Introduction
Dundonald Primary School is a Rights Respecting School that aims to provide a happy, secure, respectful and stimulating environment for all its pupils, their families, staff and visitors. It is essential that everyone associated with the school understands and upholds rights respecting language and behaviour as laid out in the United Nations Convention on the Rights of a Child. This policy sets out the standards developed  through our Rights Respecting Ethos, how we seek to embed positive behaviour stemming from an understanding of children’s rights, and respect for the rights of others. The policy also states how we manage unacceptable behaviour within a rights respecting context.

Rights Respecting School
The articles in the United Nations Convention on the Rights of a Child have been used as a reference point for this policy. The following articles are considered to be the most relevant:
Ÿ  Article 2 – The convention applies to everyone, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. Ÿ 
Article 3 – The best interests of the child must be a top priority in all things that affect children.  Ÿ
 
Article 12 – Children have the right to give their opinions and for adults to listen and take it seriously.Ÿ 
Article 14 – Children have the right to think and believe what they want, as long as they are not stopping other people from enjoying their rights.Ÿ  Article 24 – Children have the right to health care, clean water, nutritious food and a clean environment.Ÿ 
Article 28 – Children have the right to an education. Ÿ 
Article 29 – Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. Ÿ 
Article 31 – Children have the right to relax and play.

Aims
This policy aims to:
·         prevent all forms of bullying
·         encourage and maintain positive behaviour based on an understanding their rights and respecting the rights of others
·         ensure that there are rights respecting charters around the school and that they are known to all
·         promote self-discipline and self-awareness among pupils
·         promote proper regard for authority among pupils underpinned by a rights respecting ethos throughout the school and an understanding of the role of those in authority as ‘duty bearers’ ensuring that children’s rights are met and protected
·         maintain a supportive partnership between children, staff and parents underpinned by Rights Respecting values


Dundonald’s Whole School Charter
The above aims are consistent with the Dundonald School Charter developed by the pupils through our Rights Respecting Steering Group. This Charter is displayed clearly throughout the school and referred to by pupils when developing their own Class Charter.
This is a whole school approach and is fully embedded into our curriculum.  Reference is made to Children’s Rights and Respecting the Rights of others, in context, throughout the day.

Respecting others through our Manners (Article 28 & 29)
Manners at Dundonald are explicitly taught through the context of Dundonald being a Rights Respecting School. They are a way to show that we respect the rights of others and value them.

In particular, they branch off from the section of our School Charter, which refers to Article 29 and asks children to:
·         Look after our school
·         Respect others

Our agreed manners are:
·         We say please, thank you, pardon me, sorry and excuse me
·         We let others pass before ourselves
·         We hold doors open for others
·         We pick up bags and belongings, if they are on the floor
·         We walk around the school sensibly and quietly

Roles and Responsibilities
For pupils to be confident and successful learners, and to build an ethos based on Rights Respecting values, it is essential that there are links and clear communications between home and school. Central to this is the understanding that staff, parents and carers all want their children to succeed and be safe and happy within school. This is supported through the use of Home/School Communication books.

Role of staff
Staff play a vital role in helping children to manage their behaviour within class and around the school, through the context of Dundonald being a rights respecting school. At the beginning of each year, class teachers work with pupils to establish their Class Charter, in which children and adults agree on the behaviours they will need to respect the rights of others in the classroom. The Class Charter is displayed clearly and referred to during the school day to encourage positive behaviour and to ensure that rights respecting values are understood and upheld.
All adults encountered by pupils at school have an important responsibility to model rights respecting values, language and behaviour, both in their dealings with the children and with each other, as their example has an important influence on children.

All staff will aim to:
  • use rights respecting language
  • treat children with respect at all times
  • develop a classroom charter, with the children, at the start of the year to assist in creating a positive learning environment which is displayed prominently and referred to regularly
  • promote positive rights respecting behaviour via positive reinforcement and high expectations, through the context of class and school charters
  • provide opportunities in class for children to  learn about and understand what good behaviour is, within the context of respecting others’ rights
  • use positive encouragement
  • reflect on and praise rights respecting behaviour
  • record all class incidents in ‘Behaviour File’ (lime green) using the appropriate form
  • organise seating plan to promote positive class behaviour
  • use pupil survey analysis to support identified individuals and groups 
Volunteers working within the school community will receive induction guidance and will be expected to adhere to these standards.
All staff are responsible for dealing with incidents in and around school. If in doubt, they can refer to the Senior Leadership Team or Headteacher for advice.

