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Information for Parents Behaviour Policy ‘It is the duty of schools to state and pursue policies and duties designed to promote behaviour and discipline’ (1997 Education Act) ‘We consider the best way to encourage good standards of
behaviour in a school is a clear code of conduct backed by a balanced
combination of rewards and punishments within a positive community
atmosphere’ Elton AIMS At * To create a safe and happy environment for every child at our school * To support all staff in the core aim of teaching and learning through an effective whole school approach to behaviour management. At the heart of the guidance is that it is absolutely
vital that all intervention should be based on and maintain a fundamental
respect for each individual. All staff
at Pupils are encouraged to be responsible for their own behaviour and actions. Self-discipline is at the heart of effective learning. Parents are encouraged to share the responsibility for the behaviour of the child. They are able to contact the class teacher or Headteacher to share concerns just as the school will contact them in the same circumstances. Children are expected to obey the rules. Rewards for good behaviour are a key part of the process and include praise, stickers, certificates, merit marks and referral to other teachers/Behaviour Co-ordinator/Deputy/ Headteacher for extra praise. Sanctions for poor behaviour include loss of privileges,
referral to the Behaviour Co-ordinator, referral by BeCo to the Headteacher,
The Headteacher meeting with parents/carers to discuss the incident/s and in
very serious circumstances exclusion from school. At AWHOLE SCHOOL APPROACH We believe that the following set of core values should underpin our approach to behaviour management: · All adult behaviour should reflect the main aims · Pupils should take ownership of their behaviour as individuals and members of the group · All members of the school community will treat each other with mutual respect. · All members of the school community will endeavour to build workable relationships between pupil and staff, staff and pupil · Through a behaviour management policy ensure that the core business of the school, the teaching and the learning, is supported. · Include all parts of the school environment, the indoor and outdoor classroom and the playground. At Roles and
Responsibilities We believe that as part of the educational process, all adults in the school community have a responsibility to teach the children appropriate behaviour. We pride ourselves on all working together to develop a caring and considerate environment for everyone. All staff monitor pupil behaviour and school council representatives act as monitors in corridors at dinner time. CLASS TEACHERS Class Teachers are responsible for their children’s pastoral care and behaviour but they do this in conjunction with the Headteacher, Deputy Headteacher and Behaviour Co-ordinator. This responsibility is also shared with classroom/learning support assistants and lunchtime supervisors. When staff have a concern about behaviour they are encouraged to share this concern with members of their year phase team, the BeCo, the SENCO or a member of the Senior Management Team. The BeCo will work with the class teacher to look at the whole teaching and learning environment. The BeCo will seek to advise/support and where appropriate liase with the SENCO (Special Needs Co-ordinator), Headteacher, parents and outside agencies. Class Teachers should bring instances of persistent or deliberate bad behaviour to parents attention and log with the BeCo that parents have been informed. DINNERTIME SUPERVISORS All supervisors should apply the same rules, rewards and sanctions that are applied by teachers. The Senior Supervisor will keep a record of names of children breaking the rules. Three entries will mean that the child is sent to the BeCo. Dangerous behaviour will be sent straight to the BeCo. BEHAVIOUR CO-ORDINATOR The Behaviour Co-ordinator is responsible for maintaining the individual pupil behaviour records on SIMs.net which details the date, time, and place of incidents, children involved and sanctions applied. Incidents are ranked by severity and given points which will accumulate. Incidents from playtime and dinnertime will be recorded in the same way as incidents in class and will carry the same hierarchy of sanctions and will be recorded on pupils’ SIMs.net record in the same way. If the points accumulate quickly because of persistent referrals to the BeCo, this will be referred to the Headteacher and /or parents, depending on the nature of the incidents. This record will help to identify any patterns of behaviour, relationships or situations that can be addressed with staff to modify the behaviour. It will also help identify instances of bullying. ALL STAFF All staff – teachers, teaching assistants, dinner supervisors and other non-teaching staff have a responsibility to be vigilant and follow the appropriate procedures when an incident is witnessed or reported to them. All staff should apply the school rules and apply the sanctions set out in the Behavioural Expectations document. Bullying Bullying is the wilful, conscious desire to hurt, threaten
