Christ the King Catholic Primary School

Behaviour

Policy

November 2015

The school’s Behaviour Policy operates in conjunction with other policies including those for Behaviour Expectations, Inclusion, Exclusion and Anti-bullying.

Behaviour is the manifestation of unspoken feelings and the way in which we communicate our core needs. It is therefore vital that as practitioners we do more than simply manage and contain behaviour but in addition show a commitment to building positive relationships. It is likewise necessary for us to both teach and model appropriate behaviour to the children in our care, while ensuring that there is a consistent approach from all staff.

The best way to encourage good standards of behaviour is through a clear set of rules reinforced by a balanced combination of rewards and sanctions held within a positive, caring Christian atmosphere.

In addition, ensuring that each member of staff feels fully valued will enable us to understand one another, to work together and to support one another to provide a constructive and beneficial atmosphere and background to what we are aiming to achieve with the children.

This policy should be read in conjunction with the Behaviour Expectations Policy, November 2015, which outlines the CTK expectations for behaviour, rewards and sanctions.

General Principles

We believe that achievement and behaviour are interlinked. Good behaviour is a necessary precondition for good learning. It is therefore important that every child receives appropriate support to maximise their chances of achievement and success at all levels. We also recognise that we have a joint responsibility with families to support, teach and model appropriate behaviour.

We want to enable every child to reach their full potential spiritually, academically, socially, emotionally and physically, while making certain that the rights and responsibilities of children and adults are respected and maintained.

We aim to promote a positive approach in attitude and behaviour in order to create the best environment in which the children are able to achieve their full potential. This involves clear expectations for behaviour on a whole school and classroom level. It also involves the cultivation of an environment where mistakes are regarded as a normal part of life, where children are given the support and encouragement to get their behaviour back on track.

The core principles underpinning our school ethos are:

  • A self-disciplined school community.
  • Pupils who respect and trust themselves and other people.
  • Pupils who receive equal treatment no matter what their ability, gender, race, religion or culture.
  • Pupils who care for their school and their environment.
  • A partnership between home and school.
  • Clear procedures for dealing with children’s behaviour, both positive and negative.
  • Pupils who follow instructions agreed by all members of the school community.
  • Opportunities for children to understand the effect of their behaviour.

As teachers in a Catholic School, we believe that the life and teachings of Jesus Christ serve as our example as Christian Educators.Christ the King School seeks to educate children in an atmosphere in which the love of God is shown in all aspects of school life, and in a caring and secure environment in which each pupil can discover and realise his/her own potential. This is reflected in our school Mission Statement.

Equal Opportunities

Any behaviour which results in individuals or groups being discriminated against or not being represented because of their race, gender, class or disability is treated as a serious incident. We will always tackle racism, sexism and stereotyping. We will monitor this behaviour policy to ensure that it is fair. Please see the Equalities Policy for further information.

Bullying

We recognise that bullying can be physical, verbal or emotional in nature. We will not tolerate any form of violence towards any member of the school community. Bullying, which is any behaviour which causes psychological or physical harm, in any form or to any degree is treated as a serious incident and dealt with according to our procedures. For further information please see our school Anti-Bullying Policy. We expect all adults in the School Community to provide a role model of non-threatening behaviour at all times.

Positive Reinforcement of Good Behaviour

As a staff we recognise good behaviour and praise it. We have a policy that states

‘If you SEE it, SAY it.’ The idea is to make expectations very explicit, so that children are very clear as to what is expected. We have developed, in conjunction with children and parents, a set of school shared expectations. (Appendix 1)All children are familiar with these expectations and they are clearly displayed in every classroom. In situations where we need to speak to a child or number of children for breaking the shared expectations, we endeavour to praise the children who are doing what is expected. This provides the other children with a role model as well as an opportunity to reflect on and change their own behaviour.

Every class in the school uses the ‘Stay on Green’ initiative, where all children are encouraged to keep their name on the green traffic light symbol. All children areexpected to exhibit the ‘Stay on Green’ behaviours (Appendix 2) which are listed in the Behaviour Expectations Policy. We believe that each day is a new start, with each child being given a new opportunity to keep their name on green.

Individual classes also have team or table points to encourage teamwork and collaborative learning, where children grow to understand the consequences of their actions on their peers. Alongside this, there are some children who may have tailored targets and/or sticker charts set by the class teacher or other professionals (Inclusion Manager, Head/Deputy Head of School, Learning Mentor). These targets serve as reminders for children experiencing difficulties in certain areas and allows for the child’s efforts to better manage their behaviour to be suitably recognised and rewarded.

