We encourage everyone to implement rules fairly and consistently and to foster good behaviour in a positive ethos of hard work, care, commitment and responsibility.
These aims and values are not in order of priority.
- To establish respect for people and authority
- To educate and care for our pupils
- To provide a happy and secure environment where children can achieve their potential
- To encourage a spiritual and moral awareness of the world in which we live
- To promote learning through a stimulating, broad and balanced curriculum
- To encourage all children to develop confidence, self esteem, responsibility and independence within a caring atmosphere
- To cater for the needs of the individual
- To foster and encourage links with the church and our local community
- To promote good relationships and work with parents, governors and staff
- To ensure that the Year 6 children are well prepared for entry to secondary school education and will be good ambassadors for the school
The school staff recognise the importance of the set of values described below. All pupils are reminded of the importance of these values during Collective Worship and PSHE. They are also reminded throughout the school day. Our school values include:
And through these we hope to instill many of the following in our community:
- Self discipline
- Respect for other children and adults
- Accepting adult requests without question
- Respect for the whole school environment which includes personal property, school equipment and the school building
- Avoidance of the use of swear words
- Acting considerately towards others to ensure their safety
- Behaving courteously towards everyone
- Upholding the fact that everyone has the right to learn
- Zero tolerance of intentional actions that upset others
We will not condone any behaviour that is related to bullying, cruelty, cheating, irresponsibility, rudeness, deceit and dishonesty.
Hawkhurst C.E. Primary School operates a policy of early intervention which includes the following practices:
- We will make clear the expectation of all staff in the school
- Parents are involved through the Home School Agreement and through personal contact with staff
- Positive behaviour is recognised and rewarded, for example in Celebration Assembly and by House Points
- Circle Time is used across the school as part of the SEAL Programme
- Behaviour management techniques are utilised and sanctions employed according to staged interventions
- Underlying causes of poor behaviour are identified and individual support provided where appropriate
- All staff are involved and made aware of issues
Behaviour has been categorised into a hierarchy of levels of seriousness. Similarly, interventions for each level of inappropriate behaviour have been agreed.
Mid-day Supervisors are requested to report, to the Class Teacher, any incident which may affect the smooth running of the afternoon. This will be reported at the end of the lunch break when the teachers come out to collect their classes from the playground.
If there is an incident during the lunch break which cannot be dealt with by the Mid-day Supervisors, the Head Teacher or Deputy should be called to investigate first, followed by class teachers when they are not available.
School Powers to Search
Should the necessity arise, teachers may search pupils’ belongings and may confiscate items that are prohibited or deemed unsafe in school. Similarly they may search and delete inappropriate material (e.g. cyberbullying) on electronic devices brought into school, or to report illegal behavior or content to police where necessary.
We will all follow the Golden Rules to make our school a safe and happy place where everyone can learn.
Children will be taught the rule of “Keeping your hands and feet to yourself.”
These are the levels of seriousness for inappropriate behaviour. Although these behaviours have been put into categories, each incident will be put into context and judged on its own merits.
|Level 1||Level 2||Level 3|
|Disruptionwithin the classroom to include interrupting a teacher, attention seeking/clowning around, avoiding work/wasting time, being noisy, hindering other children, arguing with other children.||Other behaviour to include willful vandalism,
Dangerous refusal to follow instructions, swearing at staff, racial abuse, stealing, extortion, bullying, running out of school.
|Intentional physical violence to include fighting, hitting, kicking & biting.|
|On the playground
spoiling other pupil’s games, pushing in, telling tales, name calling, running inside.
|Verbal abuse of staff.||Physical abuse of staff.|
On the playground all staff must watch and intervene before an escalation of poor behaviour occurs.
Behaviour has been categorised into a hierarchy of three levels of seriousness. Sanctions for each level of inappropriate behaviour have been agreed. Teachers will choose from each column as they feel appropriate. Each incident will be judged on its own merits. Several incidents of poor behaviour at any level will result in a higher level of sanction.
|Level 1||Level 2||Level 3|
|Warning from the Class Teacher.
|Class Teacher contacts the child’s parents orally at the end of the school day (by phone if not in person)||Head Teacher / Deputy head Teacher will meet with parents to discuss the child’s behaviour.|
|Isolation within the classroom.||Verbal or written apology.
Impact meeting between involved parties.
|Exclusion for a set number of days at the Head Teacher’s discretion depending on the severity of the inappropriate behaviour.|
|Sent to work in the corridor with current work. Teacher must check on progress. If work is not completed, teacher may keep child in at break.||Completion of 4W form supervised in the Office Area by the Family Liaison Officer.||Work set to complete during the period of the exclusion.|
|4W form to be completed if child fails to comply.||Member of staff to contact parents again if this is felt to be appropriate.||Re-integration meeting & expectations of behaviour set on return.
4W Form: What happened? What rule did I break? Why did I do it? What can I do to put things right?
Use of Exclusion
In response to serious breaches of the school’s discipline policy, the Head Teacher may decide to exclude a pupil. Firstly a range of alternative strategies will be tried, and if they fail, with the exception of cases of extreme violence, and, if allowing the pupils to remain in school would seriously harm the education or welfare of the pupil or of others in the school, exclusion will be implemented.
- Head Teacher informs the governors of fixed term exclusions of more than 5 days
- Parents have the right to make representations about all exclusions to the governors
- Governors’ Discipline Committee meets to consider a fixed period exclusion of more than 15 days in any one term
Use of Physical Restraint
Physical restraint is only used to prevent a pupil causing harm to himself/herself or others, seriously damaging property, or committing an act which risks harm to people or property. Alternatives to physical restraint should always be considered and tried prior to handling a child. Some of the key points are listed below, but Staff must also refer to the Policy for Physical Restraint.
- Only the minimum necessary force should be used and every effort made to avoid injury to the child
- Physical contact and restraint should never be used in anger
- Restraint should continue for no longer than is necessary
- Where at all possible, more than one adult should be present
- No adult should be expected or required to restrain a child, if, by doing so they will put themselves at risk
- Children who require complex or repeated physical management will have a written handling policy which has been agreed by parents and relevant external agencies Staff dealing with such children should be trained in proper and safe methods of restraint