Policy for

Positive Behaviour Management

POLICY FOR POSITIVE BEHAVIOUR MANAGEMENT

Aims

  • To develop a Positive Behaviour Management Policy supported and implemented by the whole School community, parents, teachers, children and managers, based on a sense of community and shared values.
  • To apply positive policies to create a caring, family atmosphere in which teaching and learning can take place in a safe and happy environment
  • To teach, through the School Curriculum, values and attitudes that will promote responsible behaviour, encourage self-discipline and encourage in children a respect for themselves, for other people and for property
  • To encourage good behaviour by providing a range of rewards for children of all ages and abilities
  • To make clear to children the distinction between minor and more serious poor behaviours and the range of sanctions that will follow
  • To treat problems when they occur in a caring and restorative manner in the hope of achieving an improvement in behaviour

This Policy should be read in conjunction with other School Policies and documents relating to interaction between adults and pupils, notably: -

  • Care and Control Policy
  • SEN Policy
  • Child Protection policy
  • Home/School Agreement.
  • British Values statement
  • PREVENT
  • Equality policy

Code of Conduct

  • All members of the School community are asked to respect each other
  • All children are to respect their teachers, other adults and fellow pupils
  • All children are to respect their own and other people’s property and to take care of premises, resources and equipment
  • Children are expected to be well-behaved, well-mannered and ready to learn
  • Children should walk when moving around school
  • If an issue arises between children, they are encouraged to bring it to an adult who will deal with it in a fair, consistent and restorative manner
  • Physical violence is not acceptable, neither is retaliation. Repeated or serious incidents will be dealt with by senior managers, and may lead to exclusion
  • Racist, homophobic, foul, or abusive language must not be used
  • Children are expected to attend daily, with the necessary kit and in full school uniform.
  • Hairstyles for both boys and girls should be neat and appropriate for school. Make up or jewellery including earrings are not to be worn
  • Children are only to bring items into school with prior permission. Prohibited items are not to be brought at any time: i.e. weapons, alcohol, tobacco, drugs or indecent images.

This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning.

Positive behaviour

The effective education of the pupils attending the School is dependent upon the establishment and maintenance of discipline and behaviour for learning throughout the School. At Hendon Brook we seek to maintain discipline through a positive approach to behaviour management.

There are three essential components in the structure: -

  • The development of good teacher/pupil relationships through which empathy, understanding, fairness, and trust may be established.
  • Regular positive reinforcement of acceptable behaviour and effort through the Points System.
  • Parental/Carer Support – parent/carer-school partnership

The School has systems, rules, rewards and sanctions. The system is regularly reviewed with both staff and through pupil council.

The rules and the Home /School Agreement are shared with parents on their initial visit to the School, and signedon admission of the pupil.

Hendon Brook School Rules:

  • We will do as asked
  • We will show respect for each other and speak politely to everyone
  • We will be ready to learn and complete the tasks set
  • We will allow others to learn
  • We will show respect for property and resources

In addition to this, each class will have their own tailor made rules using the school rules as a scaffold. These will be agreed with all children as a class and revisited regularly.

Lunchtime Rules:

  • We will walk quietly and calmly into the Lunch Hall and sit down straight away
  • We will remain at the table unless an adult gives permission to move
  • We will use good table manners at all times
  • We will clean and tidy away our plates with staff permission
  • We will discuss appropriate topics with an appropriate volume

Lunchtime Supervision

At lunchtime, supervision is carried out by TAs and Senior Leadership team staff on a rota basis. Supervision at the School consists of reminding children of the standard of behaviour expected but also modelling appropriate social interaction in less structured situations, i.e. in the dining hall and on the playground.

The same Code of Conduct, Rewards and Sanctions apply at lunchtimes, as applies in structured times.

Taxi Rules

  • We will walk sensibly with the Passenger Assistant to and from the taxi
  • We will keep our seatbelts on at all times
  • We will sit sensibly and remain in our seats
  • We will talk politely to others
  • We will follow adult instructions straight away
  • We will keep hands, feet and unkind comments to ourselves

Taxi supervision:

Children’s’ behaviour on the taxi is managed by LCC Passenger Assistant staff.

At the beginning and end of each day school staff liaise with the Passenger Assistants and any specific issues regarding the children’s’ behaviour are communicated and reflected in the children’s points.

*Unacceptable behaviour will be reported to the transport provider which could lead to this service being removed

Incentive Scheme:

Points System

A major aim of the School policy is to encourage children to practice good behaviour by operating a system of praise and reward. This is for all children.

The Hendon Brook School scheme is based on a Points Economy through which children can be rewarded for academic and non-academic achievements, for effort, values and for all aspects of good work and behaviour.

Children are awarded points during each lesson, and for Lunchtime, playtime and Taxi time for: -

  • keeping to School/class rules
  • achieving individual targets
  • work effort
  • thoughtfulness and consideration for others
  • Positive interactions with others.

