Behaviour for Learning Policy
Sacred Heart Primary is a school where Gospel values lie at the heart of our ethos, creating and nurturing a welcoming, compassionate and secure family community. We provide a caring school environment which challenges, motivates and stimulates each child, whilst fostering qualities of excellence.
This policy should be read in conjunction with the DFE guidance: Behaviour and Discipline in Schools Guidance issued in January 2012. Ref: Appendix 1

Aimsand Objectives

Our school is committed to:

  • Providing a supportive, calmand purposefullearning environment where everyone can learn how to learn, feel safe, make good choices and be self motivated.
  • Establishing procedures which determine a clear and consistent approach to unacceptable and disruptive behaviour.
  • Providing opportunities for pupils to develop theirindependence, self-discipline, and sense of responsibility towards themselves and others.
  • Ensuring that expectations of behaviour are clearly communicated to pupils.
  • Fostering positive, caring attitudes towards everyone where academic success and diversity are celebrated and where there is equal opportunity for all.
  • Ensuring the development and progress of pupils with behavioural needs are regularly reviewed with staff and parents.
  • Effectively managing incidents of bullying or racism if and when they occur.
  • Establishing a coherent and fair reward system that acknowledges and celebrates good behaviour
  • Developing a lifelong love of God, of learning and of each other which goes beyond the school gates and to establish excellent home/school/parish relationships.

We expect all members of the school community to play a part in helping us to achieve these aims.
Recognising Good Behaviour
Every child is valued at our school and should receive equal opportunities for taking responsibility in the school.

All pupils are expected to:

  • Treat others as they would like to be treated, be caring and considerate towards others, and respect each other’s personal space.
  • Work hard and to the best of their abilities and to allow others to do the same.
  • Make positive contributions to class discussions and value differing points of view; take responsibility for their learning and ask if they do not understand.
  • Listen carefully whilst other children and adults are talking; respond promptly and politely to peers, teachers, teaching assistants, lunchtime supervisors and all other adults such as parent volunteers.
  • Work sensibly with other children in the classroom; talk quietly and do not interrupt.
  • Behave sensibly and in an orderly fashion when moving around the school; look after personal belongings; take good care of the school environment; tidy away equipment.
  • Take responsibility for their own actions and their consequences.

All staff is expected to:

  • Undertake duties in a professional manner; provide support and encouragement to each other in accordance with the policies and procedures of the school.
  • Inform the Senior Leadership Team of any concerns
  • Treat all pupils fairly and with respect
  • Raise pupils’s self-esteemand develop their full potential by offering high quality, relevant and challenging learning experiences
  • Maintain high levels of pupil behaviour and learning
  • Create a safe, stimulating and pleasant environment for learning
  • Use rules and sanctions clearly and consistently
  • Be a good role model for behaviour
  • Recognise each child as an individual and take into account the needs of each child
  • Praise and reward appropriate behaviour and achievements

All parents are expected to:

  • Ensure children attend school regularly and arrive on time each day
  • Inform school immediately of the reason for any pupil absence
  • Tell staff about anything that may affect children’s work and well-being at school
  • Show an interest in all that their child does at school
  • Offer help and support with learning at home, including the completion of homework
  • Encourage independence and self-discipline in their children
  • Establish good communication with school staff and support the behaviour policy
  • Encourage respect and good behaviour and make their children aware of inappropriate behaviour
  • Work with school staff to address and review any behaviour issues with other children

Practice

Positive behaviour is the ‘hidden curriculum’. It is explicitly taught through PSHCE (Personal, Social, Health, Citizenship Education) and the SEAL framework, RE (Religious Education) and through Collective Worship. (Ref: PSHCE / RE / CW policies) .

General:
At Sacred Heart Primary School we use the ‘Peaceful Problem Solving’ strategy to resolve conflict. This approach uses peer mediation to build, maintain and repair relationships. A child who suffers ‘low-level’ physical or emotional hurt by another child must first:
1. Let the child know how he / she is feeling and give them a reason to stop.
2. If the negotiation breaks down and the behaviour continues the child must tell the adult in charge immediately, who will them intervene to deal with the situation.
A child who retaliates will also be seen to be at fault.
Work left unfinished as a result of poor behaviour will be completed in the child’s own time.
Consistently poor behaviour is recognised as a form of Special Educational Need and the school will proceed accordingly. The stages used will depend upon the behaviour exhibited.
Rewarding Good Behaviour
In order to promote a child’s self esteem, we recognise positive behaviour and we reward:
Good attitudes: good manners, being thoughtful, commitment, caring, fairness
Good work: completing work, achievement, effort, taking pride, perseverance

Actions might include:

