Behaviour Policy

Rationale

Our behaviour policy identifies the range of strategies our Academy will employ that will make our school vision and values a reality.

Principles

We recognise that understanding emotions is a key aspect of understanding and managing behaviour.

We understand that behaviour is a form of communication.

Our approach ensures that the development of positive social, emotional and learning behaviour is at the heart of our behaviour policy.

We embrace a relationship-based approach to learning. We place emphasis on strong relationships as a priority in our signature pedagogy: we build positive, caring and trusting relationships between children and staff, pupils with their peers and between school and parents.

All pupils can learn to develop habits of positive behaviour to support their learning and that of others. are clear consequences for actions but there is always time for calming and reflection.

We are consistent in our application of the behaviour policy and in recognising those children that need additional support and encouragement.

Expectations

Everyone understands the principles described above, and as such supports the development of all children in their learning about their behaviour and the behaviour of others.

Everyone exemplifies behaviour that reflects school values of kindness, respect and responsibility.

Ready to Learn

‘Ready to Learn’ recognises that staff assist pupils to be ready to learn, and this includes ensuring

children’s health and well-being are considered and prioritised as they know and care for the children.

The ‘Ready to Learn’ approach is underpinned in the school’s values: kindness, respect, and responsibility. Demonstrating the school values supports the culture of a readiness to learn for all pupils.

• Show respect for others by valuing the protected characteristics of others, the opinions of others, feelings of others and the unique character of others
• Be responsible for their own behaviour for learning and the learning of others; recognising that being responsibility is to undertake a job or duty.
• Be kind to others

Every pupil in every class will be expected to adhere to the expected behaviours showing they are ‘Ready to Learn’; this means they will value their own learning by:

• Moving around the school and into classrooms calmly and quietly (“Thank you”)
• Being ready to listen in silence when asked (3,2,1, “Ready”)
• Contribute positively and respectfully (example: hands up)
• Listen to others when they are speaking (looking and still)
• Settling to task quickly (Class Teachers to share time frames)
• Completing tasks as instructed (example: silent, quiet, talk / independently, paired, group)

The role of parents can support positive behaviour and a readiness to learn.

We also expect our parents and carers to:

• Promote positive attitudes towards school and support children with home
• Ensure children are ready to learn, which includes eating breakfast before school starts, a good night’s sleep, being dressed in school uniform and have the correct equipment/resources they need for school.
• Ensure children arrive to school on time and be collected at the end of the day on
• Communicate any concerns or important information to the

Successful Learners

Pupils will demonstrate the characteristics of being a ‘Successful Learner’ and these will be highlighted and celebrated through the distribution of stickers and specific feedback/praise to the whole class.

The Successful Learner characteristics are: curiosity, motivation, metacognitive thinking, resilience, reflectiveness, and self-regulation.

We believe that the characteristics of ‘Successful Learners’ are part of children’s development in their readiness to learn.

Recognition and Rewards

All school staff use will implement a range of rewards, including certificates, to further recognise achievement and encourage children’s positive behaviour:

• Honours Book
• Star of the Week
• House Points
• Recognition stickers to highlight and support community prompting for discussion about successful learning
• Verbal recognition, praise and encouragement

Staff to regularly recognise, praise and encourage appropriate behaviour.

Very special work or behaviour is noted in the School’s Honours Book and the children are celebrated.

Class teachers to nominate children each week to receive Star of the Week certificate in assembly: Reception & Key Stage 1 – 1 child

Children to receive house points for positive behaviour and achievement.

Certificates will be used for rewards.

The school houses will be:

• Blue*
• Green*
• Yellow*
• Red*

* House names to be agreed with the team when the school opens.

Consequences

We refer to our ‘Ready to Learn’ and school values (respectful, honest, trustworthy, empathetic, responsibility and kindness) throughout and then consider using a sanction.

The consequences are renewed each day with every day being a new day and a new start, unless the behaviour did not receive a consequence from the previous day’s afternoon sessions.

If a pupil refuses to accept the third consequence (3 – ‘Refocus), the teacher can exercise the right to continue educating the class in another learning space, whilst senior leadership assistance is called to support behaviour of pupil(s) through the use of a ‘red triangle’.

