PaultonInfant School

Policy Document

Policy Statement on Behaviour

“Learning Together, Learning For Life.”

Links to Visionary Statement

We aim to …..

  • create an ethos which nurtures creativity, self-belief,

independence and a sense of respect for others

  • ensure that our schools are happy, safe, supportive

and secure places in which to learn

  • have high expectations in all areas of school life
  • prepare children for the future
  • keep children’s learning at the heart of our thoughts and actions.

Rationale

We start with the principle “every child has the right to learn: every teacher has the right to teach”.

A behaviour policy must aim to create an atmosphere that allows learning and teaching to be an enjoyable experience and makes school a happy place to be.

Aims

In order to fulfil this policy all staff involved will be guided by the following principles:

  • To ensure that our school is a happy, safe, supportive and secure place in which to learn.
  • To give respect and consideration to all members of the school community.
  • To give the children opportunities to be responsible for themselves and others.
  • To be fair and consistent at all times.
  • To encourage positive self esteem through praise and reward.
  • To expect a good standard of behaviour at all times.
  • To value the child, seeking where necessary to encourage modification of behaviour as appropriate (i.e. “Your behaviour is not acceptable.” not “You are a naughty child.”

School Rules

  • We are always kind, caring and polite.
  • We are sensible and helpful in our school.
  • We always look after each other and our belongings.
  • We are all good listeners.
  • We are all good learners.
  • We always try our best.

These should be displayed clearly in every classroom

Rewards

Positive feed back in terms of meaningful praise for behaviour as well as for academic achievement will ensure an effective school.

  • Individual praise and encouragement.
  • Supportive comments as appropriate.
  • Whole school behaviour plan (see attached)

-Headteacher’s stickers awarded in “Celebration Assembly” for good work

-‘Class of the Week’ certificate.

-Class display, silver and gold stars

-Golden Time and Tea Party for good behaviour

  • Class teacher stickers.
  • TAs stickers.
  • Individual class system that rewards good behaviour (i.e. caterpillars reaching top of the flower and turning into a butterfly/marbles in jar)

Consequences / sanctions

The school uses elements of ‘assertive discipline’ as a procedure to support and maintain good behaviour in the classroom and throughout the school.

All children are made familiar with the school rules and the consequences if they are broken.

  • The child is given a verbal warning.
  • The child is given a second warning and is moved onto the ‘Warning Zone‘
  • The child is moved to the Red Zone and is sent to the parallel class for the rest of the session. They miss five minutes of their Friday treat and the next play time. Names are recorded in the Behaviour file
  • The child is sent to the Head or Deputy Headteacher.
  • Continuous visits to the Headteacher will result in parents informed and a meeting arranged to discuss ways forward.

Some children might need a separate behaviour modification programme if behaviour problems persist.

Violent or extreme physical harm will necessitate immediate contact with parent(s) / carer(s).

Each class teacher should log any conduct that is of concern in the Behaviour File in the staffroom

Midday Supervisory Assistants’ role

The dinner hour is seen as an important part of the child’s social education. The roles of our S.M.S.A.s and kitchen staff are valued and appropriate rewards and sanctions are in place encouraging a high standard of behaviour.

Rewards

  • Individual praise and encouragement (verbal).
  • S.M.S.A.s’ stickers.
  • An invitation to sit at Friday’s “Special Table” is earned through display of good manners. This table will be suitably “special”. All lunchtime staff contribute to selection.
  • The most well behaved class at lunchtime wins the weekly trophy for their sitting.

Consequences/sanctions

  • The child is given a verbal warning.
  • The child is given a second verbal warning and consequences explained.
  • The child has some form of privilege withdrawn and/or time out – stay with S.M.S.A for a period of up to 7 minutes.
  • The child has his/her name written in the S.M.S.A.s’ book and this information passed on to the class teacher at the end of play time and if seen necessary recorded on the Behaviour Report sheet (Appendix A).
  • The child is sent to the Head or Deputy Headteacher with details recorded in the Behaviour file.
  • Certain behaviour may result in a child/ group of children being brought in from the playground to be seen by the Head or Deputy Headteacher immediately. This is recorded in the Behaviour File

Dealing with conflict resolution

All children from time to time have conflicts over a wide range of issues. It is vital that these are dealt with immediately and in the appropriate way. The following methods should be used when dealing with all conflicts, serious or minor. This includes bullying.

Conflict and aggressive behaviour

  • Listen to all the parties concerned either as a group or individually.
  • Use open questions and deal with the primary behaviour.
  • Assure the children that the situation will be dealt with until it is resolved.
  • Make children aware of the consequences of their actions and the rules they have disregarded.
  • Take the necessary action in line with the sanctions procedure. This will include involvement with parent(s)/carer(s) should the behaviour either : a) persist

b) be of an extreme physical nature.

