SUNNY BROWNURSERY SCHOOL

BEHAVIOUR MANAGEMENT POLICY

RATIONALE

To increase and reinforce acceptable behaviour and to reduce unacceptable behaviour.

To afford an orderly and safe environment for children staff and parents.

To offer an environment in which everyone is valued, trusted and respected.

PURPOSE

To agree, with current staff group, on a uniform approach to behaviour management throughout the school.

To ensure the agreed approach is easy to administer.

To ensure the agreed approach is easy to explain to supply staff and students to afford consistency.

To instil confidence in staff members and ensure support from colleagues.

To protect the ‘right to learn’ of all children.

To prevent bullying.

To demonstrate acceptable behaviour in dealing with staff members, visitors, parents and children at all times.

To encourage children to respect and take care of each other.

To encourage children to respect and take care of their environment.

To develop in children an increasing ability to control own actions and to promote self-discipline.

To ensure that children understand the need for, and are able to use appropriate behaviour in different circumstances.

To help children recognise and understand the feelings of others.

To charge all staff members with the enforcement of the policy.

To charge all staff members to ensure that supply staff and students are made aware of and comply with the agreed approach.

For team members to support and assist each other in consistent administration of the policy.

GUIDELINES

METHOD – “A Graded Approach”

  • Separate the action from the child.
  • Identify which behaviour is unacceptable
  • Catch the child’s eye with a cautionary look
  • Praise appropriate behaviour as demonstrated by another child as an example.
  • Draw the child’s attention to the unacceptable behaviour by suggesting they may wish to demonstrate acceptable behaviour
  • Inform the child of the effect of the unacceptable behaviour
  • Bring the child nearer to an adult and remove the cause of concern if possible.
  • Sit child next to adult with hand held to assert position of authority.
  • Present forced alternative to correction of behaviour.
  • Remove from group/activity to watch others behaving appropriately and to reduce disruption.
  • Remove from room – under supervision of another adult – but with little or no attention.
  • Ensure child understands why he is being removed and what is expected in order to ensure a return to the class.
  • Allow a short period for reflecting/calming down (1 or 2 minutes).
  • Review the incident and clearly outline unacceptable/acceptable behaviour
  • Expedite return as soon as child is able.
  • Monitor child’s behaviour on return.
  • Find a reason to praise for good behaviour quite soon.
  • If physical removal is needed – please ensure this is done by a member of staff trained in positive physical handling.

GENERAL

  • Attend to victim if there should be one.
  • Inform parents if unacceptable behaviour persists despite several efforts by all team members and suggest strategy.
  • Involve parents in working co-operatively to reduce unacceptable behaviour
  • Make behaviour management policy available to staff, parents, governors and make reference in school brochure
  • If positive physical handling is used (see above) appropriate record of incident must be made and Head informed.

10 KEY ASPECTS OF BEHAVIOUR MANAGEMENTS

  • Consistent approach to behaviour management
  • Strong school leadership
  • Classroom management
  • Rewards and sanctions
  • Behaviour strategies and the teaching of good behaviour
  • Staff development and support
  • Pupil support systems
  • Liaison with parents and other agencies
  • Managing pupil transition
  • Organisation and facilities.

TEACHERS’ POWERS

  • Teachers have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instructions (Section 91 of the Education and Inspections Act 2006).
  • The power also applies to all paid staff (unless the head teacher says otherwise) with responsibility for pupils, such as teaching assistants.
  • Teachers can discipline pupils at any time the pupil is in school or elsewhere under the charge of a teacher, including on school visits.
  • Teachers can also discipline pupils for misbehaviour outside school.
  • Teachers have a specific legal power to impose detention outside school hours.
  • Teachers can confiscate pupils’ property.

SCHOOL RULES

  • Walk indoors/run outdoors
  • Small voices indoors/larger voices outdoors
  • Use kind hands with your friends
  • Point sticks to the floor to keep us safe
  • Good sitting/good listening/good looking
  • Share and take turns with your friends.

NON ACCEPTABLE BEHAVIOUR

Name calling – racist remarks/hurtful remarks

Intimidating behaviour/victimisation/bullying

Aggressive behaviour towards children and adults:

-fighting

- punching

- kicking

- nipping

- biting

- spitting (If physical removal needed please refer to a member of staff who is trained in positive physical handling.)

Snatching

Swearing

Continual disobedience

Wilful damage of materials and equipment

Behaving dangerously with materials and equipment

Continuous disruption of other children’s learning

Cruelty towards others and animals and environment

Behaviour which has repercussions for the orderly running of the school

Behaviour which poses a threat to another pupil, staff member or member of the public

Behaviour which could adversely affect the reputation of the school

REWARDS

A smile

A touch

Thumbs up

Verbal praise
- to child

-to class

-to parents

Smiley stamp on hand (available in staff drawer)

Display work / share with class

Photographs of child at play work.

SANCTIONS

–Short period of withdrawal for reflective thinking/calming down (1 or 2 minutes)

–Involve parents if management strategies fail to have an impact

–IDP for behaviour management

–With parental knowledge – involve Ed Psychologist to get outside agency advice

NB - To be lawful – punishments must satisfy these conditions

  • The decision to punish a pupil must be made by a paid member of school staff or a member of staff authorised by the head teacher
  • The decision to punish the pupil and the punishment itself must be made on the school premises or while the pupil is under the charge of the member of staff; and
  • It must not breach any other legislation (for example in respect of disability, Special Educational Needs, race and other equalities and human rights) and it must be reasonable in all circumstances.
  • A punishment must be reasonable. In determining whether a punishment is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be proportionate in the circumstances and that account must be taken of the pupil’s age, any special educational needs or disability they may have and any religious requirements affecting them.
  • The head teacher may limit the power to apply particular punishments to certain and/or extend the power to discipline to adult volunteers, for example to parents who have volunteered to help on a school trip.
  • Corporal punishment is illegal in all circumstances.

SCREENING AND SEARCHING PUPILS

Items maybe retained by staff as appropriate. Non dangerous items should be returned to parents at end of session. Weapons, knives and drugs etc will not be returned to parents and will always be handed over to the police.

POWER TO USE REASONABLE FORCE

SBNS staff have received training in ‘Team Teach’ which enable them to physically remove or restrain children in the event of the likelihood of damage/injury to themselves or others.

USE OF PHYSICAL CONTACT - See ‘Touch’ Policy

POWERS TO DISCIPLINE BEYOND THE SCHOOL GATES

This is not relevant to nursery schools – apart from the times when children are at ForestSchool or on school trips. Staff will follow Behaviour policy.

PASTORAL CARE FOR SCHOOL STAFF - HR policies and procedures in place

MALICIOUS ACCUSATIONS AGAINST STAFF - HR policies in place

SEN - See Equality policy

SAFEGUARDING

Schools should consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff should follow the school’s Safeguarding policy. They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point, the school should consider whether a multi-agency assessment is necessary.

Reviewed September 2012