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Lakenham Primary and Nursery School

Behaviour and Anti-Bullying Policy 

Version

January 2019

Approved by Governors On:

January 2019

Review Cycle:

Annual

Date of next Review:

January 2020

 

 

Signed:

G Scott

 

Chair of Governors

Date:

January 2019

Signed:

C Williams

 

Headteacher

Date:

January 2019

Contents

1.1       Policy Consultation & Review.. 2

1.2       Statement of intent 2

1.3       Legal framework. 2

1.4       Roles and responsibilities. 3

1.5       Definitions. 4

1.6       Training of staff 4

1.7       Pupil expectations and staff responsibilities. 4

1.8       The practical steps in managing and modifying behaviour 5

1.8.1        Behaviour consequences flowchart 6

1.9       Dangerous Behaviours. 6

1.10     The rewarding of good behaviour 7

1.11     Dealing with inappropriate behaviour 7

1.12     Bullying. 7

1.13     What is bullying?. 7

1.14     A preventative approach. 7

1.15     Dealing with allegations of bullying. 8

1.16     Behaviour and sanctions. 8

1.16.1      Restoration. 8

1.16.2      Further actions. 9

1.16.3      Items banned from the school premises. 10

1.16.4      Confiscation of inappropriate items. 11

1.16.5      Use of reasonable force. 11

1.16.6      Controlled substances. 11

1.17     Monitoring and review.. 11

1.18     Appendix 1 - Break and Lunchtimes. 12

1.19     Appendix 2 – The Behaviour Modification Pathway. 13

1.20     Appendix 3 Reflection Flowchart – for individuals. 14

1.1      Policy Consultation & Review

This policy is available on our school website and is available on request from the school office. We also inform parents and carers about this policy when their children join our school and through our school newsletter.

The policy is provided to all staff (including temporary staff and volunteers) at induction alongside our Staff Code of Conduct.

This policy will be reviewed in full by the Governors on an annual basis. This policy is due for review in January 2020.

1.2      Statement of intent

Lakenham Primary School and Nursery believes that, in order to facilitate teaching and learning, acceptable behaviour must be demonstrated in all aspects of school life.

The school is committed to:

  • Promoting desired behaviour.
  • Promoting self-esteem, self-discipline and positive relationships based on our core values of honesty, kindness and respect and our behaviours for learning
  • Ensuring equality and fair treatment for all.
  • Praising and rewarding good behaviour.
  • Challenging and disciplining undesired or disruptive behaviour.
  • Providing a safe environment, free from disruption, violence, discrimination, bullying and any form of harassment.
  • Encouraging positive relationships with parents/carers.
  • Developing positive relationships with our pupils to enable early intervention.
  • A shared approach which involves pupils in the implementation of the school’s policy and associated procedures.
  • Promoting a positive culture of praise and encouragement in which all pupils can achieve.

Three is the Magic Number:

Ready, Respectful, Safe

1.3      Legal framework

This policy has due regard to statutory legislation, including, but not limited to, the following:

The Children’s Act 1989

The Education Act 1996

The Education Act 2002

The Equality Act 2010

The Education and Inspections Act 2006

The Health Act 2006

The School Information (England) Regulations 2008

DfE SEND Code of Practice 2015

Keeping Children Safe in Education 2018.

 

This policy also has regard to DfE guidance, including, but not limited to, the following:

DfE ‘Behaviour and discipline in schools’ 2016

DFE ‘Use of reasonable force in schools’ 2013

DFE ‘Supporting pupils with medical conditions at school’ 2015.

1.4      Roles and responsibilities

Governors

  • The governing body has overall responsibility for the implementation of this Behaviour Policy and of the behaviour procedures at the school
  • The governing body has overall responsibility for ensuring that this policy, as written, does not discriminate on any grounds, including, but not limited to, ethnicity/national origin, culture, religion, gender, disability or sexual orientation
  • The governing body is responsible for handling complaints regarding this policy, as outlined in the school’s Complaints Policy

Senior Leadership Team

  • The Senior Leadership Team are responsible for establishing the standard of behaviour expected by pupils at the school.
  • The Senior Leadership Team are responsible for determining the school rules and any disciplinary sanctions for breaking the rules.
  • The Assistant Head for Inclusion is responsible for publishing this policy and making it available to staff, parents/carers and pupils at least once a year.

