Behaviour Policy

Date written: September 2016

Date for review: September 2017

Introduction

At GraftonPrimary School we work together to provide an environment where:

  • All children feel happy, safe and secure.
  • Positive attitudes towards gender, cultural diversity, disability, religion and special needs are promoted.
  • Everybody is treated with kindness, respect and consideration.
  • The whole community is valued and respected.
  • The expectations are agreed actions so that there is consistency and fairness in all areas of school life.

It is the responsibility of all staff members to ensure that the children follow the rules through modelling desired behaviour, praising and rewarding the expected behaviour and implementing the agreed consequences for inappropriate behaviour. We choose to identify positive rather than negative behaviours in order to create an atmosphere where individuals are valued and each member of the school community feels safe and secure. We agree that a consistent and fair approach to discipline is vital for children to be able to learn effectively and any behaviour that prevents children from learning will not be tolerated.

However, as an inclusive school, we recognise that all children are individuals with specific needs. Therefore, within this consistent approach is an element of flexibility to address the needs of specific children. Behaviours must be put in context and require all staff to use their professional judgement (e.g. a child with specific needs may need a simplified behaviour system such as a happy or sad face or a child with additional behaviour needs may have targets identified on a behaviour plan).

The aims of this policy are to:

  • Encourage children to take responsibility for their own actions.
  • Promote a positive learning environment where there is mutual respect between adults and children.
  • Encourage children to work together harmoniously and with respect for each other.
  • Encourage children to make positive choices and be recognised for their achievements.
  • Provide opportunities for children to be rewarded for good behaviour.
  • Help children to accept that there are consequences to making the wrong choices

The ‘Stay On Green’ System:

As a school we have adopted a ‘Stay on Green’ approach to behaviour.

The principle behind this system is:

  • That all pupils have the opportunity to make positive choices about their behaviour and influence outcomes.
  • That teachers integrate a system within daily teaching in order to promote positive behaviour and effective behaviour management skills.
  • Pupils who are regularly following the rules are noticed and rewarded.

The system allows for the following:

  • A consistent approach that can be used by all staff.
  • Whole class and individual reward system.
  • Least intrusive approaches are used to manage behaviour.
  • Teaching of specific behaviours and routines.

How it works

  • In the class there is a prominent ‘Stay on Green’ display with each of the colours represented by a simple piece of matching coloured card.
  • On this display, all children have a label with their name on it.
  • Each day, children start with their name on green.
  • If children make positive choices throughout the day, they are praised and reminded that they are following the expectations. In cases where children persistently make positive choices over a period of time, this is celebrated by placing their name onto silver and gold and the subsequent reward cards given. This is then logged on the school system. Any child receiving a gold award will have their name written in the golden book. Any child that has three entries into the golden book will then receive a letter home from the headteacher.
  • If children make negative behaviour choices they are reminded about the expectations andgiven a warning by placing their name on Blue (Thinking Zone). Continuing or serious negative behaviours will result in the child’s name being placed on the Yellow or Red areas of the display and the subsequent sanctions actioned. (Blue is set slightly away and to the side away of Green as a warning for children and as an opportunity for them to reflect upon and improve their behaviour).
  • The system allows children to reflect on their actions, attitudes, behaviours and if behaviours change (e.g. to be more positive) then they can move back to Green.
  • When on Yellow, children are sent to a ‘Buddy Class’ (another class in the same year group) for a set period of time. They must be told of the reason why they are being asked to leave the classroom and a note must be sent to the ‘Buddy Class’ to inform the teacher why they are there and for how long they need to be there (This must also be age appropriate). Children will be expected to come with a set piece of work/ reflection sheet to complete.
  • Staff are responsible for tracking behaviour (positive and negative) and will complete a half termly class log to help track behaviours. All children who stay on Green for the half term are rewarded with a certificate.
  • Parents will be kept informed about their child’s behaviour in school and, when necessary, will be contacted to discuss this with them. This may be to inform them of something positive or negative that their child has displayed.

Learning Mentors

The Learning Mentors are based in ’The Hub’. Part of their role is to support children who are exhibiting challenging behaviours and encourage them to overcome these barriers in order to be able to access their learning.

Each room has a Yellow and Red card which can be sent to the Learning Mentors when support is needed with a child. These do notcorrelate with the Yellow and Red on the Stay on Green system. If a child is displaying some low level behaviouror seems quiet/ withdrawn and the teacher would like support, they need to send the Yellow card to ‘The Hub’. This does not mean that the child is on Yellow, but is merely an alert for the Learning Mentors to come to the room. If the situation appears to be escalating in any way, the Red card is sent to ‘The Hub’ for the Learning Mentors to come to the room more quickly. Again, this does not mean that the child is on Red, but indicates the severity of need for the Learning Mentors.

Rewards

  • Individual children can be awarded team points and once a child reaches a significant number of team points (e.g. 50 points), they are awarded a certificate.
  • All children who remain on Green for the half term are given a certificate to take home.
  • Children can also achieve other awards, including pupil of the week. When a child is pupil of the week, they receive a certificate and their name goes in the weekly newsletter that goes home to parents and carers.
  • Silver and Gold cards are awarded for exceptional behaviour.
  • Children can earn team points by demonstrating that they are making the right choices. Each week, the points for each team are added up and the team with the most points are awarded the team point cup during celebration assembly.
  • Telephone calls home to parents to inform them about the positive behaviour that their child has displayed.

