Behaviour Policy Aims

Behaviour Policy Aims

* To create an environment which encourages and reinforces good behaviour.

* To define acceptable standards of behaviour.

* To ensure that behaviour within the classrooms facilitates the delivery of the school’s curricular aims and the development of positive attitudes.

* To encourage consistency of response to both positive and negative behaviour.

* To ensure that every member of the school behaves with consideration and concern for others.

* To promote self-esteem, self-discipline and positive relationships.

* To ensure that the school's expectations and strategies are widely known and understood.

* To encourage the involvement of both home and school in the implementation of this policy.

Objectives

As adults we should aim to:

* create a positive climate with realistic expectations;

* emphasise the importance of being valued as an individual within the group;

* promote, through example, honesty and courtesy;

* provide a caring and effective learning environment;

* encourage relationships based on kindness, respect and understanding of the needs of others;

* ensure fair treatment for all regardless of age, gender, race, ability and disability;

* show appreciation of the efforts and contribution of all.

The children at Fiddlers Lane will:

*observe the high standards of behaviour of all adults working in the school, or visiting;

*understand the need to move around the school safely and quietly;

*be considerate of the needs of other people;

*develop a sense of responsibility for their own behaviour;

*be given opportunities to contribute towards the drawing up of rules/codes of conduct for their own classes;

*be aware that good behaviour is appreciated and valued.

Good discipline and standards of behaviour are key features of a successful school: they encourage children’s sense of security and well-being as well as effective teaching and learning. We believe that a clear, shared understanding of the school’s values is a pre-requisite for the effectiveness of this behaviour policy.

We aim to make our school a happy, friendly place where children are valued

and nurtured and we do not expect the school environment to make

unrealistic, unnecessary or petty demands upon them. However, in order to function as a supportive and orderly community, we encourage children to consider the health, safety and feelings of others. We emphasise the positive aspects of behaviour management

We base our approach to behaviour management upon a range of rewards, which are given regularly and publicly, as we believe that the encouragement of desirable behaviour is the most effective and positive means of behaviour modification. Sanctions are also used where necessary and as appropriate to the child and the misbehaviour that has taken place.

Rewards

Golden Time

The school from Nursery - Y6 uses Golden Time to reinforce positive behaviour.

Each child starts with half an hour Golden Time on a Monday morning. They can lose 5-minute chunks of this by not following school and classroom rules e.g. shouting out, talking when they’re not supposed to. They can then earn these 5 mins back by showing good behaviour.

Golden Time for the whole school takes place on a Friday afternoon from 2.30-3pm. Children are able to choose an activity to participate in. Any

children who have lost time sit in the classroom for their allotted time and can join in with the rest of their golden time.

Prize Points

These are awarded every lesson, by the person taking the lesson and are used in Year 1 upwards. Only one point can be awarded for each session.

The points are linked to good learning behaviour. Extra points can be awarded for:

 Winning the gold book (given out at the end of each day)

 Handing in homework on time all week

 Attendance at extra-curricular school clubs

Points should be given out at the end of each lesson, and should be recorded then. They can be recorded as best fits your class, e.g. a big tally chart, or individual sheets.

At the end of each week, your class will have a time slot in the ‘prize point cupboard’. They will need to know how many points they have in order to choose their prize. They can either spend the points, or save them until the following week for a bigger prize. They can do this for up to 6 weeks (180 points is the maximum). When they have spent their points, the slate is wiped clean.

Learning Behaviour

The learning behaviours we are looking for are:

 Putting up hands to speak

 Good listening skills i.e. sitting still, not fidgeting, looking at the person who’s talking, following instructions first time

 Joining in lessons and trying to answer questions

 Taking pride in your work and having neat presentation

 Staying in your seat

 Using quiet voices in discussion

 Trying your best to complete the task set Gold Book

All teachers have a gold book or chart. Here, positive behaviour is recorded and discussed with the class.

Stickers

A variety of stickers can be given to the children by any member of staff, for any number of reasons, and the children can be sent to the Deputy Headteacher or Headteacher for a special sticker.

Verbal Praise

Easy to give out to any child for behaviour or work Certificates

Given to children in Friday’s assembly. 2 per week are given – one for model pupil and one for a specific piece of work.

Records are kept to ensure all children receive certificates.

Star of the Day

A child in each class is given ‘Star of the Day’ badges to wear for the day. It is discussed with the class the reasons why that person has received the badge.

Pupil of the Week

These badges are given out by the Headteacher to up to 10 children per week. They are given for excellent behaviour at playtimes, helping other children or adults, and politeness. The children’s photographs are displayed on a special board, and their names are published in the weekly newsletter.

Sanctions

We make every effort to ensure that sanctions are applied calmly, firmly and consistently. Quiet, private reprimands are often more effective than public

ones, although we recognise the need to ensure that the child in question does not find the individual attention rewarding rather than punitive. Sanctions should not include humiliation, sarcasm or being forced physically to comply.

