Ethos & Culture Policy
Ethos and Culture Policy
September 2013 – September 2016
Ethos and Culture Policy
“I am the decisive element…my personal approach creates the climate…As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration; I can humiliate, humour, hurt or heal. .”
H. Ginnot 1972
We want to have a clear whole school approach to developing relationships, attitudes and values (ethos and culture). We aim to create an environment which gives pupils, staff and parents a feeling of pride and mutual respect, in which children are equipped to become responsible and caring members of the community.
Our School Values:
These values are embedded within our school Golden Rules:
School Rules - Golden Rules
- All pupils and staff have the right to work in an environment that is safe, friendly and fair
- Positive behaviour is taught not only as part of the PSHE curriculum but is also modelled and taught by all adults in their interactions with the children and with each other.
- Changing behaviour in school is more than implementing sanctions and rewards.
- Every child has the ability to succeed behaviourally.
- Good behaviour and a positive school climate are built upon the foundations of warm, demanding relationships.
- Learning in a classroom can only really succeed when a positive classroom climate is established. The responsibility for establishing a positive and learning effective classroom climate lies with the teacher.
- Each adult has a responsibility towards all Hart Plain children
- Each adult should be a good role model, demonstrating each of the five school values to all members of the school community
- Pupils are responsible for their own behaviours and choices they make. The role of staff is to guide the children in the choices they make and those they will make in the future
- “Discipline technique is not an answer in itself. Technique is only as good as the human relationship in which it occurs.”
- Ensure clear, consistent expectations of relationships between all members of the school community
- Ensure high expectations of ALL children and adults in ALL aspects of school life
- Encourage a calm, happy and safe environment
- Encourage independence within all members of the School community, enabling them to take responsibility for their actions
- Develop a climate of success in behaviour and learning
- Encourage self-discipline, self-control and enhance pupil self-esteem by enabling all members of the School community to recognise and respect the rights of others
- To enable conflict resolution
- To create a learning focussed stimulating environment in which children can learn effectively
Staff are responsible for:
- Promoting an understanding of the policy to the children and parents.
- Being a good role model demonstrating each of the five school values at all times.
- Providing a safe, stimulating and focussed learning environment which encourages learning to take place
- Delivering the curriculum in a challenging, well matched way ensuring success through motivation
- Promoting good working relationships with all members of the school community
- Ensuring a consistent approach in all areas of school life
Children are responsible for:
- Taking responsibility for their own learning and behaviour within school
- Understanding, knowing and demonstrating each of the five school values
- Striving for high standards of behaviour
- Arriving at school on time, ensuring they have all the necessary equipment for that day
- Ensuring that all correspondence from school reaches their parents
Parents are responsible for:
- Being aware of and supporting the school’s efforts to enact the ethos and culture policy
- Maintaining good/regular contact with the school
- Ensuring that their children are fed, clean, dressed, attend school and are equipped for the day.
- Showing an interest in their child as a learner through attending parents evening, celebration evenings and after school activities.
- Encouraging and assisting their child to complete their homework
- Treating all members of the school community with respect
Strategies for managing pupil behaviour in the classrooms and whole school areas:
- Develop warm, positive relationships with children throughout the School
- Use a range of strategies for dealing with behaviour
- Ensure a clear, consistent and fair approach at all times
- Always take into account the situation and the child before deciding on the appropriate strategy to use.
- Use the strategy that requires the least intrusive intervention for the most positive outcome and teach our children to be aware of this hierarchy of strategies
- Possible strategies;
• Using body language appropriately to convey the correct message to the children
• Correction and direction
• Using a calm voice, free from anger or aggression
• Diverting a child away from potential misbehaviour/conflict
• Descriptive praise
• Giving the children responsibilities and recognising the contribution these play to school life
• Pre-empt the situation, knowing the children, therefore being able to avoid the problem entirely
• Using conditional and unconditional positive strokes in both a planned and responsive way
Guidelines to Support the Ethos and Culture Policy
Dealing with inappropriate behaviour of unfamiliar children and those not in your class:
If a member of staff sees a child behaving in a particularly inappropriate way e.g. swearing or fighting and is not confident they have a secure enough relationship to correct the child they should:
- Find out the child’s name/class
- Keep an eye on the child
- Ask another person (preferably an adult) to find the class teacher or teaching assistant if available
- If the class teacher is unavailable then the support of the Team Leader, Assistant Headteacher or Head Teacher (HT) should be sought
- Staff members should not ‘look the other way’ if they see inappropriate behaviour.
