Althorpe and Keadby Primary School

Behaviour Policy

Approved by: Althorpe and Keadby Primary School Governing BoardDate approved: September 2017Review Date: September 2018Reviewed By: All staff and Governors

Everybody has the responsibility to behave in a way that allows others to enjoy their rights in peace.

Aims and PrinciplesTo help children learn to manage their own behaviour and accept responsibility for it.

To create a calm, safe, purposeful and happy environment.

To foster caring attitudes and respect to ensure that all children are valued.

To collaborate with parents in establishing common expectations for acceptable behaviour and to maintain a consistent approach

These aims will be realised in a purposeful and secure atmosphere.

To foster high standards of behaviour, this school believes in the need for:-

Positive relationships based on mutual respect, a sense of community and recognition of the rights and needs of every individual.An expectation that adults and children will behave with fairness, consideration and tolerance towards others.Opportunities for children to succeed in developing self-confidence and self esteemOpportunities for children to make positive choices and to develop the strategies to manage their own behaviour with an understanding of the rewards and consequences associated with appropriate or unacceptable conduct.

Pastoral CareTeachers are responsible for the pastoral care of the children in their class group, but share with all other adults a corporate responsibility for the welfare of children. All adults form positive relationships with the children in their care so that children feel valued and respected within a framework of clear expectation and boundaries. Each child, at the start of the new academic year, chooses their “Nominated adult.” This is the adult they will talk to and go to with any worries or upsets.

Home/School Relationships

The relationship which exists between the home and school is of vital importance.Where concerns arise, communication with and support from home are crucial. All parents/guardians are made aware of the school’s approach to behaviour management in the School Prospectus and the Home School Agreement. If parents/guardians are invited into school to discuss their child’s behaviour they may be involved in devising a plan of action to support the child in achieving agreed standards of behaviour. In some cases this may be formalised in an Individual Behaviour Contract. Action may also include the support of outside agencies. Parents do ask school for support with their child’s behaviour at home and so school works with families to offer help, guidance and support.

Teaching and Learning and the Quality of the CurriculumThe quality of teaching offered to children has a significant effect on pupil behaviour. High standards of pupil behaviour are achieved when:-

Lessons are stimulating, well planned, purposeful and challenging with high teacher expectations of learning and behaviour.

The work is well matched to children’ abilities, learning needs and styles.

Classrooms are organised and managed effectively; there are clear predictable routines and staff are proactive in planning for good behaviour.

Appropriate behaviour choices are modelled by adults and positively reinforced through praise and rewards.

Opportunities to develop social and co-operative skills and to explore a range of issues are provided in a variety of ways. Eg:- use of a range of teaching styles, School Council, playtime activity, PSHCE, Circle Time and Collective Worship.

The concepts of rights and responsibilities are actively taught.

Physical Environment The quality of the school environment can significantly influence pupil

behaviour. The whole school community respects and values a high quality environment as an important factor in establishing a shared sense of pride and responsibility.High quality resources should be readily available to children to support them in their learning.

Assertive Mentoring‘Attitude’ is carefully tracked at least termly. This includes attendance, punctuality, behaviour, effort, homework and uniform. Each area is colour coded: Green-excellent/very good, Yellow-acceptable/satisfactory, Red-unacceptable. Targets and support are agreed where necessary.

RewardsRewards are used to recognise children’s achievements, to acknowledge and reinforce appropriate behaviour and to maintain the positive school climate.We acknowledge that the most powerful rewards come from emotional

feedback, providing children with messages of acceptance and belonging and confirmation that they are valued. We also recognise that whilst sanctions can limit pupil’s behaviour, it is rewards which have most impact in changing it. Use of the following rewards should therefore outweigh the use of sanctions in achieving high standards of behaviour.

Praise This must be genuine and perceived as deserved by those receiving it. Recognised forms of praise include:-

verbal messages to both children and parent/guardiansmilesthumbs upthankswritten comments on workshowing work to other children/teachers/classes/Head teachercommendation in Super Smiley assembliesGoing for GoldTeam points

Stickers, treats and certificatesThese children will be rewarded through:opportunities to earn smileys and super smileysopportunities to earn team pointsthe Class Cup stickers and certificates from the Head Teacher for good workTop Tablean invitation to the Head Teacher’s tea party

Whole School Reward System: ‘Smileys’As well as the rewards listed above the school has designed and adopted a consistent approach for rewarding and encouraging good behaviour, effort and manners based on the collection of ‘smiley face’ stamps. Smiley faces may be awarded for any actions, deeds or attitudes which are deemed noteworthy and may include :-

Particularly good work/effort. Displaying good manners. Displaying a caring attitude towards others. Motivation to work and staying on task etc. Homework (1 smiley for handing it in on time, 1 smiley for excellent

effort) Reading at home (2 smileys for 5 reads a week) Well-presented work (2 smileys if you get the handwriting t-shirt) Word cards and times tables linked to Assertive Mentoring

When awarding the Smiley the member of staff should reinforce the good behaviour e.g. ‘You can have a Smiley for waiting so patiently’.