  1. Praise and Encouragement
  • smile, nod, thumbs up, specific ‘well done for…’, verbal praise
  • pointing out good behaviour e.g. ‘I like the way…’, tell another adult verbally
  • written message / symbol (e.g. smiley face) on a child’s piece of work for special
    effort or achievement
  • house points
  • pupil of the week award and other achievement certificates
  • stickers
  • individual / group / class system reward – e.g. moving up a rainbow chart
  • privilege time – playtime, free choice
  • small treats
  • informing the child’s parents or Headteacher of good behaviour or good news
  1. Celebration
  • ‘Something to Celebrate’ class boxes: all adults and pupils are invited to anonymously nominate others who they feel have particularly worked hard or behaved well. These are ‘celebrated’ daily, within classes, towards the end of the school day.
  • The daily house point system rewards good work and positive behaviours. At the end of each week each class rewards the child with the most points and the weekly assembly rewards the winning house.
  • Weekly whole school assemblies celebrate and reward academic and creative work as well as responsible citizenship, good sportsmanship and good behaviour. When a pupil has achieved 10 certificates he/she will receive a bronze certificate and a prize. There are 4 certificates to achieve during the year – bronze, silver, gold and ruby.
  • An annual achievement celebration is held each year at the end of the summer term where trophies, shields and cups are awarded to individual pupils who have achieved particularly well throughout the year.

Note
Staff must take note of behaviour patterns that may have a specific trigger for certain pupils. Pupils who exhibit changed behaviour may be experiencing difficulties at school or at home. If this occurs with a child speak to the parents. If there is a Child Protection concern this will be reported directly to the Headteacher.
Sanctions
Sanctions may be necessary from time to time in the event of negative behaviour, and applied as follows for most cases (allowing for professional discretion):
1. A verbal warning is given to the child to change their behaviour: a clear language of choice and consequence is used.

2. If the request is ignored and the behaviour continues, the child works / plays away from that activity for 5 – 15 minutes.
3. Further inappropriate behaviour will lead to 5 – 15 minutes of playtime lost (whether its lesson time or outside at break / lunchtime). The child will always be supervised by an adult.
4. The child is sent to the Headteacher.

In FDS a child will be given ‘time out’ (using a sand timer) during which time he/she will be encouraged to think about what he/she has done and what he/she can do to make up for his/her action. Alternatively, the child’s attention will be refocused on another activity.
At any stage the parent may be informed of the child’s inappropriate behaviour. However, in extreme circumstances as an immediate procedure, a child may be sent home by the Headteacher, Deputy Headteacher or Learning Pastoral Mentor.
Pupils are made aware of these sanctions through the teaching of the SEAL framework which aims to equip pupils with the skills to deal with such situations.
Incidents classed as:

  • Minor incidents would normally be handled by the responsible adult (e.g. lack of cooperation, ignoring, less serious rudeness)
  • Medium Incidents may be dealt with by class teacher if they are one off incidents (e.g. being deliberately rude; being disruptive – no physical danger; being involved in negative/aggressive arguments; teasing; swearing; minor untruths)
  • Major Incidents will always be referred to the Headteacher, Deputy Headteacher, Assistant Headteacher or Learning Pastoral Mentor who will deal with the matter in collaboration with the class teacher (e.g. racial teasing – sexist/racial comments/abuse; threatening/aggressive behaviour; hurting another child/adult; spitting; stealing; deliberate deceit or damage to property; unsafe behaviour – throwing things; bullying)

Strategies Used To Encourage Good Behaviour

Every class from Reception – Year 6 uses the same ‘traffic light’ system for recording and reporting good and inappropriate behaviour. The same system is used in assembly and at playtimes and lunchtimes. It is a visual system that all children and staff can monitor and the system allows children to reflect upon their behaviour and to make improvements. Ref: Appendix 2 for green, amber and red behaviours.

The ‘upside down’ traffic lights are displayed in each classroom

Every child’s name will start each day in the green section of the traffic lights

