Behaviour Policy
1. Rationale
At Shaftesbury Primary school we aim to provide an environment in which our children are secure and confident, irrespective of race, gender and religion, with equal opportunities for all. The school behaviour policy is therefore designed to encourage all members of the school to work together in a supportive way. It aims to promote an environment where children are encouraged to learn and co-operate to the best of their ability.
2. Aims
Ø To promote positive relationships between all members of the school community in order to encourage the learning of all children in the school.
Ø To ensure that all members of the school community feel valued and respected.
Ø To reward and encourage good behaviour in order to promote an ethos of kindness, respect and co-operation in the school.
Ø To encourage children to take responsibility for their own behaviour.
3. Rights and responsibilities
At Shaftesbury Primary school we believe that all children have certain rights and responsibilities, which are displayed around the school. Expectations of behaviour are clearly displayed in all classrooms alongside the rewards.(See Appendix 1 – Expectations, Rewards, Consequences)
3.1 Rights
Ø To feel safe and to be treated fairly.
Ø To be able to learn.
Ø To be respected.
3.2 Responsibilities
Ø To treat other people and property with respect.
Ø To follow instructions from staff.
Ø To work to the best of their ability.
4. Rewards
Ø Rewards for good behaviour are essential for reinforcing appropriate behaviour, promoting self-esteem and ensuring a positive environment. Children are praised and rewarded in a variety of ways:
Ø Verbal praise is given to children for appropriate behaviour throughout the school
Ø Children receive stickers, chance tickets, certificates and achievement goals for consistent good work and behaviour
Ø Each class has their own class reward system for good work and behaviour
Ø Each class has the opportunity to show examples of good work to the rest of the school and to parents in class assemblies
Ø Staff ensure that parents receive positive feedback about their child’s behaviour, e.g. through praise postcards or informal meetings before/after school.
Ø Children are sent to other classrooms to share good work they have done.
Achievement Assemblies
Fortnightly Key Stage Assemblies
Ø Celebrates the positivity towards their learning and examples of outstanding work.
Ø Rewards children for attendance and punctuality.
Excellence Boards
Each class has an excellence board above their door. Classes receive “stars” from members of the SLT for demonstrating any of the 5Cs, winning the attendance/punctuality cups and correct and appropriate behaviour.
Proactive approach
At Shaftesbury Primary School we believe that the best way to ensure appropriate behaviour is to take a proactive approach. Parents, children and school all sign a home-school agreement.
The agreed school rules are displayed in the classroom and revisited frequently. Alongside our positive ethos (see Appendix 2 – British Values Statement), individual arrangements are made for children who are finding it difficult to behave, for example BIP (Behaviour Improvement Plan) or PSPs (Pastoral Support Plan). As well as this, on a day-to-day basis, staff are constantly monitoring pupils’ behaviour. When pupils display unacceptable behaviour staff will try to focus on the primary emphasising choice and responsibility. There are many options available to staff who feel that a child may find it difficult to cope in class or on the playground.
Ø Children may be directed for ‘time out’ if needed.
Ø Children can be directed to a number of lunchtime activities in order to ensure a successful playtime
Ø Children may request ‘time out’ if they are finding a situation difficult.
Ø Children may ask to stay inside at lunchtime
6. Consequences
A consistent consequence hierarchy is followed throughout the school. This enables staff to respond appropriately and fairly to both frequent low-level disruption and severe disruption.
6.1 Classroom behaviour - Low-level disruption.
1. A steps approach is followed for inappropriate behaviour which does not seriously stop teaching and learning or harm others.
2. The child’s behaviour is ignored and other children who are behaving appropriately are praised.
3. The pupil is reminded of the rule that is being broken, referring to agreed school/ class rules and/or The 5Cs (See Appendix 2)
4. The teacher will then give the child a brief ”statement of reality” explaining to the children what the inappropriate behaviour is. e.g. ”You’re talking”. The teacher may also ask the child what they should be doing followed by a clear verbal direction stating the behaviour required.
5. Guidance is then given to help the child choose the appropriate behaviour e.g. ‘When you have……..then you may…….’. Children may also be give feedback e.g. ‘well done, that was a good choice.’
6. The child is moved to an individual workstation for a short time.
7. If, after the child has been moved, the inappropriate behaviour still continues, the child is then sent to a partner teacher to reflect on their behaviour. (Time Out)
8. Visual cues are used to show children that they are behaving well.
This process is visually displayed to our children on whiteboards in class. If the behaviour is persistent, the child’s name moves through the process:
Teacher Sanction
Verbal Warning
Time out (in class)
Time out (in another class)
Discussion with SLT.
