Behaviour Policy

1. POSITIVE BEHAVIOUR POLICY


1.1. Rationale
JESS sets high standards of behaviour. Clearly communicated expectations, guidelines and consistent methods of managing behaviour form the basis of our philosophy for promoting successful behaviour.
We believe that:
 All staff and students have the right to work in a safe, orderly and supportive environment, which is free from distraction and where they feel respected and valued.
 It is the role of the staff to encourage individuals to become more responsible for their actions, attitudes and values and accept the consequences of their actions.
 The majority of motivation for students to effectively manage their own behaviour should be intrinsic.
 All members of the JESS community should always be respectful and polite.
1.2. Expectations:
 Staff are responsible for the welfare, discipline and appearance of the students within their teaching area and around the school
 Staff should not allow the behaviour of an individual to have a detrimental effect on the groups’ learning
 Staff are professional at all times and never use unnecessary force, language or behaviour
 Staff should model and promote the following behaviour expectations at the beginning of and throughout the school year. These will form the basis of the expectations of the child’s behaviour.
 Students should demonstrate:
Good Listening
Honesty
Kind and helpful citizenship
Tolerance
Effort
Accountability
Responsibility
Respectfulness
 The appendices contain the personalised behaviour procedures for both primary and secondary. Staff should make themselves aware of these.
1.3. Behaviour Management
Throughout JESS, consistency of behaviour management is achieved by staff knowledge and consistent practice of both whole school policy and behaviour procedures for both Primary and Secondary.
 Ensuring any personalised behaviour procedures are consistent across a Year Group complying with the rationale and expectations of both the JESS behaviour policy and the Primary and Secondary behaviour procedures
 Having a clear behaviour policy that is shared with parents.
1.4. Feedback
In addition we believe that feedback plays a critical role in shaping all outcomes at JESS and should be consistent in its usage whether given for academic achievement or behaviour management.
All feedback should be specific to help pupils understand the effectiveness of their choices, ultimately supporting the ability of JESS children to be:
 ‘intrigued by mistakes, enjoy effort, and keep on learning. That way children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.” Carol Dweck ‘How You Can Fulfil Your Potential’


2. Anti-Bullying Policy


2.1. Rationale:
JESS aims to ensure that all students learn in a mutually supportive, caring and safe environment without fear of being bullied. Bullying is an anti-social behaviour and is recognised as deliberate, hurtful behaviour which is repeated over a period of time.
We believe there are three main forms of bullying:
 Verbal: e.g. name calling, teasing, insulting, writing notes, making threats or abuse of any kind, including online or by electronic media.
 Physical: e.g. hitting, kicking, spitting, removing belongings, damaging property;
 Emotional: e.g. ostracising, tormenting, spreading rumours, gesturing;
2.2. Expectations:
 Staff work to sustain an environment which inherently assumes a culture of mutual self-respect within which bullying is not tolerated.
 Close day to day working relationships between staff and students should facilitate relaxed and open contact where such disclosures can readily take place.
 Staff should promote awareness of the nature of bullying through the curriculum e.g in PSHE, tutorials, assemblies, circle times and subject areas where appropriate to prevent such behaviour.
 All staff should consistently follow the bullying report process (below) for Primary and Secondary.
2.3. Management of anti – bullying
 Bullying is not tolerated at JESS and any reports of bullying will always be taken seriously, following the bullying report process which is closely linked to our behaviour procedures.
 Confidentiality and sensitivity are essential in all reported cases of bullying
 We will keep an open mind. Bullying can be difficult to detect, so a lack of staff awareness does not mean bullying has not occurred
 The Senior Leadership Team have a responsibility to ensure staff are kept up to date with current bullying trends, identification and support for bullies and victims through appropriate training.
 Pupils will be regularly informed that as well as their Class Teachers/Form Teacher/Subject Teacher the following staff will be available for discussion if any issue is bothering them:
Jumeirah
Primary
Secondary
The Headteacher
The Headteacher
The Headteacher
The Deputy Headteachers
The Deputy Headteachers
The Deputy Headteachers
The School Nurse
The School Nurse
The School Nurse
The School Counsellor
The School Counsellor
The School Counsellor
 Together with the appropriate SLT member, a plan of action designed to support the victim and reform the behaviour of the bully will be issued and implemented
 In any case of bullying the student should continue to be monitored after action has been taken.
2.4. Review and Development
This policy will be reviewed and developed by the Assistant Headteachers/Deputy heads of both primary and secondary on an annual basis.
2.5. Bullying Report Process
Non negotiable
All alleged reports of bullying are:
 Taken seriously and carefully recorded.
 Fed back to the class teacher/form tutor who, in conjunction with the DHT/AH completes the following process.
YGL/HoY/FT & CT must
gather all evidence, investigate and decide...
*DH/AHT must be kept informed and involved as appropriate.
Is this a one-off incident?
Does this constitute bullying (as per the School Definition)?
Yes No Yes
 Decide on a course of action.
 Let parents know.
Constitutes
Stage 1 BIF. (Prim)
iSAMS entry (Sec)
Form a plan of action that ensures the following areas have been covered. That:
 All teachers are aware of what has happened, who is involved and what is being done.
 There are suitable consequences/sanctions for the bully and support strategies for the victim.
 Parents and children of both bully and victim must be made aware of the outcome.
 Any curriculum support deemed necessary has been set up. For example:
o Circle time
o Buddies
o Special assemblies
o Social stories
o Designated staff – DHT/AH, Nurse
 Check-in points have been established with the children/parent involved to ensure the situation has stopped and that both victim and bully have slotted back into school life.
Primary Stage 2/3 of Behaviour Disciplinary process. A record has been attached to child’s iSAMS profile.
Secondary: iSAMS entry