Each class teacher nominates a Star of the Day each day. The Star is given a sticker to wear by lunchtime. The sticker says ‘Ask me why I am Star of the Day’. Each time an adult or child around the school sees the sticker, they will ask the child why they are the star. The aim is to increase self-esteem by enabling each child to say something positive about themselves and to be praised accordingly.

Circle Time is an initiative that lends itself well to the reinforcement of positive behaviour. It provides a forum for children to engage in discussions about issues relating to peer relationships and feelings. The atmosphere is very much one of mutual respect with clear ground rules set to ensure that these discussions take place in a positive and safe environment.

A Celebration Assembly is held each week (KS 1 and KS 2) where children from each class receive a certificate of merit for a commendable action, attitude or piece of work.Children who have been recognised for exceptional achievement, kindness or behaviour will also be rewarded with a visit to the Head/Deputy Head of School sticker/award.

To further promote an environment in which effective learning can take place, we have a set of shared expectations which include all areas of school life:

BEHAVIOUR IN THE CLASSROOM

  • We follow the 8 behaviour steps.
  • All classes follow the ‘Stay on Green’ initiative.
  • Children who need reminding of any of our expectations are always given a verbal warning first.
  • We explain to the children what they are doing/not doing and what action will be taken as a result of this.
  • Each day is a fresh start (unless previously discussed with the child and is step 4 onwards)

BEHAVIOUR ON THE PLAYGROUND

  • We follow the 8 behaviour steps
  • Children who need reminding of any of our expectations always given a verbal warning first.
  • We explain to the children what they are doing/not doing and what action will be taken as a result of this.
  • Each day is a fresh start (unless previously discussed with the child and is step 4 onwards)

BEHAVIOUR IN THE LUNCH HALL

  • Children in all classes are escorted to the hall in by an adult.
  • The children understand they are to walk to the hall and enter the hall in a calm and sensible manner.
  • The children are expected to line up quietly and wait to be served their food.
  • Children are encouraged to talk to each other whilst eating their lunch. We promote eating together as an enjoyable social event. Children understand that it is important to keep noise levels down however to ensure the smooth running of lunchtime.
  • Children understand that they follow the procedures to empty their tray and exit the hall in a calm and sensible way.
  • Children who do not meet these expectations may need to be referred to the senior mid-day meals supervisor and may have time out to consider their actions and reflect on their behaviour in ‘Thinking Time.’

BEHAVIOUR IN ASSEMBLY

  • Children understand the purpose of assembly and Collective Acts of Worship in the school and know that this is a time for listening, learning and praying. Children know

they are expected to sit with their legs crossed, hands in their laps and facing towards the front of the hall. They are expected to sit still without fidgeting.

  • Teachers will catch the attention of children who talk, fidget or move about during assembly by looking at them or by moving towards them without disrupting the assembly.
  • Children who continue to disrupt the assembly in this way or who are talking will be directed to move to sit by their teacher.
  • Children will always be challenged when breaking assembly expectations. Children may be referred to ‘Thinking Time’ if the class teacher deems it necessary.

BEHAVIOUR WHILST MOVING AROUND THE SCHOOL

  • Children understand the expectation that they are to move around the school sensibly, calmly and quietly.
  • The beginning of a lesson or assembly sets the tone for the rest of the session. It is therefore important in promoting an effective learning environment that the children line up and walk in an orderly fashion to and from their classes.
  • Children walk in their lines, in order when moving around the school as a class. We expect the children to walk in single file, without talking.
  • Children understand the need to walk sensibly for their own health and safety. Children who do not meet this expectation may need to go back to the beginning and walk again in the expected fashion or they might lose their place in the line and be requested to come to the front or go to the back of the line.
  • Children who are asked to move around the school unaccompanied understand that they are being trusted to go straight to where they are going and return immediately. They are trusted to walk at all times and move up and down stairs in a safe way.
  • Children understand that they do not leave their classroom, the playground or any other area without permission from the adult in charge.

BEHAVIOUR ON TRIPS AND OUTINGS

  • Children understand that they are representing Christ the King Catholic Primary School when they are off site and know that our high standards of behaviour and our expectations apply whether they are on site or off site.
  • Children are always reminded of our rules and code of conduct before they leave the school premises.
  • Children who do not follow our expectations or act in an inappropriate way are given a verbal warning in the first instance.
  • If the behaviour continues the child will be issued with a second verbal warning.
  • The teacher may need to ring the school at this point to inform the Head/Deputy Head of School of the situation.
  • If the behaviour continues, the teacher may have to send the child back to school with a teaching assistant if is safe to do so and adult: child ratios permit.
  • The outing or trip may need to be discontinued with everyone returning to school if it is not safe to continue.