6.2 Classroom behaviour- Consistent low-level behaviour
For children who have already had time out for disruptive behaviour the following steps are followed:
1. A record of behaviour incident is recorded.
2. The class teacher contacts the child’s parent/carer (in person at the end of the day or by telephone) to inform them of our concerns. (A letter home asking them to make contact will be sent if other adults pick up the child.)
3. A follow up letter is sent to parents if the poor behaviour continues.
4. A meeting is then arranged with parents, class teacher, SENco or SLT, if there is no significant improvement in the child’s behaviour.
5. The Headteacher is kept informed of concerns and outcomes of meetings. A further meeting, with the Headteacher, may be necessary.
6. If low level disruption continues a Pastoral Support Plan/BIP may be implemented.
Parents are kept informed of noticeable improvements in behaviour as well as concerns.
6.3 Severe Disruption and Exclusion
Behaviour considered as severe disruption includes physical assault against a pupil or adult, verbal abuse, threatened violence, bullying, racist abuse, damage, theft, drug/alcohol/sexual misconduct and persistent disruptive behaviour. If a child’s behaviour seriously disturbs teaching and learning in any of the above ways the following steps will be taken –
Ø The “Incident Card” is taken to a member of the SLT by a responsible child or additional adult.
Ø A member of the SLT will go to the class and take the child out and give them time to calm down.
Ø If the child refuses to leave the room, the classroom will be cleared.
Ø SLT will take the following action.
o Parents/carers are contacted and an appointment will be made with the Headteacher when informal targets will be set to try and avoid exclusion. (BIP/PSP)
o If the severe disruption is repeated, parents will again be contacted and exclusion proceeding could be initiated.
Ø If the behaviour is very severe, an exclusion may be deemed to override the above.
Exclusion is always the last resort. However should behaviour from any child cause a threat to the welfare or safety of others, themselves or cause persistent disruption to teaching and learning, the child will be at risk of exclusion. On return from exclusion parents/carers and the pupil will be seen by the Headteacher to work out the details a PSP to help reintegration into school. The school follows Newham and DCFS guidelines for fixed term and for permanent exclusions.
After any difficult behaviour situation all staff who may have been involved/affected by the incident will be debriefed by the senior member of staff who dealt with the matter
6.4 Playtime Behaviour
For inappropriate behaviour taking place at playtime, children will be seen by the teacher on duty. They may be sent into the sanction room to reflect with the Learning Mentor. They may be sent to a senior member of staff to reflect on their behaviour and to negotiate playtime minutes to be lost as a consequence.
6.5 Lunchtime Behaviour
For inappropriate taking place at lunchtime, children will be referred to the senior midday supervisor. They may be sent to a senior member of staff to reflect on their behaviour.
7. SEN
For children with statements or for children identified as SEN support whose primary need is emotional emotional/behavioural the above strategies will be used alongside support/rewards as outlined in their targets.
8. Recording, Monitoring and Evaluating Behaviour
Class teachers are responsible for keeping records on children’s behaviour. Any serious incidents are reported to the SLT members and then passed on to the head teacher to be recorded in the Incident Book. All school records may be used to inform other colleagues, parents/carers and outside agencies about a child’s behaviour.
9. Review of Policy
The Purpose of monitoring and evaluation is to raise the quality of behaviour in the school and in turn to raise standards of teaching and learning.
The SENco and the SLT will monitor the behaviour incident records as part of the whole school self-evaluation.
This policy will be reviewed on an annual basis.
Chair of Governors……………………………………………………………………
Date…………………………………………………………………………………
Headteacher…………………………………………………………………………
Date………………………………………………………………………………….
Appendix 1
EXPECTATIONS
We follow instructions given by all teachers and adults.
We keep our hands and feet to ourselves.
We respect the property of others.
We do not say things that hurt others.
We listen when others are talking.
REWARDS
A love of learning.
Praise from teachers and adults.
Stickers and stamps.
Achievement certificates.
Sharing good work with others.
Negotiated class treats.
Good news messages or letters home.
CONSEQUENCES
Teacher Sanctions
Time out – in Class
(Reflection Sheet)
Time out in another classroom
Discussion with Headteacher, Deputy Head or Assistant Head.
(Behaviour Logged in File)
British values Statement
We support citizenship, equality and social responsibility through our 5Cs in school. These are:
Care
Courtesy
Commitment
Co-operation
Consideration
Our 5Cs underpin our school’s ethos and promotes an awareness of living in a fair and just society in the UK.
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