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Here is our Behaviour Policy - if you have any queries regarding this - please do not hesitate to contact me at school

Mrs Sarah Sanson

(Executive Headteacher)

 

                   

 

                                                                        

 

 

The purpose of this behaviour policy is to make sure that all pupils are safe and behave impeccably at school.

 

This was produced as a direct result of the Head boys and girls completing a behaviour survey in Autumn 2014. They found that there was some low level disruption in classrooms which very occasionally prevented some pupils from learning as well as they could. Some staff found the generic system difficult to follow. The majority of staff and parent surveys (Dec 14) agree that behavior is good.

 

This policy is written based on what is right for our pupils at this moment in time. It must be used with a flexible approach.

 

The development of positive social, emotional and learning behaviour is at the heart of our behavior policy, procedures and approach. As a THRVE school, we aim to have THRIVE within our whole school ethos and THRIVE approaches across our whole setting.

 

THRIVE:

THRIVE is a dynamic, developmental approach to working with children that supports their emotional and social wellbeing. It is based on the latest research in neuroscience, attachment theory and child development, drawing on research into the role of creativity and play in developing emotional resilience.

 

‘School based programmes of social and emotional learning therefore have the potential to help young people aquire the skills they need to make good academic progress.’ (British Educational Research Journal 2013)

 

We strive to work with families and the community to prepare our pupils for the wider world. With this in mind, we have to accept their starting points and work with all close to those individuals.

 

We understand the importance of positive mental health for all pupils and adults in our community. We work hard to foster good practice within this area. For example, we are involved in the ‘Headstart’ programme, using the THRIVE approach with families in 2015.

 

We expect pupils to be able to learn and have positive attitudes towards learning in and around the school environment. Every pupil has the right to learn. This will be enhanced by Working towards the Rights Respecting Schools Award later in the year.

 

We respect that each pupil is an individual. Therefore, a blanket policy will not work for all pupils, However, we apply a consistent approach, enabling pupils to feel secure and are taught in similar ways.

 

 

 

 

 

We talk to pupils as we would expect them to talk to us

 

We always want staff to respect pupils and pupils to respect staff

 

This also follows with families and the wider community

 

We reward positive behaviour, challenge inappropriate behaviour and set achievable targets for development

 

 

 

We have 3 school rules that the pupils adhere to:

 

1. to follow instructions with thought and care

2. to show good manners at all times

3. to care for everyone and everything

 

 

 

In classrooms, the pupils devise their own rules, with the staff. This ensures that our common approach is applied to all pupils, but tailored to their age/emotions/ability/background. All members of the class sign the class contract. Parents are given a copy. We focus on manners of the pupils, saying ‘good morning’ ‘thank you’ and holding doors open for each other.

 

Pupils spend an appropriate amount of time exploring what the expectations are through a variety of ways e.g. circle time, drama, photographs, dance, art, assemblies etc. We teach PSHE adapting the curriculum to meet he needs of the pupils and use SEAL as necessary. We do this to prepare our pupils to become well rounded citizens and to cope in the wider society of an ever changing world.

 

 

Rewards

We reward pupils for impeccable behaviour by:

 

Giving stickers/certificates

Smiling

Giving verbal praise

Adult attention

Informing parents

Giving learning power certificates ie managing distractions

House points-gained individually to represent team collectively and celebrated once per week in assembly

Choices

Responsibilities

Gaining a sense of pride through social learning and positive experiences such as…

End of the half term class reward time

Merit cards/build up stickers/rewards

House point builds up to half termly celebration/half termly reward-extra play

 

 

 

Consequences

We help pupils to learn from mistakes by using the following actions as consequences:

 

Providing opportunities for them to reflect on their behaviour, such as in a quiet place in the classroom

Providing opportunities for them to apologise

Helping them to understand how others see that behaviour

Putting in place action plans for the pupil to work towards with specific goals and learning experiences, that are personal to them

Adults being observant, open and inclusive

Modelling behaviours

Giving descriptive feedback

Involve external agencies as appropriate

Moving to a different seat

Time out in another classroom (up to 15 minutes)

Work with families to gain a wider picture of the situation

Work with families to look at a consistent approach for each pupil

Using 1-1 time (1 pupil with one adult)

Training adults in school as necessary with new skills

Using fixed term internal or external exclusions

 

 

Break/lunchtimes

The school council have devised rules based on our 3 over arching school rules. (They are displayed in the dining area)

 

-to enjoy positive playtime

-to develop social skills

-to have the opportunity to interact, build tolerance and inclusion

-to be healthy-to have fresh air, exercise and the opportunity to relax

-to have the opportunity to explore and play with adults and peers in a less structured, positive environment

 

If an incident happens at break/lunchtime, the adult dealing with it, needs to de-escalate the situation and find an appropriate time to inform the classteacher. This maximizes learning time within the classroom.