Role of Pupils
Dundonald pupils are encouraged to:
  • understand  their rights and respect others’ rights
  • be familiar with their Class Charter and our Whole School Charter
  • demonstrate our Dundonald Rights Respecting Manners
  • understand their roles and responsibilities in and out of school
  • consider the consequences of their choices and decisions and how these impact on the rights of others
  • come prepared and ready for school
  • arrive at school on time
  • develop and use strategies in dealing with difficult situations and emotions
  • complete the reflection sheet following unacceptable behaviour focused on thinking about how their actions have failed to respect the rights of others
Role of Parents
At Dundonald we feel it is vital that parents are involved in all parts of their child’s school life. Parents are an important part of our rights respecting community, and we aim to share our values and ethos with them. It is important that staff and parents can support each other in promoting the aims and values of Dundonald as a rights respecting school.

We expect parents to:
  • support their child’s learning and cooperate with the school, as set out in the Home-School Agreement and the Whole School Charter
  • Support the school in teaching children about rights and how to respect others’ rights
  • inform the school of any changes in family circumstances that may impact on their child’s behaviour
  • ensure their child attends school and informs the school of any absences
  • work in partnership with the school to reinforce and maintain the expectations regarding behaviour that respects the rights of others 
Encouraging positive behaviour through our rights respecting ethos
The school uses the following strategies to promote rights respecting behaviour and to manage behaviour throughout the school and in class:
  • Clear use of school and classroom charter
  • Rights respecting manners
  • Use of rights respecting language throughout the school
  • Explicit teaching of the differences between appropriate and inappropriate behaviour and how this relates to respecting others’ rights
  • Modelling rights respecting language and behaviour to children
  • Rights Respecting Star of the Month
  • Rights respecting displays
  • Child led assemblies
  • Assemblies based on the articles in the United Nations Convention on the Rights of a Child
  • Lessons linked  to the articles in the United Nations Convention on the Rights of a Child
  • Setting high expectations of pupil behaviour underpinned by our values as a rights respecting school
  • PSHE – Personal, Social and Health Education and teaching through SEAL – Social and Emotional Aspects to Learning
  • British values
  • Circle time  – opportunities to discuss and find solutions to a range of possible issues such as friendships and conduct within the context of being a rights respecting school
  • Home-School Agreement
  •  A smile
  • Use of verbal/written praise
  • Positive marking comments
  • House Points
  • Special jobs
  • Certificates
  • Sharing work
  • Celebration Assembly
  • Headteacher certificates
  • Weekly newsletter

Managing inappropriate behaviour
The school uses the following strategies for managing inappropriate behaviour. These are presented as a seven-stage system and all pupils are made aware of these stages at the beginning of each year.

Equal Opportunities and Special Educational Needs
At all times staff will consider factors that have contributed to the particular incident such as the child’s cultural background, level of English, Special Educational Need, disability, or their psychological and emotional circumstances.
Should any incidents happen repeatedly, an Individual Behaviour Plan (IBP) will be devised to support the child and involvement from outside agencies may need to take place. Parents will be fully involved in this process through discussion with the Headteacher and Special Educational Needs Coordinator (SENCO). 

