GROVEPRIMARY SCHOOL

BEHAVIOUR

POLICY

Agreed by Learning & Teaching Committee – 13th November 2007

BEHAVIOUR POLICY

CONTENTS LIST

Rationale ………………………………………….Page 3

Expectations of Behaviour ………………………Pages 4-5

Reward Systems …………………………………Pages 6-8

Sanctions…………………………………………..Pages 9-10

Anti-bullying………………………………………..Pages 11-13

Exclusions………………………………………….Pages 14-16

Use of force to control or restrain pupils..………Pages 17-21

Class Incident Record ……………………………Appendix A

Bullying Guideline Sheet………………………….Appendix B

Record of incident involving the use of force…..Appendix C

RATIONALE

At GrovePrimary School we believe that all children have a right to feel valued and respected. In order to maintain an environment conducive to learning the children and parents should be involved in developing clear expectations and boundaries throughout the school.

Adults play a vital role in providing positive role models for the children. It is essential that adults are kind, consistent and fair and always praise appropriate behaviour encouraging respect for others and school property. In turn this promotes a sense of pride and belonging in our community.

Children will respect each other and take responsibility for their own behaviour.

Children should conduct themselves sensibly at all times in and around the school, and be good ambassadors when off-site.

We believe the way forward is to work with parents to encourage good behaviour. However, clear procedures are essential if good behaviour breaks down.

Reviewed by TLR Team – Summer 2007

BEHAVIOUR EXPECTATIONS IN AND AROUND SCHOOL (INCLUDING WET PLAYTIMES AND ON SCHOOL TRIPS

When moving around school children are expected to:

  • Walk quietly and sensibly
  • Let adults go first
  • Open doors for others
  • Show consideration for others working in lessons

In the classroom during lesson time children are expected to:

  • Move around the classroom quietly and sensibly
  • Be quiet when the teacher is talking or at other times when they are expected to listen
  • Ensure they do not disturb children around them
  • Make sure they are always on task
  • Show consideration for others
  • Keep the classroom tidy and manage equipment sensibly and safely
  • Be kind to one another
  • Wait their turn
  • Go to the toilet at break-times (ask the teacher’s permission to go to the toilet during lesson times only if absolutely necessary)

In the classroom during wet playtime children are expected to:

  • Follow the same rules that apply to lesson times
  • Listen to the midday assistants or other adults
  • Be sitting down with something to do
  • Remember not to use glue, scissors, water or sand
  • Ask to go to the toilet when required
  • Use allocated wet play equipment
  • Clear up in time to start lessons
  • Not allowed access to computers, listening stations, laptops, whiteboards and pens.

In the playground children are expected to

  • Use designated areas on allocated days only
  • Act courteously towards one another
  • Use approved playground equipment safely when it is their day
  • Remember not to climb
  • Use self-control and not fight or swear
  • Take care of living things
  • Tell an adult if anyone is hurt
  • Behave when using the toilet area
  • Look after lonely or new children
  • Play games with consideration for others
  • Avoid playing behind the shed
  • Stand still and quiet when the first bell is rung, unless putting away equipment
  • Move smartly to the classroom door when the bell is rung for the second time
  • Use adventure playground, new playground equipment, football area according to rotas.

In the playground before or after school children are expected to

  • Stay on the playground and not on the field
  • Remember not to play any ball games
  • Vacate the playground promptly
  • Stay off adventure playground and out of Nursery and Reception outdoor areas.

In the hall, before school if it is raining children should

  • Enter the school through Year 1’s classroom door
  • Go directly to the hall
  • Remain sensible and not run about
  • Talk quietly
  • Line up at the appropriate door when the bell is rung

On school trips children are expected to

  • Be good ambassadors for our school
  • Listen to instructions carefully
  • Wear seat belts when travelling by coach
  • Act courteously and politely
  • Stay with your designated adult

Use good manners at all times.

REWARD SYSTEM

Star Chart

Each class displays a star chart, where stars are awarded as a result of collecting 5 stamps in their books (or directly on to the chart for other things). These stamps will be awarded for a variety of reasons outlined below. The star chart will continue throughout the year and when a child reaches 10 stars they may show the Headteacher/Deputy Headteacher & Assistant Headteacher or one class teacher a quality piece of work but Friday afternoons only please. The teachers will not award further stars for showing (or stickers). The child will also receive a bronze certificate in assembly to take home. The same system applies when they reach 20 stars but they receive a silver certificate, and for 30 stars they receive a gold certificate. Certificates will be awarded in sharing assemblies as they are obtained. Do not start new charts at the start of each term, only new school years. Full names of children being awarded a certificate need to be given to the office by 1pm on Wednesday.

