BEHAVIOURPOLICY

This policy was updated: September, 2019.

This policy will be reviewed: September, 2020.

Statutory policy: Yes.

Source: School.

Contents

1. Aims and principles Page 3

2. Promoting the Ethos of Good Behaviour Page 4

3. How we Encourage Good Behaviour Page 4

4. The Role of Parents and Carers Page 5

5. Reward Time Page 5

6. Class Dojo Points Page 7

7. In Addition to Reward Time and Dojo Points, we Encourage Behaviour Page 7 through a system of rewards.

8. Additional or Individualised Behaviour Measures Page 8

9. Handling or restraining pupils Page 8

10. Exclusions Page 9

11. Lunchtimes Page 9

12. Monitoring of behaviour Page 9

13. Foundation Stage Rewards and Behaviours Page 10

Appendix 1 – Summary of Sanctions (C0-C3) Page 12

Appendix 2 – Class Dojo Points Page 13

Appendix 3 – Class Display of Sanctions Page 14

Our School Vision

Together, the best that we can be.

Our School Mission

Reflecting Christian Values expressed in all aspects of the school’s life displaying acceptance and mutual respect.

Caring and Nurturing with children and adults having high expectations, celebrating success and making their contribution to a safe, fun, positive and stimulating environment.

Exceptional Children who are encouraged to make exceptional progress in academic, creative, moral, social and spiritual development and to become lifelong learners.

Partnerships with strong relationships between children, families, staff, governors, the church and the community as a whole.

Ravenshead C of E Primary School is committed to valuing diversity and to equality of opportunity. In biblical tradition children in particular are seen to hold a special place in the priorities of God. Furthermore, we hold to the foundational belief that all people are created in God’s image, and are intrinsically valuable. Everyone should be treated as fundamentally precious, irrespective of behaviour, achievements or potential.

Therefore, we aim to create and promote an environment in which pupils, parents/carers and staff are treated fairly and with respect, and feel able to contribute to the best of their abilities. The school’s biblical foundation provides a model of Christian community described as the ‘body of Christ’, in which everyone has a part to play, and everyone without exception has God-given gifts which are to be used for the benefit of others.

1. Aims and PrinciplesAt Ravenshead C of E Primary School, we believe that all children have the right to learn in a calm and safe environment. The staff at Ravenshead C of E Primary are committed to maintaining high expectations of good behaviour as an essential contribution to the educational experience of the children and to their happiness and well-being at school. The children are encouraged to have an understanding of the needs of others and to develop considerate and co-operative behaviour.

At Ravenshead C of E Primary School, we like to work alongside parents to encourage children to develop as fully as possible. We want to help our children to:

Create the conditions for a caring, orderly community based on mutual respect in which effective learning can take place.

Take responsibility for their own actions and by so doing develop self-discipline. Develop a sense of identity, achievement and self-worth. Develop the ability to co-operate with others. Develop tolerance and understanding of the needs and opinions of others. Develop a greater sense of personal responsibility by giving them responsibilities in a number

of ways in school.

Children learn best when they are clear about what they are supposed to do and when they are continually and consistently encouraged to do it.

As a school, we have adopted a behaviour system that will help to prepare the children for the next phase of their education, along with preparing them for secondary school.

2. Promoting the Ethos of Good BehaviourThe basis of achieving good behaviour at Ravenshead C of E is through positive, caring and respectful relationships between adults and children. Our expectations are high and boundaries are clear.

Good behaviour means that everyone in school is: Caring and kind. Polite and friendly. Helpful to each other. Calm and hardworking.

Our Ravenshead Rules are written around these areas:

Ravenshead Rules

1. Be ready to learn.

2. Listen and follow instructions.

3. Raise your hand to share.

4. Use hands, feet and objects correctly.

5. Respect people and property.

6. Be honest.

Posters to inform and remind pupils and staff of our agreed school rules can be found in each classroom and in the children’s Personal Organisers (at the front). At the beginning of each academic year, each class has lessons where routines that are used in the classroom to support the school rules are established.

3. How we encourage Good BehaviourStaff acknowledge and reinforce positive behaviour and pupil achievement and will:

Recognise and highlight good behaviour as it occurs. Use positive language. Ensure that all children are praised for behaving well. Reward children for the correct behaviour including Dojo points, class points, Rainbow Awards,

Child of the Week (for reading/writing, growth mindset or maths), Dojo message home, Postcards home.

Praise the child directly for behaviour we are pleased to see. Explain and demonstrate the behaviour we wish to see. Encourage the children to be responsible for their own behaviour.

Relate assembly and Collective Worship themes to PSHE materials and Picture News (British Values).

