BENCHILL PRIMARY SCHOOL
Behaviour and Positive Relationships Policy
Written by: Miss A Holt (Deputy Headteacher)
Date of Policy approval ______
Date for Policy review ______
Signed ______(Chair of Governors)
Introduction
At Benchill Primary School we aim to ensure individuals exceed expectation and enjoy education.
Article 19 and 29 of the United Nations Convention on the Rights of the Child (UNCRC) underlines our vision as a school:
“Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.” Article 19
“Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.” Article 29
At Benchill Primary School we want to ensure that the children are safe and happy. Therefore in addition to teaching them how to read and write, count and solve problems etc, we are also concerned with teaching them how to work and play alongside each other and how to behave towards one another. We are currently working towards being a Peace Mala school and gaining the Unicef Rights Respecting Schools Award (see Articles above).
Children need to be aware of moral issues such as right and wrong, fairness, tolerance and respect.
Aims of Policy
· For staff to project themselves as good role models, co-operating and supporting one another, and treating colleagues and pupils with courtesy, consideration and respect.
· For staff to have a high standard of pupil expectation in all aspects of work.
· For staff to try to raise the levels of pupils’ self-esteem.
· To develop in our children a sense of self discipline and an acceptance of responsibility for their own actions.
· To create conditions for an orderly school community in which effective and positive learning can take place, in which there is mutual respect between all members, and where there is proper concern for the school environment.
· To encourage school/parental partnership, to promote children’s education and maintain standards of behaviour.
These principles are achieved in the framework of a relaxed, pleasant atmosphere in which everyone is positively encouraged to give of their best, both in the classroom and in extra-curricular activities.
We know that quality learning only takes place in a school where every child is valued, feels safe and secure and is healthy and happy.
Other relevant documentation: Special Needs Policy, Attendance Policy, Marking Policy, Positive Handling Policy, Home School Agreement, PATHS Curriculum, Peace Mala Golden Rule – ‘Treat others as you would wish them to treat you’.
The purpose of the policy is:-
· to maintain levels of good behaviour
· to provide a consistent approach in rewarding good behaviour
· to provide a consistent approach in responding to unacceptable behaviour
· to ensure that behaviour does not inhibit learning or impede potential.
The Teacher’s Role
Teachers need to establish consistent levels of acceptable behaviour with the support of parents, governors and management. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as means of motivation. They need to be taught to manage their own behaviour.
Teacher’s need to recognize that effective conditions for learning: (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour.
Assertive Mentoring
‘Attitude’ is carefully tracked at least termly. This includes attendance, punctuality, behaviour, effort, homework and uniform. Each area is colour coded: Green-excellent/very good, Yellow-acceptable/satisfactory, Red-unacceptable. Targets and support are agreed where necessary. These targets are discussed with parents/carers at parents evening.
Our Behaviour and Positive Relationships Policy is based upon Rights and Responsibilities. These are kept to an essential minimum and are included in our home/school agreement. They have been developed to be meaningful to children. None are too difficult. 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 healthy environment.
Anti-social behaviour is not condoned. It is essential that parents and teachers work together through discussion and action on any problems which develop.
If damage or loss is caused to school property through carelessness or vandalism e.g. setting off fire extinguishers, setting the fire alarm off, breaking property; parents will be asked to ensure that a reasonable proportion of the cost or full amount is paid to school. Any action however, will be with understanding and in keeping with that of a responsible parent.
Our Rights and Responsibilities are:
RIGHTS and RESPONSIBILITIES
The Rights:
We all have the right to be treated with respect
We all have the right to learn
We all have the right to feel and be safe
The Responsibilities:
We all have the responsibility to treat others as we wish to be treated
We all have the responsibility to make the most of the opportunities presented to us and work hard in learning time
We all have the responsibility to make others around us feel and be safe
These basic rules are displayed in all classrooms and in the corridor and in the main school hall so they can be referred to at all times.
Our School Responsibilities
It is our responsibility to help our children learn their rights, responsibilities and rules and to ensure fairness and consistency in their application.
The Children’s Responsibilities
It is the responsibility of every child to learn and demonstrate their understanding of these rights and responsibilities’ and how they can apply them to themselves and to others.
Parent’s and Carer’s Responsibilities’
It is the responsibility of all parents and carers to support the school in guaranteeing for every child a safe, secure, healthy and happy school in which learning flourishes.
Governor’s Responsibilities
It is the responsibility of the Governors to uphold the principles and practice of the Positive Behaviour Policy on behalf of all children, parents and carers and staff at our school.
Our Rights and Responsibilities will remain unchanged but routines to support good behaviour may be adapted or varied from time to time as necessary eg. Reviewing lining up procedures, classroom routines,sanctions etc
We hope that our children will take these values out into the wider world with them.
Throughout the school year, the Right and Responsibilities will be reinforced to all children by staff. We ask that parents support us with this too.
This will be supported by class displays that are on show in each class.
A copy of the Rights and Responsibilities can be accessed on the school website.
