever action is taken will be discussed with the parent of the pupil concerned at an early stage.

9. Bullying

In addition to the sections below, we have a separate Peer on peer abuse Policy and procedures, a copy of which is available on request from the school office.

9.1 What is Bullying?

According to the DfE document ‘Preventing and Tackling Bullying – Advice for Head teachers, staff and Governing Bodies, bullying may be defined as:
“Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally”.
Specific types of bullying include those relating to:
• race, religion, culture or gender;
• SEN or disabilities;
• appearance or health conditions;
• sexual orientation;
• young carers or looked after children or otherwise related to home circumstances;
• sexist or sexual bullying.
It can take place between pupils, between pupils and staff, parents and staff or between staff; by individuals or groups; face-to-face, indirectly or using a range of cyber bullying methods.

Acts of bullying can include:
• name-calling;
• taunting;
• mocking;
• making offensive comments;
• kicking;
• hitting;
• pushing;
• taking belongings;
• inappropriate text messaging, emailing or ‘posting’ on social media sites;
• sending offensive or degrading images by phone or via the internet e.g. via Social media sites;
• producing graffiti;
• excluding people from groups;
• spreading hurtful and untruthful rumours.
Many experts believe that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways. It may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online.
Cyber bullying can be defined as the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else. Cyber bullying that occurs while pupils are under the school’s direct supervision will be dealt with in line with this Policy and procedures (Whole School Behaviour Policy and procedures).
In cases where cyber bullying occurs while pupils are outside our direct supervision (i.e. at home), parents will be encouraged to report these incidents to the Police as criminal laws (such as those pertaining to harassment, threatening and menacing communications) may apply. Parents are also encouraged to report such bullying to the school. If the alleged perpetrator is a member of this school community, the school will act in line with this Behaviour Policy and procedures. The school wherever possible will support parents in this and may impose a sanction upon the bully where this individual is recognisable.

9.2 The Law

The School endeavours to comply with the legal requirements placed on schools and the Governing body to determine detailed measures (rules, rewards, sanctions and behaviour management strategies) that ‘’encourage good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils’’ (Education and Inspections Act 2006, section 89). The school will exercise its legal powers as outlined in section 89/5 and section 91, Education and Inspections Act 2006 as deemed appropriate and practicable.
Schools are required to comply with the equality duty ‘The Equality Act 2010’. The public sector equality duty has three aims:
• Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and people who do not share it; and
• Foster good relations between people who share a protected characteristic and people who do not share it.

9.3 Reporting and Recording Incidents of Bullying
Pupils and parents are encouraged to report bullying to any member of staff. Incidents are, in the first instance, referred to the pupil’s Class teacher or Head of Year to be investigated, appropriate action taken and parents will be informed promptly using usual school procedures. Pupil voice is important at this school and pupils are encouraged through various means to report any incidents of bullying behaviour which they encounter personally or become aware of. This is reinforced via assemblies, Anti-Bullying Week, PSHE and during class/circle time. The Whole School Behaviour Policy and procedures also reinforce the school’s expectation as to how members of the school community should conduct themselves. A log will be maintained of racist incidents and information on incidents of bullying. All reported incidents of bullying will be recorded regardless of the outcome of the investigation.

9.4 Tackling Bullying

The aim of any anti-bullying intervention is to safeguard and support the victim, discipline and modify the behaviour of the bully with a view to prevent, de-escalate and stop further incidents of harmful behaviour.

9.5 Strategies for Dealing with Bullying

• Ensuring that there is a promotion of an open and honest anti-bullying ethos in the school
• Investigate all allegations of bullying
• PSHE programme that discuss issues such as diversity and anti-bullying messages
• Calendared anti-bullying week
• Poster and leaflet campaigns – designed and written by pupils
• Assemblies – both whole school and class/form that promote a sense of community
• Class discussions and role plays in Drama, English and RE that draw out anti-bullying messages
• Circle time
• Access to bully boxes
• Acceptable Internet Use Agreement is signed by all and online safety is discussed in Computing lessons.
• On-going staff induction and training programme
• Adequate staff supervision at lunch and break times
• Clear and consistently applied policies for Behaviour and Uniform
• Home school agreement (voluntary)
• Anti-bullying Ambassadors

9.6 Strategies for Dealing with the Bully

• Disciplinary sanction imposed either exclusion or time in the inclusion room
• Engage promptly with parents to ensure their support and involvement
• Restorative justice approaches taken as appropriate
• One to one interview with staff or peer mentors
• Counselling offered
• Work with the educational psychologist or other outside agency
• Anger management strategies discussed

9.7 Strategies to Support a Victim

• Disciplinary sanctions as appropriate applied to the bully
• Counselling offered
• Mediation
• Out of lesson support passes issued
• Short term modification of school timetable
• One to one parental interview, parental support and involvement
• Private diaries given
• Self-assertive strategies discussed

