Wayfield Primary School

Positive Behaviour Policy

Behaviour is the way we act and respond to people

and to situations in which we find ourselves.

Reviewed September 2016

Review date September 2017

Wayfield School Policy on Positive Behaviour

Aims

Our aim is that all of the children should be able to behave in socially acceptable ways, to:

  • treat other children and adults with respect
  • speak politely to other people
  • have self confidence and high self-esteem.

To encourage this, the staff will:

  • treat all children and adults with respect
  • speak politely to all other people
  • praise children’s efforts and achievements
  • explain to children what they should have done or said when they get it wrong
  • tell parents about their child’s efforts and achievements
  • avoid using critical or sarcastic language.

Objectives

At Wayfield, we adopt a positive approach to behaviour management, providing a range of rewards and sanctions accessible to all pupils within a structured, disciplined, safe and orderly environment. We promote the rights and responsibilities of schools, pupils and parents in ensuring an orderly climate for learning.

Rights

All children and staff at Wayfield have a right to a safe and secure environment, free from humiliation, fear of oppression and physical and verbal abuse.

Responsibilities:

Staff: The school staff, both teaching and non-teaching, share a collegiate responsibility for consistently implementing school policy on positive behaviour. The Head Teacher hasoverall responsibility for ensuring positive behaviour.

Parents: Parents have a responsibility for ensuring that they support their child in meetingschool expectations in respect of positive behaviour.

Pupils: Pupils have responsibility for their own behaviour that meets the expectations setout by the school.

Shared values and a collective responsibility between parents and all staff at the school are crucial as we strive to build, support and maintain positive behavioural attitudes.

Wayfield Primary School

The Golden Rules

We are gentle

We are kind and helpful

We listen

We work hard

We are honest

We look after property

We are proud to be a part of Wayfield School, and dress and behave appropriately whether on our way to school, during school hours, or on our way home.

Reward System

Praise begins with frequent use of encouraging language and gestures, both in lessons and around the school, so that positive behaviour is instantly recognised and positively rewarded. In addition, the following, more formal rewards may be used.

  • Golden Time from Year 1
  • Individual and class reward systems.
  • House points
  • Sharing good work and reports of good behaviour to the Head Teacher for entry into the Golden Book
  • Receiving a Head Teacher's award
  • ‘Star of the Week’, with the reasons written on a personalised star, displayed in the corridor – parents of Star Of The Week to be invited into Achievements Assembly on the Wednesday before the Friday assembly.
  • Showing or describing achievement during assembly.
  • The careful display of children's work
  • Informing parents of achievements.
  • Specific, targeted, individual reward systems

Sanctions

Disciplinary penalties have three main purposes, namely to:

  • impress on the perpetrator that what he or she has done is unacceptable;
  • deter the pupil from repeating that behaviour;
  • signal to other pupils that the behaviour is unacceptable and deter them from doing it.

Procedure for dealing with Major Misdemeanours

Parents will be invited into school to discuss the misdemeanour and to plan for partnered work with the school staff to overcome the behaviour difficulties.

For ongoing problems, the SENCo will be consulted in order to plan an individual plan for a child who may be encountering behaviour, emotional and social difficulties.

Exclusion will only be used as a last resort – in the case of longer term exclusions - the governors will be consulted and, ultimately, as a final resort, a permanent exclusion may be enforced.Action will always be taken in accordance with LA guidelines.

In the case of racism the LA's guidance and reporting procedures sheets will be used.

Bullying (A copy of our anti-bullying policy is attached as appendix 1)