BEHAVIOUR IN CHURCH

  • Children understand the importance of Worship and Mass. They respect the church as God’s house and understand that when we go to into church the atmosphere created is calm, peaceful and prayerful.
  • Children are always reminded of our expectations before going into the church.
  • Children understand that they are expected to participate fully in the mass by singing, praying and listening.
  • Children know they are expected to sit with hands in their laps and facing towards the front of the church. They are expected to sit still without fidgeting.
  • Teachers will catch the attention of children who talk, fidget or move about during mass by looking at them or by moving towards them without disrupting the service.
  • Children who continue to disrupt the service in this way or who are talking will be directed to move to sit by their teacher.
  • Children will always be challenged with breaking expectations during Mass or any visit to the church.
  • Children may be referred to ‘Thinking Time’ if the class teacher deems it necessary.

Recording of Behaviour Incidents

Each class has a class behaviour folder. This folder is used to log incidents that have resulted in a child missing some or all of their play, children being sent to a partner class, or where a child has had to lose some Golden Time.

  1. The time, date and nature of the incident are logged, together with the action taken. (Appendix 4) Incidents recorded in the log must be reported to parents on the day if possible.
  2. These logs are monitored by the Deputy Head of School and are a useful tool to inform pastoral care (PCT) meetings, meetings with parents and discussions with individual children about their behaviour. These behaviour logs are analysed on a termly basis in order to track and monitor trends and patterns in behaviour incidents and provide targeted support for key children.
  3. In more serious cases where the behaviour type is at level 4 or above, an Incident Form(Appendix 5) must be completed by the child / children involved. This form allows for an opportunity to reflect on the behaviour, while identifying which of the shared expectationswas not adhered to along with how the situation could be handled differently next time. This Incident Form must be logged in the Class Behaviour File.
  4. All ‘Thinking Time’ reflection sheets (Appendix 6) must also be kept in the class behaviour file. A separate incident log will be kept in the ‘Thinking Time’ file.

Behaviour Monitoring

We have a positive whole school attitude towards behaviour and managing poor behaviour. We seek to praise good behaviour and support children who have made poor choices to reflect upon them.

We hold a daily ‘Thinking Time’ session at lunchtimes where children come to think about their behaviour, talk over their choices and reflect upon the decisions they have made. Children come to thinking time if they have been placed on RED in the ‘Stay on Green’ initiative or they have broken one of the shared expectations.

Thinking Time Summary

  • Children who are sent to ‘Thinking Time’ complete a reflection sheet regarding their behaviour (Appendix 6)this is retained by the class teacher.
  • The teacher records all the children who have been sent and the reasons.
  • Parents are contacted by the class teacher after a child has attended ‘Thinking Time’ three times in one half-term and are invited in to school to discuss their child’s behaviour.
  • Parents are contacted by the Head/Deputy Head of School in conjunction with the class teacher if a child has attended five times in one half-term and are invited in to discuss their child’s behaviour and steps forward. Details of all meetings are recorded.
  • The Head of School, Deputy Head of School may contact a child’s parent directly and without reference to the other steps if the offence is deemed serious enough.
  • A child may need to be put on a weekly behavioural contract/sticker chart. This will be drawn up between the child, their teacher, parents/carers, the Deputy Headteacher and any other relevant members of staff sothat any patterns of behaviour can be identified and monitored.
  • Children may need to be placed on an individual behaviour plan. This behaviour plan has specific targets and strategies to achieve the targets that have been set. Behaviour plans are monitored termly. Parents are required to sign the behaviour plan and in doing so agree to support the school in managing any challenging behaviours.

Whole Class Detention

It is the school’s policy that whole class detention should not be used as a sanction.

It should only occur on the rare occasion when the teacher needs to speak to the class about a particular issue that may be impacting the whole class.

Behaviour Needs

We have a responsibility to cater for children with a variety of needs and the basis for any form of effective intervention must be positive relationships, built on mutual respect. To enable children with specific needs to conform to the standards expected within our school we must be flexible in our approach to dealing with them, using a range of strategies, both in and out of the classroom. Children who exhibit challenging behaviour need:

  • Frequent and specific praise.

  • Clear, firm boundaries.

  • Clear expectations about acceptable behaviour.

  • Knowledge & understanding of consequences for unacceptable behaviour.

  • Positive role models.

  • Opportunities to reflect on their behaviour.

  • Encouragement to make appropriate choices.

  • To know that you still like them even though you don’t like what they do.

  • Positive re-integration after timeout.

  • A consistent approach from all staff.

We endeavour to use assertive discipline – giving clear, sensible and consistent messages about what is expected of all our children, and by emphasising the positive rather than the negative. To achieve success and limit instances of exclusion and disruption to the school community, our approach to behaviour management is viewed in the same way as in other areas of school life, with appropriate differentiation and adherence to equal opportunities, giving each child every chance to achieve success at a level appropriate to their capabilities and needs.