Introduction

As a Church school, we believe that every member of our school community should have an equal opportunity to achieve his or her full potential, regardless of race, colour, gender, disability, special educational needs or socio-economic background. We believe children thrive in a positive school environment where they feel safe and are praised for demonstrating positive behaviours.

We believe that it is the right of everyone within the school community to:

  • Feel and be safe
  • Be respected, feel valued and receive fair treatment
  • Be able to learn

We believe that good behaviour and discipline are essential to successful teaching and learning. We feel it is important to have high expectations of behaviour from all pupils. We expect pupils and staff to behave to others as they would hope to be treated themselves. We value parents as partners in establishing good behaviour and discipline.

The aim of this policy is to:

  • Outline clear expectations for behaviour and define consistent systems
  • Provide a consistent approach to behaviour management, through positive systems for recognition and consequences
  • Create an inclusive environment that promotes positive behaviours for learning in which effective teaching can take place
  • Promote children’s self-discipline, self-regulation, honesty and the ability to accept responsibility for own actions
  • Promote mutual respect between adults and children
  • Encourage and develop the children in our care a mutual respect and concern for themselves, others including adults and the environment
  • Value and respect the unique contribution of each child in order to develop self-esteem and self-confidence.
  • Provide a clear understanding of behaviours that are acceptable and unacceptable, and a clear sense of right and wrong.
  • Provide a personalised approach to the specific needs of particular pupils

Objective

At Embsay Primary CE (VC) Primary School, we value good behaviour in the classroom and throughout school to ensure classrooms are effective learning environments. The objective of this policy is to ensure the school offers a happy, inclusive and caring environment in which all children have the opportunity to thrive and achieve the very highest standards. The policy is an integral part of the school day with all children and staff showing continued commitment to its principles. This is seen through promoting the positive values of SCARF learning. Guidance is given to enable the children to develop their relationships through developing mindsets of safety, care, achievement, resilience and friendship. At Embsay, we believe in treating children positively by praising and offering encouragement for things they do well, which is the most successful approach in the long term. Parental support is also considered an essential element of this policy, through involving parents in a constructive way from an early stage; parents will be requested to agree to the whole school behaviour policy. At Embsay, we promote the positive values of SCARF which underpins the Christian ethos of our school, and are supported by our school community regardless of any specific beliefs.

Our SCARF Rules

School rules are important in order to maintain the health and safety of our school community. At Embsay, there are five expectations which are embedded within SCARF morals.

Every member of our school community must wear their SCARF every day.

The letters of SCARF stand for different expectations, each of which should be demonstrated by everyone connected to the school including pupils, staff, parents and visitors.

We expect that everyone at Embsay CE (VC) Primary School will:

Behave in a way that keeps ourselves and others SAFE.

Show ourselves, others and our environment CARE and respect at all times.

ACHIEVE their potential and be successful.

Show RESILIENCE in the face of challenge.

Uphold the values of FRIENDSHIP.

The SCARF values will be displayed in classrooms and throughout school. This set of values will underpin and support everything we do to enable all our pupils to make the best of their time at school.

Rewarding Positive Behaviour

Children are praised for behaving appropriately and are given positive reinforcement through recognition. Such rewards can be individual or whole class.

Recognition Display

A recognition display will be visible in every class with children’s name pegs to show and demonstrate good behaviours in line with SCARF values. Every day, all children will start on ‘I am wearing my SCARF’, showing that they are ready to learn. Teachers can then move pegs to “My behaviour is great”, “I am a role model” and “My behaviour is amazing”. This gives opportunities for staff to catch children practising positive behaviours and give immediate recognition. Children who reach “My behaviour is amazing” will be given a slip to take home that day and share with their families. Children will receive recognition wherever possible in the form of verbal or written praise, stamps, responsibilities and SCARF points.

SCARF Points

Children can earn SCARF points for demonstrating SCARF behaviours such as showing care or resilience, demonstrating good attitudes to others and achievement. These will be recorded on the class SCARF point trackers and shared during celebration assemblies on Friday. Children will also be encouraged to work together to class points for a summative reward. This encourages the children to work collaboratively towards a common goal. All adults in school will have access to SCARF point tokens so that they can be consistently awarded throughout the school day. Physical tokens will be given out in out of class situations such as lunch/break. Children will take tokens earned back to their class teacher who will add them to the SCARF point tracker.