5 stamps = 1 star

10 stars = Bronze Certificate

20 stars = Silver Certificate

30 stars = Gold Certificate

The system is designed so that every child can receive stamps for merit, but stars are very important bigger achievements and so they must be raised in profile in the classes. Obviously the Gold Certificate is the ultimate accolade and it is not the intention that class teachers try to get every child 30 stars by the end of the year if it is not appropriate. The stars will be given in the appropriate house colour for the child. The school will give teachers stampers and stars. Each teacher is expected to make a wall chart to display these achievements.

Reasons for awarding stamps

  • Taking initiative at home or school
  • Getting on quietly
  • Listening carefully
  • Caring for property
  • Showing awareness of others needs
  • Tidying up sensibly
  • Remembering things
  • Improvement
  • Achieving targets set
  • Helping others
  • Good work with maximum effort

And any other things that reflects the positive ethos of the school.

Other teachers or classroom assistants can award stamps but they must tell the class teacher they have done so.

Separate reward systems may be set up for children with emotional and behavioural difficulties.

Midday Rewards

The midday assistants have their own reward system for the lunch period.

One medal per year group is given each week and stickers are given by year group midday when good behaviour is observed. These will be awarded in sharing assembly on Fridays.

Gold Book

Every Friday afternoon in sharing assembly, 3 children in each class are recognised for a specific achievement during the week. PSHE coordinator decides on the focus, which can range from creative writing to artwork and behaviour, these are decided a week ahead of time. Teachers will discuss an area to focus on at the end of each week and these are displayed clearly in classrooms for teachers/LSA/pupil to change weekly so that the next week the children can be informed of what they are working towards. These will be chosen specifically for Early Years, Key Stage 1 and Key Stage 2 and will include a balance of topics throughout the year from good work to social and behaviour achievements.

Class Trophy

Every week a class from both the juniors and the infants is chosen to receive the class trophy. Sometimes this can be shared between two classes. This is to reward them for a specific achievement they have made that week. They receive this in sharing assembly and they are allowed to keep the trophy for a week. The larger trophy is displayed in the school cabinet with the class name on it, in the reception area.

The Mike Slatter Memorial Award for Music Excellence

Once a year at the end of the Summer Term a shield is awarded for outstanding talent in music. The child’s name and year is engraved on the shield and the child receives a smaller engraved shield to keep.

Achievements out of school

During sharing assembly, children are invited to share achievements and awards gained out of school. Please send them with their award and a slip of paper with their name on it to the Headteacher on Friday afternoon prior to the assembly.

Monitors

Some class teachers will reward children by giving them a classroom or school responsibility. These responsibilities may include taking the register to the office or be responsible for playground equipment or be Year 6 monitors.

House Colours

Each child is allocated a house colour: red, blue, green or yellow and these will remain with them throughout the school. The groups are mixed ability and are used for team events such as sports day. Children will gain points for their team by collecting stars (see previous section). One star is worth 1 house team point. Scores for house teams will be announced periodically during sharing assemblies. Various trophies awarded for team events will be displayed in the trophy cabinet with appropriate team ribbons attached.

Individual Praise from Teacher

Teachers at Grove believe that one of the most important forms of praise is immediate oral praise. This can be on an individual basis or shared with the whole class.

Always let the parents share in any of their child’s achievements.

SANCTIONS AT GROVE

Teachers in charge of behaviour

The class teacher deals with most behaviour issues, but others are expected to deal with anything they see around the school. Where you feel you are not getting anywhere with individuals, the case can be passed on to the phase co-ordinator. They will either deal with it or make a decision to pass it on to the Assistant Head/Deputy Head who will then do the same or make the decision to pass to the Headteacher. For obvious reasons, the Headteacher should only be dealing with the most serious cases but must be kept informed of potential problems at all times.

Recording

All staff should record any incidents that cause concern on the appropriate form either in class incident book or on a form (see Appendix A) kept in a class folder. These need to be dated and the children involved all named. Each class teacher should have their own record book. When incidents happen at playtimes the teacher or midday dealing with this will record in a book which they take out in the playground and is then held centrally in the office. Teachers will be expected to look at this book at regular intervals. Teachers should record any pertinent incidents into personal profiles.

The Headteacher and Deputy/Assistant Head both keep record books for issues dealt with directly by them. They will let the class teacher know of such incidents as soon as possible after the event.

Time Out

In some circumstances children could be required to miss a playtime or lunchtime as part of a punishment. It is up to the teacher to arrange supervision of that child. No child should ever be left without an adult in a classroom. Do not place children outside the Headteacher’s office without prior discussion and agreement. Never use the curriculum to sanction children unless it becomes an issue of safety.

Contacting Parents

Parents are contacted and asked to arrange a meeting with the class teacher if matters need to be discussed further. Always tell the office staff if you have done this so that it can be written on the office whiteboard thus making senior management aware that it is happening. We have a zero tolerance approach towards aggressive behaviour from parents. Do not talk to parents/carers who are behaving in this manner. If parents appear to be getting aggressive, always refer them to the Headteacher or ask another member of staff to fetch the Headteacher or member of SMT Leadership Team. Do not see parents after school alone in a block. Always make sure a colleague is around.