10. Behaviour of Parents and Other Visitors to the School

The School encourages close links with parents and the community. We believe that pupils benefit when the relationship between home and school is a positive one. The vast majority of parents and others visiting our school are keen to work with us and are supportive of the school. However, on the rare occasions when a negative attitude towards the school is expressed, this can result in aggression, threatening behaviour, written, verbal and/or physical abuse towards a member of the school community.
Violence, threatening behaviour and abuse against school staff or other members of the school community will not be tolerated. When formulating our procedures, reference was made to the DfES document ‘A Legal toolkit for schools – Tackling abuse, threats and violence towards members of the school community’ and DfE non-statutory guidance ‘Advice on School Security: Access and barring of individuals from school premises’ (December 2012). A poster indicating that such negative behaviour is not acceptable is displayed in the school reception area.
Our school expects and requires staff to behave professionally in these difficult situations, and to attempt to defuse the situation where possible, seeking the involvement as appropriate of other colleagues. However, all members of the school community (including other parents and visitors) have the right to visit and work without fear of violence and abuse, and the right in an extreme case, of appropriate self-defence.
We expect parents and other visitors to behave in a reasonable way towards other members of the school community. The following outlines the steps that will be taken where parent or visitor behaviour is unacceptable.

10.1 Types of behaviour that are considered serious and unacceptable

The following list outlines the types of behaviour that are considered serious and unacceptable and will not be tolerated towards any member of the school community. This is not an exhaustive list but seeks to provide illustrations of such behaviour:
• Shouting, either in person or over the telephone
• Speaking in an aggressive/threatening tone
• Physical intimidation e.g. standing very close to her/him
• The use of aggressive hand gestures/exaggerated movements
• Physical threats
• Shaking or holding a fist towards another person
• Swearing
• Pushing
• Hitting, e.g. slapping, punching or kicking
• Spitting
• Racist or sexist comments
• Sending inappropriate or abusive e-mails to school staff or to the general school e-mail address
• Publishing or posting derogatory or inappropriate comments which relate to the school, its pupils or staff/volunteers on a social networking site
• Breaking the school’s security procedures
Unacceptable behaviour may result in the Police being informed of the incident.

10.2 Procedures for Dealing with Unacceptable Behaviour

When a parent or member of the public behaves in an unacceptable way during a telephone conversation, staff at the school have the right to terminate the call. The incident will be reported by staff to the Senior Management Team. The school reserves the right to take any necessary actions to ensure that members of the school community are not subjected to verbal abuse. The school may warn the aggressor, temporarily or permanently ban them from the school site, and/or contact the Police.
When any parent or visitor behaves in an unacceptable way in person towards a member of the school staff a member of the Senior Management Team will seek to resolve the situation through discussion and mediation. If necessary, the school’s complaints procedure should be followed. Where all procedures have been exhausted, and aggression or intimidation continues, or where there is an extreme act of violence, the discussion will be terminated and the visitor will be asked to leave the school immediately. It is also an offence under Section 547 of the Education Act 1997 for any person (including a parent) to cause a nuisance or disturbance on school premises. The Police will be called if necessary. The perpetrator may also be banned from the school premises for a period, which will be determined by the school.
Prior to a ban being imposed, the following steps will be taken:
• Depending on the severity of the incident, the individual may first be issued with a written warning stating that if a similar incident occurs, the individual concerned will be banned (temporarily or permanently) from the school premises.
• In more serious cases, the individual will be informed, in writing, that she/he is banned from the premises temporarily, subject to review, and what will happen if the ban is breached.
• Extreme incidents will result in a permanent ban being enforced immediately. The individual will be informed in writing of the permanent ban but will be given the right to appeal in writing against the decision.
• In all cases, parents will be given the opportunity to discuss any issues relating to their child with school staff.
• Incidents of verbal or physical abuse towards staff may result in the Police being informed, and may result in prosecution.
If an individual is intimidating, threatening or aggressive towards a member of the school community any interaction will be terminated immediately and the person will be instructed to leave the premises. Further action may be taken by the school.
The School will take action where behaviour is unacceptable or serious and breaches this Whole School Behaviour Policy and procedures.

10.3 Unacceptable Use of Technology

The School takes the issue of unacceptable use of technology by any member of the school community very seriously.
We expect parents and other adults within the school community to act responsibly when using on-line technologies. The expectation of parents is set out on page 4. Failure to comply with these expectations could result in parents and/or other adults being banned either temporarily or permanently from the school site, and the incident may be reported to the Police.
Acceptable use agreements exist for pupils, staff and governors of the School and form part of our Online Safety Policy and procedures.