Use Heartsmart PSHE scheme of work to teach specific PSHE skills of understanding feelings and to promote positive attitudes.

4. The Role of Parents and CarersWe expect parents and carers to support their child’s learning and cooperate with the school. We ask that they support and respect the decisions that we make regarding rewards and sanctions. We aim to build a supportive dialogue between home and school and we talk to those at home if we have concerns about a child’s welfare or behaviour.

The school works collaboratively with parents and carers so children receive consistent messages about how to behave both in and out of school. Where necessary, children will be spoken to by members or staff and/or the Senior Leadership Team.

Should a child be absent when they are due to lose some of their reward time following a sanction, upon their return, a child will lose their time from the first available break time.

Our Behaviour System Y1-6

Our behaviour system is based on Reward Time, Dojo points and C0s – C3s. Children receive rewards to reinforce good attitudes and behaviour. Sanctions are used when boundaries are crossed.

5. Reward Time

What is Reward Time? Reward Time takes place on Friday afternoons for 15 minutes for Years 1-6. Special activities are set up for children to enjoy. All children (from Year 1 to Year 6) start off the week with an entitlement to the full Reward

Time.

Why have Reward Time? Reward Time rewards those children who are always well behaved as well as those who make

a special effort. Reward Time promotes good classroom behaviour and helps to reduce low-level disruptive

behaviour which prevents effective learning.

How Is Reward Time Promoted? Reward Time is promoted at every opportunity. It is referred to positively by all staff so that the children will want to take part. The activities for Reward Time are varied to suit all tastes and to keep Reward Time exciting

(there are boxes of activities that rotate around the classrooms). Children are frequently reminded of the Ravenshead Rules and are encouraged to keep them

at all times.

Visual CuesTo remind children to make the right choices about their behaviour, the school uses visual cues. Each child has a Dojo Avatar that is displayed on the class smartboard. A green circle next to their avatar shows how many positive points they have earnt so far that week. A red circle next to their

avatar shows how much Reward Time (if any) they have lost that week.

In KS1The children also have physical cues to remind children to make the right choices about their behaviour. All of the children’s names begin on the sun each week, representing that they have the full amount of Reward Time. Children move their name to the clouds to show sanctions and the removal of Reward Time.

Management of Behaviour: Visual cues are used to reward good behaviour and show consequences (Dojo point totals are

displayed on the interactive whiteboard). Reward Time cannot be earnt back as children have to learn to face the consequence of their

actions. The Ravenshead Rules are reinforced frequently to all pupils. All pupils are expected to follow the Ravenshead Rules. If a child breaks one of the Ravenshead Rules in a minor way, they are given a C0. They will

be given a verbal reminder and their name will be written on the whiteboard at the front of the class as a visual reminder.

If they continue to break the rule or a subsequent rule, they are given a C1 (and will lose increments of 5 minutes up to 15 minutes of Reward Time). Children will also be moved in class or be sent to work in another class.

If a child breaks one of the Ravenshead Rules in a major way, or for repeated C1 breaches, children will be issued with a C2 and their sanction will be issued at the next available lunchtime. Children will be expected to work during the period of the lunchtime that they miss and this will be supervised by a member of the Senior Leadership Team. Children will also automatically lose their reward time. Parents will be contacted if their child is issued with a C2.

For repeated breaches of C2, or violence or verbal abuse, children will be issued with a C3. If they are issued with a C3 during a lesson, they will be removed from the classroom and sent to work with a senior member of staff. If they are issued with a C3 during break or lunchtime, they will be removed from lunchtime into a supervised designated area and will be expected to complete work during this time. Children will also automatically lose their reward time.

All C2 and C3 breaches will be recorded on the school MyConcern reporting system.

What happens to children who have to miss all or part of Reward Time?In KS1Pupils are asked to sit out at a place designated by their class teacher who will discuss the choices that the children made and how these could be different in the future.

In KS2Pupils are sent to an identified classroom to sit with a class teacher who will discuss the choices that the children made and how these could be different in the future.

Should a child be absent when they are due to lose some of their reward time following a sanction, upon their return, a child will lose their time from the first available break time.

6. Class Dojo Points

What is Class Dojo?Class Dojo is used by all teachers and children from Year 1 to Year 6. It is a digital classroom management tool designed to help teachers improve children’s behaviour. Each child gets an avatar,

and the school creates goals or behaviours to track, such as participating in class, or staying on task. Ravenshead C of E teachers use an IPad/laptop to give points throughout the school day. Each child’s points are displayed via the classroom interactive whiteboard. Parents are able to view their child’s positive points by joining using the Class Dojo app and can also see any comments that their teacher has added about their child (parents should request a unique code from their child’s class teacher should they wish to join Class Dojo).