Alongside the traffic lights are descriptors of behaviours Ref: Appendix 2

Green– Expected behaviours

Amber–Behaviours that would cause your name to be moved into this section

Red–Behaviours that would cause your name to be moved into this section

Procedure

  • It is expected that the majority of pupils for the majority of the time will keep their name in the green traffic light.
  • Any pupil who makes an extra effort, or pupils who are ‘always doing the right thing’ will have their name moved into the star above the green section of the traffic light. Pupils who achieve this will have their effort recorded and will be rewarded at the end of each half term.
  • If a pupil misbehaves a member of staff will initially give a verbal or non-verbal (frown) warning. They will indicate what behaviour they are unhappy with and outline the consequences of continuing with this behaviour.
  • If the inappropriate behaviour continues a final warning will be given.
  • If the behaviour continues, the adult will move the pupil’s name down to the amber traffic light.
  • If the pupil persists in this same inappropriate behaviour, his/her name will be moved to the red traffic light.
  • If a pupil continues to persist with the inappropriate behaviour he/she will be taken to a member of the Senior Leadership Team, or the Learning Pastoral Mentor or the Headteacher, who in turn will make a decision as to whether the pupil can return to the classroom or will have to work in isolation.
  • Zero tolerance is given for swearing, physical assault (deliberate kicking, punching, hitting etc) or damaging property. Any of these behaviours will result in a pupil moving immediately to the red traffic light and discussing his/her behaviour with a member of the Senior Leadership Team.
  • Pupils who have had their names moved to the amber or red traffic lights can work their way back up the traffic light system to green by addressing their inappropriate behaviour and rectifying the situation. If they are seen to be behaving well, working hard and making an effort, the adult will move their name back up to the next traffic light.
  • At the end of each day staff will log the names of any pupils whose names are in the amber or red sections of the traffic lights, along with a description of their behaviour.
  • At the start of each new day all the children’s names will begin in the green section of the traffic lights.
  • At the end of every half term, children whose names have not appeared in the Behaviour Log will be rewarded.
  • Lunchtime staff will follow the same traffic light system. At the end of lunchtime, staff will report to the Learning Pastoral Mentor any pupil’s names that need to be moved into another traffic light section.

A number of other strategies may be used to encourage good behaviour, e.g. Secret Pupil. Ref: Appendix 3

Special Educational Needs

When a child is on the SEN register for specific behavioural difficulties the procedure for dealing with that child may differ to our traffic light procedure. The alternative procedure will be formed in agreement with the child, their parents and relevant school staff. The procedure will be clearly explained to all those who might have contact with the child in school.

Further Intervention

As the school wishes to have a proactive approach, parents will be contacted when poor behaviour disturbs learning, interrupts play or upsets others emotionally on a frequent basis. We also recognise that parents might have concerns and so we would encourage themto contact school as soon as possible.
At this stage we expect the first meeting to be with the class teacher and/or Learning Pastoral Mentor. When the meeting is arranged the reason for it should be explained. At the meeting the problem will be discussed and a strategy agreed. This might include individual targets and specific rewards for the child, followed up with regular parent/teacher meetings.
We hope that by working together in this way any situation resulting from negative behaviour will be resolved. However, should matters persist or deteriorate the actions detailed below will be taken as necessary:

  • Help from the Special Needs Teacher, Learning Pastoral Mentor, Educational Psychologist, Behaviour Outreach Worker or Locality Coordinator will be requested and acted upon.
  • Possible escalation up the SEN scale for behaviour with appropriate actions as advised by the LA.
  • Fixed term or permanent exclusion from the school in line with current legislation.

Bullying:
Bullying can be physical, verbal or indirect. It is deliberate; repeated, often over a long period of time; frequently covert; and makes it difficult for victims to defend themselves. In any form it is unacceptable behaviour. At Sacred Heart School we would consider the following points, depending on the severity of the case:

  • Listen to the victim and support him/her.
  • Talk to the perpetrators and their parents.
  • Impose sanctions where the bullying is proven (see above).
  • Discuss the feelings of those involved (perhaps in circle time, to explore how a positive self-view is formed, and how all members of the school can support each other).
  • Discuss other possible approaches with the Educational Psychologist.
  • Use other services from the Local Authority.

Bullying is such an underhand activity that staff do not always see it occur. Bullying is also so demoralising that victims do not always have the courage to report it direct to staff. Therefore we rely on all eyewitnesses and the victim’s parents to report these incidents to the class teacher in the first instance and as soon as possible
Detailed guidance on dealing with incidences of bullying is contained in the school’s Anti-Bullying Policy.
Related documents
This policy is intrinsically linked with the following policies:
School Mission and Vision Statements
Teaching and Learning Policy
Collective Workshop Policy
PSHCE Policy
Equal Opportunities Policy
SEN Policy
Home School Agreement
Anti-Bullying Policy

Safe Use of the Internet Policy
Safeguarding and Child Protection Policy

Health & Safety Policy
Use of Restraint and Force
In summary, this policy, which was written in consultation with staff, parent representatives, governors and the School Council, is designed for all members of the school community to work together to enable pupils to develop a positive behaviour that will enhance their educational experience and equip them with crucial life skills.
Date written: October 2012 Review Date: Annual
Policy Agreed by the Governing Body on ……………………………...... …..
Signed ………………………………………………….. Chair of Governing Body
Signed ...... Headteacher

Appendix 1

Government Guidance on Ensuring Good Behaviour in School

Headteachers must decide the standard of behaviour expected of pupils at the school and how that standard will be achieved, the school rules, any disciplinary penalties for breaking the rules and rewards for good behaviour. The behaviour policy must include measures to prevent all forms of bullying among pupils. Headteachers must publicise the school behaviour policy, in writing, to staff, parents and pupils at least once a year.

Powers to discipline

  • Teachers, teaching assistants and other paid staff with responsibility for pupils have the power to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction. Their power to discipline applies to pupil behaviour in school and outside school, in certain circumstances.

Punishment