Once awarded a Smiley can never be deducted

They are intended to help staff focus on positive rather than negative behavior e.g. if a child is continuing to stay on task when a partner is trying to distract

him, staff may choose to reward the child on task rather than apply a sanction to the child who is not.

The reward system is graded as follows:-

Any noteworthy behaviour 1 Smiley (recorded on class chart)10 Smileys Teacher commendation (stamp recorded on individual achievement card)50 Smileys Chocolate treat awarded in REF Assembly (small bronze sticker recorded on individual achievement card)100 Smileys Autumn Team Leader commendation Bronze Award (presented by Team Leader)100 Smileys SpringDeputy / Headteacher commendation Silver award (presented by Headteacher)100 Smileys Summer School commendation in Assembly Gold award (in front of whole school)

Gold awards will be presented in whole school assemblies and parents will be invited to share in their child’s achievement.Commendations and awards are recorded on each child’s individual ‘Good Behaviour Card’.

A ‘smiley’ can be awarded by any teacher, TA or the Senior Mid day supervisor to any child at any time. All staff should carry ‘Smileys’ at all times to reward and reinforce positive behaviour as it occurs. This reinforces our philosophy that the care of all our children is the responsibility of all adults in school.

If a child achieves a Bronze, Silver or Gold Awards they will have an appropriate treat. The treat/reward should reflect the achievement i.e.

Autumn Party: DVD and party games in the hall for all children who have earned 100 smileys.

Spring Party: Easter Egg Hunt and tea party for all children who have earned 100 smileys.

Summer Party: Beach Party for all children who have earned 100 smileys.

An additional party will be for those children who have earned 300 smileys at the end of the Summer Term.

ResponsibilitiesChildren have opportunities to raise self-esteem when they are given “special responsibilities” such as monitors, House Captains, Y6 Office Helpers, School Councillors, Gardeners, Librarians, Playground “Leaders” or “Litter Pickers”.

SanctionsIn the first instance, children must be clear about expected standards of behaviour and this is regularly reinforced through collective worship, PSHCE, Circle Time, positive role models and ongoing interaction with children. When children transgress, they are supported in identifying poor choices and the

behaviour they need to change. Often, inappropriate acts can be corrected through use of effective non verbal reprimands. These may take the form of:-

Eye contactFacial expressionProximity of teacher to childSignal/gesture

Sanctions are necessary to reinforce expectations, to register disapproval of unacceptable behaviour, to confirm the authority of adults and to protect the rights of others within the school community. They are useful in discouraging immediate behaviours but may be less effective in preventing recurrence unless they are used as tools to support children in making their own decisions to behave in socially acceptable ways which respect the rights of others. They must therefore be applied consistently so that the consequences of poor choices are as inevitable as the acknowledgement and rewards which follow good ones. They are only effective when used in a positive and caring environment where children are actively taught social and moral skills and values and which encourages good behaviour.

When sanctions are used it is essential that teachers assure children that they disapprove of the behaviour rather than the child. The imposition of sanctions should always be accompanied by a discussion of alternative, more acceptable choices and strategies to support children in avoiding trouble and in adopting more suitable behaviours in future. “Blanket” punishments of whole classes should be avoided.

The school has a framework of sanctions that provide a guide for staff in managing behaviour with fairness and consistency. However, they will also apply their expertise and knowledge of individual children in exercising their judgement to make appropriate decisions in particular circumstances. Certain actions such as serious physical or verbal harm to another child may require the immediate imposition of strong sanctions. Teachers need to assert and maintain their authority. However, confrontation with children may escalate situations and is to be avoided where possible. The sanctions to be used are detailed below. The use of alternative strategies must be agreed with the Headteacher to maintain consistency and the ethos of the school.

In classrooms:-

The Traffic Light SystemThe vast majority of children in our school will remain on green throughout their schooling. Children will be rewarded as outlined previously. If a child then chooses the wrong behaviour they will:

1. Be given two verbal warnings (first warning name on the board, second warning tick beside name)2. Moved onto amber which means they lose the following playtime

3. Moved onto red which means they will be removed to a different class for the rest of that morning or afternoon session with work and lose the playtime. Mrs Tate will be informed and a written record will be kept.

