Stechford Primary School Behaviour Policy
Reviewed and updated October 2017
Together we learn
Policy for school behaviour
At Stechford Primary School we will provide a school environment that is safe and stimulating for the children in our care.
We will achieve this by:
Ø Developing a positive approach to behaviour management
Ø Adopting effective classroom management strategies
Ø Promoting self-esteem through PSHE, Circle Time and school councils
Ø Recognising and rewarding behaviour
Ø Procedures being consistently supported and followed by the whole school community- teachers, support staff, parents, children and Governors
ROLES AND RESPONSIBILITIES
All Staff have a collective responsibility in managing behaviour, including bullying incidents, and must deal with incidents whenever and wherever they arise within the school environment.
Adults in school:
Ø Continually observe or scan the class, noticing and rewarding positive behaviour
Ø Negotiate class expectations with the children, display and reinforce regularly
Ø Be aware of, and control their own behaviour, including stance and tone of voice. All staff to model appropriate behaviour
Ø Model the standards of courtesy and respect that they expect from children.
Ø Emphasise the positive, praising good behaviour as well as good work.
Ø Make sparing use of reprimands.
Ø Target the right child, criticising the behaviour and not the child ,
Ø Use private rather than public reprimands, being fair and consistent and avoiding sarcasm and idle threats.
Ø Make sparing use of sanctions. This includes avoiding whole group sanctions, which children see as unfair.
Ø Avoid using sanctions which humiliate children i.e standing up in assembly
Class teachers are especially responsible for:
Ø Establishing rules with their children.
Ø Following agreed procedures consistently
Ø Promoting high standards of behaviour
Ø Implementing effective classroom management strategies
Ø Dealing with problems in consultation with the Headteacher, Deputy, SL,T, Learning Mentor and Inclusion Manager
CONSIDER HOW THE REPRIMAND IS SUPPORTING THE BEHAVIOUR OF THE CHILD
A POSITIVE APPROACH
To maintain high standards of behaviour it is essential that good behaviour is recognised, acknowledged and rewarded.
Rewards should:
Ø Positively recognise and reinforce good behaviour
Ø Contribute to the ethos of the school
Ø Be perceived by pupils as rewarding and motivating
Ø ONCE A REWARD IS EARNED IT SHOULD NOT BE TAKEN AWAY. There may be occasions when this needs to be reviewed for individual children.
INCENTIVE SCHEME FROM STECHFORD POLICY
A major intent of this policy is to encourage pupils to exhibit good behaviour; this is reinforced with a system of praise and reward for all children.
Stechford Primary School’s Good Behaviour Badge scheme is based on the awarding of stars or stamps, through which children can be rewarded for doing above and beyond what is expected in both their behaviour and academic work.
FOUNDATION STAGE: Children are awarded stars for exceptional achievements. When a child has received 5 stars they are awarded a smiley face. When 5 smiley faces are received the child is presented with a certificate and a lollipop in assembly.
KEY STAGE 1/2 Each child in KS1/2 are given behaviour stamp cards. Children are awarded stamps for behaviour or work above and beyond what is expected. No more than 3 stamps should be awarded per lesson. When the stamp card is full the child will be sent to the office manager for a new card. Once a child has ten (or multiples of ten) stamps or stars they are presented with a badge and certificate in Merit assembly. The names of the children due to receive a merit or badge on Friday are published in the weekly Newsletter on Thursday.
A chart should be displayed in each class outlining the different coloured badges presented for different amounts of stamp. We encourage the children to wear their badges with pride.
In addition to the whole school reward system of stamps, class teachers may wish to operate their own class reward system to recognise the success of the child following class routines and systems. This is in conjunction with Golden Time. Once a week the class teacher can choose to further reward the class for their above and beyond expected behaviour, by organising a Golden Time session where the children take part in activities they particularly enjoy.
Golden Time has to be earned and can be removed.
Timetable of Golden Time activities-
Y6/5-Joint Golden time Friday afternoons2:30-3:00
Y4-20 Minutes Friday afternoon
Y3-20 Minutes Friday afternoon
Y2-Collect beads in a jar throughout the week and if enough beads are collected there will be Golden Time on a Friday afternoon
Y1-Collect pegs in a pegboard. 100 pegs and the class have Golden Time. The aim is to have at least 1 Golden time a half term
The organisation and supervision of this time is the responsibility of the class teacher/s.
Most children respond to a positive approach where their efforts are acknowledged and make considerable efforts to improve their work and, when necessary, their behaviour.
Sanctions
There will be times when children behave unacceptably. Children need to discover where the boundaries of acceptable behaviour lie, as this is a part of growing up.
Minor breaches of discipline are dealt with by the class teacher, in a caring, supportive and fair manner, having regard to the age of the child.
Each case is treated individually. Generally, children are reminded that they are responsible for their own actions and that breaking a rule has consequences.
If the unacceptable behaviour is persistent or recurring, parents become involved. Children might then be placed on a daily or weekly report system, with parents’ support, to monitor their behaviour.
