Marpool Primary School
Behaviour Policy
The context:
The staff are committed to modelling, supporting and developing appropriate behaviours during the children’s time in the school. We acknowledge that young children will need support and consistency from all staff to enable them to learn to express their needs and feelings in appropriate ways as this sets the tone for lifelong learners.
We recognise that children will need time, space and support to enable them to have awareness of boundaries set and of behavioural expectations in the setting.We follow a ‘positive assertive discipline’ approach where children are given time to conform to instructions and modify their behaviour. (See ‘procedure’ attached). All staff have discussed and identified strategies and techniques to enable the children to learn to do this. We positively ignore behaviour we do not want to see, choosing instead to comment and praise children demonstrating those that we do.
Through discussion and input from behaviour support team it has been agreed that staff must use professional judgement when deciding to pursue inappropriate behaviour. We recognise that some children will need additional support in order to learn and develop an understanding of this.
Throughout each term a great deal of circle time is spent discussing and modelling appropriatebehaviour with the children. Each area in the schoolhas a fixed wall display that shows the agreed ‘Top Ten’ behaviours we are working on; staff reference these with the children on a daily basis and any member of staff may give out a reward at any point in the day. All rewards are given in line with our rewards system and celebrated collectively.
SEN
Often children with behavioural SEN will have individual behaviour plans (IBP). The policy will therefore apply to them, but the sanctions/strategies employed will be in accordance with their IBP. Information regarding these children and their IBP will be shared with all appropriate staff. A hard copy of IBP will be kept by the class teacher.
Reward system
Children are rewarded with tree points for following the Marpool Top Ten, any adult in school can reward any child and are activelyencouraged to do so. Wow stickers are rewarded to children for producing the best work they are capable of and/or actively engaging in learning. When children have achieved 10, 20, 30, 40 stickers they will be awarded a bronze, silver, gold and platinum head teachers award respectively. The majority of children should receive one certificate each term with some children achieving platinum. Please keep a record of children receiving certificates. Staff can also nominate children for a Headteacher’s Award for outstanding behaviour or work.
New children
All new children will be given time to become familiar with their new surroundings and expectations in line with the Marpool Top Ten.
Levels of behaviour:
Through staff discussion and input from the behaviour support team it has been agreed that there are 3 levels to behaviour in the school – low, mid and high. We recognise that some children may need time to calm down before adults can talk through their behaviour with them. All staff know that they may need to give children time and space to reflect on their actions before following up the consequences of their behaviour. Staff must however make it clear that the child understands that discussion will take place once they have calmed down. It is at the adult’s discretion where and when this takes place, it may be appropriate to move to a quieter area or ask a more senior member of staff to follow the issue up.
Behaviour logs:
If a child is sent out of class the teacher will complete a behaviour log using the schools CPOMs system, these logs need to be shared with team leaders and any other appropriate staff. Team leaders will look at CPOMs and discuss childrens behaviour during PPA.LT and RP are automatically linked to all logs.
Level 1:
Behaviours that can effectively be managed within a classroom environment by teacher, LSAs (see grid to explain agreed procedures/strategies). If there is persistent level 1 behaviour this needs to be logged on CPOMs to ensure a picture can be built up.
Level 2:
More serious behaviour that is not so easily managed within a classroom environment:
All staff can deal with level 2 behaviour but must make sure that the classteacher is informed of these more significant events and that it is documented on CPOMs and that class teachers are linked and any other adult involved.
Level 3:
Very serious behaviour or persistent level two behaviour: Formal involvement of the head teacher and parent and SENCO, additionally the EWO and/or other agencies may also become involved. There may be internal or external exclusion at level 3.
Process:
After a warning ask the child to firstly,
1. Stand in a space in the class or by and adult to reflect on their behaviour. On return if there is a repeat of behaviour continue as follows
2. Stand in other class or by another adult- log the incident on class behaviour log.
3. Send to another class teacher
4. Send to assistant head
5. Send to Head teacher
At each step the child’s personal log should be completed on CPOMs.
Process at lunchtimes:
After a warning ask the child to firstly,
1)Stand with the staff member on duty for a fixed period of time.
2) Complete a behaviour log which will be recordedon CPOMs.
3)If behaviour is level 3send pupil to headteachers office, children need to stand and reflect in the office and not outside the door. If the headteacher is off site the pupil needs to be sent to an assistant head.
4)Pupils should not be sent to class teachers/team leaders during lunchtime.
At each step the child’s personal log should be completed.
As a member of staff at Marpool you are expected to follow this policy and approach and need to use your discretion when deciding at which point unacceptable behaviour becomes level 1,2,or 3.
Level 1Low level behaviours / Suggested response
Calling or shouting out
Ignoring instruction or warning
Refusal to work
Out of seat
Running in school
Lack of manners
Squabbling, teasing
Queue jumping
Fidgeting
Answering back
Pushing or pulling / Give the ‘look’, use non verbal signs such as finger to lips, shake of head, twirl fingers etc
State the obvious, refer to top ten, describe the behaviour we want, praise those doing as we expect, explain why, did they make the right choice? What would be the right choice?
Be proactive
Never under estimate the power of positive reinforcement when things are going well!
Intervenve with distraction if you feel things are heading towards a level 2
Level 2
Medium level behaviours / Suggested response
Aggresively bumping or pushing
Damage to property
Arguing back
Defiance
Running off
Swearing
Putting themselves or others at risk
Continuous level 1 behaviours / Keep using level 1 responses
Give a warning and offer the child the chance of ‘making the right choice’ doing as you ask or ……set the sanction and be ready to follow it through.
Sanctions should be manageable. You may simply asked them to correct their actions and apologise. The school system is as follows:
After a warning ask the child to firstly,
1. Stand in a space in the class or by adult, on return and repeat of behviours continue as follows
2. Stand in other class or by another adult- log the incident on class behaviour log.
3. Send to team leader
4. Send to assistant head
4. Send to Head teacher
Level 3
High level behaviours / Suggested response
Physical violence – kicking, punching, biting etc
Personally abusive bad language
Running off – escaping or absconding
Dangerous behaviour – climbing fences, trees
Continuous level 2 behaviours / Keep using level 1 and 2 responses
Calmly ask the child to stop
Observe, give space, keep distance of yourself and other children
Send for help
Physically interveve if this is the only way of ensuring saftey of the child or others. Use TEAMTEACH training techniques for physical restrain.
Appendix:
The process(agreed approach to dealing with inappropriate behaviour)
Where a child doesn’t comply with an instruction staff must follow this process
Give instruction - e.g. sit on the carpet
Repeat instruction - child’s name I have asked you to sit on the carpet – this is an instruction that you must follow
Give cueing in time - praise children complying & repeat instruction and praise children that are doing it – may also involve giving out certificates/hats/badges. ‘I would like you to…’
Explain the sanction - tell child by refusing to do this you are choosing to have timeout. ‘If you don’t you will…’
Repeatinstruction -if child doesn’t comply set up time out – chair other space. ‘I am putting you here because…’ ‘I want you to think about…’ (link to the Top Ten)
Developing empathy: on returning to the child staff to talk through the incident, explaining what was unacceptable about their behaviour. ‘I didn’t like it when you…’ ‘It makes me feel…’
Agree on resolution – what do we need to do now, who should we apologise to?
Apology – children to say sorry for/to injured parties
Documentation: for persistent level 1 behaviour or any level 2 and 3 behaviour incidents to be recorded on CPOMs.
A child may also be sent to another adult to support this process
If at anytime a child conforms staff to praise them for making the right choice.
Reviewed: September 2016
Next review: September 2017