Seven Stage Behaviour Plan
 
Behaviour
Appropriate Sanction
Action/Comments
Stage 1
Aggravations
 
 
 
 
  • Calling out
  • Interrupting others
  • Ignoring instructions
  • Silly noises
  • Pushing in the line
  • Minor annoyances
Eye contact
Move name on traffic light/cloud
Not recorded
Move to stage 2 if persistent
 
Stage 2
Minor breaches
 
 
 
 
 
 
 
  • Repeated stage 1 behaviour
  • Eating sweets in school
  • Wandering around the classroom
  • Running in the school building
  • Minor playground incidences
  • Misuse of school equipment
  • Non-completion of work
  • Arguments/disagreements with peers
  • Repeatedly annoying other children
  • Being in the building unauthorised
Reminder of Class Charter
 
Reminder of School Charter
 
Change of seating
 
Move name on cloud/traffic light
 
Conduct child interview

Time out within class
Not recorded

Move to stage 3 if persistent

‘Restore and Repair’ – victim and perpetrator meet
 
Stage 3
Less serious incidences
 
 
 
 
 
 
 
 
 
 
  • Repeated stage 2 behaviour
  • Repeated refusal to do set tasks
  • Deliberate rudeness to adults
  • Harmful/offensive name calling/swearing
 
Time out within class
 
Time out in another class
 
Complete reflection sheet
 
 
 
Record incidence in playground incident file or Behaviour Report form – shared with HT/DHT
 
Repeated incidents to be reported to DHT – lunchtime exclusion to be initiated
 
Repeated incidences in general – refer to SENCo for discussion

Meeting with parents, child and members of staff - action plan to support
 
Complete  ‘Behaviour Awareness’ sheet and circulate to staff
 
Conduct child interview
 
‘Restore and Repair’ – victim and perpetrator meet
 
Stage 4
Serious
  • Bullying
  • Spitting
  • Biting
  • Deliberate throwing of a small object with intention to harm
  • Harming someone
  • Damage to school/pupil property
  • Leaving class without permission
  • Repeated refusal to do set tasks
  • Less serious playground incidence – fighting
Lunchtime exclusion with DHT/AHT/HT
 
Internal exclusion

Reflection sheet based on rights respecting values

Time out

Apology letter
 
 
Contact parents – victim’s and perpetrator’s
 
Conduct child interview
 
‘Restore and Repair’ – victim and perpetrator meet
 
Behaviour Report to DHT
 
Stage 5
Very serious
  • Repeatedly leaving the classroom without permission
  • Fighting in the classroom
  • More serious playground incidences – fighting
  • Intentional physical harm to other children
  • Throwing dangerous objects
  • Serious challenge to authority
  • Verbal abuse/swearing to staff/parent
  • Bringing school into disrepute – public transport/school trips
  • Vandalism/graffiti
  • Stealing
  • Persistent bullying
  • Racist/homophobic/sexist incident
  • Maliciousness or inappropriate use of technologies
School ‘community service’
 
Behaviour chart
 
On report – monitored by Deputy – sent home each week to parent
 
Daily home-school communication book
 
Possible denial of access rights to technology
 
Exclusion from site at lunchtimes
 
Withdrawal from school events
 
Internal exclusion – withdrawal from all contact with class – supervised by DHT/HT
 
 
Incident recorded using behaviour report form and filed in Limegreen Folder
 
Formal contact of parents by Headteacher/ Deputy
 
Individual behaviour plan
 
Risk assessment
 
Involvement of outside agencies
 
In discussion with SENCo – place on SEN register
 
Conduct child interview
 
‘Restore and Repair’ – victim and perpetrator meet
 
Stage 6 Extremely serious
  • Repeated stage 5 behaviour
  • Very serious challenge to authority
  • Extreme danger or violence
  • Verbal or physical abuse to any member of staff
  • Running out of school
 
 
 
 
Immediate fixed term exclusion
 
 
Involvement of HT and DHT, LA and Chair of Governors
 
Conduct child interview
 
‘Restore and Repair’ – victim and perpetrator meet
 
Stage 7
  • Repeated behaviour at Stage 6
Permanent exclusion
 
 
Involvement of HT and DHT, LA and Chair of Governors
 
Follow LA protocol

Implementation and review of policy 
The Governing Body has the responsibility of setting down these general guidelines on standards of discipline and behaviour and reviewing their effectiveness.
The Headteacher is responsible for ensuring the health, safety and welfare of all children in the school.  This includes implementing the school behaviour policy consistently throughout the school.  The Headteacher keeps records of all reported serious incidents of misbehaviour and reports to Governors on the effectiveness of the behaviour and discipline policy, when requested.