Behaviour policy: growing young minds - Frederick Bird · BEHAVIOUR POLICY: GROWING YOUNG MINDS ......
Transcript of Behaviour policy: growing young minds - Frederick Bird · BEHAVIOUR POLICY: GROWING YOUNG MINDS ......
BEHAVIOUR POLICY: GROWING YOUNG MINDS
Frederick Bird 2017
MARCH 2017 J SILVERTON, HEAD Review date: 2018
We want:
Children who want to come to school
Children who want to learn
Children who want to do the right thing for themselves and others
Children who feel safe, valued and cared for.
We will:
Ensure all stakeholders work together to achieve this.
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A Behaviour Policy – Frederick Bird 2017
Vision and ethos
Our ideal:
At Frederick Bird everyone feels safe, happy and valued. The school provides a positive
environment where respect and good manners pervade. Behaviour is taught, not assumed
and high expectations are the norm. Children are treated as individuals, who need different
levels of support to reach and maintain school standards.
The school culture enables ALL children to learn and to grow. As its own community, the
school insists on a harmonious, caring, family atmosphere where shared school values are
upheld and all individual family values are respected.
We are consistent, persistent, insistent…and caring.
Our behaviour policy builds on intrinsic motivation – as the sustainable skill children will
need to be ultimately successful.
Aims
1. Model, foster and encourage respect across and between all stakeholders across the
school in order to have a cohesive, harmonious school community.
2. To be consistent in our application of policy and practice so that children feel fairly
treated and can therefore understand the expectations
3. To treat children individually and fairly, understanding that they have different
needs, starting points and home lives and we give them what they NEED, not all the
SAME in order to treat them fairly.
4. For every child to be ready for learning
“It is not so much what is poured into the student, but what is planted that really counts.” – Unknown
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Shared values, beliefs and principles about behaviour
Respect
Unconditional,
positive
regard
Persistent,
insistent and
consistent
Aim to
return to
learning
Respect
is
key.
Many conflicts including staff and/or
children are a result of
misunderstandings.
Stress causes children to
react in uncharacteristic
ways and can escalate
problems and cause
conflict.
Some children come from home
with a completely different set of
values to school ones and therefore
they may need a greater level of
understanding and a different set of
strategies.
Building a relationship with the child is
central to the strategies used.
Behaviour must be
taught not
assumed.
Support needs to be
personalised to the
child.
We don’t shout at
children.
We don’t take
things personally as
adults.
“Teach a child how to think, not what to think.” – Sidney Sugarman
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Legislation
OFSTED GOOD Pupils conduct themselves well throughout the day, including at lunchtimes. The school is an orderly environment. Pupils respond quickly to instructions and
requests from staff, allowing lessons to flow smoothly and without interruption. Low-level disruption is rare.
Pupils’ good conduct reflects the school’s efforts to promote high standards. There are marked improvements in behaviour for individuals or groups with particular behavioural needs.
OFSTED OUTSTANDING Pupils’ impeccable conduct reflects the school’s effective strategies to promote high
standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.
For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.
From the Teacher's Pay and Conditions Document (2012), teachers are required to:
61.8 Promote the safety and well-being of pupils
61.9 Maintain good order and discipline among pupils Linked to this duty of care there is a duty to act in loco parentis, in the manner of caring and reasonable parents. The Teachers’ standards, introduced in May 2012, refer to a teacher’s duty to:
demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils (Teacher standard 1);
manage behaviour effectively to ensure a good and safe learning environment (Teacher Standard 7);
make a positive contribution to the wider life and ethos of the school (Teacher standard 8);
communicate effectively with parents with regard to pupils’ achievement and well-being (Teacher Standard 8).
Related research
There is a mismatch between what science knows and what schools do. (Dan Pink)
Maslow’s Hierarchy – needs must be met at different times – need knowledge of the child
Delayed gratification – the longer the wait for the reward, the less effective it is.
Extrinsic systems externally motivate but research suggests they do not have long lasting effect on the
child’s psychology and learning behaviours/success. They tend to be more effective in the short term.
Intrinsic systems – lead to lessons for life and for success.
In Summary, Maslow’s hierarchy teaches us that children need different approaches at different times.
Extrinsic rewards can reduce a child’s natural desire to do the right thing but our society expects them.
We will continue to use extrinsic motivations to bridge the gap to intrinsic and for the purposes of visibly
focusing on the positive.
