Where a child’s behaviour is considered high level concern, Stoke Primary School has a range of systems to support the required improvement. To ensure learning systems enable each and every child to understand how they can be successful as a member of the school community and as a learner. Always include children in the discussions of behaviour and consequence so they are able to learn from the situation

His work is quoted in a number of official reports and guidance documents. He is the author of 14 books, and lectured in schools, colleges and universities providing training across the UK, Europe, Canada, Jamaica, Hong Kong, Australia and New Zealand. He has also worked as a technical advisor for media companies producing dramas and documentaries, including the use of undercover reporters to expose malpractice. When things go wrong, children are an integral part of establishing a solution, so they are able to learn from the situation. Where behaviour is considered a low-level issue the use of sanctions can be applied. Pupils will always be listened to as we seek to understand the reason for any behaviour and through discussion, we will apply a sanction if appropriate. We aim for children to learn through this process to enable them to make better choices in the future. When children get a specified number of smileys, they are given a certificate to take home related to their house team which recognises this milestone:He has wide ranging experience in education and residential care settings, including a large mental hospital, a residential unit for young adults with learning disabilities and autism, and as a school principal running three successful residential and day schools for children and young people who exhibit challenging and hazardous behaviours.

School is a safe place for children where they will be listened to and challenges discussed openly. We launched our new topic 'Deadly 60' by thinking about what you might see in animal poo depending if they are a carnivore, herbivore or omnivore. Teachers need to recognise that effective conditions for learning (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour. We use an electronic system for recording safeguarding and behaviour incidents (CPOMS), so do we have to keep records of restraint in a numbered bound book?On excluding a pupil, the Head Teacher must immediately notify parents of the exclusion and the reason for it. They must also inform parents of their rights to make representations to the Governing Body. The Governing Body must also be notified of certain exclusions. Children are encouraged to develop a proper awareness of their rights and responsibilities. Staff and children alike are clear that each individual has rights and responsibilities in relation to those who live in the home, those who work there and people in the community. Where there has been physical intervention, the child will have the right to be examined by a registered nurse or medical practitioner within 24 hours.

For fixed-period exclusions of more than five days the governing body must arrange suitable alternative full-time education, which must begin no later than the sixth day of the exclusion. For permanent exclusions, the pupil’s ‘home’ local authority must provide alternative education. If physical intervention of any kind is required, then a record should be completed in the ‘Bound and Numbered’ Book as soon as possible and within 24 hours of the incident. Where necessary, searching, screening and confiscation will be used to safeguard a child/children at Stoke Primary School. Stoke Primary School adheres to ‘ Searching, Screening and Confiscation: Advice for Schools (May 2018). Long answer short – this was the case in the past. Although there is now no need to keep a numbered, bound book (unless you wish to), that advice is still being passed around as a requirement. Schools have to ‘consider how best to record such serious incidents’.The General Data Protection Regulation (GDPR) imposes strict obligations on those who handle personal data. It is very important that praise and reward should be meaningful to children. Children will achieve more, be better motivated and behave better, when staff praise and reward their successes rather than focus on their failure. Key to all our reward systems is how the children are able to articulate why they have received a reward and what they are continuing to strive for. The registered person has a clear written policy, procedures and guidance for staff based on a code of conduct setting out the control, disciplinary and restraint measures permitted and emphasising the need to reinforce positive messages to children for the achievement of acceptable behaviour. The certificates are presented to the children in achievement assemblies as a phase or whole school and then postcards are posted home for parents to celebrate the achievement with them. Measures of control, discipline and restraint used by the home are made clear to the placing authority, child, parent/s or carers before or, in an emergency placement, at the time the child is to move into the home.