IBPs - Individual Behaviour Plans:
In class and around school, children with particularly challenging behaviour will be working within the support of an IBP. This will guide all adults working with the child as to; which behaviours should be ignored and corrected and which behavioural targets the child is working towards. It is anticipated that the whole school reward/sanction system will apply to all children, although it may need to be modified or added to for certain children: this will also be outlined on the IBP. IBPs will be drawn up by the SENCO and the class teacher, and shared with all staff at a termly staff meeting.
If an IBP or a variation to the behaviour code is required, the class teacher will write a note on the staffroom board to alert colleagues and will put either the IBP or a note explaining the variation in the Awareness Book. All staff must ensure that they are aware of and use the IBP or other variation. The Emotional Literacy Leader will then include a reminder in the following week’s newsletter.
The Hart Plain Junior School House System
Hart Plain Junior School house names are based on continents: Africa, Asia and The Americas.
The aim of the House System is to encourage children to work together and give them a real sense of identity, as well as a means of encouraging high standards. House Points are awarded alongside individual rewards as follows:
Bronze: 2 points
Silver: 5 points
Gold: 10 points
Platinum: 15 points
Merit, STEP, PTA, Lunchtime or Values Awards: 3 points each
Headteacher’s Award: 1 point
Sports Day points – 300 points for the house winning overall first place, 200 points for overall second place and 100 points for overall third place
At the end of the year, any ‘spare’ Praise Points are converted into House Points eg 135 Praise Points would earn an additional 3 House Points, 10 House Points having already been awarded for a Gold certificate.
Points are added up each week by House Captains and the winning house is announced each week in Assembly on the following Monday. A shield is awarded each term, with an overall annual winner at the end of each academic year.
All children are allocated to a house on entry to the school, with siblings placed in the same house . One teacher in each year group is also allocated to each house.
Two House Captains are voted for by the pupils from a shortlist nominated by teachers and the pupils in each House, and two Vice-Captains from Year 5 are nominated each term by the teachers, with nominations drawn from STEP and Values recipients as well as pupils with a high number of Praise Points. Captains and Vice-Captains are responsible for collating House Points, for helping with any House events that may take place and for updating the whole school rewards boards.
We ensure that we have a wide range of rewards in order to recognise children’s good behaviour, effort and achievement. This ensures that there will be at least one reward which every member of our school is able to achieve. All rewards are therefore given on merit: it is not expected that every member of every class will receive an equal number of every type of reward. It is essential that the children know why they are receiving an award, and it is the teacher’s responsibility to tell them.
The school has agreed rules that apply in and out of class. These rules are reviewed and promoted regularly with children via circle time and assemblies.
We take every opportunity possible to praise children for good behaviour, effort or work, and we ensure that they know why they are receiving praise. Teachers may send a child to another teacher, Team Leader or SLT in order to reinforce this praise.
The theme for Celebration Assembly is different each week, and children are presented with Merit Certificates for consistent improvement in that week’s theme by the Headteacher or a visitor to the school. Children and staff have the chance to suggest pastoral, academic or creative themes which should be recognised in this way. Staff are given a list of the weekly themes at least a term in advance. Parents are notified of their child’s award so that they can attend the assembly if they wish to and are given the option for the certificate to be presented at a later date if they cannot attend. Names of children who receive a Merit Certificate will be included in the school newsletter.
During Celebration Assembly, Headteacher’s Certificates will also be presented, and children may also give reports about school trips or sports matches, take part in short musical performances or share achievements outside of school eg Brownies/Cubs badges, sports certificates etc. Headteacher’s Certificates are rewarded for exceptional effort in a specific aspect of school life (academic/pastoral etc). Names of children who receive a Headteacher’s Certificate will be included in the school newsletter.
STEP badges and certificates are awarded to children who are polite, courteous, kind, caring, thoughtful and hardworking. This takes place in Celebration Assembly (instead of Merit Certificates) at the end of each half term, when one child from each class is nominated by the teacher. These children consistently keep to the STEP code (Sorry, Thank you, Excuse me, Please).
The names of suitable children are shared and agreed in a staff meeting before each STEP assembly. Parents are notified by letter and are invited to the STEP assemblies, when teachers explain to the school why the children have been chosen. Names of children who receive a STEP Certificate will be included in the school newsletter.
PTA awards are presented at the end of each school year by the Parent Teacher Association for academic or pastoral achievement in alternate years. One child is nominated to receive the award by the class teacher. Parents are invited to attend this ceremony. Names of children who receive a PTA Award will be included in the school newsletter.
Each half term, every class nominates a member of their class to receive a Values Award for the values theme of the half term. Values Award recipients spend an afternoon cooking in the Pride during the following half term in recognition of their achievement.