“Teacher: The child’s third parent.” – Hyman Berston
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Preparation for living in modern day Britain
In preparing children for life in British society, this policy will support the spiritual, moral,
social and cultural development of all of our learners It also takes into account the advice on
British values and the Prevent strategy from the government, in preparing children to know
what is right and wrong in terms of British society. Values such as democracy, following
rules and respect for ourselves and others form the pro-active teaching aspect of our
expectations of behaviour.
Whilst we understand that different people may hold different views around what is right
and ‘the law’, the school will promote British values in our school context.
Growth mindset
In our school we teach the children about learning a Growth Mindset approach. This work
by Carol Dweck promotes the concept that through hard work, even most basic abilities can
be developed through dedication and hard work—brains and talent are just the starting
point. This view creates a love of learning and a resilience that is essential for great
accomplishment. The opposite is a fixed mindset, in which people believe their basic
qualities, like their intelligence or talent, are simply fixed traits. They spend their time
documenting their intelligence or talent instead of developing them.
This approach also underpins our behaviour policy.
Our school promises.
Respect
Responsibility Honesty
Kindness
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Expected behaviours:
Early years
Quiet inside, indoor voices
Walking inside
Being gentle
Looking after things and each other
Kind hands and kind words
Respect shown to everyone
Doing what they are told the first time
Being engaged in school – taking part
Ready to learn
Polite
Good listeners
Being a good friend
Years 1 and 2 (as EY, and …)
Listening
Being kind to each other
Respect
Being engaged
Polite
Building independence
Solving own problems
Being honest – own their actions
Accept consequences
Taking initiative
Be a good role model
Indoor voices
Respect things as well as each other
Years 3 and 4
Be ready to listen
Respect
Ready to learn
Accept consequences
Focus on their own learning
Be honest
Take responsibility
Listen to others
Politeness to everyone
Being engaged
Look after each other
Walking inside
Allow others to learn
Communicate respectfully
Have empathy
Work independently
Years 5 and 6
Communicate politely
Show respect
Listen to others
Follow instructions the first time
Voice opinions appropriately - both how and
when
Persevere
Respect others personal space
Take responsibility
Be honest
Work hard
Show patience
Arrive calmly and ready to learn
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We teach good behaviour - it takes time
Strategies and rewards to encourage good behaviour
EYFS
WOWs for work
Postcards home
Always club
Children on gold star to Always club
Gold bag
Postcards home
Treat box
Crazy time!
Marbles in the jar (whole class/group)
Years 1 and 2
WOWs
Postcards home
Always club
Treat box (team points)
Children choose rewards
Send to Head for good work
Golden tickets
Stickers
Time outside in the afternoon playing
Years 3 and 4
Wow for work postcards home
Always club
Send to SLT with good work
Public year 3 and 4 tea party with teacher
(from Golden ticket wins)
Dinnertime jobs
Dinner time with teacher
Treat jobs
Parental feedback at the end of the day
Spontaneous individual or class reward.
Years 5 and 6
WOWs for work
Postcards home – 1 for each child each
year.
Always club
Individual behaviour tracking – so children
can self-score and aim to improve – good
marks are rewarded with a gold star on the
chart.
Class spontaneous award – each class has a
chest of ‘treats’ – varied to appeal to
different children. Children are invited to
pick a treat when the teacher deems a
reward is appropriate and will benefit the
child.
Class personalised rewards – at the
discretion of the teacher… ie football game
as a treat.
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Unacceptable behaviours:
Any behaviour which is not described as acceptable above, is unacceptable. Appendix 1
describes some common behaviours within the chart showing what each behaviour would
lead to.
Strategies and sanctions to eradicate unacceptable behaviour (including
stance on exclusions)
All unacceptable behaviours will have consequences (see Appendix 1).
Initial low level behaviours should be managed by good classroom management procedures.
Teachers can employ their own strategies for this but the emphasis is on describing the
positive and NOT making a feature of the negative. At this point it is especially important to
‘nip things in the bud’ using effective strategies and focus on a return to learning of the
child, rather than the behaviour.
If unacceptable behaviours escalate there are appropriate consequences (Appendix 1). The
chart works in 2 ways – children either move through it or they can go straight to the
appropriate level, if the level of severity warrants it.
