Tickton C.E. Primary School Behaviour Policy

 

Our behaviour policy sets out the expectations of behaviour at Tickton C.E. Primary School and is based on the belief that good behaviour is not automatically learned but needs to be taught, modelled and promoted by everyone in the school community.  It also sets out the consequences to be used consistently across school should the need arise.

 

The Governing body, staff, pupils and parents seek to create an environment which encourages and reinforces good behaviour and the fostering of positive attitudes. We regard this to be a highly important aspect of children’s education and development that they learn to behave well towards others and towards the community in which they live. Good behaviour underpins effective learning and children need good personal and social skills in order to live fulfilling and rewarding lives as adults.

 

Behaviour which in any way disrupts learning is unacceptable in our school and, through the constant promoting of positive behaviour, we seek to minimise, if not eliminate any such behaviour. Alongside this policy we are an inclusive school and endeavour to meet the needs of all children, including those with emotional and behavioural difficulties.

 

Aims

We aim for every member of our school community to feel valued and respected, and for everyone to be treated fairly. We are a close, caring community, whose values of mutual trust, respect, honesty, forgiveness and caring underpin everything we do. Our school behaviour policy is therefore designed to support the way in which the members of the school can live and work together in a supportive way in an environment where all feel happy, safe and secure to:

 

  • Maintain a positive ethos and learning environment across the school
  • Enable all staff to project themselves as good role models, co-operating and supporting one another, treating colleagues and pupils with courtesy, respect and consideration.
  • Promote self-esteem through success, self-discipline and positive relationships.
  • Promote high expectations of standards and the principles of good behaviour for learning.
  • Track pupil progress, set challenging though achievable targets and support children in achieving them, so that children know their efforts are valued and that progress matters.
  • Encourage children to accept varying degrees of responsibility, both in and out of the classroom with the purpose of promoting independence, self-reliance and trustworthiness.
  • Actively encourage a partnership between home and school to work together in the implementation of this policy.

A Positive Approach A successful discipline policy is one that seeks to guide children towards high self-esteem and self-discipline. As a result, good discipline arises from good relationships and from setting clear expectations of good behaviour.  We believe that self-esteem affects all thinking and behaviour and impacts on all learning and performance.

The core beliefs at Tickton C.E. Primary School are that:

  • Every child can be successful.
  • Building on our school’s positive ethos and values helps raise children’s self-esteem and thus helps them to achieve their full potential.
  • Being aware of individual needs and circumstances helps us to act in the fairest way for all.  We always consider the safety of other children and minimise disruption while helping children acquire self-discipline.
  • Reinforcing good behaviour provides our children with positive role models and strategies for their own success

 

Role of Staff

All of the adults encountered by the children at school have an important responsibility to be role models for high standards of behaviour, both in their dealings with the children and with each other.

 

As adults we should aim to:

  • create a positive environment with realistic expectations;
  • emphasise the importance of being valued as an individual within the group;
  • provide a caring and effective learning environment;
  • encourage relationships based on our Christian values of caring, respect, trust, forgiveness and honesty;
  • ensure fair treatment for all regardless of age, gender, race, religion, ability and disability;
  • show appreciation of the efforts and contribution of all

 

The Role of the Class Teacher

Teachers at Tickton Primary School are positive, enthusiastic and have high expectations of both learning and behaviour. They foster a sense of self-esteem in all children, liked with an understanding of the needs of others; they encourage a calm and responsive atmosphere, avoiding shouting

 

Teachers need to:

  • Ensure consistent levels of acceptable behaviour in their classrooms and around school
  • Have high expectations of behaviour and standards
  • Treat each child fairly and enforce the class charter consistently
  • Use positive encouragement, praise and reward as a means of motivation and reinforcement.
  • Apply the behaviour management systems consistently in the classrooms
  • Maintain good classroom organisation and provide a high quality curriculum to enable children to continually develop good behaviour for learning.

 

‘Attitude’ is carefully tracked each term. This includes attendance, punctuality, behaviour, effort, homework and uniform.  Each area is colour coded: Green-excellent/very good, Yellow-acceptable/satisfactory, Red-unacceptable.  These are shared with parents at termly consultation evenings. Targets and support are agreed where necessary.

Teachers contribute to the Open Door policy for parents and carers. They deal with parental concerns in a timely, respectful, sympathetic and professional manner, involving senior staff as appropriate. Teachers expect that parents will behave in a reasonable manner towards them, as professionals, and that issues will be dealt with in an atmosphere of trust and mutual respect.

It is the responsibility of the class teacher to ensure that their class behaves in a responsible manner during lesson time. Where there are additional behaviour needs advice will be sought from the SENCo.

It is everyone’s responsibility in and around school to ensure all children behave in a responsible manner.

Role of the Head

It is the responsibility of the head teacher to

  • implement the school behaviour policy consistently throughout school, and report to governors, on the effectiveness of the policy.
  • ensure the health, safety and welfare of all children in the school.
  • set the standards of behaviour and support staff in the implementation of the policy.
  • keep detailed records of all reported serious incidents of misbehaviour

 

The head teacher also has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the head teacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified.