Any child who behaves particularly well, works particularly hard or produces and particularly good piece of work can be rewarded with a Praise Point, to be recorded on a class chart. Points are awarded as follows:
20 Praise Points: Bronze Certificate, presented in class
50 Praise Points: Silver Certificate and Badge, presented in Celebration Assembly
100 Praise Points: Gold Certificate and Badge, presented in Celebration Assembly
150 Praise Points: Platinum Certificate and Badge, presented in Celebration Assembly.
Praise Points will accumulate during each academic year but will be re-set to zero at the start of each Autumn Term. Names of children who receive a Silver, Gold or Platinum Certificate will be included in the school newsletter.
Every week, each member of the lunchtime team nominates a child for a Lunchtime Award, for good behaviour during the lunch break. Each award recipient is invited to lunch on the ‘Top Table’, and may also invite a friend. The children’s name is read out in assembly.
Every week, the lunchtime team nominates a class to receive the Lunchbox Award, for having taken care with packed lunches. This class receives a certificate which is displayed in the classroom for the week.
Rewards for general good behaviour
We try to recognise children who try their hardest to behave well all the time. Any child who has had no Lost Minutes receives a special badge for each half term and a rosette for a whole term of good behaviour. Any child who has lost no more than 5 minutes in each half term also receives a special pencil, pen or other item of stationery and will also take part in a half-termly reward afternoon (for example a film, craft or sports afternoon, either at Hart Plain Junior School or at Cowplain Community School).
Golden Time in Year 3
In order to ease transition for children on entry to Hart Plain Junior School, the teachers in Year 3 will operate a weekly Golden Time session of up to 30 minutes per week.
The names of children who receive a Good Behaviour badge or rosette are included in the newsletter.
The Hart Plain Junior School Sanction System
Please note, these guidelines focus on formal sanctions only. There are many powerful reminders and rewards that go on in classrooms that negate the need for sanctions. The subtleties of: non-verbal communication: focussed praise; and relationships that show an interest in the child as an individual all play a key role in ensuring that sanctions are not necessary for most children most of the time. Our Ethos and Culture Policy does not seek to remove teacher strategies for responding to inappropriate pupil behaviour when the positive strategies are not having the required impact. This policy focuses upon how we manage and change pupil behaviour rather than simply the rewards and sanctions we put in place to respond to pupil behaviour. The reward and sanction system applies at lunchtime and playtime, as well as during lessons.
All members of staff can issue Lost Minutes and Lost Lunchtime sanctions but only the Assistant Headteacher or Headteacher may issue additional sanctions such as isolation, after-school detention, or exclusion from school or school events.
Children should lose Playtime Minutes in five minute cumulative steps for inappropriate behaviour during lessons, playtimes and lunchtimes. In most cases there will be a non-confrontational reminder of appropriate behaviour and a request to stop the inappropriate behaviour before embarking on the hierarchy of sanctions. Each new session provides a new start eg a verbal warning in one lesson does not carry forward to the next. It is not possible for a child to ‘win back’ Lost Minutes (improved behaviour should be addressed through other means), or for a child to lose more than five Minutes in one session. Continued inappropriate behaviour will trigger steps 4 and 5.
Teachers/other adults complete a Lost Minutes slip and put it in the Perspex box outside the Assistant Headteacher’s office at the end of each school day. If a child loses Minutes in the morning before morning break, he or she takes the slip him/herself to Lost Minutes. Children spend their Lost Minutes with the Assistant Headteacher in the hall, and names are recorded and analysed by the Assistant Headteacher (Ethos and Culture) in order to identify patterns of behaviour across the school and to decide next steps for individual children. Each year group will agree a common format for displaying Lost Minutes so that all children and adults can see the system in action.
Every morning, usually during registration, each teacher receives a summary of Lost Minutes; the teacher or other adult in charge of the class before morning break (eg HLTA, Coach or Supply Teacher) is responsible for ensuring that the children attend Lost Minutes. If the child does not attend, or misbehaves during Lost Minutes, the Lost Minutes will carry forward to the next playtime, with an additional five minutes added.
If the child continues to persist with poor behaviour then the teacher should seek the assistance of the Assistant Headteacher or the Headteacher.
Sanctions are applied as follows:
Initially A gentle, non-confrontational verbal or visual reminder of appropriate behaviour and a request to stop the inappropriate behaviour
Step 1 A child is given a verbal warning, the rule broken is explained to child and the child’s name is recorded on the class display
Step 2 The child’s name is moved to the next step on the class display, with a reminder of a) appropriate behaviour and b) that s/he is at risk of losing Minutes
Step 3 The child receives a 5 Lost Minutes sanction during the next available playtime .