 

3. PRIMARY DISCIPLINE POLICY


3.1. Primary Disciplinary Behaviour Procedures – For Staff
(Nothing in these procedures precludes immediate action by the Head Teacher in response to any given incident.)
Context of Primary Disciplinary Behaviour Procedures:
 Unacceptable behaviour choices are not tolerated at JESS.
 JESS operates a positive behaviour philosophy where children are supported in understanding and achieving our high expectations of behaviour.
 We operate within a context of ‘catching children being good’ and building on the positives. We praise the effort that a child makes.
 Each class revises the Golden Rules at the beginning of every academic year so that all children are clear of JESS expectations.
 We routinely reward children intrinsically for making pleasing behaviour choices.
 We aim to resolve such issues as quickly as possible by using a combination of choices and consequences to empower the child to make correct behaviours choices.
 These Disciplinary Procedures are used when a child’s behaviour falls outside of the acceptable code of conduct at JESS.
 All Year Groups use a basic ‘two strikes and you’re out’ approach to behaviour management. In Foundation this is better known as the 1, 2, 3 approach.
1. Verbal warning: ‘if you do that again you will have to ...’
2. Reminder warning: ‘if you do that again you will have to ...’
3. Action: ‘you have done X again so I am ...’
3.2. Summary of Behaviour Procedures – For Staff
Level One
Level Two
Description
The trigger for receiving a Behaviour Identification Form (BIF) is either:
1. A one off, misdemeanour. Classified at a level above and beyond day to day behaviour norms. E.g.- physical behaviour, name calling, deliberate refusal to comply etc.
2. A series of up to three low level ‘background disruption’ misdemeanours. These behaviours may not manifest as the ‘one offs’ described above. These on-going behaviours are never the less troublesome and need tracking / resolving.
E.g. talking when the teacher has asked for silence, choosing not to do as they are told.
The trigger to move to Level Two: Receiving the third BIF within a six week period.
Response to Child
Staff member who responded to incident:
 Makes desirable behaviour explicit to child and reprimands verbally.
 Ensures child verbally identifies desirable behaviour, articulates reasons why their behaviour choice was poor and what the consequences of their poor behaviour resulted in.
Completes Behaviour Incident Form (BIF). Sends to class teacher if Specialist. Year Group Leader (YGL) and Deputy Head Teacher (DHT) copied in for information.
Staff member carries out response as at Level 1 but also endeavours to understand the reason for poor behaviour.
 Ensure eye sight /hearing checked.
 Ensure child is at least on Oasis radar - if only for information.
iSAMS Log
Class teacher keeps electronic copies of BIFs.
Class teacher keeps electronic copies of BIFs.
Level One
Level Two
Communication with Parents
Foundation and KS1:
 Class teacher (CT) lets parent know informally – ideally face to face at pick up.
KS2:
 Teacher who responded to let parents know informally- pick if possible, phone call or Homework diary.
Staff member concerned:
 Meets parents formally with CT or YGL present. YGL include TA simply to have another adult present. Use evidence of BIFs to support meeting.
 Finds out if there are any extenuating circumstances at home.
 Considers if Oasis support is needed.
During meeting the following MUST be conveyed:
1. As per JESS behaviour expectations, too many unacceptable incidents have occurred in a short space of time.
2. JESS Disciplinary Behaviour Policy is shared.
3. If the identified behaviour is repeated for a fourth time DHT will call the parents to remove the child from school for the rest of the day.
4. Formal but positive behaviour strategies will be put in place with choice and consequences and/or a reward chart.
5. There must be as much consistency between home and school re. support and sanctions.
Example of positive support:
 Reward chart with desirable behaviour clearly identified and day broken in achievable chunks of time. Intrinsic reward on successful completion.
 Role play alternative behaviour choices.
 Personalised affirmation books.
Examples of sanctions Administered by member of staff responding. The child can:
 Be sent to YGL/DHT as appropriate.
 Be given time out overseen in CA by staff member concerned.
 Miss part or all of a playtime.
 Have privileges withdrawn – e.g. Golden Time
 Never be sent to another Year Group.