 

Role of the child

We aim for our children to recognise and use our school Christian values of caring, respect, forgiveness, honesty and trust in everything they do in school and ensure that they understand their responsibilities for their own learning and behaviour and how their actions impact upon others.

 

It is the responsibility of the child to:

  • work to the best of their abilities and allow others to do the same
  • treat others with respect at all times, taking care of property and the environment
  • co-operate with children and adults in all aspects of school life
  • help formulate and comply with the classroom rules
  • share in celebrating the achievements of all members of the school

 

Role of Parents

Parents have a vital role to play in their children’s education. We strive to build strong links with parents and good communication between home and school so that we can work in partnership to support positive behaviour.

It is the parents’ responsibility to:

  • attend meetings with their child’s teacher and other staff, aiming to be positive and productive in order to support their child’s learning
  • inform the school immediately if they have any concerns about their child’s welfare or behaviour
  • read all information sent home as it provides important information about relevant policies, activities and events
  • work in partnership with the school to develop positive behaviour for learning

We expect parents to behave in a reasonable and civilised manner towards all school staff. Incidents of verbal or physical aggression to staff by parents/guardians/carers of children in the school will be reported immediately to the headteacher who will take appropriate action, as detailed in the “confrontation statement” agreed by the Governing body.

Role of Governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness.

  • The governors support the head teacher in carrying out these guidelines.
  • Governors may give advice to the head teacher about particular disciplinary issues although the head teacher has the day-to-day authority to implement the school behaviour and discipline policy.
  • The head teacher must take Governor advice into account when making decisions about matters of behaviour.
  • The Governors should follow the normal grievance procedure in cases of complaint.

 

The Role of School Council

The School Council meets regularly and plays a major part in deciding on activities that spread a positive message around the school.  They also discuss particular rules and their implementation as part of their duties, alongside Playleaders, to help make school a safe place for all. The School Council consists of two elected members from Y2 – Y6, usually one male and one female representative.  School Councilors wear special badges that easily identify them throughout the school.

 

Classroom Rules

School rules are kept to an essential minimum and are included in our home/school agreement. They have been developed by the children to be meaningful. They are all designed to develop courtesy, good manners and mutual respect. They are to protect children from injury, to care for equipment and to maintain a hygienic, healthy environment.

 

Rules for Behaviour Around School

Tickton C.E. Primary School has a number of General Rules. The primary aim of the behaviour policy, however, is not a system to enforce rules but rather to promote good relationships, so that people can work together with the common purpose of helping everyone to learn.

The following rules are used and adhered to around school:

  • We are gentle
  • We are kind and helpful
  • We look after property
  • We are polite and courteous to everyone
  • We treat others how we want to be treated
  • We walk around the school calmly and quietly

 

The children work to share these by generating posters and remind each other of the need to work together to create a safe and happy environment for everyone.

 

Playground Rules

 

The following rules are used and adhered at playtimes and lunchtimes:

 

  • We play safely
  • We keep hands and feet to ourselves
  • We stop and then walk into school sensibly when the whistle goes
  • We try to be a good friend

 

Celebrating Achievement-Rewards for Good Behaviour

 

At Tickton C.E. Primary School, we believe that every child is special.  We will always seek to reinforce, endorse and praise good behaviour, academic achievement and effort. It is our strong belief that good behaviour should be reinforced at all times.

 

In our school we offer a variety of rewards to promote behaviour for learning which take the form of:

  • Verbal praise
  • Smiling at children/thumbs up
  • Smiley faces
  • Stickers
  • Stamps
  • Certificates and badges
  • Sending good work to other staff members/ headteacher for reward or praise
  • Class wide rewards – pebble in the pot – class choice
  • Headteacher praise postcards
  • Positive phone call home
  • Verbal praise to parents about their children
  • Special responsibility jobs
  • Special privileges

Examples of ways rewards are used:

 

Stamps                                                                         Stickers

x tables (reaching next level)                                       x tables – having practiced

Spellings all correct                                                     Instant reward/positive reinforcement (YR/Y1)

OPB work – in books                                                      Smiley faces – Children whose names are on the          –

  • Practical work             board next to the smiley face are given a sticker
  • Behavior at the end of the morning/afternoon.

 

It is not possible to give a definitive list of actions = stamps or stickers as what constitutes a good outcome or response from one child may well be different to that of another child.

 

Pebble Pot treats:

The children can also earn rewards as a whole class by earning pebbles. Usually these take the form of group/class activities e.g. KS1 earn a pebble for their pot if everyone is on the sunshine at the end of the day.  All classes can earn pebbles for being well behaved, well organised, co-operative, having positive attitudes and approaches to new or challenging activities etc and demonstrating our school values. Once the pot is full the children have to discuss and democratically choose an activity they would like to take part in for the afternoon.