Staff, volunteers and support staff

  • All staff are responsible for the day-to-day implementation of this policy, including the use of positive language and behaviour strategies.
  • All members of staff, volunteers and support staff are responsible for adhering to this policy and ensuring that all pupils do too.
  • All members of staff, volunteers and support staff are responsible for promoting a supportive and high quality learning environment, and for modelling positive behaviour.

Pupils

  • Pupils are responsible for their own behaviour both inside school and out in the wider community.
  • Pupils are responsible for reporting any unacceptable behaviour to a member of staff

Parents/carers

  • Parents/carers are responsible for the behaviour of their child(ren) inside and outside of school
  • Parents are also responsible for their behaviour and the impact that can have on the behaviour of their children

Volunteers, supply teachers, coaches and external visitors

  • Volunteers, supply teachers, coaches and external visitors are also responsible for pupil behaviour in line with this document.

Please note: The school has a Parent, Volunteer and Visitors Code of Conduct that they expect adults to behave in accordance to.

1.5      Definitions

For the purpose of this policy, the school defines “serious unacceptable behaviour” as any behaviour which may cause harm to oneself or others, damage the reputation of the school within the wider community, and/or any illegal behaviour, including, but not limited to, the following:

  • Discrimination – not giving equal respect to an individual on the basis of disability, gender, race, religion, age, sexuality and/or marital status
  • Harassment – behaviour towards others which is unwanted, offensive and affects the dignity of the individual or group of individuals
  • Bullying – a type of harassment which involves criticism, personal abuse or persistent actions which humiliate, intimidate, frighten or demean the individual
  • Cyberbullying – the use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature
  • Repeated non-compliance
  • Possession of legal or illegal drugs, alcohol or tobacco
  • Possession of banned items such as knives and items that could be used as weapons
  • Refusing to comply with disciplinary sanctions
  • Theft
  • Swearing, racist remarks or threatening language
  • Fighting or aggression
  • Damage to school property, including graffiti and the lighting of fires

“Unacceptable behaviour” may be escalated as “serious unacceptable behaviour” depending on the behaviour breach.

1.6      Training of staff

The school recognises that early intervention can prevent bad behaviour. As such, teachers will receive training in identifying problems before they escalate; this can be behavioural problems in the classroom or during breaks/lunchtime

  • Teachers and support staff will receive training on this policy as part of their new starter induction
  • Teachers and support staff will receive regular and ongoing training as part of their development.

1.7      Pupil expectations and staff responsibilities

Pupils will be expected to follow the school values and behaviours for learning. Our three core school rules are:

Be Ready

Be Respectful

Be safe

These are consistent across the whole school including all year groups,

activities and school visits.

In order to nurture, promote and manage these expectations, all staff abide by the following five principles of practice:

  • The display of consistent, calm adult behaviour
  • First attention to best conduct
  • The consistent use of relentless routines
  • The use of ‘scripts’ for difficult interventions (see Appendix 1)
  • The application of ‘restorative follow up’ conversations with the parties involved (see Appendix 1).

All staff also recognise that:

  • All staff are responsible for pupil behaviour
  • All staff must consistently display their endeavours to support the expectations of the school and do so through the following of the principles of this policy
  • Children need fresh starts, some every lesson or hour!
  • All are role models for the children
  • All staff must follow our Code of Conduct
  • Positive behaviours should be celebrated, and that this should be done in line with pupil needs.

1.8      The practical steps in managing and modifying behaviour

  • Learners are held responsible for their behaviour. Staff will deal with behaviour without delegating. Staff will use the steps presented below for dealing with inappropriate conduct:

The reminder

  • A reminder of our expectations for every learner – Be ready, be respectful, Be safe – is delivered calmly and discretely to the child. The teacher makes the pupil aware of their behaviour and the learner has a choice to do the right thing.