Important features of punishments include:

*a focus upon the misbehaviour rather than the child. E.g. “that was an unkind thing to do” rather than “you are a very unkind girl”;

*a message about what the child should do in future;

*timing immediately after the misbehaviour;

*sanctions appropriate to the misbehaviour;

*looking for the possibility of praise after the punishment, to encourage more positive behaviour.

The sanctions in place at Fiddlers Lane are Steps 1 – 7, and are attached to the policy. They are on display in each classroom and work space, and the child’s action and the consequence of this are discussed with them using the chart.

Assemblies

 Children must walk silently to and from assembly, without touching walls or other things

 Class teachers should accompany them to and from assembly

 If a child talks during assembly, they start the 7 step process Playground Behaviour

The steps are followed at playtime/lunch time.

SEVERE CLAUSE

This is used when extreme behaviour is shown. The child will be sent to Mrs O’Neill who will investigate the incident, and will then refer it to the HT or DHT.

This could result in an immediate fixed-term exclusion. The behaviours include:

 Overt disobedience

 Wilfully hurting another child or adult severely

 Continuous bullying or intimidation

 Destruction or defacing of property

 Verbal abuse or swearing at adults

 Running out of school

Other behaviours are listed in the 7 step behaviour chart.

Individual Behaviour Plans

In cases where individual children experience difficulty in behaving as we would wish them to, and little progress in modifying their behaviour is noted following the consistent use of the school’s normal range of rewards and sanctions, the child will need to be considered for inclusion on the school’s special educational needs register. Additional specialist help and advice from the Educational Psychologist or Inclusion Service may be necessary.

Racist Abuse

The incident must be reported to Inclusion Manager, who will record the incident in her incident book. The abuse will be discussed with both the victim and the instigator, and a sanction will be given. If there is a second incident by the same child, the Inclusion Manager will inform their parents. If there is a third incident, the child will receive a fixed-term exclusion. All incidents are recorded in line with LA guidance and submitted monthly to the Authority.

Behaviour Steps

Step 1

Consequence:

Warning

 Talking when the teacher is talking

 Talks to pupils instead of working

 Shouts out

 Changes place without permission

 Fidgets in seat

 Makes inappropriate noises

 Accidental property damage

 Talking in assembly

 Interrupting an adult

 Wandering around the classroom

 Passing notes

 Swears in hearing but not at anybody

 Doesn’t follow instructions

 Pulling faces

 Moves chair inappropriately

 Messing with water bottles

 Pushing

 Filling water bottle at inappropriate time

 Kicking under the table

Step 2

Any repeat of previous behaviours in Step 1, or any of the following:

 Has chewing gum

 Shouts in corridors/hall

 Dropping litter

 Running in corridors

 Messing with money

 Not handing books in

 Drawing on hands

Consequence:

Lose 5 minutes golden time.

Step 3

A further repeat of Step 1 behaviours, or any of the following behaviours shown.

Consequence:

Lose 10 minutes golden time and moved

 Flicking/throwing paper

 Not doing work

 Refusing to follow instructions

 Breaks equipment purposefully

 Blocks toilets/sinks

 Throws wet toilet paper onto walls etc

 Leaves classroom without permission

 Not coming to see an adult when asked

 Being where they shouldn’t be

 Prodding/poking

 Arguing back

 Answering back

 Swears at a child

 Mimicking pupils

 Name-calling

 Pulling hair

 Shouts at pupils

 Throwing food in the hall

 Deliberate lying

 Daring someone to do something

 Wrestling in the corridors

 Playing too roughly

 Being unkind

 Pinching

 Rudeness towards adults eg tutting or sulking Step 4

A repeat of any previous behaviours shown.

Consequence:

Miss a playtime.

Teacher contacts parents.

These steps are during a day, and the ‘slate is wiped clean’ at the end of each day.

Golden time can be earned back by showing the correct behaviour on 3 separate occasions.

Step 5

Any repeat of behaviours shown, or any of following behaviours.

Consequence:

Sent to Learning Mentor and miss 2 playtimes

 Kicks pupils

 Punches pupils

 Slaps pupils

 Bites pupils

 Trips pupils

 Strangles pupils

 Messing around during a missed playtime

 Shouts at staff

 Mimicking staff

 Runs out of the school grounds

 Stealing

 Wilful damage of property

 Graffiti

 Bullying

 Purposeful spitting at people and objects

 Urinating somewhere you shouldn’t

 Throwing something at a person or object

Step 6

Any repeat of step 5 behaviours Consequence:

Sent to Inclusion Manager.

Miss 5 days of playtimes or a day in isolation (depending on the child).

Parents contacted by Inclusion Manager.

These behaviours will be reviewed every half-term, with the ‘slate wiped clean’ half-termly.

However, the Headteacher has the right to fixed-term exclude for any behaviours shown in Step 5, depending on the severity.

Step 7

Any repeat of behaviours shown, or any of following behaviours.

Consequence:

Immediate fixed-term exclusion

 Physically hurts staff

 Swearing abusively at adults

 Having a weapon

 Persistent bullying