Sanctions

On occasion, it may be necessary to employ a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. As with matters relating to rewards, consistency is vital and should be appropriate to each individual situation. It is imperative that sanctions are applied fairly and the consequences fully explained. Sanctions will be differentiated to the needs of the individual children and to SEN behaviour needs.

When dealing with all forms of inappropriate behaviour, adults should follow these three over-riding rules:

  • Be calm – children should be dealt with calmly and firmly referring to what the action is and why the action is being taken.
  • Logical consequences – A logical consequence is a sanction that should “fit” the behaviour. It generally has two steps. The first step is to stop the misbehaviour. The second step is to provide an action that recalls children to the rules, reinstates the limits, and teaches alternative behaviour.
  • Fresh Start – every child must feel that there is always a way to make things right and that every day is a fresh start. (Although persistent or serious misbehaviour does needs recording.)

Tickton C.E. Primary School does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, the incident is recorded and we act immediately to stop any further occurrences of such behaviour. We do everything in our power to ensure that all children attend school free from fear (See Anti-Bullying).

If the class/school rules are broken the following sanctions may be taken:

  • Children will be given a verbal warning by the class teacher, teaching assistant or supervisor;
  • If the behaviour is repeated, the child’s name will be noted by the sad face on the board and recorded in a class behaviour record book, date/time/issue to monitor. Child loses 5 minutes of next playtime to reflect on behaviour and discuss future actions with supervising adult, who will reinforce expectations.
  • If report is the 3rd entry into class behaviour record book the child will also be sent to the headteacher for discussion and will be issued with a note home to parents (with a reply slip) with invitation to come into school to discuss behaviour issues raised
  • Detention after school can be used as a sanction if the Headteacher feels this is an appropriate course of action. This will have been discussed as an option with parents prior to the detention.
  • Issues which result in serious disruption to the learning of the child or others, or are of a physical/verbally abusive nature are automatically referred to the headteacher who will arrange sanctions, including possible internal seclusions and a meeting with parents.
  • For continued unacceptable behaviour or in case of serious verbal or physical violence the child may be excluded from school. This could take the form of fixed-term exclusion, or on rare occasions, may take the form of a permanent exclusion (see ‘fixed-term and permanent exclusions’ below).

Foundation Stage 2

Although early years children also use ‘the cloud’, they do not receive a missed playtime session, an appropriate penalty, mostly in the form of lost ‘free choice’ time to reflect and discuss behaviour will still apply. Lunchtime Supervisors are in close touch with the foundation stage 2 class teacher and report incidents of unacceptable behaviour at lunchtime using the ‘class behaviour chart’ and record book.

Lunchtime – consistent implementation is achieved by supervisory staff noting issues in lunchtime log which is fed back to class teacher and added to class behaviour chart. All serious issues are immediately referred to the Headteacher.

Playground – consistent implementation is achieved by teachers and teaching assistants on duty noting issues and feeding back to class teacher immediately which are added to the class behaviour chart. All serious issues are immediately referred to the Headteacher. Staff take a book out and record any incidents.

Playleaders also support play activities and friendships on the playground. They do not deal with any behaviour issues and report all incidents to an adult for action.

 

Nurture / Friendship Groups

Children that continually display poor behaviour choices or poor social skills will be allocated a place in a specialised nurture group.  Our SEN HLTA, Ms Jackson, supports children with specific program delivery, which is complimented by Mrs West & Mrs Swift who work via referrals with 1:1 children as a mentor.

Children in these groups engage in activities that address their particular behaviour or social needs, alongside children who act as positive role models for good behaviour and learning attitudes.

Our Behaviour Advisory Teacher provides staff training, support and consultative advice to support all children with identified social, emotional and behaviour needs.

 

Internal seclusions

Children are withdrawn from the classroom and work under supervision for the rest of the session or the remainder of the day depending on the incident. Parents are informed by letter when these seclusions take place.  These are also recorded on the child’s file.

 

Fixed-term and permanent exclusions

Only the Headteacher has the power to exclude a child from school. The headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The headteacher may also exclude a pupil permanently. It is also possible for the headteacher to convert fixed-term exclusion into permanent exclusion, if the circumstances warrant this.

If it is necessary for the headteacher to exclude a child, she informs the parents immediately, giving reasons for the exclusion; parents also receive a copy of this in writing. These are also recorded on the child’s file.

The headteacher informs the Local Authority and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.   The governing body cannot either exclude a child or extend the exclusion period made by the headteacher.  Parents are also informed of their right to appeal against the exclusion. The governing body has a discipline committee whose role is set out in strict guidelines whenever a child is excluded.

Recording, Monitoring and Evaluating Behaviour

Although teachers share a behaviour management system, it is imperative that children are aware of the next consequence or sanction.  Clearly communicated expectations, class charters and individual class behaviour record books ensure consistency throughout the school. Individuals or issues of concern are raised as staff meeting agenda points and action taken to support those in need.

Close working with parents and support agencies will be a priority at all times. Feedback from questionnaires/ meetings will aid evaluation of practice.

Reviewed: April 16

Policy review due: April 2018