Why have Class Dojo Points?By offering a quick, easy way for teachers to note behaviours as they happen, Class Dojo allows teachers to gather more information about individual children and give them feedback instantaneously as well as allowing a whole school monitoring of behaviour.

How Class Dojo Points are promoted: The child in each class with the most Dojo points each week will receive a prize in the FAB

Achievement Assembly along with their class monster to sit on their desk for the week.

Classroom Management of Class Dojo points: Class Dojo points will be displayed on the interactive whiteboard each day. Both positive

points and the amount of Reward Time lost will be displayed. Children will earn Dojo points for demonstrating positive behaviour (see Appendix 2). The bubbles by the children’s Avatars will be set back to 0 each week so that each child starts

afresh. However, the overall points that the children have individually gained can be viewed by class teachers.

7. In addition to Reward Time and Dojo points, we encourage behaviour through a system of rewards:

Certificates and stickers are given to children. Weekly FAB assembly awards - each week, a child is nominated from each class to receive an

achievement certificate, based on a specific area, for example English, peer choice, outstanding attitude to learning. Parents/carers are invited to attend the assembly to see their child presented with a certificate. In addition, class teachers nominate either a reader/writer, mathematician or Growth Mindset child of the week and the children have their work/photo displayed in the KS2 entrance hall and are awarded with a bookmark, pencil, ruler or badge in the assembly. All children who receive a reward in FAB assembly have their names included in the weekly newsletter.

Roll of Honour - where parents nominate their children for achievements outside of school. Their names are read out in the FAB assembly, put into the newsletter and they receive a sticker.

Top Table award - held monthly in both dining halls (children are selected for their good lunchtime behaviour) where the children sit on a special table, have their lunch first and receive a special certificate.

The school has adopted a ‘Growth Mindset’ approach which encourages children to always try their best and to not be afraid of failure (as it is only by failing that we learn). Children are awarded with Gerald the Giraffe to sit on their desk if they have persevered and demonstrated a growth mindset.

Class points - awarded for going into Collective Worship quietly, lining up outside quietly and tidy cloakrooms. The class with the most points at the end of the week goes into dinner first for a week, has extra time on the Trim Trail and mushroom area at break time, receives a class certificate, trophy and the mascot Roxy (KS2)/Rocky (KS1) the Raven.

Class of the Term - The class which earns the most class points over the term (one in each

Key Stage) is the class point winner and receives a set amount of money to spend on a ‘treat’; Reading Raffle - where if a child reads three times a week at home, they receive a raffle ticket

to go into the draw. This is drawn termly for each Key Stage and there is a £25 prize chosen by the winners.

Stopping Inappropriate BehaviourAt Ravenshead C of E Primary, we do everything possible to work with children to promote positive behaviour. Positive reinforcement (Dojo points) is more effective than issuing a sanction.

However, from time to time, misbehaviour does occur. We believe that pupils feel more secure if they know where the boundaries lie and what sanctions will be used if they overstep the mark.

8. Additional or Individualised Behaviour MeasuresOn occasions, additional or individual measures may need to be implemented in order to address a range of behavioural needs or to take into consideration any specific special educational and disability needs. Members of staff will work with parents/carers and external agencies to develop a plan that is appropriate. Such measures may include (though this is not an exhaustive list):

If a child fails to complete work in the classroom, even though the work is well within their capabilities, the class teacher may keep him/her in during playtime to complete their work.

Contact with parents/carers: this is optional and will be used at the class teacher’s discretion if it is thought that a particular situation may be resolved through discussion with the family.

Removal of privileges, for example pupil not attending after school clubs, school discos, not to represent the school at an activity (particularly if other children’s well-being would be affected). In these cases, parents/ carers may lose any deposit they have paid for clubs (this is to cover costs incurred by the school as a result of booking fees, coach places etc.).

Weekly Report Chart/Star Chart: if the rewards and sanctions fail to provide the necessary support a child needs to help them develop the high standards of behaviour we are striving for, then the class teacher asks to see the parents/carers who are then notified that their child will be put on report.

For school trips, reasonable adjustments may have to be made to ensure that a child’s behaviour will not prevent others from having a good time. In these instances, a child’s parents/carers will be informed of the measures being put into place.

Behaviour plans: In cases where individual reports/star charts do not have the effect of improving a child’s behaviour, a formal behaviour plan may be introduced, in consultation between the child’s teacher, the SENDCO, Head of Pupils and Personnel/Strategic Headteacher and the child’s parents/carers. External support from the Sherwood Area Partnership may also be sought to support the child, family and school.