Each pupil’s points are counted up towards the end of the academic day, and the pupil is given the opportunity to choose an activity if they have earned enough points (minimum 52). The activities are of value to the child, e.g. game activities, art and craft, computers etc. Pupils who have not earned sufficient points must make up for lost learning

The children can also earn extra points or bonus points which will be ‘Banked’ for them every day. They can then ‘spend’ the Bonus Points at the end of the week on rewards.As pupils work towards full time inclusion in mainstream school, behaviour strategies are shared with the mainstream school as part of a structured reintegration programme.

Other Incentives

Individual Certificates celebrating achievements are awarded during assembly on Fridays, E.g. Improved Reading, attitudes to learning,Good Playtimes, etc

Incentive stickers are available for everyone. In addition, all staff give verbal or written praise as often as possible.

Class based incentives are used across the school in addition to these, appropriate to the age and needs of the children.

Home /School Diaries

Daily Home/School chat books are essential in maintaining consistency of response to behaviour, and in ensuring positive and rewarding experiences for the child in all contexts. Children take home a diary each day from the School, in which the teacher records the child’s progress and behaviour that day.

KEY STAGE TWO POINTS SYSTEM:

Task / Daily points / Bonus points
Registration/ Breakfast / 5
Lesson 1 / 10
Assembly / 5
Morning break / 5
Lesson 2 / 10
Lunch / 5
Lunch Play / 5
Reading/spellings / 5
Lesson 3 / 10
Total Points: 60
55 Points earns full Golden Time at the end of the day / 2.40-2.55pm
If insufficient Points earned, then pupil participates in a lost learning task / Lost learning: 2.40-2.55pm / Sliding scale of time on lost learning task

Key Stage One Reward System:

Bonus points are awarded as per Key Stage Two.

At the end of each session tiger paw stamps are awarded for:

  • kind hands and feet
  • kind words and actions
  • trying their best during classroom activities

A target is taken from a child’s IEP which forms their personalised ‘Tiger Target’. Stickers are awarded at the end of each session if the child has achieved his/her target. Once a child has earned twenty stickers the target is changed, although targets may be repeated if necessary.

Stickers are awarded for appropriate playtime behaviour. When the child has achieved the set number of stickers on their chart they get a small reward.

At the end of the day tiger stamps and bonus points are added together to create the Tiger Cub Star of the Day. This earns the privilege of a child gaining a certificate and a small reward.

Sanctions

There will be times when children may not make appropriate behaviour choices. Children need to discover where the bounds of acceptable behaviour are, as this is a part of growing up. A Positive Behaviour Management Policy must state these boundaries firmly and clearly.

Minor breaches of discipline

The class teacher generally deals with minor breaches of discipline in a consistant, supportive and fair manner, with some flexibility regarding age of the child. Normal sanctions include:-

  • A verbal reprimand and reminder of expected behaviour (warning)
  • Discussion in circle time
  • Loss of points (either from their daily total , or from their ‘Bank’ i.e. a ‘Fine’)
  • Loss of free time such as playtimes, or ‘Golden Time’
  • Moving the pupil to work alone,
  • Remove the pupil from class
  • Complete ‘lost learning’ work/ apology letter

KS1 consequences are individualised according to the child’s needs

However, children are made aware that they are responsible for their own actions and these have consequences: positive or negative.

Whilst the Points System is based upon positive reinforcement and reward, pupils also need to learn that inappropriate behaviour has its consequences.Pupils who choose to break the rules are ‘fined’ from their bonus points. There is a sliding scale of fines commensurate with the severity of the rule broken.

Major breaches of discipline include:-

  • physical assault on another child or a member of staff
  • deliberate damage to property
  • leaving the school premises without permission
  • obscene, racist or homophobiclanguage and verbal abuse
  • refusal to comply with necessary and reasonable teacher requests
  • disruptive and aggressive behaviour in class.

FINES

  • Physically hurting another person 40 points
  • Racial/homophobic abuse 40 points*
  • Spitting 30 points
  • Absconding from the premises 40 points
  • Verbal threatening another person 40 points
  • Provoking 40 points
  • Deliberately damaging property 40 points
  • Out of Area 20 points
  • Name calling 20points
  • Refusing to go to the Peace Place 20 points
  • Noisy Peace Place 30 points
  • Any socially unacceptable action e.g. swearing 10 points

*Incidents of serious racial or homophobic abuse will also be reported to Lancashire County Council.

Procedures for Dealing with Major Breaches of Discipline:

Step1

The teacher gives a verbal acknowledgement of unacceptable behaviour with a request for the child to refrain; (this includes negotiation, care and control)

Step 2

The teacher will give a further verbal reprimand stating: that this is the second request for compliance & giving an explanation of why the observed behaviour is unacceptable.

