Gossey Lane School

Gossey Lane Junior, Infant and Nursery School

BEHAVIOUR POLICY

Approved by: Governing Board Policy Committee

Signed: …………………………….. Date: ………….

March 2016

1. Our School Code

1.1  Our Behaviour Policy assumes that:

·  children have the right to learn and teachers have the right to teach them

·  plentiful praise and positive reinforcement brings success

1.2 At the heart of our Behaviour Policy is the philosophy that EACH DAY IS A FRESH START.

1.3 The Gossey Lane School Code is displayed in all classrooms and is regularly discussed with pupils:

We all agree to:

1. Call everyone by their given name.

2. Only use words that are kind, thoughtful and true.

3. Keep hands, feet and other objects to ourselves.

4. Listen actively to whoever is speaking.

5. Respect and value other people.

6. Look after our school and everyone’s property.

7. Do our best and never give up!

8. Playpod must be ‘scrap on scrap’.

2. Expectations of staff

2.1 In order to ensure consistent, clear and realistic expectations regarding positive reinforcement, all staff are expected to:

·  be aware of their influence as role models

·  create an expectation of success

·  foster a positive and welcoming atmosphere

·  treat all pupils with respect

·  support each other in the management of pupil behaviour

·  show empathy

·  offer choices if appropriate

·  remain calm, firm and understanding

·  thoroughly deal with incidents and pass on concerns when appropriate

·  fill out a Pastoral Care Form for a behavioural concern if necessary – this also includes any noticeable changes in children’s general behaviours (this may also need to be discussed with the Designated Safeguarding Lead straight away – see Safeguarding Policy)

2.2 Corporal punishment is illegal in all circumstances and therefore not permitted.

3. Choosing to follow the School Code

3.1 Behaviour Principles

Children are expected to follow the School Code and take responsibility for positively managing their own behaviour. These children will display qualities to ASPIRE including:

·  good sitting

·  good listening

·  following adult instructions

·  resilience

·  completing work to the best of his/her ability

·  showing respect

·  good manners

·  perseverance

·  empathy

·  resourcefulness

·  sharing

·  working as a team

·  independence

·  being a good friend

·  good presentation skills

·  supportiveness

3.2 When a child follows the school code we use a number of methods and approaches to reward such behaviour:

·  praise – in a private discussion between the teacher and child or in public e.g. in front of the class

·  commendation – sending a child to another member of staff with their good work. Sending a child to visit the Headteacher/ Deputy Headteacher/Assistant Headteacher/Phase Leader/ Subject Leader for a reward

·  an achievement point – whenever a child is placed on the gold behaviour target, they receive an achievement point on their SIMS record (this also adds on 10 points to the weekly token for that child’s house team)

·  display – putting a child’s work on the wall as an example of what can be achieved

·  written feedback – positive, constructive and encouraging comments used when marking work

·  informing parents/ carers – either verbally or by sending a postcard

·  stickers/stamps – given to the child or placed on their work

·  house points awarded for their House Team – prize awarded termly to the winning house

·  stickers given in assembly to the child from each year group who has gained the most house points in a week

·  use of the coloured behaviour targets – placing a child’s name back on the green target or onto the gold target for exceptional behaviour

·  internal class rewards – used particularly for rewarding group co-operation e.g. table points, marble jar

·  Golden Time

Children earn 2 minutes of Golden Time if they remain on green for a whole day. This equates to 10 minutes of Golden time taken at some point during the week. Their names are moved up the Golden Time Ladder, according to the number of minutes they have earned.

3.3  Rewards are not taken away from a child once awarded.

4. Choosing not to follow the School Code

4.1 Teachers have statutory authority to give consequences to children whose behaviour is unacceptable, who break school rules or who fail to follow a reasonable instruction (Section 90 and 91 of the Education and Inspections Act 2006). Teachers can give consequences to children at any time the child is in school or elsewhere under the charge of the teacher, including on school visits. Teachers can give consequences to children in certain circumstances when a child’s unacceptable behaviour occurs outside of school, which has a direct impact on the school and its community. Teachers can also confiscate property belonging to children.

4.2 This also applies to all paid staff (unless the Headteacher says otherwise) with the responsibility for children, such as teaching assistants or lunchtime supervisors.

4.3 Teachers can give consequences to children whose conduct falls below the standard which could reasonably be expected of them. This means that if a child chooses to break a school rule, fails to follow a reasonable instruction or behaves in any other unacceptable way, the teacher can impose a consequence on that child.

4.4 The consequence(s) imposed will satisfy the following three conditions:

·  The decision to give a child a consequence must be made by a paid member of school staff or a member of staff authorised by the Headteacher

·  The decision to give a child a consequence and the consequence itself must be made on the school premises or while the child is under the charge of the member of staff

·  It must not breach any other legislation (e.g. in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all the circumstances

4.5 Consequences are proportionate. In determining whether a

consequence is reasonable, section 91 of the Education and

Inspections Act 2006 says that the consequence must be

reasonable in all circumstances and that account must be taken of

the child’s age, any special educational needs or disability they may

have, and any religious requirements affecting them.

4.6 The Headteacher may limit the power to apply particular

consequences to certain staff and/or extend the power to give

consequences to adult volunteers, for example to parents who have

volunteered to help on a school trip.