At the point in which a pupil’s behaviour requires support because they are refusing to leave the classroom, they may be entering or already in the stages and levels of crisis as referred to below. In this circumstance, it may be necessary to remove the pupil from the learning environment; senior leadership will be required to authorise this decision and Team Teach strategies will be used. Team Teach positive handling will be used if the child is unsafe to themselves, unsafe to others or they are preventing the learning of others / their behaviour is prejudicial to the learning of others. A ‘red triangle’ message to members of SLT can be used to support this process.

Continual challenging behaviour is monitored using ‘ABC sheets’ which allow staff to develop insight into pupil triggers and how to better manage behaviour pre-escalation.

Inappropriate behaviours are listed by categories of severity in Appendix 1. Behaviour detailed in categories 4 and 5 would be automatically considered for suspensions or permanent exclusion.

As part of the Cabot Learning Federation alternatives to exclusion agreement can, when required, place students in to other CLF schools in response to either one-off serious incidents of behaviour or in response to persistent failure to follow the academy’s rules.

Our Exclusions Policy details further details on the rationale and procedures supporting suspensions and permanent exclusions.

The Academy will always take into account SEND and the circumstances of other vulnerable students in implementing any aspect of the Behaviour Policy and are committed to working in partnership with parents/carers, the Local Authority and other services where it is recognised that a student’s behaviour places them at risk of exclusion and whereby alternative provision may be required. In the case of pupils with a statement of SEND or Education Health-Care Plans (EHCP), the academy will always consider requesting an early annual review or interim/emergency review.

Stages and Levels of Crisis

The model for stages and levels of crisis:

The table below provides the stages and suggested responses to support de-escalation:

Resolving Conflict

At Airfield Primary Academy we teach children to resolve conflicts in a calm and respectful way. We train children to help ‘resolve disagreements’ and hold restorative conversations with adults and children.

We believe it is important to promote mutual respect and eliminate ’hit-back’ reactions which often cause further problems.

We encourage children and parents to have a positive view of school and all members of our school community.

The support of parents in achieving this aim is crucial.

Restraint/Positive handling

The safety of all students is paramount at all times.

There are times during the school day when it is entirely appropriate for adults to use physical contact with students, for example, when demonstrating teaching in P.E, supporting learning or administering first aid.

Should the actions of a child be prejudicial to the education of others, endanger the safety of themselves or others, positive handling (Team Teach) strategies will be considered and employed where deemed appropriate, in accordance with the Team Teach training and guidance.

Any Team Teach interventions which are used will be recorded in the Red Number and Bound Book.

Child on child abuse

“Child-on-Child abuse can be motivated by perceived differences e.g., on grounds of race, religion, gender, sexual orientation, disability, or other differences. It can result in significant, long lasting, and traumatic isolation, intimidation, or violence to the victim. Children who harm others may have additional or complex needs e.g., significant disruption in their own lives, exposure to domestic abuse or witnessing or suffering abuse, educational under-achievement, being involved in crime. It should be recognised that child on child abuse is harmful to both the perpetrator and the victim.”

Child on child abuse can be a one-off incident. Bullying (see section 12) would be considered as repeated child on child abuse.

When child-on-child abuse is disclosed or witnessed at Airfield Academy Academy, the incident is recorded on CPOMS or on a safeguarding referral form at the earliest opportunity. This incident must be categorised on CPOMS as child-on-child abuse, if this is not accurate incident logs will be edited by a member of the Safeguarding Team.

All staff involved in the child-on-child incident will follow the behaviour policy, taking each incident seriously through investigation of the facts. It is essential that pupil voice of both the victim and perpetrator is gathered, and all parents/carers are informed of incidents in a timely manner.

If the incident cannot be managed, in the moment, through the behaviour policy and is assessed as an immediate significant risk, staff must report instantly to a member of the senior leadership team through use of a red triangle or radio for support.

Assessment process of child on child:

The DSL (Craig Jones) and DDSL’s (TBC) will assess all child-on-child incidents in weekly and termly strategic safeguarding meetings. Using our knowledge of the child and their family circumstances/ history, we are looking for:

• repeat incidents and signs of bullying,
• level of harm/ risk to the victim and wider peer groups, including physical and mental health considerations,
• previous intervention and behaviour management strategies,
• contextual safeguarding considerations,

The assessment process will include action planning and review timescales, with all child-on-child incidents ‘assigned to’ a case lead on CPOMS, which could be member of the principal team, and/or Safeguarding Team. The safeguarding team review all child-on-child incidents termly when compiling the end of term safeguarding report, which is reviewed in Academy Council Link meetings with Academy Councillor, (TBC).