Step 4 The child receives a Lost Lunchtime sanction, and the parents are informed by text or phone call. If a child receives 30 Lost Minutes in a week, they will automatically receive a lost lunchtime.
Step 5 The child is sent to a member of SLT for further action, eg a letter to parents, a meeting with parents or setting up an IBP or report card. The Headteacher or Assistant Headteachers may isolate the child, issue an after-school detention or issue a fixed term or permanent exclusion in line with Local Authority guidance. The Assistant Headteachers may only issue a fixed term or permanent exclusion in the absence of the Headteacher, and if possible should consult with the Headteacher before doing so.
Please see guidance notes in Appendix A for examples of sanctions for specific infractions.
Children showing particularly inappropriate behaviour during a week e.g. aggression towards other pupils, stealing, deliberate rudeness towards an adult or defiance may go straight to Step 3, 4 or 5. Instances of racism, bullying, violence or rudeness to an adult, or any other serious incidents will be reported directly to the Headteacher or to a member of the Senior Leadership Team. In such cases, the parents will be notified by phone or letter and may be invited to discuss the behaviour with the Headteacher or Assistant Headteacher.
Lost lunchtimes are supervised by the Assistant Headteachers on every lunchtime in the Music Room. The teacher (or other adult) sends the Lost Lunch slip to the school office as soon as it is issued so that parents can be notified immediately by text or phone call. The Lost Lunch slip is then put in the Perspex box outside the Assistant Headteacher’s office.
Every morning, usually during registration, each teacher receives a summary of Lost Lunches; the teacher or other adult in charge of the class before lunch (eg HLTA, Coach or Supply Teacher) must escort the child to the Music Room to complete their Lost Lunch. If the child does not attend, or misbehaves during Lost Lunch, the Lost Lunch will carry forward to the next playtime, with additional time added, to be decided by the Assistant Headteacher.
Names of children receiving a Lost Lunch sanction are recorded by the admin team and analysed by the Assistant Headteacher (Ethos and Culture) in order to identify patterns of behaviour across the school and to decide next steps for individual children.
The Headteacher and Assistant Headteachers may issue an after-school detention in cases of serious misbehaviour, as an alternative to isolation or a fixed-term exclusion. In addition, any child who receives two lost lunchtimes in any one week will receive an after-school detention in addition to the second lost lunchtime.
After-school detentions may last for between 30 and 60 minutes and will be supervised by the Headteacher or Assistant Headteacher. Parents will be notified by telephone of the detention and of the reasons for it, and a note made of the telephone call. At least twenty-four hours’ notice of the detention must be given, from receipt of the first notification, with detentions being held on Tuesdays and Thursdays. It is not necessary to obtain parental consent for an after-school detention. If the detention is given on a Tuesday or Thursday, with parental agreement, it may take place on that day. If a child is absent on a day when he/she should have an after-school detention, the after-school detention will carry forward to the next Tuesday or Thursday when the child is in school.
It is the Headteacher’s responsibility to decide whether a child should be excluded. Exclusions only happen in response to a very serious breach or series of breaches of the school’s Ethos and Culture policy, or where alternative forms of behaviour management have failed. Exclusions may be either fixed term or permanent. A Headteacher may exclude a child on a temporary basis for up to 45 days in any school year.
If the Headteacher excludes a child, s/he will inform the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to parents the circumstances in which they can appeal against the decision to the governing body.
All exclusions are carried out in accordance with current government advice and legislation, with due regard to the school’s Ethos and Culture, SEN and Single Equalities policies.
Persistent misbehaviour may lead to the child being put on report for a period of time, to be determined by the Headteacher/Assistant Headteacher. During this period, the class teacher, or other adult responsible for the child, will complete a detailed daily report to be monitored daily by the Assistant Headteacher and shared daily with the parent. While on report, any incidents leading to a Lost Lunch may be escalated to a Lost Lunch plus after-school detention, or a more serious sanction.
This policy statement was prepared by
Nicola Tettmar (Headteacher)
in February 2009
It was reviewed in September 2013
It was ratified by the Governing Body on ……………………
It will be reviewed in September 2016
Signed ………………………… ……………………………….
Headteacher Chair of Governors
Guidance notes: examples of sanctions for specific infractions
These guidance notes may be updated periodically and do not form part of the policy. They have however been discussed and agreed by governors.
Please note that children who complete homework to a high standard or who are particularly well presented may receive rewards in recognition.