9. Handling or Restraining PupilsThis is always used as a last resort, if a child is endangering him/herself or others or if the child is seriously preventing the education of others. Teachers complete CRB (Coping with Risky Behaviours) training as necessary. Minimum handling is used, and parents and carers are always informed that restraint or handling has been used. Please refer to the CRB Policy on the school website.

10. ExclusionRegrettably, serious incidents of persistent disruptive behaviour (for example physical violence to a member of staff or pupil; extensive vandalism to school property; continual refusal to comply with adult instructions) may lead to fixed term or permanent exclusion which is called a C3. Exclusion is very serious and remains on the child’s school record throughout his/her school life. However, this

action is sometimes necessary in order to ensure that at Ravenshead C of E Primary School, we can provide a safe learning environment for all our pupils and staff. Please refer to the Exclusion Policy which is available on the school website.

11. LunchtimesWe expect children to show the same level of respect to all adults within the school. The same behaviour system will also apply at lunchtimes. Midday supervisors will apply the same rules, rewards and sanctions.

Instead of going to another classroom, for C0s, the children are asked to stand by the wall outside for a small amount of time. This will be logged so that teachers are aware. For C1-C3s, Midday Supervisors will complete a pink slip and hand this to the class teacher. The class teacher will then decide which sanction should be applied.

Identified children who find unstructured times challenging may be offered the opportunity to attend a lunchtime club.

An identified area will also be made available each day during lunchtime (in each Key Stage) for children that may need to bring themselves inside for a quiet space to calm. This will be supervised by a member of staff.

If inappropriate behaviour at lunchtime continues to be an issue, children may be kept inside at lunchtime for a specific period of time. If after this, lunchtime behaviour remains an issue, parents/carers may be contacted and asked to collect their children for lunch each day. This would be for a fixed period of time and would be logged as a half-day exclusion. In this instance, the formal process for exclusion will be followed in line with the school Exclusion Policy (which can be obtained from the Main Reception). After 10 lunchtime exclusions, governors and the Local Authority will be informed.

12. Monitoring of BehaviourEach class teacher will monitor the number of Class Dojo points that are being earnt by each child. The awarding of Class Dojo points, removal of Reward Time and C0 – C3s issued will be monitored across the whole school by the Head of Pupils and Personnel on a weekly basis to ensure that teachers are using them consistently.

If C1 – C3s are issued, parents will be notified via ClassDojo (this will be logged under the reports section in the ClassDojo app). For parents that are not linked to ClassDojo, teachers will communicate C1-C3s by another means. Additionally, class teachers will monitor the behaviour of their children each week and where they have ongoing concerns and feel it is necessary, they will contact the child’s parents/carers to discuss the issues.

Should the concerns persist, it may be the case that a meeting is held with the Foundation or Key Stage Leader to discuss the strategies that can be put in place to best support the child to develop the high standards of behaviour we are striving for. If necessary, the Head of Teaching and Learning, Head of Pupils and Personnel and/or Strategic Head will arrange a meeting with parents to discuss behaviour.

The loss of Reward Time will be monitored across the whole school by the Head of Pupils and Personnel on a termly basis and overseen by the link governor for behaviour, Lyndsey Park. An

overview of behaviour in the school will be reported each term to the governing body.  Discussions as to the number of children losing Reward Time or receiving C0-C3s then takes place.

The regular review of behaviour across the school also allows the school to continually review the effectiveness of the system and to make necessary changes.

13. Foundation Stage Behaviour Rewards and Sanctions The staff will model good behaviour for all children. Kind and respectful behaviour is taught through the Personal, Social, Emotional Development part of the curriculum. Children are rewarded with stars and stickers in F1 for following the School Rules and in FS2, children have a Dojo Character (as in the rest of the school). FS2 children are awarded Dojos for following the School Rules and Dojo points are celebrated during Foundation Assembly times.

Children are encouraged to talk about their feelings with the staff within the unit. Staff actively promote emotional wellbeing.

It is important to consider behaviour as a method of communication and staff will always attempt to identify what a child is trying to tell them. The word ‘behaviour’ covers a wide range of actions and staff within the unit are highly skilled in identifying concerning behaviours and tracking age appropriate behaviours.

Inappropriate behaviourIf children do not follow the school rules, they receive a warning and are reminded of the School Rule which they are breaking. The adult will say (for example), “One of our School Rules is..... please think about your behaviour.”

Step 1: If a child continues to demonstrate inappropriate behaviour, they receive a .The child will be reminded that they have the chance to change their behaviour.