4.7 It is also considered whether the behaviour under review gives

cause to suspect that a child is suffering, or is likely to suffer,

significant harm. Where this may be the case, school staff follow the Safeguarding Policy. They should also consider whether

continuing disruptive behaviour might be the result of unmet

educational or other needs. At this point, school staff will consider

whether a multi-agency assessment is necessary.

4.8 If a child, or group of children, persistently and purposefully choose not to follow the School Code by abusing a person, or people, within a short space of time, the Anti-Bullying Policy is followed.

5. Using the coloured behaviour targets

5.1 Displayed in every learning area should be four coloured behaviour targets- one gold, one green, one yellow and one red.

In KS1 and KS2, the gold behaviour target has ‘WOW!’ written inside it and the green behaviour target has ‘GREAT!’ written inside it.

The yellow behaviour target has a thought bubble inside it with the words ‘I am thinking about the right choice’. Nothing is written in the red behaviour target.

In FKS, these coloured behaviour targets take the form of bears – the bears have expressions to match the feelings the children might experience when their name is on the respective target.

5.2 Step 1- All children will begin the morning and afternoon session on the green behaviour target (GREAT!). It is the responsibility of the class teacher to ensure that this is done. The children’s names will be displayed on or below the green behaviour target. Their names are on colours that correspond to the colour of their house team – Tamworth (red), Kenilworth (yellow), Windsor (green), Warwick (blue).

Step 2- Children who are on the green behaviour target at the end of each session (morning and afternoon) receive 1 house point and earn 2 minutes Golden Time. For exemplary behaviour, children are put on the gold behaviour target (WOW!) and given an achievement point. Other rewards listed in section 2.1 may also be used to celebrate this achievement.

Step 3- If a child is not following the expected behaviour (see Gossey Lane School Code and Behaviour Principles) they are given a non-verbal reminder of expected behaviour.

Step 4- Further unacceptable behaviour means that the adult gives the child a verbal reminder.

Step 5 - Further unacceptable behaviour means that the adult moves the child’s name to the yellow behaviour target. This is a non-verbal action because the unacceptable behaviour has already been explained once.

Step 6 - The child is given a yellow card straight away – their consequence for this is to spend 5 minutes of their playtime with their classteacher, reflecting on their choice of behaviour and/or completing work they have not finished in class.

Step 7 - Adult must allow time for the child to ‘put it right’ and be able to move back to the green behaviour target. This should be within a reasonable time and normally before the end of the lesson.

Step 8 - If a child chooses to not ‘put it right’ then their name will be moved to the red behaviour target. This is a non-verbal action because the unacceptable behaviour has already been explained once and the child has not ‘put it right’.

Step 9 - The child is given a red card straight away and sent for ‘Time Out’ with the relevant Phase Leader. See Appendix 1. They go to ‘Time Out’ in the Phase Leader’s classroom and fill out a ‘Behaviour Reflection Sheet’ if relevant. The Phase Leader fills out a referral and sends this to the Assistant Head Teacher before the end of the day. A behaviour point is also added to the child’s SIMS record. The Assistant Headteacher will follow up the referral and will decide whether or not the referral should be sent to the parents/carers. In the absence of the Assistant Headteacher, this will be determined by the Deputy Headteacher or the Headteacher.

After returning from the Phase Leader, the child has the choice to ‘put it right’. If the child chooses not to, a member of SLT will be sent for (as per the ‘A’ card procedures below).

Step 10 - If the child continues to display the same behaviours, the ‘A’ (Assistance) card should be sent to the Office. This should be brought by two children (not involved in the incident), who should ask if a member of SLT (the Assistant Head Teacher, the Deputy Head Teacher or Head Teacher) would be able to come the relevant Year group. All members of staff should remain with the class, in case the situation escalates. You will need to explain the situation to the member of SLT on their arrival. Further action will be taken.

5.3 Children who have been placed on the yellow or red target during a morning or an afternoon session are recorded on a ‘Positive Behaviour Chart’. The number of times they have been on each target in that session is recorded inside the relevant coloured circle. Copies of this must be given to the relevant Phase Leader AND Assistant Headteacher after the afternoon session on Friday. House points are removed from teams weekly according to the number of yellow or red targets any children have accumulated – 1 yellow is equivalent to 10 points; 1 red is equivalent to 20 points.

5.4 Consequences may be:

a parental meeting

loss of free-time including lunchtime reflection

Behaviour Recovery Script completed

referral to City of Birmingham School

behaviour bears target card (FKS)

traffic light target card (KS1)

low/medium/high level report card (KS2)

short-term SLT time out

lunchtime SLT time out

sent to Head Teacher

If the Assistant or Deputy Headteacher sends a child to the Headteacher, the consequences may be:

a parental meeting

long-term SLT time out

lunchtime 2.5 Fixed Term Exclusion

In the last resort, after some of the above steps (including some parental involvement) have been tried, the school will issue:

Fixed Term Exclusions – a fixed term exclusion may range from a

part day to a maximum of 45 days in any one year and may be either internal or external exclusions

Permanent Exclusion

5.5 The Headteacher reserves the right to extend an exclusion or convert it to permanent if necessary. LEA guidelines regarding exclusion are followed at all times.

6 Target cards and report cards

6.1 On occasions, it may be necessary to implement a target card or

report card in order to encourage a child to make the right