Consequences

  • If a child displays negative behaviour, a discussion needs to be had with the parents/carers to talk about the incident and to keep them informed at every stage.
  • Children may have to have time out within or outside of the classroom to reflect on their behaviour for an appropriate amount of time.
  • Negative behaviour may result in a playtime and/ or lunchtime detention (supervised by a member of staff within that year group).
  • More serious negative behaviours may lead to an internal isolation whereby the child will need to complete work outside of the classroom (supervised by the Learning Mentors or members of SLT)
  • A behaviour plan can be put into place for any child finding it difficult to adhere to the behaviour expectations. The Learning Mentors will generate this plan in conjunction with the child, parents and teacher.

Physical intervention

Physical intervention must only be used as a last resort and that at all times it must be the minimal force necessary to prevent injury to the child or another person. Any incidents involving physical restraint must be reported to the Headteacher, parents must be informed and records must be kept.

Actions:

Colour / Behaviour/ Action / Outcome
Gold
I have been . . . / *Consistently displaying "Silver" behaviour.
*Exceeding expectations (Going above and beyond)
*Encouraging and supporting others
* Being a good citizen / *Sent to Headteacher/ member of SLT
*Golden card presented by SLT
* Record of events to be logged
* Name in Golden Book
*Three times in Golden book = Letter sent home
Silver
I have been . . . / * Taking responsibility for my own behaviour
* Meeting my targets
* Going out of my way to make sure others are happy and safe
* Showing others how to behave / *Sent to SLT - Silver card presented
* Record of events to be logged
Green
To stay on Green I . . . / FOLLOW OUR "STAY ON GREEN" EXPECTED BEHAVIOUR. / * In class praise
*Certificate awarded each half term for those children who consistently remain on Green
Warning / Child is reminded of behaviour expectations. Appropriate time given for child to address behaviour.
Blue
‘Thinking Zone’ – Time to reflect / *Any low level disruption such as, talking in class, not listening
* Constant fiddling with belongings
* Calling out, disturbing others
* Running / Careless pushing in the corridor
* Arguing with peers
* Littering / *Child must have time to consider their actions and to reflect on their behaviour (This may require a move away from main class group, but remaining within the classroom)
*Amount of time away must be suited to the age of child
Warning / As above
Yellow
To get back to Green I
must . . . / Persistently in the ‘ Thinking Zone’ behaviour
* Focus on my work
* Be safe in our school
* Be respectful
*Listen to and follow instructions
* Be honest
* Allow other children to learn / * Child is sent to a ‘Buddy Class’ with a note highlighting the reason as to why they have had to leave the classroom and also the set amount of time they are expected to be in ‘Buddy Class’ for
* Child must also be sent with a piece of work or reflection sheet to complete
* After this time, child returns to class *Teacher welcomes back positively and reminds child of behaviour expectations
* Child is given opportunity to join class and address behaviour
*Incident is recorded in behaviour log
Warning / As above. However, if a serious incident occurs a warning does not have to be given.
Red
By being on Red, I
have . . . / Persistent "Yellow" behaviour.
* Hurt another person on purpose(either verbally or physically)
* Taken something that doesn’t belong to me
* Used inappropriate language
* Used ICT Inappropriately / *Child is sent to Learning Mentors. If child refuses to go, class teacher will send child to The Hub with help card.
* Parental/Carer involvement (letter, phone call, meeting).
* Incident is recorded in behaviour log.
* Learning Mentors to discuss next steps with parents, class teachers and child.
A serious incident may result in a child being excluded from school for a set period of time or on a permanent basis. The school follows the procedures set out in the Local authority guidance.

‘All pupils start on green every morning regardless of where the child ended the previous day’

Outside Class & Playground Positive behaviour management:

The principles of the ‘Stay on Green’ system will continue outside of the classroom and in playground contexts.

Outside the Classroom:

  • All members of staff will support positive behaviour.
  • Adults will have high expectations of learning and behaviour.
  • Children will be praised for showing positive behaviour and class teachers will be informed by way of a quick note highlighting the areas in which they have displayed positive behaviours.
  • Warnings and ‘consequences’ for negative behaviour will be given.
  • If children continue to choose to display negative behaviours, adult can send thechild to a Learning Mentor or if the child refuses to go, can ask a Learning Mentor to come out to the child.

Playground behaviour - Playtime/ Lunchtime

  • All adults are responsible for engaging with children through play and conversation.
  • All adults must be vigilant to address ‘tensions’ before they result in incidences.
  • All adults must deal with incidents appropriately following the principles discussed here.
  • Children must approach staff outside and not come into school.
  • Serious incidences will be referred to a Learning Mentor or member of SLT.
  • All significant incidences must be reported to class teacher and it must be recordedon an incident log on the schools system.
  • Midday Assistants and staff on playground duty, will follow the procedures set out in this policy. They will inform the Midday Supervisor of any incidents and involve the Learning Mentors where necessary. Incidents should be dealt with, in the first instance, by the Midday Assistant who has witnessed the incident.
  • Yellow behaviour in the playground will result in missed playtime/ alternative lunchtime provision.
  • Red behaviour in the playground will result in Learning Mentor or SLT involvement.

Policy written by Carla Robinson, Assistant Headteacher/ Inclusion Manager

September 2016

Approved by governors:______Date:______

‘Stay on Green’ – Quick Visual Guide

Thinking Zone