Step 2: If a child receives another warning, eyes are added to the circle and a reminder of the School Rule being broken is given.

Step 3: If a child receives another warning, a sad mouth is added to the circle and a reminder of the School Rule being broken is given.

The child is then asked to leave their peers for 5 minutes and he/she goes to the ‘Thinking Spot’ to think about their behaviour and allow time for them to calm. Social stories are used to remind children how to behave appropriately. If this is not possible or if the child is showing violent behaviour, then their time out will be taken in a different area, away from their peers.

Each session is a fresh start and any warnings are removed after discussion with the child.

Sad Faces are recorded in a class Behaviour Log and these reviewed by the class teacher weekly and the Foundation Stage Coordinator half termly. Repeated incidents of inappropriate behaviour will be discussed with parents and the school SENDCo and a Behaviour Plan written if necessary.

Dinner Times and PlaytimesThe same behaviour system will be in place at lunchtimes and playtimes. Midday supervisors will apply the same rules, rewards and sanctions.

Instead of going to another classroom, the children are asked to stand by the wall outside. All incidents that occur during playtimes are reported to the child’s class teacher.

Children who find the busyness of the playground challenging will be offered the alternative of lunchtime club. Children can opt to stay inside and choose an activity such as colouring, Lego, board games. This club is not a sanction but a choice.

Continued Inappropriate BehaviourChildren’s behaviour is monitored through the use of a class Behaviour Log. Repeated incidents of inappropriate behaviour will be discussed with either the Strategic Headteacher, Deputy Headteacher and the Behaviour Coordinator and parents. In these instances, children may be placed on an Individual Behaviour Plan (IBP) and they will be given behaviour targets which will be regularly reviewed and updated with parents. During this period of monitoring, children will also have Individual Reward Systems, ABC charts and a Boxall Profile will be completed.

If the child shows risk of flight or violent outbursts, they will have an Individual Reactive Strategy and Individual Risk Assessment; these will be shared with all staff at the school. In developing Individual Behaviour Plans for individual pupils, outside agencies may be sought for advice e.g. School Special Services, Challenging and Risky Behaviour Team.

Recording and ReportingEach class teacher is responsible for keeping the class Behaviour Log up to date and completing, reviewing and updating Individual Behaviour Plans, Reward Systems and Incident Logs/ Forms.

Each child with an Individual Behaviour Plan will be designated a file for records and logs to be kept these will be shared with the child’s next class teacher as the pupil continues their learning journey. All paperwork completed on a child will be kept in their file for purposes of data collection and updated regularly.

The policy will be reviewed and updated at least annually.

Appendix 1Types of Behaviour Lead Sanction

Always Consider

C0

Breach of school rules, for example:Disturbing others/unhelpful talk, not on task, not following instructions/listening,misusing equipment, being inside at break times, running inside.

Staff member. Give a verbal warning and their name is written on the whiteboard at the front of the class as a visual reminder.

Reminding child that the next instance will be a loss of 5 minutes of Reward Time.

C1

Persistent breach of school rules

Staff member. Remove 5 – 15 minutes of Reward Time.

Add note to ClassDojo.

Time out of class, time out in class.

InterventionsRepeated breach of C0 or severe C1, for example:Lying, lack of respect (refusal to do what is asked), intentionally hurting another child’s feelings, being rude/cheeky to adults, throwing equipment, rough play.

Staff member. Removal to a supervised designated area.

Add note to ClassDojo (which will notify parents). If parent is not on

ClassDojo, contacting them via Parentmail or by phone.

Interventions

C2

Repeated breaches of C1 or for swearing, violent physical contact, racial incidents, bullying, intentionally damaging school property, lying of a serious nature.

Referral to Senior Leadership Team.

Miss the next available lunchtime (for the given time) which will be supervised by a member of the Senior Leadership Team.

Lose all of their reward time.

Direct contact with parents.

Add note to ClassDojo.

Removal from a series of playtimes, report card, individual behaviour plan.

Interventions

C3Repeated breaches of C2, violence of a severe nature.

Referral to Strategic Headteacher.

Sent to work immediately with a senior member of staff.

Lose all of their reward time.

Direct contact with parents.

Add note to ClassDojo.

Exclusion, notify Local Authority.

Appendix 2

Class Dojo Points

Whole School Dojo Points

5 points each Gerald the Giraffe winner.

2 points each Growth mindset. Collective worship. Lunchtimes. Working to the best of ability in books. Being kind/helping others. Listening/following instructions. Teamwork. On task/independent learning.

1 point each Areas identified by individual class teachers that the children in their class need to work on.

Appendix 3