SCARF Certificates

Every Friday, there is a whole school celebration assembly to praise children for a variety of positive behaviours. Teachers will choose children who have demonstrated wearing their ‘SCARF’ and be rewarded with a SCARF certificate for the value they have shown: e.g. safety, caring, achievement, resilience and friendship. One child from each class will also be awarded a certificate for earning the most SCARF points. On occasion, children may be presented with the Headteacher’s SCARF award as a special recognition for something they have achieved.

How We Encourage Good Behaviour

  • All adults in school are expected to exemplify the school’s Christian values and SCARF learning behaviours in their own interactions and practise, as we know that children learn from the examples they are set.  
  • We aim to promote active involvement in the many aspects of school life.
  • We aim to maintain good channels of communication and provide a welcoming environment.
  • The whole school curriculum supports and encourages the spiritual, moral, cultural and physical development of children.
  • Children are actively involved in reflective decision making about their own behaviours and we encourage socially acceptable behaviour to allow children to feel confident, happy and safe at school. To facilitate this, we use SCARF values displayed around school.

Movement around school

We expect children to:

  • walk around school.
  • wherever possible keep to left hand side of corridors
  • hold doors open for each other.
  • go in and out of school quietly.

In the dining hall

We expect children to:

  • use good table manners.
  • line up and move around the hall quietly as instructed.
  • talk quietly to their friends on their own table.

Lunchtime staff will encourage children to follow the guidelines at all times. 

In the playground

We expect children to:

  • play games fairly.
  • share.
  • take turns.
  • not allow one person to be excluded from a group of children.
  • look after someone who is hurt.
  • play where they can be seen.
  • remain within the school grounds
  • report incidents to staff.

Consequences for Misbehaviour

At Embsay CE Primary, staff will use consequences that are appropriate to the age/development of the child and will be dependent on the seriousness/frequency and circumstances involved.

Staff will implement a step system as described in the reset flow chart (see appendix)

Step 1: Verbal reminder to wear their SCARF. This is to let the child know what they need to do to improve their behaviour.

Step 2: This is when the child is continuing to break the rules after the first reminder. Staff will support the child to understand what is necessary to correct their behaviour and will use SCARF rules to decide if they need to put anything different in place in the short term to support the child.

Step 3: Children will need to spend time in a reset space for thinking time.

Step 4 Reset time completed. Explain to the child why they had reset. If other children were involved, then a restorative conversation should take place with them. Children will be encouraged to determine for themselves how they can put matters right.

 

Restorative Practice:

It is important to ensure that children take full responsibility for their actions and begin to understand and empathise with the feelings of other people. Therefore, where possible, children should be given the opportunity to discuss incidents with an adult and the other pupil/s. Pupils will use the Restorative Behaviour Flipbook Questions to help with the restorative process

:1. What happened?

 2. How did you feel?

3. Who was affected?

4. What could you do next time?

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In the event that misbehaviour involves either allegations of bullying or discrimination linked to the protected characteristics, the incident will be dealt with according to the procedure set out in the school’s Anti-bullying Policy. In particular, the staff member investigating will seek children’s views and accounts on an individual basis.

Formal Procedure and sanctions for persistent misbehaviour or Serious Acts of Misbehaviour

  • Headteacher informed of concerns
  • Discussion takes place between the Headteacher and child concerned
  • Parents are informed (if not already aware) of concerns by telephone or in writing if contact by telephone has not been possible
  • Arrangements are made for meeting with parents
  • Other relevant agencies may be consulted with.
  • Safety plans and or risk assessments may be made to mitigate risk of harm to self/others.
  • Child may be given a home/school communication book and targets are identified as appropriate. Positive behaviour is rewarded at every opportunity.
  • Pupil’s behaviour at lunchtime - parents are informed of possible exclusion at lunchtimes if problems continue.
  • Consideration of internal removal from class.
  • Fixed term suspension or due to severity, exclusion from school would need to be considered. In such cases, North Yorkshire procedures and guidelines will be followed if this course of action is taken.

