School Policies: Behaviour for Learning Policy / Updated Feb 2017
Steyning CE Primary School, Steyning
Policy for Behaviour for Learning
Creating a Brighter Future /

Aims

  • To support children in learning how to behave as responsible individuals, who have regard for themselves, others and their community.
  • To support children to develop and maintain behaviours that are beneficial for their learning.
  • To support safety and well-being in the school.

The policy is designed to provide frameworks and guidance for staff in how to effectively achieve these aims and to ensure that there is a consistent approach to behaviour management across school.

Proactive Approach

The school believes that a positive, proactive approach is essential to the effective management of behaviour. We believe in providing resources and strategies that prevent poor behaviour choices in the first place.

This does not mean that the school is against saying ‘no’ to particular behaviours or that there should be no sanctions or boundaries, it does mean that the balance of adults’ interactions with children should be positive, with a focus on rewarding positive behaviours.

We aim to :

  • Set consistent and transparent expectations about how to behave in class and around school.
  • Develop positive relationships with children that reinforce good behaviour.
  • Provide an accessible and interesting curriculum that motivates children.
  • Create a positive, supportive classroom environment that supports learning.
  • Anticipate problems before they arise, providing appropriate resources and strategies.
  • Model appropriate behaviour ourselves.

Doing these things well will greatly diminish our need to respond to negative behaviour, however it is inevitable that this will occur and we will aim to deal with it consistently and effectively.

The School’s Golden Rules

In common with the rest of society, SPS has rules that govern behaviour. They were written in consultation with staff, children and governors.

We are gentle. We don’t hurt others.

We are kind and helpful, especially when others are sad or struggling. We don’t hurt people’s feelings.

We listen to each other. We don’t ignore or interrupt.

We tell the truth, even when it’s hard. We don’t tell lies.

We look after our school inside and out. We don’t waste or damage things.

We are polite with our words and actions. We are not rude and don’t use bad words.

We follow instructions from all adults in school. We don’t make bad choices.

We walk around school sensibly and quietly. We don’t run, shout or push.

Rewards and Sanctions Years 1 - 6:

Rewards and Sanctions Years R:

The school encourages the use of rewards to motivate children and to acknowledge the fact that ‘in the real world’ there are rewards for positive behaviour. We hope that every child begins the day ‘Ready to Learn’ and can move up on the behaviour ladder when any adults in school notice their good behaviour. It is also important to recognise that, in the same way, disregard for rules has consequences. We believe that a ‘light’ negative consequence consistently and appropriately applied has far more significance in deterrence than a ‘larger’ negative consequence inconsistently applied. A record is kept of children’s movement on the behaviour ladder in either direction. If being put on the grey or black cloud becomes a regular pattern, or a child shows a sudden downturn in behaviour, parents will be contacted for an informal conversation.

A list of rewards and consequences is given below:

Simple positive praise from adults
Movement up towards the ‘Pot of Gold’ on school behaviour ladder (see above)
Badge or message sent home on ‘Marvellous Me’
Half termly certificates for top five children in each class reaching the ‘Pot of Gold’
Team points
Whole class rewards – agreed treats
Reward menus for certain children
Headteacher’s awards
The Praise Pod – video/photo sent to parents
STARRT Trophy each half term
Dinner hall reward system
Levels 1 – 5 (see next page)
Fixed-term Exclusion
Permanent Exclusion

Addressing poor behaviour

Poor behaviour should always be dealt with using an appropriate intervention. There are a range of strategies that are useful for dealing with low level behaviour. They include:

  • Making eye contact and giving ‘the look’
  • Redirecting or setting an expectation in a general way (Now, it is time to…)
  • Distraction, e.g. asking the child to help
  • Reminder of the rule (In class we don’t interrupt – we listen to each other)
  • Remind the children in general terms the importance of making good choices.

Such interventions should ideally be:

  • Positive
  • At the lowest level
  • Brief
  • Maintaining the dignity of both parties
  • Impersonal (apart from positive)
  • Delivered at eye level

It is possible that poor behaviour will recur and it is therefore important that staff have strategies for managing this situation. A model of intervention is shown below. It is not intended to be overly prescriptive, but outlines how staff can give children a number of opportunities to make a good choice without rapidly escalating the situation.

LEVEL 1: A general redirection, which may relate to the whole class rather than the individual

LEVEL 2: Confront the student with a fact and a solution (You are standing up. It is time to sit down. Thank you.)