 

Peer praise is very meaningful for pupils. Older pupils act as role models for younger ones, for example Playground Pals, this encourages positive interactions and aspirations.

 

 

Since we are a primary school, pupils will be learning what is appropriate behavior. This means that at times, their behaviour may not be as we expect it to be. Also, there may be small times in their journey through school when they are upset and are struggling to focus. We care. We make sure our pupils know that we care, no matter what happens.

 

We understand this. We do what we see is right for each pupil.

 

This is why we talk to each pupil when they are calm and able to verbalise what has happened. We remain calm. We do not raise our voice. We use a tone of voice to de-escalate situations.

 

 

 

Learning from my behaviour slip

 

 

Name:                                                              Date:                                      Time:

 

Incident:

 

 

 

 

If this happens again I need to:

 

 

 

 

 

Adult supporting:   

                                                   

Number of slips in total:

 

Consequence:

 

 

 

 

 

 

This slip is to be used when a pupil makes a negative choice and a consequence must follow. This might be a deliberate choice, or an overwhelming impulse which results in an impact on others.

 

Our aim is to give support and opportunities for pupils to change their choice and show they have learned. However, if they show no willingness to do so, then a consequence will follow.

 

Adults holding consistent boundaries ensures our school feels calm and safe.

 

If a pupil breaks the 3 school rules, then time with an adult will follow. If they do not show a willingness to put things right, they will be given a ‘learning from my behaviour slip’. These will be retained by the classteacher and monitored by the Headteacher and SENCO. The supporting adult may write on behalf of the pupil if appropriate. This slip does not need to be completed immediately (as some pupils may be unable to reflect straight away), but must be completed the same day.

 

When this happens, the person issuing the slip or the class teacher will speak to the parents as soon as possible. A copy of the slip will also be sent home with a covering letter. This way the school ensures that parents are kept fully informed.

 

These slips are used for learning. They are used to find a way to support the pupil in learning in a positive way to respond in the future. They help adults learn more about the pupil and what might be happening for them.

 

If a pupil receives three or more slips before they are monitored (half termly), then the class teacher will liaise with our SENCO/Headteacher  who will support appropriate.

 

Every academic year begins with a clean sheet, so pupils have the opportunity to manage their choices with improved strategies.

 

 

Serious Incidents

 

Serious incidents are recorded and passed to the head (senior leader in her absence) as soon as possible. Serious incidents include episodes such as spitting, biting, consistently inappropriate behaviour. These are dealt with at the earliest opportunity and parents are contacted. These are monitored and during this cycle, as with behaviour files, this informs changes to teaching and learning and other policies/procedures.

 

 

The following are examples of serious incidents:

  • physical assault against a pupil

  • physical assault against an adult

  • verbal abuse/threatening behavior against a pupil (including swearing)

  • verbal abuse/threatening behavior against an adult

  • bullying

  • racist abuse

  • damage

  • sexual misconduct

  • theft

  • persistent disruptive behaviour

 

 

Bullying

‘Bullying is the use of aggression with the intention of hurting another person, which results in pain and distress to the victim.’ Kidscape (1994)

Please see our anti-bullying policy (updated Nov 14) for further information.

 

External exclusions are rare but occasionally needed. The pupil will undertake learning off site, away from other pupils. Parents and the Local Authority are always informed by a standard letter if a Fixed Term Exclusion has been given. Following an exclusion, the pupil and paretns will be called to a meeting in school to agree a pastoral Support Plan and set a review date.

 

 

Staff expectations

 

As adults, we communicate with each other to ensure that the best decision is taken for each child. We work together as a collective team, not in isolation, to make well considered decisions in the best interests of all pupils.

We support each other and share our skills to de-escalate situations, dealing with each incident based on the needs of that pupil.

 

Recognising the importance of positive comments, respectful interactions and our role as models to the pupils, the school expects all adults-staff, parents and governors, to employ this in our relationships with each other, as well as with our pupils.

Monitoring and evaluation

 

Behaviour is monitored at least half termly by the Leadership Team/headteacher. Staff keep a file in their room which details any incidents with individuals. After a year, these sheets are filed in the child’s individual file in the heads/secretary’s office.

action.

 

 

This policy was written at the end of Autumn term 2014 and is due to be reviewed in the Autumn Term 2015 at the latest. It is reviewed by all stakeholders. This is to ensure that our expectations and agreements remain important and relevant.

 

 

THRIVE- a programme offering development strategies and supportive approaches for pupils with social or emotional interruptions or difficulties

PSHE- Personal, Social and Health Education

SEAL- Social and Emotional Aspects of Learning