Level Three
Level Four
Level Five
Description
The trigger to move to Level Three:
Receiving a fourth BIF.
If the child receives 3 further BIFs within a six week period they will move to Level 4.
The trigger to move to Level Four:
Child has received 3 further BIFs at Level 3 within a six week period.
Level 4 action Behaviour is deemed worthy of short term exclusion.
Behaviour continues despite intervention at the different levels.
Behaviour is deemed worthy of permanent exclusion.
Response to Child
Staff member carries out response as at Level 1.
Initiate formal conversation with Oasis for support and guidance. Does Oasis need to be formally involved?
Often if children have got this far on the policy, the chances increase that you are dealing with more than just poor choices.
iSAMS Log
Class teacher keeps electronic copies of BIFs.
Deputy Head Teacher follows up with letter sent home.
iSAMS log by SLT. Meeting minuted and attached to SIMs.
iSAMS log by SLT Meeting minuted and attached to iSAMS.

Level Three
Level Four
Level Five
Communication with Parents
Class Teacher and Deputy Head Teacher Invites parents in to:
 Explain child now at Level 3.
 Share (again) parent version of our Disciplinary Procedures.
 Discuss behaviour /action to date.
 Explain that a daily record document will be put in place. This may be the reward chart already in place but needs to be formally signed off by CT and DHT each day and shown to parents.
 If a fifth incident occurs child will be sent home again and child will move to Level 4.
Key headlines of meeting and action agreed logged on BIF.
Sanctions continue as at stage 2 level.
Head Teacher and one other member of SMT meet with parents.
Explore and/or implement further action including short term exclusion.
Short term exclusion or equivalent.
Director informed.
Head Teacher and Director meet with parents.
FORMAL FIXED TERM EXCLUSION OR PERMANENT EXCLUSION.
Director informs Board of Governors.

3.3. Primary Disciplinary Behaviour Procedures – For Parents
(Nothing in these procedures precludes immediate action by the Head Teacher in response to any given incident.)
 Continued unacceptable behaviour is not tolerated at JESS.
 JESS Disciplinary Procedures are used when a child’s behaviour falls outside of the acceptable code of conduct at JESS.
 We aim to resolve such issues as a quickly as possibly by using a combination of choices and consequences to empower the child to make correct behaviours choices.
 JESS operates a positive behaviour philosophy where children are supported in understanding and achieving our high expectations of behaviour.
 We operate within a context of ‘catching children being good’ and building on the positives.
 Each class revises the Golden Rules at the beginning of every academic year so that all children are clear of JESS expectations.
 We routinely reward children intrinsically for making pleasing behaviour choices. We praise the effort that a child makes.

3.4. Summary of Behaviour Procedures – For Parents
Level One
Level Two
Description
The trigger for receiving a Behaviour Identification Form (BIF) is either:
1. A one off, misdemeanour. Classified at a level above and beyond day to day behaviour norms. E.g.- physical behaviour, name calling, deliberate refusal to comply etc.
2. A series of up to three low level ‘background disruption’ misdemeanours. These behaviours may not manifest as the ‘one offs’ described above. These on-going behaviours are never the less troublesome and need tracking / resolving.
E.g. talking when the teacher has asked for silence, choosing not to do as they are told.
The trigger to move to Level Two: Receiving the third BIF within a six week period.
Communication with Parents
The class teacher and Year Group Leader will meet with parents to convey that as per JESS behaviour expectations:
1. Too many unacceptable incidents have occurred in a short space of time.
2. A formal but positive behaviour strategy will be put in place using a choice and consequences approach and/or a reward chart.
3. We will ensure there is as much consistency in approach between home and school as possible.
4. If the identified behaviour is repeated for a fourth time the Deputy Head Teacher will call the parents to remove the child from school for the rest of the day.

Level Three
Level Four
Level Five
Description
The trigger to move to Level Three:
Receiving a fourth BIF.
If the child receives 3 further BIFs within a six week period they will move to Level 4.
The trigger to move to Level Four:
Child has received 3 further BIFs at Level 3 within a six week period.
Level 4 action Behaviour is deemed worthy of short term exclusion.
Behaviour continues despite intervention at the different levels.
Behaviour is deemed worthy of permanent exclusion.
Communication with Parents
Class Teacher and Deputy Head Teacher meet with parents to:
 Confirm child is now at Level 3.
 Discuss behaviour /action to date.
 A daily record document will be put in place. This may be the reward chart already in use but it now needs to be formally signed off by CT and DHT each day and shown to parents.
 If the child receives 3 further BIFs within a six week period they will move to Level 4.
Sending the child home at Level 3 is at JESS discretion on a BIF by BIF basis.
Head Teacher and one other member of SMT meet with parents.
Explore and/or implement further action including short term exclusion.
Short term exclusion or equivalent.
Director informed.
Head Teacher and Director meet with parents.
FORMAL FIXED TERM EXCLUSION OR PERMANENT EXCLUSION.
Director informs Board of Governors.