The scripted approach

  • If inappropriate behaviour continues, a clear verbal caution is delivered privately to the learner, making them aware of their behaviour and clearly outlining the consequences if they continue. The learner has a choice to do the right thing. Learners will be reminded of their good previous good conduct to prove that they can make good choices. Scripted approaches at this stage are encouraged, in accordance with the following:
  • A gentle approach, personal, non-threatening, side on, eye level or lower – if considered appropriate and safe
  • I noticed you are (feeling down)
  • It was the rule/ expectation about (being safe in the stairway, for example) that you did not follow
  • You have chosen to (move to the back in an unsafe way)
  • Do you remember last week when (you walked around safely and happily)?
  • That is what/ who I need to see today
  • Thank you for listening (then give the child some ‘take up’ time). If there are comments, you can follow up later if deemed appropriate.

Reflection

  • If reflection time is identified, either in or out of class, a reflective behaviour sheet is completed by the child
  • The staff member involved discusses the contents of what is written after it has been filled in.
  • They are again reminded of their previous positive conduct/attitude/learning.
  • The Learner is then given the opportunity to reengage with the class activities.

Restore

  • Restorative meetings at Lakenham Primary School are a core part of repairing damage to trust between staff and learners. Meetings will comprise of key questions, selected from the list below. It is considered that for most circumstances five questions are sufficient, though fewer maybe chosen for very young children.

However, the conversation that takes place is much more than a routine practice or a set of questions; key to success is the demeanour of the adult, the rapport that is developed and an understanding within the child of the impact of their behaviour.

Restorative questions include:

  • What happened?
  • What were you thinking at the time?
  • What have you thought since?
  • How did this make people feel?
  • Who has been affected and how?
  • What should we do to put things right?
  • How can we do things differently in the future?

Teachers will take responsibility for leading reparation meetings

1.8.1        Behaviour consequences flowchart

 /docs/Behaviour_consequence_flowchart__2___1_.docx

1.9      Dangerous Behaviours

If behaviour is considered to be dangerous:

  • A request for support from another member of staff is sent to the school office if needed
  • If there is personal risk to body of adults or learners, all should be removed from the room/space until the behaviour of the initial child has calmed down. The personal wellbeing of all involved is more important than equipment. Staff are to monitor through the glass panel in the door.
  • RPI (Restrictive Physical Intervention) can be used in rare occurrences where it is deemed necessary to prevent a pupil doing any of the following:
  • committing any offence
  • causing personal injury to, or damage to the property of, any person (including the pupil himself), or
  • prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during a teaching session or otherwise

All members of school staff have a legal power to use reasonable force

  • Staff will always deliver sanctions calmly and with care. It is in nobody’s interest to confront poor behaviour with anger.

1.10 The rewarding of good behaviour

  • The school recognises that pupils should be rewarded for their display of good behaviour
  • The school will use the following rewards for displaying good behaviour:
    • Positive praise from adults
    • Use of a ‘Recognition Board’ for celebrating the achievement of agreed behaviours for learning – these can be personalised to the needs of each class
    • Positive notes home to parents
    • Whole class agreed rewards
    • ‘Can Do’ awards presented for recognition of excellent effort in an assembly once a week
    • Each class may also select positive reward systems such as stickers or a ‘listening bear’.

1.11 Dealing with inappropriate behaviour

  • Teachers are able to discipline pupils whose behaviour is not in keeping with the core values and behaviours for learning of the school
  • In order for the sanction to be lawful, the school will ensure that:
    • The decision to sanction a pupil is made by a paid member of school staff, or a member of staff authorised to do so by the head teacher
    • The decision to sanction a pupil is made on the school premises or whilst the pupil is under the charge of a member of staff, such as during an educational trip/visit
    • The decision to sanction a pupil is reasonable and will not discriminate on any grounds, such as disability, race, special educational needs – as per the Equality Act 2010 in respect of safeguarding pupils with special educational needs, and any other equality rights.
    • The school will ensure that all sanctions are reasonable in all circumstances, and will take into account the pupil’s age, religious requirements and any special educational needs or disabilities.

See Appendix 2 – Behaviour Modification Pathway. 

1.12 Bullying

Lakenham Primary School is committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable; if bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively.

1.13  What is bullying?

Bullying is a specific form of abuse and can be defined as deliberately hurtful behaviour, usually repeated over a period of time where it is difficult for the victims to defend themselves; this may also be seen as child on child abuse (see our Safeguarding Policy).

