Newtown aims to create conditions in which our children can reach their full potential physically, emotionally, spiritually, behaviourally and academically. We encourage our children to feel valued and to learn to respect others. The school continues to work at developing the partnership between parents, governors and outside agencies to contribute to the education of our pupils.
UNICEF Rights Respecting Schools Award
At Newtown, we are beginning a journey to become a UNICEF Rights Respecting School. As a staff we are fully committed to this journey and creating the conditions for a rights respecting culture of mutual respect and cooperation. Children will learn about their rights as identified in the United Nation’s Convention on the Rights of the Child. They will also learn that they have to respect the rights of all others within their school, local community and the global community.
2. Equal Opportunities
Newtown is a school of equal opportunities. All children and adults no matter what age, creed, colour, religion or gender are treated as equals and this is promoted at all times.
3.1 Nurturing Positive Behaviour
Following whole staff training on the Webster-Stratton Approach we believe in fostering positive behaviour across the school. The teaching pyramid from How to Promote Children’s Social and Emotional Competence by Carolyn Webster-Stratton has been used as the framework for this (Appendix 1).
3.2 Skills and Strategies
All our teachers, Group Leaders and Teaching Assistants have an array of positive behaviour management strategies in place and these are assessed regularly during observations. The involvement of parents is key and opportunities are available to train parents in the same approaches through the Incredible Years parenting group.
3.3 Empathy, Attention and Involvement, Play, Problem Solving, Listening and Talking
Whilst it is difficult to give enough individual attention in a large class all of our teaching and support staff try hard to make time for children and give them individual attention where needed. The role of our Children’s Ambassador and nurture work is specifically designed to dedicate time to children who may need more attention in this area.
3.4 Praise and Encouragement,
Praise should always be clear and specific and the staff should make sure that children know exactly what it is they are being praised for. There are multiple opportunities for praise across the school including, verbal praise and stickers.
3.5 Incentives and Celebrations
The highlight of the week is always the Superstars Assembly on a Friday where we celebrate,
• Up to 4 superstars from each class and why they have been chosen
• Lunchtime superstar for lunch hall behaviour
• Playground Superstars for good behaviour in the playground
• The Caring Cups which are awarded to one child from each class based on the week’s caring target
• Walk to school awards
• Birthdays at the end of each month
• Any certificates or achievements from outside school.
In Key Stage 1 the children have marble jars and any child or group of children who have done something good can have a marble added to the jar. When there are 90 marbles in the jar the whole class will receive a reward. The reward will have been picked by the children in advance but an examples might be a trip to buy a book for the class, a tea party or trip to the park.
3.6 Clear Limits and Classroom Structures
We have four simple rules across the pre-school, early years department and school. The rules are displayed (with graphic images for non-readers) around the whole school and discussed with the children frequently. The rules are:
1. We keep our hands and feet to ourselves
2. We listen to what other people say
3. We walk indoors
4. We share
3.7 Non-Verbal Cues, Positive Verbal Redirection, Distractions & Re-Engagement Strategies
This forms a vital part of the Webster-Stratton approach and is part of the daily classroom management of our teaching and support staff. It is important for parents and visitors to note that sometimes it is best to ignore low level disruption rather than give children attention for negative behaviour.
3.8 Reminders of Expected Behaviour, Warning of Consequences
If none of the above methods have worked then children are given a verbal reminder of what is expected of them and warned of what will happen next.
Consequences are age appropriate so in most instances it will involve the child and adult working together to put things right, for example picking things up that have been tipped out or thrown. If there is any physical or verbal abuse to another child then the Time Out method is used. Once the consequence has been faced then no further action is necessary.
It is important to note at this point that every day starts with a ‘clean sheet’.
Children with specific difficulties
Consequences will be variable dependent upon the level of development and understanding of the child. Children with specific issues, such as ASD or ADHD, will usually have their own specific behaviour plan with expectations and consequences for all staff to work from.
All incidents are recorded in Behaviour Books, there one in each Key Stage 1 classroom, one in the Early Years Department, one in the office for break and lunchtimes. All incidents of aggression or hurting are recorded so patterns can be identified. The entries are collated half-termly and form the basis of a report that goes to the SENCO, SLT and Governors for reflection and interventions to be put in place. These are also discussed at staff meetings.
If there is repetition of inappropriate verbal or physical behaviour and a pattern is seen to have formed then STAR (Setting, Trigger, Action, Response) Charts are kept on individual children and form a basis for ongoing reflection and intervention.