EXCLUSION
At the most extreme (RED) level exclusion, internal, fixed term external or permanent
exclusion are options. These decisions are ONLY to be made by senior staff and will reflect
the incident AND take into account the child’s individual circumstance. It is important to say
that whilst the school will do everything it can for any child, if one child puts others at risk of
harm, or themselves, permanent exclusion may be an appropriate outcome. School
procedures and authority procedures will be adhered to in this instance.
Foundations for effective classroom management – checklist.
It is worth reviewing these factors within the classroom if behaviour is becoming an issue for
one or more child. This can be done with the support of the inclusion leader/phase leader if
required.
Suitability of work for the child’s needs – is it appropriate?
Engagement – is the work interesting?
Learning style – are they sitting for too long?
Seating arrangement/physical factors – are they being distracted? Can they see the
board? Can they hear the teacher?
Unknown factor – are they sitting by someone distracting? Is something happening
at home? Medical issues? Has there been a sudden change? Why?
Are you as a teacher setting clear boundaries, using the reward and sanction systems
clearly?
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Behaviour support systems
If all of the issues above yield no improvement, it is possible to try supporting behaviour in
one of the following ways:-
Ask the inclusion leader/phase leader for support – observe the child/the teacher –
model a lesson so YOU can watch the child.
Devise a plan (short term) for the child. This maybe a chart that they have to report
to senior staff/parents daily/weekly. At this point you may choose to bridge their
movement from unacceptable behaviour to acceptable behaviour with rewards but
they must not be excessive or remain a feature of the child’s individual management
(a –it is unfair on other, b – they will rely on them and need bigger ones).
Involve senior staff/parents.
Unstructured times:
At unstructured times the children will be encouraged to follow the same system of
acceptable behaviours. Any incident will be dealt with in the same way – in that LTS staff will
be trying to return the child to a place of acceptability, using strategies developed in
training.
More serious incidents MUST be reported to senior leaders immediately.
Challenging behaviours and Behaviour strategies for SEND children
The inclusion leader has a broad programme of strategies and interventions that support
children with more challenging needs. She liaises with the class teachers and parents
around this work and it is regularly reviewed.
If teachers identify children with more extreme needs within the classroom (where this
generic policy is not effective for them), they should speak to the Inclusion leader (Natalie
Franklin-Hackett) immediately, for support and advice.
Strategies that may be used to further support children with more challenging behaviour
within and outside of the classroom are:
managing behaviour techniques for specific need ie autism
physical contact with children
escalation and de-escalation strategies
outside agency support
mentors specific withdrawal programmes
nurture groups support – a withdrawal groups
1 – to – 1 learning support, specific to need
Thrive programme
Art therapy support
Educational Psychologist support
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Parental partnership
Parents are a vital part of supporting good behaviour. Appendix 1 shows where they need to
be involved to improve behaviour. They are also encouraged to come in regularly to see
their children’s’ learning and to see them rewarded. We also use postcards home.
Recording, monitoring and reporting behaviours
Phase leaders keep records of incidents on the classroom through class sheets provided by
the class teachers.
Senior leaders and teachers log more serious incidents on C-POMS so that they can be
monitored and tracked.
Exclusions (fixed term and permanent) are reported termly to the Governing Body.
Racist incidents are also logged and reported. Parents are always made aware of any racist
incident involving their child.
Staff roles/staff development and support
Teachers and teaching assistants are responsible for ALL of the children in their class.
Teachers have a duty to employ strategies to ensure that ALL of the children are safe and
progressing well. Where they need support for more challenging situations, it is the duty of
senior staff to support them fully. At all times there will be a positive, problem solving
approach to the support of all staff and all children.
Role of governors
The Governing Body read this policy and are made aware of the level of good behaviour in
the school in termly reports by the Head Teacher, They also have a duty to form a panel
where a permanent exclusion takes place.
Governors are actively involved with reviewing behaviour in the school as it forms such an
important part of the child’s general safety which it is their duty to ensure.
Review
This policy is reviewed annually by the Governing Body and senior staff.
Also Refer to anti-bullying policy.
APPENDIX
Appendix 1 – steps structure
Appendix 2 – classroom chart and explanation
Appendix 3 – guidance for parents
“He who dares to teach must never cease to learn.” – Anonymous
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What we expect
Respect
Kindness
Taking responsibility
Honesty
What we do to encourage it
5 step system – visible colour zones
Positivity and praise
Individual rewards
Class rewards
Certificates - weekly awards
Star of the week/star of the term
Referrals to senior leaders for good work
Unexpected rewards
Always club
Liaison with parents for praise
What is unacceptable
Breaking any of the four school promises:
Respect
Responsible
Kindness
Honest
No hitting, no hurting, no fighting….