We have specific rules in place to support health, welfare and safety -
Food and drink
Children will be provided with a snack of either a bagel or fruit at break time dependent on what year they are in. There is water available in each classroom for children to drink. If they wish to bring a drink in they can in a labelled plastic bottle with either plain water or flavoured water in – No juice is allowed (If on school dinners children have a drink of juice then). Milk is available for all children and can be paid for at the school office each term (Foundation Stage have free milk). Other than break time snacks, packed lunches and special occasions e.g birthdays, no food of any kind should be brought into school (unless on medical grounds) including sweets, biscuits and drinks. (See Packed Lunch Policy)
Reasons: Sweets, etc. present obvious choking hazards. Food and crumbs left around school would soon create a hazardous and unhygienic environment. If children bring drinks they are largely of the high sugar, fizzy, high additive variety, this is believed to have a detrimental effect on behaviour as well as on dental health.
Jewellery
Watches and stud earrings are the only items of jewellery which may be worn at school and these must be removed during P.E. and swimming lessons. Teachers are not to assist children with the removal of jewellery. If children cannot remove it themselves it should be taken out at home on the days the child does PE. Any articles removed should be kept safe for the duration of the lesson.
Reasons: Rings, necklaces, bracelets etc can turn a minor incident into a major accident if caught on apparatus or entangled in another child’s clothing or hair. Even stud earrings have the potential to cause severe tears to the wearer’s ears or injury to others.
(See the Uniform Policy for more information)
PE Kit
Appropriate clothing must be worn for all PE activity
(See the Uniform Policy for more information)
School Clothing
Uniform may be purchased from the school office. Parents are asked to send their children to school tidy and appropriately dressed for the weather of the day. Only flat-heeled shoes should be worn. (See the Uniform Policy for more information)
Reasons: The majority of parents, staff and children expressed their preference for a school uniform. School uniform reinforces school identity and eliminates ‘brand’ fashion and stigma. High heel shoes and boots are unsafe for the school environment.
Personal property
The school cannot accept responsibility for the loss or damage to clothing or personal property. Toys, games and sports equipment must not be brought to school (except on special occasions when the teacher gives permission). Any valuable items brought into school e.g money, mobile phones, should be handed in as soon as possible to the office to put in the safe in a labelled envelope and never left in trays, bags or coats.
Reasons: Suitable toys, games and sports equipment are provided for the playground and indoor play. Unsuitable equipment and valuable items may present a risk to children and present the potential for theft.
A ‘no shouting’ policy is in operation and shouting must not be used as a classroom management technique. However there may be occasions when it is necessary to use a raised voice i.e. in order to re-establish control, be heard on the playground etc.
No child should ever be ‘sent to the head’ as a sanction, as there is no guarantee that the child will arrive or that the head will be available. If, in exceptional circumstances, a child needs to be removed from class or refuses to go to time out, the Head/DHT should be sent for. If unavailable, Phase Leaders should be called.
Our ‘Positive Handling Policy’ clearly defines what is and is not acceptable practice should physical intervention be required. It is vital that any such intervention be reported and recorded. Staff are trained in ‘Team Teach’ for safe handling and de-escalation techniques. Use of physical punishments will NEVER be supported under any circumstances. However a teacher may physically restrain a child to prevent injury to the child, the teacher or other pupils.
2 members of staff are Team Teach trained.
If a child should run out of school for whatever reason, staff should not overreact and must never run after them. They may be placing a child in greater danger by doing so. The head teacher should be informed immediately and lessons returned to normal as quickly as possible.
In most cases the child will remain on site, stay within visual contact or quickly return. Once the child has calmed down, the head or appropriate staff member will attempt to approach the child and calmly persuade him/her to return to school and discuss the situation.
If the child refuses or leaves the site, parents should be informed immediately and asked if they would like the police informing. If parents and emergency contacts are unavailable the police should be informed directly.
Upon returning to school it must be made clear to the child that there is no justification for leaving the premises and alternative strategies explained i.e. voluntary ‘Time Out’. As well as trying to solve the cause of the problem, the child must be left in no doubt as to the dangers they are exposing themselves to and how seriously the school views this behaviour.
Movement in and around School
All movement in and around school should be purposeful. Staff should see that all children are suitably supervised when moving around the school. Expectations of behaviour of children sent around the school with messages or to show good work should be clearly stated and frequently reinforced by appropriate rewards when followed (refer to Rewards).
Children observed behaving appropriately, politely and considerately, i.e. holding doors, lining up quietly etc, should be thanked, praised or rewarded with a ‘house point’.
Movement around School - Suggested Procedures for Large Groups
· Give out any instructions and set expectations.
· Make sure all children are settled before setting off.
· Use set points to walk to and wait i.e. foot of stairs, corners, doors etc.
· Encourage a child to hold the door for others to pass through (thank them for this).
· Try to have no more than one class meeting at any one point at any one time.
· Walk to the left hand side of the corridor/stairs.
· Encourage children to pick up fallen articles of clothing as they pass rather than walk over them (thank /reward them for doing this).
· Think about your own position to allow maximum supervision of your group as they move around i.e. stand at corners, foot of stairs etc.
· Encourage the concept of person space. In due course this should lead to sensible self-disciplined movement around school as the children mature.
Movement around School - Suggested Procedures for Individual Children
· Choose appropriate individuals for messages – one (KS2) or two (FS, KS1).
· Make sure messengers know that they can enter any classroom.
· Encourage the use of good manners, e.g. wait until a teacher is ready to respond, use of please and thank-you.
· Remind the messengers or those showing work of what is expected of them as they move around the school, (ensure that they do know where they are going).