Bullying can include emotional and/or physical harm to such a degree that it constitutes significant harm, due to the extent to which it affects the health or development of the child subject to the bullying behaviour. Bullying may also be perpetrated within digital or ICT based environments, sometimes known as Cyber Bullying, and may include ‘Sexting’. It must be noted that bullying may also constitute criminal behaviour and therefore certain instances of bullying may need to be reported to the police.

1.14  A preventative approach

All staff consistently communicate our whole school expectations of ‘Be respectful, be ready to learn, be safe’

All staff endeavour to promote a caring atmosphere of responsibility and trust, between the whole school community

Weekly ‘Can-do’ assemblies celebrate children’s achievements and value them as individuals

We participate in appropriate activities during Ant bullying week.

1.15  Dealing with allegations of bullying

  • If staff are aware of bullying and/ or alleged bullying, it must be reported to a member of SLT as soon as is possible
  • They will document concerns on a bullying log record sheet
  • The concerns will also be documented on the school online recording system
  • All children involved will be spoken to
  • Parents will be informed as deemed necessary
  • In most cases a restorative meeting will be held involving all the children involved
  • Possible further actions for the perpetrator could include meetings with parents, break or lunchtime support, internal or external exclusions
  • Once completed the bullying log will be distributed to all staff who work with the child, in addition to the SLT, DSL and PSA team
  • Bullying logs are then printed and filed
  • Parents, pupils and staff are involved in discussions and monitoring, as deemed appropriate.

1.16 Behaviour and sanctions

  • Where pupils display aggressive and/or threatening behaviour (that can’t be deescalated safely by school staff), or illegal activity discovered, the school will not hesitate to contact the police.
  • Any pupil, staff member or visitor displaying aggressive and/or threatening behaviour will be asked to leave the premises, the police will be contacted if deemed necessary.
  • Teachers will use their judgement when issuing sanctions, taking into account whether they believe the pupil’s behaviour was intentional, especially if it is the first time the pupil has displayed this behaviour
  • At all times, teachers will discuss the behaviour with the pupil to ensure the pupil understands why it is inappropriate and to prevent any reoccurring behaviour
  • The school does not take serious unacceptable behaviour lightly, and will not hesitate to act in the best interest of the pupils within the school
  • Any decision made to exclude a pupil will only be done so by the Headteacher or in their absence, Deputy Head teacher
  • Any allegations made against a member of staff’s behaviour and misconduct will be dealt with in accordance with the school’s Code of Conduct and whistleblowing policy
  • The school will consider whether the behaviour displayed by the pupil gives reason to suspect that the pupil is suffering, or is likely to suffer, significant harm. In these instances, the procedures outlined in the school’s Safeguarding Policy will be followed
  • The school will also consider whether the displayed behaviour is an indicator that the pupil’s educational, or other, needs are not being met. In this instance, the school will consider whether a multi-agency assessment and/or support of the pupil’s behaviour would be beneficial.

1.16.1     Restoration

  • Restoration will be used to deal with both low level disruption and serious behaviour breaches
  • The restoration is a meeting between the pupil displaying unacceptable behaviour and the person affected by their actions, usually the class teacher – this incorporates a restorative justice approach
  • The school will make it clear to parents/carers and pupils that they are able to use restoration as a sanction during school hours
  • All paid staff at the school are able to impose restoration on a pupil, unless the Headteacher decides to withdraw this power from any person
  • Parental consent is not required for restoration and therefore, the school is able to issue this as a sanction without first notifying the parents/carers of the pupil
  • When issuing restorations, members of staff will ensure that they do so reasonably within the given circumstances, and that they take into account any additional needs of the pupil
  • If a pupil refuses to complete work set, they will complete within their break or the work will be sent home to complete at the discretion of their teacher.

1.16.2     Further actions 

  • If pupils receive multiple restorations at lunchtime, parents will be invited in to discuss their child’s behaviour. If appropriate, a behaviour support plan, behaviour report or individual risk assessment will be written by the Assistant Head teacher for Inclusion, in conjunction with the child and class teacher
  • Furthermore, for serious unacceptable behaviour such as defiant swearing, physical aggression or defiant refusal to follow adult instructions, a red card may be issued. This means the pupil will complete their work in an alternative classroom at the discretion of the teacher for up to 24 hours, from the time of receipt of the red card (only within school hours). Parents will be notified in writing and verbally. A copy of this will be kept on the child’s file.
  • If a pupil causes significant disruption to the order of the school and/or causes harm to another pupil or member of staff further action may be considered.

