POLICY
BEHAVIOUR AND DISCIPLINE
AT SCHOOL
THE ROLE OF THE LOCAL EDUCATION AUTHORITY (LEA)
The LEA values all children equally regardless of their abilities or disabilities. The significant challenge which school staff face when children present with difficult or confrontational behaviour is well understood. The LEA also recognises the mental health needs of some young people whose behaviour may not be challenging to others but is focussed inwardly upon themselves.
Difficult behaviour sometimes results from unidentified or unmet special educational needs; the complex relationship between the curriculum and the behaviour of pupils is also well known. An inappropriate or insufficiently differentiated curriculum may lead to difficult behaviour from some pupils and therefore dealing with behaviour in isolation is unlikely to be effective.
Inwardly directed behaviour may manifest itself through extreme passivity and isolation or, in some instances, some form of self-harm. Staff need to be alert to the needs of such pupils in order that appropriate support and guidance may be provided.
In respect of behaviour and discipline the LEA has a responsibility to:
q provide guidance to schools on policies regarding behaviour, discipline and physical restraint
q provide guidance to school staff regarding classroom issues
q provide support and advice to schools about individual pupils
q ensure there are sufficient training opportunities for school staff
q monitor the effectiveness of school policies
q liaise with other agencies in order to provide co-ordinated support to pupils, their families and schools.
For the purposes of this document the term parent is used to identify those persons, including the local authority, who have parental responsibility. Parental responsibility is defined in the Children Act 1989. A definition of who is a “Parent” is set out in DfEE guidance ref:0092/2000.
The policy model adopted by the LEA has three key elements:
Ø Philosophy: relevant basic beliefs
Ø Principles: broad guidelines – general statements derived from the beliefs which can be interpreted by policy users to guide practice
Ø Practices: practical details – operating routines and actions derived from the principles which cover the most common areas of policy application or critical events
Updating of the policy and evaluation of its implementation will be undertaken through regular review by the LEA in consultation with teachers and headteachers, with due reference to initiatives and targets set out in the Education Development Plan and in the light of any changes introduced by Government.
The LEA:
q believes that teachers have the right to teach and be in school without threat, fear or significant interruption.
q recognises that teachers have a responsibility to act with respect for colleagues and pupils.
q believes that pupils have a right to learn and be in school without threat, fear or significant interruption.
q recognises that pupils have a responsibility to act towards others without threat, menace or imposition.
q acknowledges that pupil behaviour and discipline at school is fundamental to raising standards of educational achievement and increasing social inclusion.
q endorses whole school behaviour policies that include a range of positive strategies to encourage appropriate behaviour and provide structured approaches to deal with disruptive behaviour.
q is committed to supporting schools in tackling disruptive behaviour through training, advice and support, and providing direct intervention with pupils when appropriate.
¨ Parents have an important part to play in securing the appropriate behaviour of their child at school. Home school agreements go a long way to setting out the respective roles of parents, pupils and the school. Close working relationships between school staff and parents are essential in providing effective solutions to difficult problems.
¨ It is the responsibility of schools to provide an orderly and structured environment with a positive ethos where pupils can feel safe without fear of threat or harm from others.
¨ Schools have a key role in monitoring the welfare and well being of all pupils in their charge, referring to other agencies as is considered appropriate.
¨ The LEA will support schools in developing behaviour and discipline policies through its Educational Psychology and Behaviour Support Services.
¨ The LEA through its Educational Psychology, Behaviour Support and Education Welfare services will provide support and advice to schools regarding individual pupils.
¨ The LEA recognises the importance of close working relationships with a range of other professionals, ensuring a shared understanding of behaviour and related issues.
¨ All schools should have a policy for behaviour, discipline and physical restraint, approved by governors and shared with parents.The policy should include guidance to staff on the sensitive issue of working with parents over behaviour and related issues particularly in relation to stress, anxiety and the complexities of family circumstances.
¨ Schools should have simple systems for monitoring and reviewing the policy with the personnel involved identified and time scales included.
¨ Schools are best placed to decide upon their own internal mechanisms for tackling behaviour and disaffection. However, schools need effective and well understood arrangements to support teachers and other staff dealing with pupils who cause difficulties. Headteachers and Governors may wish to refer to DfEE circular 10/99, Social Inclusion Pupil Support (SIPS).
¨ Schools should be sensitive to behaviour which involves the use of drugs or other harmful substances and have a policy in place which reflects the interests of the whole school community.
¨ Headteachers have a duty to take measures to prevent all forms of bullying among pupils and have a policy in place which provides guidance to staff. Such a policy should also refer to racial and sexual harassment and how this should be managed. Recording systems also need to be established for instances of harassment or bullying of this kind.
¨ There should be a commitment to raising staff awareness about behaviour, discipline and restraint issues including regular reviews of school policies and the effectiveness of any rewards or sanctions which are a part of the school policy.
¨ Exclusion should only be used in response to serious breaches of the school’s discipline policy once a range of alternative strategies have been tried and failed. It should be a last resort and used only in circumstances when allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or other pupils.
¨ Schools should implement pastoral support plans in conjunction with LEA support staff when there are significant concerns that a pupil is at risk of exclusion.
¨ The use of exclusion within schools should be reviewed by the governing body on a regular basis and targets set to reduce or limit the use of exclusion.
¨ Further guidance on the use of exclusion is contained in DfEE circular 10/99
The role of other agencies.
The LEA will maintain links with other agencies in particular Health and Social Services, in order to plan effectively to support pupils, their families and schools when challenging behaviour or mental health is a cause for concern.
It is important that support is co-ordinated to ensure there is a joint approach to tackling more difficult and complex cases of disaffection or challenging behaviour.
Clear referral procedures exist to enable schools to access outside specialist support and advice when requested. Advice on accessing specialist support is also available from Educational psychologists and Behaviour Support Teachers.