The teacher mayask/direct the child to take some Time Out in class or the Peace Place, away from the situation to enable space for reflection

NB: - In most situations the child responds to this request, will take time out and return once appropriate, much more in control and able to continue with his/her work.

At this point the child will be welcomed back into the group by the teacher and T.A. and the incident dealt with later during points reflection.

However, if the child refuses to take this option and continues to place themselves or others at risk, or there is damage to property, or the child continues to engage in any behaviour which is significantly prejudicial to maintaining order and discipline at the School or among any of its pupils, then the child will be escorted to the Peace Place by a member of staff.

Step 3

The staff member will then state their intention to take the child to the Peace Place.

Step 4

The staff member will physically intervene if necessary, in escorting the child to the Peace Place.

If necessary, two members of staff will escort the child to the Peace Place.

If the child is distressed or violent, then a staff member will remain just outside theopen door until the child is calm. Immediately the child is quiet, and has regained an element of control, he/she is encouraged and advised to deal with the problem in a more appropriate manner.

However, if the pupil continues to remain in a state of crisis within the Peace Place and repeatedly tries to remove themselves from the Peace Place to assault staff and other children the Peace Place door will be held closed for a few moments until the pupil has calmed down .

If the child continues to remain in a state of crisis, then a ‘third party’ intervention strategy may be implemented in order for an ‘objective’ mediator to break the pattern of behaviour and re-establish control. (Fresh face approach)

THESE PROCEDURES AND STEPS ARE DETAILED IN THE POLICY FOR CARE AND CONTROL and must be read in conjunction with this policy.

Time Out in the Peace Place

Time Out is a system which is used as a positive means by which a pupil can withdraw from the group /classroom or other area when he /she is experiencing difficulties within a situation.

The pupils within the School are directly taught to use the calming chairs or Peace Place as a coping strategy, i.e. instead of hitting out or losing control.The Peace Place is NOT a punishment. It is purely a means by which the teacher can continue to teach and the pupil can reflect upon his /her behaviour away from the situation.

The Peace Place is a room within school decorated to aid de-escalation and calming. Records of children accessing the Peace Place are kept by class staff and analysed by the behaviour lead to inform future strategies and whole school practise.

Major breaches:

STAGE 2

If a child has hurt or continued to disrupt learning they may be removed from the class and work in isolation for the rest of the session or day.

STAGE 3

If the problem is severe or recurring then the parents or guardians will be contacted by the Headteacher or Deputy headteacher and a meeting called to discuss other strategies and the possible involvement of other agencies e.g. The Child and Family Health, Educational Psychologists, Counselling Service etc.

The child’s Individual Behaviour Plan will be reviewed and agreed strategies implemented.

STAGE 4

If the problem remains severe and recurring, and there is daily risk to children and staff within the School, then the Headteacher will implement Fixed Term Exclusion Procedures, whilst further investigations and strategies are considered.

STAGE 5

If after further investigations and the implementation of further strategies, the child’s behaviour remains a considerable risk to all staff and children within the School, a Risk Assessment will be undertaken and Exclusion Procedures could be implemented by the Headteacher, after consultation with the School Advisor and the Management Committee.

However, it is more likely that one to one tuition will be arranged for the pupil.

*Parents have the right of appeal to the Governor Services and Pupil Services against any decision to exclude.

NB A very serious problem i.e. Child Protection Issue may result in the normal procedure being abandoned and a child being taken home straightaway.

Children are given the opportunity to voice their complaints with adults in school. The problems are discussed, negotiated and settled as soon as practicable.

Persistent or serious misbehaviour at lunchtime is brought to the attention of the Head teacher or the Deputy Head teacher. This may result in loss of playtimes. Parents will be informed.

Parental support:

Parents can help:

  • By recognising that an effective Positive Behaviour Management Policy requires close partnership between parents, teachers and children
  • By discussing the Home /School Agreement and School rules with their child, emphasising their support of them and assisting when possible with their enforcement
  • By responding to their child’s termly IEP and TAF meetings, parents’ events and by developing informal contacts with school
  • By knowing that effective learning and teaching cannot take place without sound discipline
  • By remembering that staff deal with behaviour problems patiently and positively
  • By reading and signing their Child’s Daily Diary
  • By ensuring that their child attends school on a daily basis and punctually.
  • By ensuring their children attend school daily in the appropriate uniform.
  • By ensuring school has up to date telephone numbers, including mobiles so that school staff are always able to contact parents directly.

MONITORING SERIOUS INDIDENTS

Serious Incident Book

This is used to record:

  • Any incidents involving a child, or anyone employed in the School which results in personal injury or damage to property
  • Loss, theft, or damage to property
  • Any other incidents or matters of a serious nature
  • Challenging behaviours which jeopardise the health and safety of staff and children
  • assault
  • defiant refusal to comply with normal and reasonable teacher requests
  • absconding

Serious incidents are monitored by SLT and the behaviour lead. Analysis is used to inform risk reduction strategies.