Further action can take the following forms: 

  • An internal exclusion where the pupil spends the rest of the school day with a member of staff this will be communicated back to parents/carers by a phone call to the parent/carer.
  • An internal exclusion completed off site at one of our cluster schools; these include Edith Cavell Academy, Tuckswood School, Bignold School and The Hewett School. This will be communicated back to parents/carers by a phone call and noted on the reflection flowchart.
  • A fixed term exclusion where the pupil is not allowed onto the school site for a period of time ranging from a morning or afternoon up to five consecutive school days. This information will be sent to the local authority and parents/carers asked to collect their child from school. Parents/carers will be informed of their right to appeal this decision. Up to 45 days of Fixed Term Exclusions can be used within a school year. If a child is on site whilst excluded, further days may be added to the exclusion, at the discretion of the head teacher.
  • A permanent exclusion where pupils are excluded from the school. This sanction is reserved for pupils who put themselves or other pupils at significant risk either through an isolated incident or through a series of behaviour incidents. Examples include, but are not limited to, serious physical violence, bringing weapons into school, damage to the school building making it unsafe, prohibited items being brought into school. This information will be sent to the local authority and parents/carers asked to collect their child from school. Parents/carers will be informed of their right to appeal this decision.

1.16.3     Items banned from the school premises

  • Fire lighting equipment:
    • Matches, lighters, etc.
    • Drugs and smoking equipment:
    • Cigarettes
    • Tobacco
    • Cigarette papers
    • Electronic cigarettes (e-cigs)
  • Alcohol
  • Solvents
  • Any form of illegal drugs
  • Any other drugs, except medicines covered by the prescribed medicines procedure
  • Weapons and other dangerous implements or substances:
    • Knives
    • Razors
    • Catapults
    • Guns (including replicas and BB guns)
    • Laser pens
    • Knuckle dusters and studded arm bands
    • Whips or similar items
    • Pepper sprays and gas canisters
    • Fireworks
    • Dangerous chemicals
  • Other items:
    • Chewing gum
    • Caffeinated energy drinks
    • Offensive materials (such as pornographic, homophobic or racist)
    • Aerosols including deodorant and hair spray.

1.16.4     Confiscation of inappropriate items

  • All members of staff are able to use their power to search without consent for any of the items mentioned in section 11 of this policy
  • A pupil’s possessions will only be searched in the presence of the pupil and another member of staff
  • A staff member carrying out a search can confiscate anything upon which they have reasonable grounds to suspect is a prohibited item
  • The school is not liable for any damage to, or loss of, any confiscated item
  • The police will be contacted if any weapons, knives, illegal substances and extreme or child pornography are discovered by a member of staff
  • For all other items, it is at the discretion of the member of staff to decide if, and when, an item will be returned to a pupil
  • Parents/carers will be informed of any confiscated item and may be required to collect the item (unless the item relates to alcohol, illegal drugs or tobacco), from the school office

The Headteacher will always be notified when any item is confiscated.

1.16.5     Use of reasonable force

  • In the case of sudden unexpected events members of staff are able to use reasonable force to prevent pupils from injuring themselves or others or causing significant damage to property.
  • Staff have been trained in Restrictive Physical Intervention by the Norfolk STEPs team (Autumn 2018). However, in accordance with ‘Use of Reasonable Force in Schools, DfE (2013)’ any member of staff has the legal power to use reasonable force to ensure safety.

1.16.6     Controlled substances

  • Lakenham Primary School and Nursery has a zero tolerance policy on illegal drugs and legal highs
  • Following the identification and confiscation of a controlled substance, the staff member will seal the sample in a plastic bag and include details of the date and time of the confiscation and any witness/witnesses present
  • The staff member will store the sample in the school office
  • The incident will be reported to the police immediately. The police will then collect the item and deal with it in line with their agreed protocols
  • The school will not hesitate to name the pupil from whom the drugs were taken to the police, and a full incident report will be completed
  • Any further measures will be undertaken in line with the school’s Safeguarding Policy
  • Where controlled substances are found on school trips away from the school premises, the parents/carers/guardians of the pupil, as well as local police, will be notified.