Severe Behaviour

Some behaviour falls outside the normal range and is considered to be severe. Behaviour seen to be severe falls into the following categories:

  • Repeated breaches of the school rules
  • Any form of bullying
  • Physical violence to other children or staff
  • Verbal violence to other children or staff
  • Sexual violence
  • Sexual harassment, meaning unwanted conduct of a sexual nature, such as:
    • Sexual comments
    • Sexual jokes or taunting
    • Physical behaviour like interfering with clothes
    • Online sexual harassment such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content.
  • Vandalism
  • Theft
  • Fighting
  • Smoking
  • Racist, sexist, homophobic or discriminatory behaviour
  • Leaving school premises without consent
  • Any physical or verbal abuse against an adult
  • Possession of any prohibited items. Such as:
    • Knives or weapons
    • Alcohol
    • Illegal drugs
    • Stolen items
    • Vapes, tobacco and cigarette papers
    • Fireworks
    • Pornographic images
    • Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)

Home/School Communication Book

This involves specific recording of a child’s behaviour in order to encourage the child to take responsibility for their behaviour and also to identify patterns which may assist in supporting the child to improve their behaviour. According to the age of the child in question and the reason for them needing a home/school communication book; a monitoring card may also be used as appropriate.

A child may require this mid-term intervention to encourage positive behaviour. The class teacher will give a brief overview to share daily with parents. This strategy may also be used to encourage positive behaviour in the playground in which case the book will be signed after each break by the member of staff on duty and at lunchtimes by the Senior Midday Supervisor on the playground.

The class teacher will monitor improvement and SCARF rewards will be given to the child in the form of praise and SCARF points or certificates. Parents will be encouraged to support this by reading the home/school communication book and supporting positive behaviours at school by following up at home with their child.

Liaison with outside agencies may be necessary in some cases.

Special Educational Needs and Duties under the Equality Act 2010

At our primary school, we are committed to creating a safe, nurturing, and inclusive environment where all children, including those with Special Educational Needs and/or Disabilities (SEND), can thrive. The school recognises its legal duty under the Equality Act to prevent pupils with a protected characteristic from being at a disadvantage. We understand that some behaviours may be linked to a child’s individual needs, and we respond with empathy and flexibility. E.g. using an individual reward chart and/or an adapted curriculum offer. Staff will make reasonable adjustments to support SEND pupils. These may include providing visual timetables, using sensory tools, offering movement breaks, adjusting communication methods, or allowing access to a quiet space when needed. The SENCO will evaluate a pupil who exhibits challenging behaviour to determine whether they have underlying needs that are not currently being met. Where necessary, support and advice with also be sought from specialist teachers, an educational psychologist, medical practitioners or other services to identify or support specific needs. When acute needs are identified, we will liaise with external agencies and plan support programmes for the child. It is essential that levels of good behaviour and positive behaviour for learning are maintained for all children in school. Acts of continual violence and disruption will not be tolerated as the school has a duty of care to ensure the education of all children is not disrupted.

Exclusions:

Exclusion is only considered as a last resort, and always with careful consideration of the child’s wellbeing and circumstances. Our goal is to help every child feel valued, understood, and supported in their learning journey.

In the event of an exclusion, we follow the DFE guidance and protocols in line with North Yorkshire.

Suspension and permanent exclusion guidance

Bullying

Embsay School does not tolerate bullying of any kind.  A separate policy exists which details actions to be taken in the event of bullying taking place or being alleged.

Restrictive Physical Intervention

All members of staff are aware of the regulations regarding the use of restraint in school and have received training in relation to this.  A separate policy exists in relation to this.

Managing Behaviour outside school

Whilst we have no legal responsibility to address the behaviour of our children outside school, any issues which affect their welfare may become our concern. In such circumstances Embsay School will endeavour to work with parents and other professionals, including the police if necessary, to address the issues to the benefit of the children and their parents. These circumstances may include:

  • Disputes which begin in school and continue outside school on an evening or weekend
  • Bullying
  • Complaints from the local community about the behaviour of children who attend our school

Records

The school uses an electronic system (CPOMs) to record, inter alia, incidents of behaviour.  This allows patterns of behaviour to be identified and monitored, as well as allowing monitoring of behaviour generally by the headteacher. Governors receive a regular update on this through the headteacher’s report.

