BEHAVIOUR POLICY

POLICY

We recognise the importance of a positive approach to behaviour in school. The purpose of this policy is to give a clear code of conduct for the use of all at Montbelle, both adults and children. The policy has been written after discussion with staff, children and governors. It reflects the values and principles we consider to be important for the school. This policy should not be seen as something static, but must be responsive to changes within the school.

AIMS AND VALUES

Our school aims to provide a happy and secure environment for all those who work in, or visit, it. We believe that it is important:

a)for the happiness and smooth running of our school, that we foster positive caring attitudes towards one another and the environment;

b)to promote a positive learning environment

c)to acknowledge that each and every person who joins the community has a personal part to play and each person’s talents will be valued and enjoyed;

d)to support each person who needs help and encouragement;

e)to nurture the self-esteem of all;

f)to listen with care to one another’s views and opinions and value them;

g)to provide time and space should be provided for both parties to reflect

h)to foster independence in academic and social skills

i)that we respond in a polite and thoughtful manner to one another;

j)that we each fulfil our responsibilities whether as pupil, staff member or volunteer, with regard to:

  1. punctuality
  1. completing tasks to the best of our ability
  1. taking responsibility for our buildings and equipment
  1. co-operation with all people

We believe that emphasising positive behaviour in school tends to marginalise poor behaviour and decreases the number of misdemeanours. A well-managed, orderly environment in school will encourage children to react in a positive and caring way.

RULES

The Golden Rules are used in school across the whole school. They support the positive ethos that we value at Montbelle.

At Montbelle…….:

1)we are kind, gentle and helpful to others

2)we listen to each other

3)we are always honest and tell the truth

4)we always work hard and do our best

5)we look after our school and everything in it

In addition, each class at Montbelle is responsible for creating a set of 5 rules which either mirror the Golden Rules or cater for particular needs. They should come from the children through discussion at the beginning of each year so they can take ownership of their own behaviour.

ENCOURAGING GOOD BEHAVIOUR

We must all be aware of the importance of encouraging appropriate behaviour in school, and also of the different ways this can be achieved. The ethos and climate of the school as a whole is central to establishing and maintaining high standards of behaviour. Two ways in which we try to encourage good behaviour are through the use of praise and a system of rewards:

  1. PRAISE

As a general rule, adults should try to give twice as much praise as censure. Praise can be given in formal and informal ways, in public or in private. The question we should continually ask ourselves should be:

Does our praise identify the nature of the good behaviour and reward the children usefully and appropriately for their achievement?

The idea of what is appropriate school behaviour is not automatically learned, and we must help to show children what is acceptable

  1. REWARDS

The use of a range of awards is also effective. They are differentiated across the school in accordance with the age of the child.

FSU:

a)1 to 3 children identified during each session, praised and then rewarded during circle time with a star medal

b)Weekly certificates for example ‘sharing superstar’, ‘writer of the week’

c)Each child has a merit card and is rewarded stickers for having name placed under a smiley face (linked to the golden rules). Prizes are given once the card is completed and then sent home.

KS1:

a)Individual reward charts for specific children

b)House points

c)Stickers/prizes/certificates/wrist bands

d)Interactive display to promote positive behaviour (achievement wall)

e)Star of the day

KS2:

a)Comments and/or smiley faces in the child’s work

b)Public praise, in front of peers

c)Celebration assemblies

d)Reward certificates or stickers for particular achievements

e)Sharing achievements with parents

f)House points

g)Team/Table points

h)Raffle/prize draw

We recognise that there will be occasions when there will be problems. We should try always to understand the reasons for misbehaviour, so that we can deal with it most effectively. When dealing with problems, it is important always to label the behaviour and not the child.

MISBEHAVIOUR

It is important to have a consistent policy for dealing with seeming misbehaviour, while for some children who have difficulty with finding the right behaviour it may be appropriate to focus on, and try to correct, only one problem at a time. In some cases a non-verbal signal may be sufficient, or a verbal rebuke. If it seems that there is a problem then the adult dealing with it should ask the child what he/she is doing, establish if it is against the rules and, if it is, then try to work it out with the child how the problem is to be resolved. It may be possible for the ‘wrongdoer’ to make immediate reparation to the injured party. However, it may be necessary to invoke some sort of sanction.

UNACCEPTABLE BEHAVIOUR

There is no place in the school community for:

  • violence including biting, hitting or any physical aggression
  • bullying
  • harassment – of any kind
  • vandalism
  • bad language including racism

Occurrences of such behaviour must always be reported to a member of the School’s Leadership Team as additional action may need to be taken. Although the initial report may well be verbal, a fully completed referral slipmust be completed within the school day. Sanctions exist to protect individuals from these negative forms of behaviour.

SANCTIONS (in line with the Montbelle Behaviour Steps)

Where rules are contravened, there must be a system of appropriate sanctions.

  1. Minor infringements will be dealt with by the adult responsible for the child at that time (Behaviour Step 1)
  2. a verbal rebuke
  3. withholding of praise (if it is not deserved)
  4. repetition of task (if not done satisfactorily)
  5. Behaviour requiring a ‘time out’ will be dealt with by using additional adults for support (Behaviour Step 2)
  6. More serious contraventions of the rules and for all instances of unacceptable behaviour must be dealt with in a more formal way (Behaviour Steps 3, 4 and 5)
  • Use of the ‘Reflection Room and ‘reflection sheets’
  • Letter to parents and referral to the Key Stage Leader and Classteacher for behaviour conference with parents
  • Withdrawal of a major privilege
  • Referral to Headteacher possibly including the use of an INTERNAL or EXTERNAL exclusion
  • ALL INTERNAL EXCLUSIONS MUST HAVE THE PRIOR APPROVAL OF THE HEADTEACHER
  • Any incidents of racism will be reported to the Governors and Local Authority

If any problem of behaviour is exhibited on a regular basis, then it may well be worthwhile informing parents at an earlier stage. If the problem persists, it may be necessary to involve outside agencies. The last resort is exclusion from school on a temporary or permanent following the GREENWICH guidelines. The punishment of a whole group of children is actively discouraged. It is important too for adults to be careful not to damage relationships and children’s self esteem.

SHOUTING/RAISING VOICE

During any intervention with children, adults should only raise their voice or shout if children are at risk of endangering themselves or other children or where the effect could be to calm a challenging situation. Any period of sustained shouting or raising the voice as a first re-action could be deemed as inappropriate and bullying behaviour.

POTENTIAL PROBLEMS

Problems with behaviour are more likely at certain times of the day, usually when children are not actively involved in the classroom. Such times include:

  • when waiting in line and moving about the school
  • when going out to play and coming back in
  • when in the dining hall and during the lunchtime period

We should also be aware of ways of defusing potentially ‘high risk’ situations by removing children from a likely source of conflict for a short time. The child needs to see that this is not a punishment but is in order to prevent a problem occurring.

PLAYTIMES/LUNCHTIMES

Playtimes and lunchtimes can be problematic for children, since they are in school and yet outside the normal classroom environment. We do expect that the same rules will apply at playtimes/lunchtimes as during the rest of the school day. The system of rewards and sanctions will apply at all times.

Compiled by: / Revision Number:
Approved by: / Revision Date:

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