1.17 Monitoring and review

  • This policy will be reviewed by the Senior Leadership Team and Governing Body on an annual basis, who will make any necessary changes and communicate this to all members of staff.

This policy will be made available for inspection and review by the chief inspector, upon request.

1.18 Appendix 1 - Break and Lunchtimes

At Lakenham Primary School everyone is expected to maintain the highest standards of personal conduct and to accept responsibility at all times. The following procedure is followed should behaviours be displayed that are considered to be inappropriate.

Staff will deal with behaviour without delegating. Staff will then use the steps presented for dealing with inappropriate conduct:

  • A reminder
  • A reminder of the expectations for pupil, to be Ready, Respectful, Safe
  • The pupil has a choice to do the right thing
  • The practical steps in managing and modifying behaviour

Learners are held responsible for their behaviour. Staff will deal with behaviour without delegating. Staff will use the steps presented below for dealing with inappropriate conduct:

  • The reminder
  • A reminder of our expectations for every learner – Be ready, Be respectful, Be safe – is delivered calmly and discretely to the child. The teacher makes the pupil aware of their behaviour and the learner has a choice to do the right thing.

The scripted approach

  • If inappropriate behaviour continues, a clear verbal caution is delivered privately to the learner, making them aware of their behaviour and clearly outlining the consequences if they continue. The learner has a choice to do the right thing. Learners will be reminded of their good previous good conduct to prove that they can make good choices. Scripted approaches at this stage are encouraged, in accordance with the following:
  • A gentle approach, personal, non-threatening, side on, eye level or lower – if considered appropriate and safe
  • I noticed you are (feeling down)
  • It was the rule/ expectation about (being safe in the stairway, for example) that you did not follow
  • You have chosen to (move to the back in an unsafe way)
  • Do you remember last week when (you walked around safely and happily)?
  • That is what/ who I need to see today
  • Thank you for listening (then give the child some ‘take up’ time). If there are comments, you can follow up later if deemed appropriate.

Serious incidents

  • If inappropriate behaviour persists and/ or a serious incident occurs, the staff will ask the child to cease the activity and return inside. A red card will be completed and given to the class teacher at the end of the session. The class teacher will then decide if further action is required, and will consult with a member of the Senior Leadership Team if deemed necessary.

1.19 Appendix 2 – The Behaviour Modification Pathway

Stage 1

Behaviours

Actions

Failure to follow instructions

Talking at inappropriate times

Limited attention

Inappropriate dialogue with pupils or adults

Adaption of teaching and learning to enthuse, engage and challenge

Modification of where sit in class

Use of a behaviour chart

Parent meetings

Restoration at lunchtime

 

Stage 2

Behaviours

Actions

Persistent failure to follow instructions

Persistent display of minimal effort

Persistent talking or shouting at inappropriate times

Swearing

Causing or attempting to cause physical or emotional harm to others

Disrupting the teaching and learning of others

Persistent lateness

 

Phone call home and parent meeting with class teacher

Pupil meeting with Assistant or Deputy Head Teacher

Restoration at lunch

Use of a behaviour chart

Issuing of a Reflection time in another class

Behaviour logged on Pupil Asset

 

 

Stage 3

Behaviours

Actions

Physical aggression towards another pupil or adult

Aggressive or hurtful verbal behaviour towards another pupil or member of staff

Damage to property

Racist comments

Attempting to or leaving the school site

Internal exclusion

Phone call home and parent meeting with teacher and assistant or deputy head teacher

Use of RPI if deemed necessary

Possible FEX

Possible PEX

Creation of a pastoral support plan

Creation of a risk assessment

Involvement of school PSA team

Involvement of external agencies

Possible application to an SRB

 

Stage 4

Behaviours

Actions

Persistent and serious behaviours

Persistent use of inappropriate language

Physical aggression towards another pupil or adult

Committing any offence

Causing personal injury to, or damage to the property of, any person (including the pupil themselves)

Prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during a teaching session or otherwise

 

All of Stage 3 actions

Regular timetabled meetings with parent, teacher and assistant or deputy head teacher.

Possible meeting with Head teacher

 

1.20 Appendix 3 Reflection Flowchart – for individuals

/docs/Behaviour_consequence_flowchart_Consecutive__1_.docx