At Newtown we keep records of incidents and if a pattern is shown to be forming then intervention may be put in place. The interventions may include,
• Social skills work with the Children’s Ambassador or in class
• Home / School diaries to keep parents or carers informed
• A Provision Map
• Supervision at playtimes or lunchtimes
• External support or placement at the Pupil Referral Unit
• Statutory Assessment for Special Educational Needs
3.12 Physical Intervention / Positive handling
Our policy on physical intervention/positive handling complies with LA Guidance, ‘The Use of Force to Control or Restrain Pupils’ November 2007. Staff must only ever use physical intervention as a last resort, eg. when a child is endangering him/herself or others and that, at all times it must be the minimal force necessary to prevent injury to another person. Any incident that leads to a child being restrained or positively handled should be recorded and signed by a witness. Staff who are likely to need to use physical intervention should be appropriately trained. We understand that physical intervention, of a nature which causes injury or distress to a child, may be considered under child protection or disciplinary procedures.
Team Teach at Newtown
The starting point should be that all other strategies have failed, and it is as a last resort that restrictive physical interventions are used. However physical contact can, and should be used positively as an act of care and to reinforce relationships. Restrictive physical intervention should only be used when there is a need to support, demonstrate care and as part of a planned intervention with the long term aim of helping pupils develop skills which will make physical intervention less likely in the future. Restrictive physical intervention may be used in immediate crisis situations but there after must be reviewed and written into a behaviour support plan. Physical intervention can be upsetting for staff as well as pupils. Both will need time to recover and opportunities to review at a level appropriate to them. Staff debrief is also key to considering what happened / why, planning supports for the future and hopefully avoiding other incidents
3.13 Role of the staff
All staff should follow the School’s behaviour approach and record any incidents appropriately. If a member of staff has any longer term concerns about a child’s behaviour they should report them to the member of staff responsible for behaviour management in their area. All staff should be sensitive to the age and abilities of individual children and understand that all behaviour is a form of non-verbal communication.
3.14 Role of the member of staff responsible for behaviour management
The member of staff responsible for behaviour management should keep an overview of the behaviour of children in their allocated area (see Appendix 3 for named staff members). This should involve the regular weekly monitoring of the Behaviour Books and logs for the children in their care. Any patterns that emerge should be reported to the Headteacher.
3.15 Role of the Headteacher
The Headteacher should keep an overview of the behaviour of all the children attending Newtown both in class and during child initiated play or break and lunchtimes. If a child’s behaviour is showing a pattern of disruptive or hurtful activities then the Headteacher should work with the parents, class teacher, group or pre-school leader and Children’s Ambassador to identify ways to support the child and improve behaviour.
3.16 Role of the Governors
The Governors should monitor the children’s behaviour through the termly curriculum meeting reports, Headteacher reports and SEN reports. They may also have to sit on the Pupil Discipline Panel (see 4.6)
3.16 Role of Parents
Children at Newtown are encouraged to talk to grown-ups in school if they have any concerns, however if parents have any concerns about behaviour they should not hesitate to contact either the Headteacher or Deputy Headteacher.
At Newtown we always work in partnership with parents and will keep them informed of serious incidents. We believe that children do not need to be ‘double sanctioned’ for issues that have been dealt with at school but inform parents so that they can talk to their children about any behaviour issues and reinforce positive strategies at home.
Parents should note that issues in the playground before and after school are their responsibility and the school cannot deal with anything that arises.
At Newtown we care about our learning, each other and our world.
Fixed-Term and Permanent Exclusions
4.1 We do not wish to exclude any child from school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion, and the standard guidance, Exclusion from maintained schools, academies and pupil referral units in England (DfE, January 2015). We refer to this guidance in any decision to exclude a child from school. The relevant internet address is: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/386288/Exclusion_from_maintained_schools__academies_and_pupil_referral_units_in_England.pdf
4.2 Only the Headteacher (or the acting Headteacher) has the power to exclude a child from school. The Headteacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the Headteacher may exclude a child permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
4.3 If the Headteacher excludes a child, she informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.
4.4 The Headteacher informs the LA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.
4.5 The Governing Body itself cannot either exclude a child or extend the exclusion period made by the Headteacher.
4.6 The Governing Body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.
4.7 When an appeals panel meets to consider an exclusion, they consider the circumstances in which the child was excluded, consider any representation by parents and the LA, and consider whether the child should be reinstated.
4.8 If the governors’ appeals panel decides that a child should be reinstated, the Headteacher must comply with this ruling.