St. Willibrord’s RC Primary School Behaviour Management Policy 2011

Section 1

Introduction

The school’s policy on Behaviour Management and support is a purely positive and praise-driven one that is aimed to promote self-esteem and effectively manage behaviour. We feel that this in turn contributes to positive learning experiences and promotes respect and a caring ethos.

As a designated resourced mainstream school our aim is to make reasonable adjustment through knowledge of the child in the personalisation of rewards and sanctions. We therefore expect that all staff will interpret policies on an individual basis with each child especially those with additional needs that affects their behaviour such as ASD, ADHD and SLI. We may have to treat some children individually to ensure we have managed their behaviour fairly. This could involve pastoral behaviour plans, individual behaviour support plans and/or individual applied strategies. Any differences to the application of this policy for these children will be conducted in consultation with parents/carers, school and relevant agencies.

Aims of the Policy

  • To provide a shared understanding of what ‘positive behaviour’ is in the school.
  • To foster excellent relationships and create an ethos of mutual respect and trust, enabling cooperation in all aspects of school life.
  • To promote self-esteem and respect across the whole school.
  • To create a consistent and positive structure within the school that will ensure confrontation and conflict is avoided.

St Willibrord’sPrimary school rules

The children willconfirm a charter of rights which will be integral to school life and cover high expectations of behaviour and conduct. This will bediscussed by the School Council and class-children with guidance from adults. This will be based around the ideas of ‘The Golden Rules.’

Section 2

Behaviour curriculum

To promote consistency and clarification below are some key expectations and routines that we expect all children and adults to adhere to.

  1. Around the school:

Children are to walk on the left and move around the building in a calm and sensible manner.

Children and adults alike will be polite to, and make way for other children and adults, holding doors etc...

Look to see if there is someone behind you, if there is hold the door open for them

  1. In the classroom:

Look after the classroom by keeping it tidy and looking after equipment (children & adults)

Be kind, helpful and share equipment and resources

Listen to all appropriately, showing respect at all times(adults and children)

Follow instructions carefully

Enter the classroom quietly, ‘ready to learn’ and give your best at all times

Leave the classroom quietly and sensibly

Show respect by listening at the correct times

  1. During indoor playtimes:

Stay in your own classroom, unless you have a monitoring job

Use the equipment and games that your teacher has agreed

Share and play fairly

Tidy up quickly when asked, so that the classroom is ready for lessons to take place

  1. In the playground:

On the way out to play, go to the toilet if you need to, but ensure that you have at least been to the toilet during break-time

Think about safety when you play, and act in a way that will not hurt others

Think about other children, how they feel and what they might need

Stop on the whistle and be in the line, quiet and ready to enter the building

  1. Assembly:

Assembly begins as the children and staff walk into the hall quietly (listening to the quiet music and the person leading the assembly)

Listen to others and participate in the assembly as instructed by the adult(s)

Leave the hall in a quiet way as you return to your classroom

  1. During school mealtimes:

Make sure your hands are clean

Say ‘please’ and ‘thank-you’ to all adults and children who give you food and help you

Queue quietly, without pushing

Eat your lunch sensibly, quickly and talk quietly

Use your knife, fork and spoon properly

Only speak when you are not eating

Tidy up your tray by taking it back to the food station/trolley

Leave your table and the floor clean and free of food

Show respect to all adults helping you at lunchtime

  1. Personal Property:

Look after and respect your property making sure that it is not left out, causing a hazard or mess

Ensure your coat and bag are neatly put away or hung-up at all times (children & staff to ensure this)

Do not go into anyone else’s tray, bag or locker unless you are asked to by an adult

Do not cause damage to any property

Section 3

Rewards System

All adults have high expectations of our children in terms of both achievement and behaviour and adopt a positive approach to behaviour management. We believe that giving positive feedback to the children is important to reinforce good behaviour and encourage others in appropriate social behaviour. Children need to be caught ‘being good’. We believe that by rewarding this social and life skills will be developed in a caring and warm learning environment!

Here are some practical examples of positive praise and feedback in our school:

Verbal praise: ‘excellent’, ‘well done or more specific praise that reinforces good behaviour and ensures that the child is clear about what you are praising e.g. “Well done for saying ‘Thank you’, that was very polite.”

House points and certificates in assembly

Circle time/PSHCE

Displays of children’s work

Send the child to another teacher/Head-teacher/Deputy Head-teacher to discuss good work or progress

  • This will also work on a tiered system where children should initially go to a phase leader to show their work (in their link phase classes).
  • When children are being sent on a number of occasions to the phase leader they should also be sent to the Head / Deputy Headteacher

Send messages home to parents

Verbal communication of positive behaviour + attitude to parents

Happygrams

Stickers (rewards)

Always Child

Fun, enrichment activities as a reward at the end of a week- Golden Time or individual class treats (short-term reward)

Section 4

Correcting Rule Breaking/Discouraging Anti-Social Behaviour

We believe that as adults and professionals we should confront with skill and not force! While ‘being clear’ and ‘giving positive feedback’ will go a long way towards creating a positive climate and encouraging appropriate behaviour, we have a variety of strategies to discourage and stop unwanted behaviour.