· Mobile phones: children may bring mobile phones to school, with their parents’ permission, on the strict understanding that they are switched off and kept in the classroom safe throughout the school day, and that, if used on the way to or from school, they are used appropriately. Non-compliance may lead to a Lost Lunch and the phone may be confiscated until it is collected by a parent or guardian. In addition, permission to bring the mobile phone onto school grounds may be withdrawn for a period of time to be determined by the Headteacher or Assistant Headteacher.
· Bicycles and Scooters: children must push, not ride, bicycles and scooters on the school site, and must use them responsibly on the way to and from school. Non-compliance may lead to a Lost Lunch and the bicycle or scooter may be confiscated until it is collected by a parent or guardian. In addition, permission to bring the bicycle or scooter onto school grounds may be withdrawn for a period of time to be determined by the Headteacher or Assistant Headteacher.
· Swearing: Highly offensive or sexually explicit swearing will lead to at least a Lost Lunch if used towards or about another person, or at least 5 Minutes if used conversationally or incidentally, with a clear reminder of expectations given and parents contacted where appropriate. Racial or homophobic name calling will be addressed in accordance to Local Authority policy and will lead to at least a Lost Lunch, with parents being contacted.
· Homework: children who do not complete their weekly Learning Log or daily spellings homework will be expected to complete it during Minimum Expectations. In the case of Learning Log homework, the parent will be contacted by text or phone on Tuesday and if the homework is not handed in to an appropriate standard on the Wednesday, the child will be required to complete it in Minimum Expectations on the Wednesday. Continued non-compliance may lead to a Lost Lunch or other sanction, to be decided by the Headteacher or Assistant Headteacher.
· School uniform: all children are expected to comply with our school uniform expectations. If a child is not wearing correct school uniform, parents will be contacted by text or phone. If the non-compliance continues, a sanction such as 5 Minutes or a Lost Lunchtime may be issued, to be decided by the Headteacher or Assistant Headteacher. The school may provide the pupil with correct school uniform on a temporary or permanent basis, which the pupil will be expected to wear.
· Jewellery, hair and nail polish: one pair of plain, stud ear-rings (not hoops or sleepers) is allowed, with one ear-ring in each ear, and children may not wear false nails or coloured nail varnish. Children who do not comply may be told to remove (either immediately or before returning to school the following day) the ear-ring/s, which may be confiscated until collected by a parent or guardian, or to remove the nail polish. Hair, if dyed, should be a natural colour only, without extreme styling such as tramlines/shaved patterns. Should there be continued non-compliance, parents will be contacted by text or phone and a sanction such as 5 Minutes or a Lost Lunchtime may be issued, to be decided by the Headteacher or Assistant Headteacher.
· PE kits: all children must have PE kit in school, including PE t-shirt, shorts/jogging bottoms and trainers/plimsolls. If a child does not have PE kit in school, parents will be contacted by text or phone and will lose 5 Minutes if he/she does not have it in school for the next PE lesson. Continued non-compliance may lead to a Lost Lunch
· Physical aggression and rough play (especially when leading to injury, or when the pupil has previously been told to stop) will ordinarily lead to a Lost Lunch.
Guidance notes: administration of rewards
These guidance notes may be updated periodically and do not form part of the policy.
Positive Rewards Process
· Headteacher Award
· Praise point –Silver, Gold and Platinum
Each week the children will receive awards in Celebration Assembly every Friday. Teachers must make sure that all children know why they have received their awards
· Merit Awards – according to the Merit Themes Book. House Captains will be responsible for writing the names of the children on the Celebration board in the hall (behind the Projector screen) after assembly every Friday.
· Head Teacher Awards. House Captains will be responsible for writing the names of the children on the Celebration board (sunflower petals) in the hall after assembly every Friday.
· Praise points – Gold and Silver awards will be given out. House Captains will be responsible for writing the names of the children on the Celebration board (sunflower petals) in the hall after assembly every Friday.
Weekly house points:
· House points Winners – points will be counted on a Friday and will be announced in Monday morning whole school assembly. The points total will be updated weekly by the house captains on the “watch us grow display” in front of the office.
Half- Termly awards
- Core Values
- Times Table Awards
· These will be handed out to all children on the last Celebration Assembly of each half term. At the end of the assembly all children with awards will have a group photo taken. These will be displayed on a rolling year basis on the Celebration board outside year 5.
- PTA Award
- Attendance Awards
· These will be handed out to all children on the last Celebration Assembly of the year. At the end of the assembly all children with awards will have a group photo taken. These will be displayed on a rolling year basis on the Celebration board outside year 5.
· A group photo will be taken of the sports day winners and displayed on a rolling year basis on the Celebration board outside year 5.
House Team Winners
· A group photo will be taken of the House Team winners and displayed on a rolling year basis on the Celebration board outside year 5.