Roles and Responsibilities

Governors

 • The governing body has the responsibility to establish the guidelines on standards of discipline and behaviour, and to review their effectiveness.

  • To support the Headteacher in adhering to these guidelines.

 • To monitor the rate of exclusions and to ensure the policy is administered fairly and without discrimination.

 • To have a discipline committee to consider any appeals in regard to exclusion.

 The Senior Leadership Team

  • The SLT is responsible for reviewing this behaviour policy in conjunction with the governing body.
  • The SLT will ensure the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure that rewards and consequences are applied consistently.
  • To consistently implement the school behaviour policy under the School Standards and Framework Act 1998, by supporting staff and setting the standard of behaviour.
  • The SLT will also offer appropriate training in behaviour management for staff, and the impact of special educational needs and disabilities (SEND) and mental health needs on behaviour, to any staff who require it, so they can fulfil their duties set out in this policy. They will also ensure this policy works alongside the safeguarding policy to offer pupils both sanctions and support when necessary. They will also ensure that the data from the behaviour log is reviewed regularly.
  • SLT will give any fixed-term exclusion to individual children for serious acts of misbehaviour.
  • For repeated or very serious acts of severe misbehaviour, the Headteacher may permanently exclude.

Staff

Staff are responsible for:

    • Implementing the behaviour policy consistently.
    • Creating a calm and safe environment for pupils.
    • Establishing and maintaining clear boundaries of acceptable pupil behaviour.
    • Modelling expected behaviour and positive relationships.
    • Communicating the school’s expectations, routines, values and standards through teaching and in every interaction with pupils.
    • To ensure transitions between activities and buildings are orderly and the children walk and use quiet voices when inside
    • Providing a personalised approach to the specific behavioural needs of particular pupils.
    • Considering their own behaviour on the school culture and how they can uphold school rules and expectations e.g. by ensuring all communication is positive and appropriate.
    • Being actively engaged in learning and have a professional manner and appearance at all times. 
    • Recording behaviour incidents on CPOMS.
    • Speaking to parents following incidents or repeated incidents of unacceptable behaviour
    • Challenging pupils to meet the school’s expectations. To seek additional support and guidance from Senco/Pastoral/Intervention Lead or Headteacher.
    • Having discussions with parents about progress or discuss any concerns about a child in their class. 
    • The senior leadership team will support staff in responding to behaviour incidents.

Parents and Carers

Parents and carers are expected to:

  • Get to know the behaviour policy and offer support to decisions made in accordance with this policy.
  • To work in partnership with school, so that children receive consistent messages about how they behave at home, school and within the community. 
  • Support their child in adhering to the pupil code of conduct and the behaviour policy.
  • Inform the school of any changes in circumstances that may affect their child’s behaviour.
  • Discuss any behavioural concerns with the class teacher promptly.
  • Take part in any pastoral work following misbehaviour (for example: attending reviews of specific behaviour interventions).
  • Take part in the life of the school and its culture.
  • Ensure that their child is able to wear the correct uniform at all times.

The school will endeavour to build positive relationships with parents and carers by keeping them informed about developments in their child's behaviour and the school’s policy, and working in collaboration with them to tackle behavioural issues.

Pupil Code of Conduct

The school’s behaviour approach is based on the principles of SCARF and Restorative Practice. This allows children to learn how to behave acceptably in and around school.

Pupils are expected to:

  • Help to create an environment in which trust, kindness and respect are valued by all.
  • Recognise the importance of SCARF (the traits of safety, caring, achievement, resilience and friendship) through compassion, consideration, co-operation and courtesy.
  • Be encouraged and praised for good work and behaviour.
  • Become self-disciplined.
  • Show respect for all adults and other pupils of the school community.
  • Accept responsibility for their own behaviour and for the decisions they make.
  • Appreciate the importance of adhering to rules.
  • Respect the environment and other people’s property.
  • Show respect to members of staff and each other.
  • In class, make it possible for all pupils to learn.
  • Move quietly around the school.
  • Treat the school buildings and school property with respect.
  • Accept sanctions when given.