Procedure for dealing with Poor Behaviour Choices

I am following the Golden Rules / Behaviour response / Mode of recording: / Care Response
Stage 1 / Verbal / non-verbal warning / The teacher will give a non-verbal warning e.g. show a yellow card to the child.The yellow card lasts for one day – if the child reoffends within that day, they move to Stage 2. / Write his or her name on the class behaviour sheet.
Record on SIMS- 1 Point
Stage 2 / Lose Golden Time
5 minutes
10 minutes
15 minutes
All of Golden Time / The child will lose 5 minutes of Golden Time, then in increments of 5 minutes,up to 15 minutes, when they then lose the remainder, which is recorded. An ‘earning back contract’ should only be used if the child has lost ALL their Golden Time, and only then can they earn back 15 minutes. The activity that they use to ‘earn back’ should be relevant to the Golden Rule they broke. On Golden Time day, the child who broke the rules sits to watch a sand timer lose the specific amount of time. They may then join in the activity with a warm ‘welcome back’.
When all Golden Time has been lost, move to Stage 4. / Record on SIMS- 2 Points
If all Golden time is lost, record on SIMs – 4 points
Stage 3 / Time out in paired class
(child to be escorted with behaviour reflection sheet)
Year N > Year R
Year R > Year 3
Year 1 > Year 3
Year2 > Year 3
Year 3 > Year 6
Year 4 > Year 6
Year5 > Year6
Year 6 > YearR / If this happens, the class teacher informs the parents in a phone call before the end of the day. If it happens twice in one week, the class teacher calls a formal meeting with the parents. If the child disturbs the learning in the paired class, they are sent to AHT or DHT (Stage 4).
An in-class reward book or behaviour chart is set up for that child to monitor the behaviour.
This needs to be reviewed every two weeks with the parent.
Log the trigger, the action and date of the meeting with the parent with agreed actions in the behaviour book.
Books will be monitored by SLT each week on Friday. If the behaviour does not improve after following the above procedure, notify SLT. If the child has two more paired class send outs within the next two weeks, they move to the next stage. / Sending teacher records on SIMs – 3 points. Receiving teacher checks SIMs and adds any necessary comments / Class Teacher must notify the SENCo and discuss strategies.
Stage 4 / Child sent to AHT or DHT.
Name recorded
Either the child reaches this stage by moving from Stage One to Five or goes straight to Stage Five because of a one-off serious incident, such as a physical attack on another child, swearing, spitting, racial incidents. / AHT, DHT or senior member of staff will discuss the child’s behaviour before returning the child to class.
The Senior Member of staff contacts the parents to arrange a meeting of both the offender and the victim by phone on the same day, before the end of the day. The child is placed on formal report. The report will be checked at the end of each lesson by a member of SLT. Poor reports will result in a loss of privileges e.g. completion of reflection sheets in Quiet Room – 15 minutes, attendance at disco, or Inflatable Day.
The Class Teacher meets with HT/DHT and parents in order to begin this process. This is followed up with a letter to parents. Template, named ’Stage Four Letter to Parents’.
This is reviewed every week with parent by the HT /DHT.
If the child returns to Stage Three or Four within one week of starting their formal report, then they will be excluded by the HT each lunchtime for one week. / Sending teacher records on SIMs – 4 points. SLT member checks SIMs and adds any necessary comments.
Record in HT file. / The SENCo and the class teacher meet the parent and discuss referrals to external agencies.
A Behaviour Support Plan or Pastoral Support Plan may be appropriate at this stage.
Stage 5 / Child sent to
Head Teacher either because Stage Five hasn’t been effective or because the behaviour is so serious that it merits an exclusion, for examplephysical assault on another person in the school – child or adult; seriously damaging school property, bullying. / Follow legal processes:
Fixed term lunch exclusion
Fixed term exclusion
Permanent exclusion
Record in HT file
Fixed term and permanent exclusion will be issued for serious offences. / Record on SIMs 5 points. / Organise a meeting with Exclusions Officer and Behaviour Support Outeach.

This is presented in class as a colour-coded ladder

Procedure for dealing with Poor Behaviour Choices at Lunchtime

I am following the Golden Rules / Behaviour response / Mode of recording: / Care Response
Stage 1 / Verbal / non-verbal warning / The MDL will give a non-verbal warning e.g. show a yellow card to the child. / Write his or her name on the MDL record sheet in MDL file.
Senior MDL to record on SIMs – 1 point.
Stage 2 / Time out in Time Out Area – each zone to have a designated Time-out Area / Sit quietly and reflect upon behaviour ( 1 minute for every year of their life)
Discuss behaviour choices with the child at end of time out. / Write his or her name on the MDL record sheet in MDL file.
Senior MDL to record on SIMs – 2 points.
Stage 3 / Time out in Quiet Room with Pastoral Team / If the child reoffends within the same lunch hour, then Stage 3 is triggered / Write his or her name on the MDL record sheet in MDL file.
Senior MDL to record on SIMs – 3 points.
Stage 4 / Child sent to AHT or DHT.
Name recorded
Either the child reaches this stage by moving from Stage One to Five or goes straight to Stage Five because of a one-off serious incident, such as a physical attack on another child, swearing, spitting. / AHT, DHT or senior member of staff will discuss the child’s behaviour and will decide whether the child can return to the playground, take some time out or should have their name noted in the Quiet Room Book for the next day. This means that the child will need to attend the Quiet Room on the second day.
The Senior Member of staff contacts the parents of the offender and the victim by phone on the same day, before the end of the day.
If this happens twice in one week, the child is placed on formal report.
The Class Teacher meets with HT/DHT and parents in order to begin this process. This is followed up with a letter to parents.
This is reviewed every week with parents by the HT /DHT. / Write his or her name on the MDL record sheet in MDL file.
AHT or DHT to record on SIMs – 3 points.
Record in HT file / The SENCo and the class teacher meet the parent and discuss referrals to the pastoral team or external agencies.
A Behaviour Support Plan may be appropriate at this stage.
Stage 5 / Child sent to
Head Teacher either because Stage Five hasn’t been effective or because the behaviour is so serious that it merits an exclusion for example physical assault on another person in the school – child or adult; seriously damaging school property, bullying. / Follow legal processes:
Internal exclusion
Fixed term lunch exclusion
Fixed term exclusion
Permanent exclusion
Record in HT file / HT records on SIMs – 5 points. / Contact Exclusions Officer.
Set up a Pastoral Support Plan.