or frighten someone else. Bullying can be physical or verbal, or even a
gesture. It can be overt or subtle
intimidation. It is not always easy to
recognise. We are all aware at Partnership with Parents Parents should be involved at an early stage if their child’s behaviour gives cause for concern at school. Parents can play a supportive role in monitoring and addressing behaviour concerns and by supporting school they send a clear message to the child about what is and what is not acceptable behaviour. Reasonable Restraint When a child’s behaviour is extreme or endangering themselves or others immediate assistance should be requested from a senior member of staff. Staff should follow the guidance set out in National Guidance for Reasonable Restraint, which is followed by the school. Pupils Leaving School
Without Permission If a child absconds from school staff notify the school office, who then notify the parents. Whilst the school maintains every effort to ensure the health and safety of the children, it has to be accepted that the child has a responsibility to remain within the school. The methods employed to ensure the children’s safety are dependent upon their age and maturity. COMMON RIGHTS AND RESPONSIBILITIES AND RULES The basis for behaviour management at Agreed Common
Rights ·
We all have a right to feel safe ·
We all have a right to be
treated with respect and dignity ·
We all have a right to learn Agreed At the start of each academic year we establish mutually
agreed class rules in a Class Charter and reaffirm the school safety rules
(see Appendix 1). More detail
regarding school rules can be found in the Staff Handbook The school rules and Class Charter should
be revisited whenever needed. This is
an important part of establishing the framework for common rights,
responsibilities and rules. The Class Charters are based upon the one rule for all of
us, which is: Everyone will act
with courtesy and consideration to others at all times · Be truthful · Think of other people’s feelings · Treat others as you would want to be treated · Make it as easy as possible for everyone to learn and for the teacher to teach. (this means listening carefully, following instructions, helping each other when appropriate and being quiet and sensible at all times). · Move calmly and quietly about school (this means never running or shouting, but being ready to help by opening doors, standing back to let people pass and helping to carry things). · Speak politely to everyone. Calling out is always rude. Remember to say please and thank you and be patient. · Respect and care for the school and other people’s property. We believe that establishing teacher expectations of a class is time well spent. The teacher should make explicit the procedures, routines and expectations for: · Using the cloakroom · Entering/leaving the classroom · Registration · Movement around the school · Movement around the classroom · Using/sharing resources · Gaining the teacher’s attention · Going to the toilet · Wet play/lunchtimes · Tidying-up….etc. The class teacher should actively teach, model, encourage and support positive behaviours, e.g. appropriate voice for level for paired/small group work or expectations on entering the class. REWARDS. Positive reinforcement of appropriate behaviour is the best way to encourage good standards of behaviour. Rewards must mean something to the child/group. There needs to be a staged approach to rewards i.e. little rewards lead to big rewards. Once a reward has been given it must not be taken back. Methods of Praise - examples Non-verbal praise – smile, thumbs up etc. Verbal praise – well done thank you etc. A written commendation on a pupil’s work Commercial stickers – in books. Being sent to another teacher for praise – e.g.a year group colleagues, subject co-ordinator Special responsibility Effort and Service certificates in Family Assembly Inform parents (inc. Praise Postcards) Being sent to the BeCo for praise. There is a whole school system for recognising excellence.
A class wall chart with spaces for 18 awards per child is kept by teachers.