LEVEL 3: As 2 but with a reason why it is important (You are being very loud. Other children can’t work well with the noise. Please can you work quietly?)

LEVEL 4: Offer a choice with a consequence (You need to be quiet now, or you will be put on a grey cloud).

LEVEL 5: If the behaviour continues, the consequence must be applied.

It can also be useful to refer to a time when the child did something well, or resolved a problem. This can give them confidence that the problem can be overcome.

Level 5 consequences/sanctions

N.B. To be employed following stages 1- 4, unless extreme behaviour endangering themselves/others.

We are gentle. We don’t hurt others.

  • Immediate removal from situation, (Ideally voluntarily but if not through the use of positive handling by trained members of staff)
  • If a child has a grey or black cloud(depending on the severity of the incident) they should go tothe shared area or CG’s office during next break or lunch time. If possible this should be used to make ‘reparation’
  • If aggressive behaviour towards other children continues (as seen on log) then parents are informed and invited into school for a conversation.
  • DELIBERATE/SERIOUS physical assault of an adult or child should result in a fixed-term exclusion

We are kind and helpful, especially when others are sad or struggling. We don’t hurt people’s feelings.

  • Grey cloud.
  • Black cloud if continues.
  • Child required to put things right, e.g. verbal or written apology to child hurt.

We listen to each other. We don’t ignore or interrupt.

  • Grey cloud.
  • Black cloud if continues.

We tell the truth, even when it’s hard. We don’t tell lies.

  • Grey/black cloud as appropriate

We look after our school inside and out. We don’t waste or damage things.

  • Child required to put things right, e.g. repair, tidy etc. or write an apology to Mr Sylvester/ appropriate person
  • Grey/black cloud as appropriate

We are polite with our words and actions. We are not rude and don’t use bad words.

  • In the case of swearing, remove the child immediately from the situation and take to CG or SH (office) [JG involved if CG or SH unavailable], ensuring that the child understands fully the reason.
  • Parents informed by phone call/ or in person if swearing is repeated.

We follow instructions from all adults in school. We don’t make bad choices.

  • Grey/black cloud as appropriate

We walk around school sensibly and quietly. We don’t run, shout or push.

  • Grey/black cloud as appropriate

A record of grey and black clouds is kept in the Deputy Heads Office and a record of all serious incidents is kept in the Headteacher’s office.

Response to serious misbehaviour

Even with the best behaviour management available, there will still be behaviour that requires a higher level of attention. We are preparing our children for life in a community.

Serious misbehaviour:

  • Continuing to behave unacceptably, despite being given help and support, e.g. being spoken to three times within short succession for the same offence
  • Significant disruption to school, e.g. preventing children from learning or adults from working
  • Deliberate physical assault to a child or adult
  • Deliberate damage to property, e.g. throwing chairs, ripping displays down, damaging toilets
  • Racial abuse
  • Personally directed swearing or verbal abuse to an adult.

Occasionally, due to specific personal circumstances, a child will behave in one of these ways in a ‘one-off’, out of character incidents. When this occurs, while pointing out the wrongful nature of misbehaviour, we would wish (where possible) to understand the child’s circumstances and act appropriately in response.

Serious misbehaviour that does not fall under that category should be addressed as follows:

  1. A ‘Level 5’ consequence should be implemented immediately.
  2. An incident form should be completed by the member of staff and this should be placed in the child’s file in the office.
  3. If the incident involved restraint, this must be recorded in the bound and numbered book kept in the school office.
  4. If the incident is considered as serious enough to warrant exclusion (either fixed or permanent) then the HT or DHT should be informed and they will need to be provided with sufficient evidence on which to make an exclusion.
  5. If an exclusion is decided upon it will follow appropriate legal procedure in terms of notification, recording and right of appeal.
  6. Racial abuse is reported separately to the county. Incidents of racial abuse should be directed to the head teacher.

Individual Behaviour Plans

Children who experience difficulty in behaving within the school rules, need a greater level of help and support. It is important to note that the school rules still apply but that differentiated strategies are in place to help prevent poor behaviour. Where a child struggles with a particular aspect of behaviour continuously, the child’s class teacher should devise an individual behaviour plan (IBP).

Individual Behaviour Plans use their knowledge of the child to provide a scaffolded structure through levels 1 to 4.

Policy Adopted: 17 September 2015
Policy Reviewed:27th February 2017
Review requirement:Annual
Date for next review:February 2018

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