Response to victims of child-on-child abuse:

Timely ‘post incident’ support is provided to the victim, considering pupil voice through our care personally approach.

Support may include, but not be limited to:

• internal referrals to the Inclusion Team,
• increased monitoring by Class Teachers, Learning Partners and SMSA’s,
• Thrive and/or Family Support work,
• communication with the victim’s family
• planned restorative work with the perpetrator (if pupils agree and the Safeguarding Team assess as appropriate),
• external referrals where appropriate e.g to EMHP,
• sharing information with external professionals where appropriate g., social care, early help, CAMHS.

Response for perpetrators of child-on-child abuse:

Timely ‘post incident’ support is provided to the perpetrator, considering pupil voice through or care personally approach. Support may include but not limited to:

• internal referrals to the Inclusion Team,
• increased monitoring by Class Teachers, Learning Partners and SMSA’s,
• Thrive and/or Family Support work,
• communication with the perpetrator’s family
• planned restorative work with the victim (if pupils agree and the Safeguarding Team assess as appropriate),
• external referrals where appropriate e.g. to EMHP,
• sharing information with external professionals where appropriate g., social care, early help, CAMHS.

Consequences for child-on-child abuse:

As well of the child-on-child ‘post incident’ support options outlined above, Stage 6 of the behaviour policy, ‘Rebuild’, may be applied by the Senior Leadership Team and/ or Safeguarding Team, following persistent and or significant child-on-child incidents, the perpetrator’s behaviour will be closely monitored and supported for improvement.

The following actions may be considered:

• Meetings with parents/ carers
• Risk Assessment and contextual safety planning
• ‘ABC’ sheets and/or Pupil Passports
• In-class behaviour chart and plan
• Daily behaviour report ‘Principal report’
• Temporary managed moves
• Internal / External Suspensions
• Permanent exclusions

Anti-Bullying

Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online (Anti-Bullying Alliance).

Our school’s policy for the prevention of bullying is based upon four views:

• Bullying has no place in our school.
• When bullying happens, it is always right to tell.
• We will not ignore bullying and swift action will be taken by all staff to support the victim and then supporting the perpetrator towards improved behaviour.
• We will use preventive anti-bullying behaviour strategies to avoid bullying happening in the first instance.

The academy will appoint a designated anti-bullying officer, from the safeguarding team, to coordinate the response to identified anti-bullying.

Preventive anti-bullying behaviour strategies:

Ensure that the supervision of children in our care is effective.

All staff to encourage positive play during break times.

Incorporate a mindful approach (Jigsaw) to PSHE through personal, social, health and economic education with emphasis on emotional literacy, mental health and SMSC, especially spiritual development.

Address bullying openly through direct teaching.

Provide and develop, through the delivery of the curriculum, pupils’ understanding of diversity. This may include visits, visitors and media.

Celebrate diversity within classroom environment and assemblies.

Staff refer to the school values and zones of regulation to support positive and constructive language.

Adults to role-model challenge and negotiation in the classroom.

Provide a safe environment that allows children to share concerns and worries with children and adults at an early stage.

Educate children about the impact bullying has on others.

Undertake pupil conferencing to support review of pupil voice in school.

Record any incidents which may be viewed as bullying on CPOMS.

Bullying Response Strategies:

All staff adhere to this behaviour policy, with particular reference to consequences.

Tell everyone involved in our school about our attitudes to bullying and our procedures for dealing with it.

Deal with any incident of bullying by talking to everyone involved keeping written records on CPOMS and informing parents.

Parents/carers of the aggressor and victim will be kept informed of incidents and outcomes and will be communicated with them and with both the safeguarding team and colleagues who work regularly with the pupils involved.

Teaching team to provide support and education (curriculum) to improve healthy relationships as part of response to bullying.

Policy Review:

This policy will be reviewed by September 2027

Appendix 1: Inappropriate behaviour

The following is a table of some of the inappropriate behaviours that children may display. We have categorised them into behaviours we consider to have similar levels of impact and negativity. Sanctions and consequences for any behaviour are always considered in the context of how the behaviour was exhibited.