Major breaches of discipline are:
- physical assault
- deliberate damage to property
- Stealing
- leaving the school premises without permission
- verbal abuse
- refusal to work
- Persistent disruptive behaviour in class.
Stechford Primary School has a standard procedure for serious breaches of discipline. Failure to improve at any stage leads automatically to the next stage; each stage is recorded by the school.
This type of behaviour is rare at Stechford Primary School and it is the duty of the Head Teacher or the Deputy Head Teacher to deal with it promptly, particularly if the problem persists.
Supporting children with behaviour issues
It is important to remember that appropriate behaviour must be taught. Excessive use of sanctions may control the behaviour but only serves to suppress the problem and does not teach the child positive behaviour.
When dealing with behaviour problems the agreed procedures must be followed. When a pupil creates significant, persistent difficulties it may be necessary to implement an Individual Behaviour Plan (IBP). If there is no change in the pupils behaviour and behaviour targets are not met, it may be necessary to seek support from the Behaviour support service.
In that situation the class teacher should:
Ø Be aware of any significant changes in a child’s behaviour or attitude to school
Ø Investigate by speaking to both the Parents/Carers and the child
Ø Record incidents using the agreed format.
Ø Refer the child to the Inclusion Manager or Learning Mentor
When managing difficult behaviour remember to:
Ø Control your anger
Ø Be polite, avoid shouting and do not make patronising or sarcastic remarks
Ø Treat each pupil fairly, do not jump to conclusions
Ø Give pupils the opportunity to apologise
Ø Reprimand privately, do not humiliate
Ø Maintain respect
Ø Allow cooling off
IN THE EVENT OF AN EMERGENCY ASSISTANCE MAY BE REQUESTED BY SENDING FOR THE HEADTEACHER/DEPUTY USING THE RED HAND
Lunchtime Supervision
At lunchtime, supervision is by the Senior Supervisor and a team of supervisory staff members. This team should maintain order by reminding children of the standard of behaviour expected. This should defuse the situation. If the inappropriate behaviour persists the supervisor will refer to the Senior Supervisor if the behaviour is deemed a major breach of discipline the child/ren are sent into the chill out area which will be supervised by Mrs Smith/SLT/SLM. The Supervisory Team keep a record of children who misbehave persistently and if necessary discuss at the Supervisor’s meeting led by the Deputy Head on a Friday.
Rewards at dinnertime
Every day each class from F2-Year 6 can be awarded up to3 stars for:
- Acceptable behaviour in the dining hall
- Acceptable behaviour in the playground
- Acceptable behaviour when lining up.
The class that has earned the most stars over the term will be rewarded in final assembly at the end of term.
Once a week each lunchtime supervisor will nominate a child, who has presented above and beyond expected behaviour, to join the Headteacher and Deputy Headteacher (in their absence other members of the SLT will attend) for lunch at the Golden Table on a Friday.
The children should treat the Supervisory Team with the respect due to all people at Stechford Primary School. Verbal or physical abuse is not tolerated.
Serious misbehaviour or repeated disobedience at lunchtime is brought to the attention of the Head Teacher/Deputy Head Teacher. This results in loss of privileges. Parents will be informed if there is no improvement in behaviour and the child may be excluded from the premises at lunchtime for a short period.
ROLE OF PARENTS/CARERS
Parents/Carers will be fully informed of the school’s Behaviour Policy, including the School Rules through the School Prospectus. Aspects of behaviour are included in the Home School Agreement.
Individual Parents/Carers will be seen by the class teacher when a child’s behaviour is giving cause for concern. Parents/Carers will be asked to support the school in resolving the problem.
When a problem persists and remains unresolved the SENCo/Learning Mentor will become involved.
When it becomes necessary for a child to have an Individual Behaviour Plan, targets and rewards will be discussed with Parents/ Carers
Parents/Carers experiencing difficulties with behaviour management in the home may seek advice and may be signposted by the school to the relevant external agency.
ROLES OF EXTERNAL AGENCIES
If a pupil reaches School Action+ with the main area of concern being EBD it will be necessary to refer them to an external agency. This may be the Educational Psychologist, Behaviour Support Service (BSS) or the Child and Adolescent Mental Service(CAMHS)
PARENTAL PERMISSION MUST BE GIVEN BEFORE A CHILD CAN BE REFERRED
The Inclusion Manager/Learning Mentor and Headteacher will liaise in such matters.
EQUAL OPPORTUNITIES.
All children will be treated equally and fairly. The Behaviour Policy will be implemented consistently. The Headteacher/Deputy Headteacher will monitor the policy to ensure rewards and sanctions are applied appropriately.
MONITORING AND EVALUATION
It will be the class teacher’s responsibility to monitor and evaluate the effectiveness of the Behaviour Policy with regard their own class.
It will be the responsibility of the Headteacher/DeputyHeadteacher to monitor and evaluate the day to day management of the Behaviour Policy.
The Behaviour Policy will be reviewed annually.
This policy was discussed by all staff and presented to Governors before being accepted.
To be reviewed
October 2017
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