Responses to Bullying

We work actively with all staff, pupils and parents to create a school community where bullying is not tolerated.

Bullying has three common characteristics:

  • It is deliberately hurtful behaviour.
  • It is repeated over time.
  • There is an imbalance of power which makes it hard for those being bullied to defend themselves

Bullying is a ‘persistent, deliberate attempt to hurt or humiliate someone’. The hurtful action can be physical or psychological or it can sometimes include interference with personal property.

A one off incident, although possibly serious, is not bullying. Bullying is repetitive, meaning that an individual conducts the same pattern of bullying behaviour.

Strategy for dealing with bullying

The following is a list of actions available to staff depending on the perceived seriousness of the situation. The emphasis is always on a caring, listening approach as bullies are often victims too – that is why they bully.

  • Discussions at length with the victim, which will require patience and understanding.
  • Strategies given to child to deal with the situation.
  • Identify the bully/bullies, obtaining witnesses where possible. Advise the Headteacher or Deputy Headteacher.
  • Use open ended questions and deal with the primary behaviour.
  • Assure the children that the situation will be dealt with until it is resolved.
  • Discuss the details with the children concerned and ask them to tell the truth about the situation/incident. Make it clear that this behaviour is not acceptable at this school.
  • The parents of both the victim and the instigator should be involved throughout.
  • Sanctions will be followed as set out in the school Behaviour policy and the situation will be monitored.
  • Appropriate follow-up support should be put in place for both the victim and the instigator.

Control and Restraint

All the staff at Paulton Infant School are designated with the authority to control and restrain children where necessary, this is in line with the Education Reform Act 1997 (Section 550A).

This additional section allows teachers and other members of staff who are authorised by the Headteacher to use such force as is reasonable in the circumstances to prevent a pupil from doing, or continuing to do, any of the following :

  • injuring themselves or others;
  • causing damage to property (including pupil’s own property);
  • engaging in behaviour prejudicial to maintaining good order and discipline at the school or among any of its pupils, whether that behaviour occurs in the classroom during a teaching session or elsewhere.

Physical intervention must be the use of “minimum force”. No legal definition of this exists but physical intervention may include :

  • blocking a child’s path;
  • holding a child’s hand;
  • separating two children by coming between them;
  • leading a child away from a situation;
  • shepherding a child out of a situation by placing a hand in the centre of the pupil’s back;
  • restraining a child from behind by holding their hands in the form of a ‘hug’.

Racial Discrimination

As a school we will not tolerate discrimination on the grounds of race, colour, religion, nationality or ethnic origin.

Through PSHE, SEAL, RE, circle time, art weeks, topic work, story time, assemblies, drama, role play and playtimes the children learn that diversity is a good thing, providing us with richness and variety that we should embrace.

Teachers use a range of children’s story books to promote the development of positive views of diverse cultures.

We acknowledge the support of professional groups such as SARI to promote acceptance between different cultures and to help develop teacher’s own awareness of racial discrimination.

Any racist incidents are logged and forwarded to the LA. We work with pupils and their parents where such incidents have occurred looking at their individual needs.

Staff will be made aware of incidents and the importance of reporting these correctly.

The school will endeavour to make all reasonable adjustments for any child as stated in the Disability Act.

For further information see our Equal Opportunities and Racist Incident Policies.

Fostering Responsibility

All children need the opportunity to carry out a special responsibility. We have a range of monitor roles that children carry out to feel trusted and worthy. Through these responsibilities we hope to raise self-esteem of pupils, as we recognise that low self esteem is characteristic within disruptive elements.

  • Playtime helper – All children take turns wearing bibs to collect the sign and bring in the teachers cups.
  • Dinner Register helper – All children have a responsibility to take register and dinner slip to their appropriate places.
  • OPAL Helpers _ Year 2 children wear bibs and are responsible for helping
    others to tidy away playground equipment
  • Playtime buddy– Year two children responsible for being a friend to others who are upset or have no one to play with.
  • Reception helpers – Year two children to help the reception put on their coats during their dinner time play.
  • Library monitors -- Year 2 monitors to ensure consistent running and organisation

of school library

Many of these responsibilities foster qualities of empathy and consideration.

We ensure we visit the elements of our behaviour policy with the children throughout the year through class circle times and assemblies.

Useful links:

Safeguarding / Child |Protection Procedures File.

Policy Statements on:- Attendance, PSHE, Racial Equality, Race Relations, and Confidentiality and also Disability and Equality .

Mrs M Holmes

September 2015 To be reviewed 2016