Outstanding effort in work/behaviour/citizenship is rewarded with a
stamp/sticker/star appropriate to the age of the children 5 = Bronze 10 =
Silver 15 = Gold 18 =
Platinum Children can also be sent to a member of staff within the
year phase, BeCo, SENCO for additional praise and an extra reward as well as
their award on the star chart for exceptionally good
work/behaviour/citizenship. The BeCo will make a record of the date that the gold and platinum levels are completed in the Achievements section on pupils’ records on SIMs.net. The focus of behaviour management at SANCTIONS Clear negotiated sanctions are an essential requisite of positive classroom management. If rules are discussed, agreed and displayed and then broken without incurring any consequences, the message to children is that the rules are useless. Sanctions offer clear boundaries and a safe framework. Children test their power. They need to know that school boundaries are secure and not vulnerable to their own power. We believe pupils should understand why they are being disciplined and that consequences should respect: · respect the individual · relate to the misdeed · have a hierarchy · have a strong commitment to recovery options The emphasis is not on the severity of a consequence but on the certainty of a consequence. Early Years Breaking the rule will result in a verbal warning/removal from activity. Persistent or deliberate bad behaviour should be referred to the BeCo KS1 / KS2 Hierarchy of sanctions 1. Verbal warning. 2. Name written on the board or in the log book at dinnertime. 3. Three tallies or times name is recorded – sent to the BeCo for persistent rule breaking. If the behaviour is dangerous to themselves or others, causes deliberate damage or is bullying then the child should be sent straight to the BeCo. Examples of these types of behaviour are outlined in the Behavioural Expectations Document. (see Appendix 1) The BeCo or Senior Teacher will apply the sanctions set out in the Behavioural Expectations Document. A final sanction is for the child to be sent to the Head/Deputy. The Head will then decide whether parents need to be asked to come into school to discuss the situation. The Head will decide whether the circumstances are so severe that suspension/ exclusion from school needs to considered or applied. APPENDIX 1 School rules ♦ Keep to the left in
corridors. ♦ No jewellery to be worn -
except stud earrings and watches. ♦ Remember to bring your PE
kit and swimming kit on the correct days. ♦ No glass bottles or fizzy
drinks to be brought into school. ♦ No chewing gum in school. ♦ Suitable footwear must be
worn. ♦ Lining up – First whistle
stand still. Second whistle walk to your line and line up. ♦ No children in the PE
cupboard without a member of staff. ♦ Permission is needed to go
to the toilet or into school from outside. ♦ ♦ Ball games are allowed on
school field in designated areas. ♦ No game boys/ toys allowed
in school. ♦ Cards allowed playtime but
no swapping allowed. ♦ Mobile phones are not
encouraged in school and if brought into school should be left with the
secretary . APPENDIX 2 Behavioural Expectations Green, Amber and Red Level - ‘Go, Think,
Stop’ Poster GREEN LEVEL ·
We all have a right to feel safe ·
We all have a right to be
treated with respect and dignity ·
We all have a right to learn Everyone will
act with courtesy and consideration to others at all times
Teachers, teaching assistants
and dinner supervisors deal with Amber Level incidents using their own
classroom/ playground discipline procedures based upon 1. Verbal Warning 2. Playground - time out – 5
mins 2. Name on Board - three
tallies, send child to BeCo 3. Discussion with reference to
the ‘Go, Think , Stop’ posters in all classrooms Amber Level
incidents include- accidents where other children get hurt or upset, damaging
things because the child did not think first, joining in with name calling,
sometimes telling lies, not thinking about other people’s feelings, being
selfish, not listening carefully, being noisy, running in corridors,
forgetting to say please and thank you, being impatient RED LEVEL - DELIBERATE OR
PERSISTENT BAD BEHAVIOUR Any deliberate or persistent bad
behaviour or accusation of bullying should be referred to the BeCo who will
then investigate, if necessary, record the incident in the child’s Behaviour
Record on SIMs.net (giving it a point score as indicated in the examples
below) and set punishments in line with the point/ level and consequences
structure below.
If, after termly analysis of the records, continual bad
behaviour is recorded, the consequence will be matched to the accumulated
level of points. |
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