Williamston Primary School
Positive Classroom Behaviour
2017-2018
It is our responsibility to…
Provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
(GTCS Standards for full registration, 2012)
In order to achieve this at WPS, pupils should revisit the golden rules regularly to ensure they are understood by all and the reasons we have them. The golden rules should be displayed clearly in classrooms and referred to in discussions about positive or negative behaviour. Class charters should be developed clearly linking to the articles of the UNCRC and specific classroom rules and practices.
Positive rewards systems should be developed appropriate to the age and stage of learner. All classrooms should display a series of ‘steps’ with pupils’ names clearly displayed. This may take the form of a sunshine, cloud and thundercloud or red, amber, green traffic lights. These should be used when following the steps outlined below.
Golden time should be discussed at the start of the week/block to encourage pupils to keep their Golden time. In some classes this may involve a sign-up sheets and working across stages to organise activities chosen by the pupils. CTs should continue to review GT activities to ensure pupils are motivated by this reward.
CTs should keep a record of pupils who have kept GT. All pupils who keep all their Golden Time will receive a House Point token. This will be Golden coloured token to represent keeping Golden Time (yellow or orange).
A record should be kept documenting the date and reasons for loss of Golden time.
P3-7 pupils with 10mins or more loss of GT per week will be sent to small hall with member of management to complete a reflective activity. A register will be kept of loss of GT in hall. If a pupil has loss of GT 3 times in a term parents may be contacted.
** Age appropriate - nursery
Individual behaviour management plans will be developed where necessary to ensure all pupils and staff feel safe and respected.
Golden Rules and a child friendly version of the behaviour policy should be shared with parents to be discussed at home
The Restorative Approach…
…encourages pupils to think about how their behaviour affects others, both pupils and staff. It helps children to develop respect, responsibility and truth telling.
Restorative approaches help pupils understand the impact of their actions and how to put it right. By using this Restorative Approach we are giving pupils the skills to independently make better and more informed choices in the future.
About Restorative Language:
When our pupils find themselves in conflict or upset we will ask them:
What happened?
What were you thinking when it happened?
What needs to happen to put this right?
What would you do differently next time?
We might also say to our pupils:
What would you think if this happened to you?
How can we put this right?
What could you do differently next time?
What other choice could you have made?
How could you make sure this doesn’t happen again?
Most situations can be dealt with by working through these questions. The aim here is that the outcome is fair for everyone. If somebody is upset, we aim to make them feel better. If someone has done something wrong, we expect them to take responsibility for their actions and fix the situation.
Classroom Guidance 2017-18Level 1
Breaking the Golden rules
Verbal reminder given in a positive manner – pupil verbally put on a ‘warning’
Praise children that are behaving well and those following the golden rules
Level 2
Continue to break the golden rules
Pupil moves name down sunshine/traffic light chart to cloud or amber
Move away from partner/group if necessary
Restorative conversation must take place and opportunity for child to move back up the chart. Clear guidance from PSW/CT as to what to do to improve
After a set period of time (age/individual appropriate) has been reached without further incident pupil is moved back up to sunshine/green along with restorative conversation about improvement in behaviour
Level 3
Continue to break the Golden Rules/significant incident of hitting or hurting
Pupil moves down to thundercloud/red
Loss of 5 mins GT
The need for parents to be notified will be decided by CT
Restorative conversation must take place and opportunity for child to move back up the chart. Clear guidance from PSW/CT as to what to do to improve
If break/lunchtime has been reached without further incident pupil is moved back up to sunshine/green along with restorative conversation about improvement in behaviour
For hitting/hurting pupil will not move back up chart
Level 4
Persistent misbehaviour/Continued hitting or hurting
No change in behaviour despite loss of GT and restorative practices
Pupil to be sent to another stage class – to be arranged with stage partners
Loss of another 5 mins GT
Phone call home to explain nature of incidents if appropriate
Restorative conversation to take place with CT before break/lunchtime – how can this behaviour improve?
Level 5
If no change in behaviour, pupil sent to a member of management team on a red card, accompanied by another pupil
Sanctions will be decided by management – for example time out of class, loss of break time Restorative conversation to take place
If behaviour continues to be an issue, for example 3 yellow or red cards in one term, class teacher will meet with parent and child to discuss the behaviour
If a further 3 cards have been issued the teacher will arrange a meeting with HT/DHT to discuss how this behaviour will be managed
Individual behaviour plans may be developed in consultation with CT, PSWs and management team.
These will be shared with all adults
Level 6
If a crisis situation has arisen, emergency red card to be sent to office with pupil. Management will be called for via the tannoy system or radio to help de-escalate the incident