Any child who is removed from their class twice in any week will be sent to Mrs Tate, who will obviously have words and telephone the parents.

A child who is moved onto red 4 times during a two week period could be excluded to the Lilac Room Behaviour base for a period of time.

Any child being put on red and so removed after 11.30 am will remain in the partner class for the rest of the afternoon and miss the playtime. Likewise any child being put on red after 2.30pm will begin the following day in the partner class and miss the playtime.

Foundation StageAmber- the child will spend 5 minutes away from activities having thinking

time.Red- Child will visit Mrs Tate and the parents will be informed.

Playtimes Time out – stand against the wall (for no longer than five minutes)

If it happens for a second time, they are sent into the hall and miss the following playtime. (person on duty to be responsible for writing pupil names on whiteboard in staffroom)

Pupils to be brought in immediately for fighting, swearing at an adult or swearing heard by an adult. These incidents are to be dealt with by either, Mrs Tate, Miss Tyson, Mrs Appleyard or Mrs Sowerby. Pupils to miss the rest of that playtime and the following one. (SLT to write pupil name in behaviour file)

Mrs Tate, Miss Tyson, Mrs Appleyard or Mrs Sowerby to supervise children in the hall.

LunchtimesMinor incidents - Time out – stand against the wall (for no longer than five minutes)

Pupils to be brought in immediately for fighting, swearing at an adult or swearing heard by an adult. These incidents are to be dealt with by either, Mrs Tate, Miss Tyson, Mrs Appleyard or Mrs Sowerby. Pupils to miss the rest of that lunchtime and the following one. (SLT to write pupil name in behaviour file)

(Individual pupils, especially those on an IBC, may follow a different procedure- staff will be informed of these specific cases)

Any child being sent in twice in a week in any week will be sent to Mrs Tate who will obviously have words and contact the parents asking them to come in and discuss their child’s behaviour at lunchtime.

A child who is sent in 4 times during a 2 week period will be excluded at lunchtime for a week.

All teachers must keep a daily record of any children who move onto amber with a brief outline of the reasons.

Bullying incidents will be logged separately by the Head teacher. Parents of children involved in serious or repeated acts of bullying will be contacted. (See Anti bullying Policy)

Children with Emotional and Behavioural Difficulties There are some children who require action beyond the schools’ “standard” system of rewards and sanctions. There are often “hidden” needs and underlying causes for their inappropriate behaviours. This school adopts a problem solving approach and seeks to work with families and other agencies to consider and address the underlying causes as part of the process of improving behaviour and making appropriate SEN provision. Our aims in communicating with families are to

Diagnose and address the roots of the difficultiesTo identify achievable objectives for the childTo agree joint strategies and the actions to be taken at home and at school.

Where appropriate, the school will establish an Individual Behaviour Contract with parents/carers to clarify the school’s expectations, the specific behaviours which are of concern and to agree behaviour modification strategies to be jointly implemented.

Particular strategies will need to be tailored to the needs and circumstances of those involved, with individual targets and rewards. These are likely to involve a behaviour diary linked to a school, home, or jointly implemented rewards and sanctions programme. Behaviour diaries are used to record positive behaviour and success as well as transgressions.

School SEN provision and the expertise of external agencies will be used to address learning difficulties and provide support for the child in developing anger and behaviour management strategies.

The school has systems to record and monitor behaviour which are used to diagnose patterns of behaviour and to provide evidence to inform liaison with outside agencies, including the Educational Psychologist.

Poor behaviour may trigger use of an Early Help Assessment to work with the family and other agencies where there are concerns about a possible “child with additional needs”.

Positive HandlingThere may be rare occasions in which staff or children are faced with very challenging behaviours. There has been whole staff training in accredited “Team Teach” de-escalation and positive handling strategies to equip staff to safely intervene when presented with a situation which seriously prejudices the maintenance of good order and a safe environment. Risk assessed “Support

and Intervention Plans” will be drawn up and agreed with parents or carers for children for whom we anticipate such measures may be necessary. (Team Teach refresher training July 2015 and two new staff trained May 2015)

Exclusions The school has a policy of not excluding any child.

Behaviour data collectionAt the end of each half term the Head teacher and Lead Behaviour TA will collect in class behaviour records alongside the behaviour record file to analyse the data. This will be reported to staff and governors at termly meetings.

Other PoliciesThis policy should be read in conjunction with:-School AimsAnti bullying PolicySpecial Educational Needs Policy