Strategies

Teachers will work with children and the SENCO to identify areas of difficulty and set targets for them to work towards. These should be short and achievable and are held with the SENCO.

Particular children

Teachers with children on SEN stages for behaviour should make arrangements to inform all staff of strategies used to deal with incidents as they arise. The SENCO will give advice and may implement programmes eg Circle of Friends, Home/School Agreement.

Behaviour Report

More serious offenders, who are consistently finding it difficult to behave appropriately will be placed initially on a behaviour report for a week’s duration. Class teachers will fill in positive or negative aspects of the child’s behaviour for each session on a blank timetable and the child will have to bring this to either the Headteacher or Deputy at the start of playtime and lunchtime and just before the end of every day. The Headteacher or Deputy/Assistant Head makes the decision to put a child on behaviour report. The parents are closely involved in this.

Letter Home

In more serious cases a letter will be sent home to the parents from the Headteacher advising them of actions being taken at school. This will also invite them in for further discussion.

In General

If punishment is needed try to make it ‘fit the crime’. Do not give out lines, or humiliate children and never use the whole class as a kind of ‘kangaroo court’ to decide punishment.

Children need to have a clear understanding of the consequences of their actions, and have full understanding of why they are being punished.

Behaviour Policy Working Party – Summer 1999

Reviewed by TLR Team – Summer 2007

ANTI-BULLYING

We are committed to providing a caring, friendly and safe environment at GrovePrimary School.

Bullying of any kind is unacceptable

Bullying is deliberately hurtful behaviour which can be physical and/or emotional usually over a period of time.

The five main types include:

  • Physical-hitting, kicking, pushing

-taking and damaging belongings

  • Verbal-name calling

-taunting, mocking

-making threats

-making offensive comments

  • Indirect-spreading rumours, gossiping

-being involved as a bystander

-Excluding, deliberately ignoring

  • Cyber-use of mobiles or the internet, cyber

bullying is nasty or threatening behaviour, either direct or indirect, using phone calls, text messages, emails, instant messaging or chat-rooms.

  • Roles in bullying-gang of bullies with ring-leader and

Followers

-bystanders, some people watch

Children can both bully and be bullied.

The school will follow set procedures to resolve incidents and these will include supporting the instigator and the victim. In addition to appropriate sanctions the instigator will follow a programme to change the negative behaviour.

Preventative Work

Grove Primary will encourage cooperative behaviour and all pupils will follow a personal development programme which will include:

Self esteemfriendship skillsassertivenesshandling conflict

In addition the PSHE programmes will include:

Social skill consequences circle time self/peer assessment

Anyone who knows that bullying is happening will be enabled to tell staff. The aim is to be a ‘telling’ school.

Parents and carers will be encouraged to be involved in the promotion of positive behaviour and when applicable in the resolution of bullying behaviour.

Midday supervisors have received training to develop their supportive role.

Non-teaching staff will be included in ensuring that the anti-bullying principles are followed.

Monitoring and Recording

The Headteacher or Deputy Headteacher/Assistant head will use the form in Appendix B to record the most serious cases.

Bullying incidents will be monitored on a regular basis and the strategies and procedures evaluate for their effectiveness.

It is important to maintain momentum and termly targets will be set.

WORKING WITH BULLIES

(those who display bullying behaviour)

  1. Immediate teacher response to stop the bullying incident.
  1. Clearly state that the behaviour is unacceptable (label the act and not the child).
  1. Remind the pupil of the procedures* which now will follow.
  1. Arrange for a quiet time to talk with the instigator asap (or delegate)
  1. Procedures for recording incidents completed.
  1. Further action as decided after consultation and completion of incident form.
  1. Punishment must not include anger, aggression or humiliation.
  1. Use the method the school has decided ‘Shared Concern’, ‘No Blame Approach’, mediation or other method.

*guidelines for recording ‘negative and devaluing behaviour’

Record on Incident Sheet – Appendix B.

This record is for use by Headteacher, Deputy Headteacher and Assistant Headteacher only.

WORKING WITH VICTIMS

(those who display victim behaviour)

  1. Remove the victim from the scene as soon as possible.
  1. Remind the pupil of the procedures which will now follow.
  1. Arrange for a quiet time to talk with the victim asap (or delegate).
  1. Procedures for recording incident completed.
  1. Support from friend or other members of the class as appropriate.
  1. Remind pupil of strategies learnt in class
  1. Arrange a follow up time for checks, with the victim, to monitor behaviour.
  1. Ensure that the victim has access to a member of staff with whom they can discuss personal matters safely (not necessarily their class teacher/tutor).

If appropriate arrange a meeting with the victim and bully, with teacher as coordinator.