What we do about it
5 steps system:
1. warning
2. 5 minutes reflection in class
3. 5 minutes reflection in another class
4. Support from another adult
5. Referral to AHT/DHT/HT
Extrinsic
motivation,
bridge to
Intrinsic
motivation success
Summary overview
Foundations in place:
No shouting/no hitting policy
Strong relationships
Good teaching
Effective learning environment
Stage Within green Step 1 - yellow Step 2 - Orange Step 3 - Red Not always on task -some time
wasting Non completion of work Distracting another child Interruption Calling out Accidental damage Wandering Shouting out on odd occasions Singing in lessons
Persistent low level behaviour (within green) Teasing others Telling lies Name calling Unkind remarks/put downs Answering back Walking away Negative body language. Running in school Shouting out persistently Persistent wandering
Persistence of yellow Not responding to instructions, being un cooperative Deliberate, persistent unkind behaviour Lack of respect for an adult Inappropriate or bad language (accidental) Deliberately hurting another pupil Play fighting
Persistence of orange Serious acts of violence – ie hitting, fighting, kicking, spitting Persistent bad language/verbal abuse Continued refusal of adult instruction Deliberate damage to property/building Deliberate damage to self/others Theft Racial/homophobic/prejudice abuse
Strategies In class behaviour management strategies Positive language. Re-focus to learning Focus on primary behaviour, ignore secondary behaviour.
Continue positive behaviour management Time loss – 5 minutes reflection table and sheet
Continue positive behaviour management Time loss class next door – reflection sheet For persistent low level, start a behaviour report card.
Report card Individual behaviour plan Seek external support
Consequences Warning Reflection sheet/time out in class
Timeout next door class – reflection sheet Referral to YGL/AHT – option for sanction ie loss of playtime, letter of apology (as appropriate)
Referral to senior leaders – DHT/HT Possible internal/external/ permanent exclusion
Recording Class behaviour log (YGL) Whole school log – discussion by AHT end of week Tracking by senior staff
Meeting with parents – regular tracking
Parental liaison
Discuss with parents end of day Meeting with parents Track home /school
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All children’s names will start off on the green and they move up…and down. Children or teachers can move the names BUT be aware that moving a name down might escalate behaviour – so with some children in some circumstances it would be wise for the teacher to move it down discreetly. Children can earn the right to move back up as soon as they are showing expected behaviours. Each morning and afternoon starts afresh – reset to green. Celebrate moving up publicly. Be discreet about moving down. Don’t draw attention to unacceptable behaviour, draw attention to good behaviour.
Step 1
Step 2
Step
3
Appendix 2 – classroom chart and explanation
We have a new BEHAVIOUR SYSTEM. We have talked to the children about it. We have four new school promises, which the children helped to choose.
Respect
Responsibility
Honesty
Kindness We expect the children to behave in line with these promises, to all adults and all children. This is what we call acceptable behaviour. We expect this and we also reward this – to show everyone what we want and to let the children know that they are doing the right thing. Rewards can be postcards home, treats, certificates and lots of other things.
We have reviewed what happens when children show unacceptable behaviour – see the chart below.
Sanction step system
Children start the morning and afternoon on green. If they show unacceptable
behaviour they move down the steps. Red is the most serious. Children can move
straight to red for things like racism, swearing, hitting or showing defiance.
At every stage there are consequences and you will be told if your child moves to a
step.
If your child is behaving in a way that makes themselves or others unsafe (violence,
aggression) we may have to exclude them. This can be a permanent exclusion – it is
very rare, but it will happen if needed to keep everyone safe.
At Frederick Bird we think hitting and hurting is very serious. We have a NO
SHOUTING and NO HITTING policy. We do not shout at the children and they don’t
shout at us, or hit anyone. We ask you to support us in this. Sometimes children say
their parents tell them to ‘hit back’. This is unacceptable behaviour and we will not let
that happen in school. In that way, everyone will stay safe. We are very happy to talk
to you about this.
Thank you for your continued support
Step 1
Step 2
Step
3
GUIDANCE FOR PARENTS – BEHAVIOUR POLICY Here is a summary – the full policy is on the school website