Lunch Time

‘The Golden Rules’ are being followed
Verbal / non-verbal warning
Time out in Time Out Area
Quiet Room
Child sent to AHT or DHT
Child sent to Head Teacher


Learning Time

‘The Golden Rules’ are being followed
Verbal / non-verbal warning
Lose Golden Time
Time out in paired class
Child sent to AHT or DHT
Child sent to Head Teacher

Wayfield Primary School Reflection Sheet

My name / My class:
Date
Name of person who sent me here:
What I did that is unacceptable at Wayfield Primary School.
What I could have done that would have been a better choice of behaviour:
(This portion to be returned to class teacher)
Name: Date:
Today I broke the Golden Rules because I:
I was spoken to by:

Appendix 1

Wayfield Primary School Anti-Bullying Policy

Our policy recognises the crucial role of parents, carers and families in improving outcomes for children and young people and also recognises the important role of the local community. The school acknowledges the importance of participation of children and young people in the design and delivery of the Anti-Bullying Policy.

The aims of school anti-bullying strategies and intervention systems are:

  • To prevent, de-escalate and/or stop any continuation of harmful behaviour.
  • To react to bullying incidents in a reasonable and consistent way.
  • To safeguard the pupil who has experienced bullying and to trigger sources of support for the pupil.
  • To apply disciplinary sanctions to the pupil causing the bullying and ensure they learn from the experience, possibly through multiagency support.

We are proud to display The Anti-Bullying Charter in our school. The Anti-Bullying Charter principles mean –

For pupils who experience bullying that:

  • they are heard;
  • they know how to report bullying and get help;
  • they are confident in the school’s ability to deal with the bullying;
  • steps are taken to help them feel safe again;
  • they are helped to rebuild confidence and resilience;
  • they know how they can get support from others.

For pupils who engage in bullying behaviour:

  • sanctions and learning programmes hold them to account for their behaviour and help them to face up to the harm they have caused;
  • they learn to behave in ways which do not cause harm in future, because they have developed their emotional skills and knowledge;
  • they learn how they can take steps to repair the harm they have caused.

For the school:

  • the whole school community is clear about the anti-bullying stance the school takes;
  • pupils, as well as staff and other members of the school, are fully engaged in developing and reviewing anti-bullying work in the school;
  • every chance is taken to celebrate the success of anti-bullying work;
  • all pupils are clear about the roles they can take in preventing bullying, including the role of bystanders.

For the Head Teacher, Governors and other school staff:

  • We develop whole-school policies which meet the law and school inspection requirements;
  • we promote a school climate where bullying and violence are not tolerated and continually develop best practice based on knowledge of what works;
  • there is a review of the school anti-bullying policy every two years and the policy and procedures are updated as necessary;
  • curriculum opportunities are used to address bullying;
  • pupil support systems are in place to prevent and respond to bullying;
  • we have addressed school site issues and promote safe play areas;
  • all staff take part in relevant professional development and are clear about their roles and responsibilities in preventing and responding to bullying;
  • all staff are aware of the importance of modelling positive relationships;
  • information is gathered about the effectiveness of the anti-bullying work and is used for monitoring and evaluation and is shared with the school community;
  • we work in partnership with parents, other schools and with Children’s Services and community partners to promote safe communities.

For parents:

  • They are clear that the school does not tolerate bullying;
  • Theyare aware of procedures if they are concerned their child is being bullied or does not feel safe to learn, including the school’s complaints procedure;
  • Theyhave confidence that the school will take any complaint about bullying seriously and investigate/resolve as necessary and that the school systems will deal with the bullying in a way which protects their child;
  • Theyare clear about ways in which they can complIment the school on the anti-bullying policy or procedures.

(A copy of this is attached as appendix 2)

  1. Definition of Bullying

Our school definition of bullying is:

Behaviour by an individual or group usually repeated over time, that intentionally hurts another individual or group either physically, emotionally or mentally.

There are three significant factors in bullying:

  1. a power imbalance in favour of the aggressor
  2. a victim who cannot match that power
  3. it is repeated often over a period of time

Bullying can take many forms, it can be:

1. Emotional/mentalbeing unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures). This includes exclusion of anyone new to a school or group, or exclusion of a child because of the action/behaviour of their parent, or because they are a young carer or a Looked-After Child.

2. Physicalpushing, kicking, hitting, punching or any use of violence

3. Verbalname-calling, sarcasm, spreading rumours, teasing

4. Racistracial taunts, graffiti, gestures

5. Sexual and unwanted physical (sexual) contact or sexually abusive