We use our professional judgement to select from the following strategies when appropriate:

Clear rules-Teaching aiming to engage and ‘stretch’ all children

Teaching appropriate behaviour-Circle Time-Weekly for each class [relating to school + home contexts]

Assertive “I” messages – I see/I hear/I like/I don’t like statements

Rule Reminders- Asking children which rule has been broken and getting the child to repeat it

Future Focus- Ask questions “What happens next?” –If doesn’t own up go hypothetical- “If you had…what would happen next?”

Choice direction- Identify three things that could happen next- one easy to comply with/ one a little back down one to allow face saving/one serious stuff happening next!

Tactical/Planned ignoring [this is particularly effective if followed by praising another child for appropriate behaviour]- ignore and then return to the situation when there is no audience, when all is calmer and the adult has more control over the situation

Non-verbal signals [eye contact, raising eyebrows, shaking head or frowning etc…]

Dramatic pause- start loud and get quieter, finishing with a silent gesture

Silent signal-Build silent signals for whole group attention seeking

Section 5

  • Sanctions
  • If children do not follow our school expectations they will have to go through the following sanction stages:

In the classroom:

Verbal warning/private telling off – child can stop or go on to the next stage

Recording of child’s name on the sad side in class with a cross – 3 times in day leads to

  • Time out solo place to work for a short period of time, in classroom or in resource area but with classroom door open within full visibility of teacher

PLEASE NOTE: Any sanctions beyond this point must have a time out form recorded and handed to the Inclusion Leader

Time out in neighbouring classroom for up to 10 minutes – N.B. Child will be missing out on curriculum, so this should be last resort and minimum amount of time

Sanctions – miss playtime / separation from friend / table / remove responsibility i.e. class monitors role / miss extra-curricular activities/Golden Time

When 3 forms have been filled in then:

  • Discuss with Phase Leader.
  • After discussion with appropriate personnel, the class teacher will send home to parents a behaviour letter and accompanying form outlining concerns about their child’s behaviour.
  • The accompanying form will be filled in, signed and returned to the class teacher after the behaviour has been discussed at home.
  • The returned forms will be dated and kept in the class behaviour file. Forms not returned will be reported to the Behaviour Management Coordinator immediately.

If inappropriate behaviour continues then the child will receive a lunchtime detention with a warning letter sent home to parents. (Copy to be kept in behaviour file)

  • A lunchtime detention needs to be agreed by the child’s class teacher / Phase Leader and authorised by the Headteacher / DeputyHeadteacher(s).
  • This detention will be supervised by the Headteacher/Deputy Headteacher or Phase Leader(s) and will take the form of behaviour modification and teaching appropriate behaviour.
  • The record of detentions will be kept by the Inclusion Leader.

If inappropriate behaviour continues after three detentions then parents will be called to a meeting with the Headteacher/Deputy Headteacher(s) and Inclusion Leader to devise a behaviour support programme with an associated individual behaviour plan and targets.

Short-term exclusions – Repeated inappropriate behaviour + extreme inappropriate behaviour

Permanent exclusions- Repeated inappropriate behaviour + extreme inappropriate behaviour.

In the playground:

At playtimes incidents are to be referred to the teacher on duty who will make a decision as to suitable action to be taken. This may include:

  • Verbal discussion
  • Time out at the wall
  • Referral to Classteacher or phase leader
  • Referral to Senior Management
  • All incidents should be dealt with straight away and not allowed to continue into the classroom. The overall behaviour policy should be referred to in dealing with incidents with regard to severity of each incident.

At dinnertimes minor incidents are to be dealt with by any member of staff on duty in the playground. Any incidents which require support should be referred to the Senior Lunchtime Assistant or the member of senior management on duty in the ‘cool off’ room. Support is available via the radio system at all times.

All staff should use the card system on the playground and will be given a supply of these.

  • Verbal warning for poor behaviour
  • Yellow card as a first warning for continuing poor behaviour. Any child given a yellow card will take this with them and go to the provision for five minutes. The management member of staff on duty will record that the child has been to the provision and the reasons for this and monitor the child.
  • Red card for continuing poor behaviour OR a serious incident. The child will immediately go to the provision and miss the remaining amount of time for that day’s dinnertime and also the following day’s dinnertime. A serious incident recording form will need to be completed for any child that receives a red card.
  • Green cards should be given to any child that is seen to be achieving anything of note – this could be showing good manners, kindness, consideration… The card should be given to the child who will hand it to their teacher who will keep note of the number of green cards that have been received. On receipt of three green cards the child will receive a reward.

Bullying/Major Incidents:

  • Any incident referred to Senior Leaders or above will be classed as a Major Incident and will be recorded every time onto the relevant form. These forms will be retained by the Inclusion Manager.
  • Major incident forms will be reviewed regularly by the Inclusion Team and further action planned and instigated as needed.
  • Incidents of bullying will be formally recorded in the class behaviour file and investigated and dealt with immediately by the Classteacher andPhase Leader.
  • The Headteacher/Deputy Headteacher must be informed of any incident involving repeated bullying, so that sanctions and PSHCE work can be put in place and completed.

St. Willibrord’s RC Primary SchoolPage 1