Behaviour Policy
Our Aims
1.1We start with the premise that all children are capable of behaving well but with the understanding that all children, at times will behave in a way which is ‘childish’. This is not a bad thing, nor an abnormal thing. Our aims when dealing with children’s behaviour is to create an environment which is conducive to good learning and a happy, safe atmosphere. We aim to create a school where people feel comfortable and supported. We aim to enable all people who work in school to grow in the way they treat and respect others. Respect is the key to good behaviour and if there is no respect it is, we would argue, impossible.
1.2Goldstone believes that all children need to understand what is expected of them and what is expected of others. Children should feel that they have a say in deciding the rules of their class or the school, but must also respect the right to the school to impose rules which it sees as essential to the safe, effective running of the school.
1.3There will always be children who find it difficult to behave in a way which allows teachers to teach and children to learn. This group is however a very small proportion of the overall school population. These children may have a specific emotional, psychological, psychiatric or physiological problem which we must work with others to address. We must support these children and acknowledge that the problem is not their fault and do all in our power to remove the barriers to learning that their problems create. We must however also make sure that their problems do not stop other children from learning.
1.4There will also be a group of children who find it difficult to behave in the expected way but have no significant long term reason for this. This is a larger group of children and this is the group which will impact on the class and the school most profoundly. If this group of children is well motivated and well behaved the overall feel of the class and school will be positive.
1.5We believe that in order to achieve positive behaviour the staff must model good behaviour. They must demonstrate how to be respectful. The role of the staff includes teaching children manners, politeness and respect. The most effective way to do this is to model it. Consistency is vital in this and we must be clear what we want and expect. Children should be told what we expect and should have the ability to have input to those expectations.
1.6The protocols and procedures should always be followed. We have a variety of rewards and sanctions which support our efforts to achieve a secure, happy learning environment. These must be implemented consistently throughout the school, although agreed differences may exist in different age groups.
Golden Time
2.1Golden Time is used in many schools. We have our version which is similar to the original but has a few differences. Each child is given Golden Time at the start of each week. This is time which allows them some choice as to which activities they wish to do at specific Golden Times in the week. The way this runs is slightly different in KS1 and KS2. The time is given with the assumption that all of our children will behave in the way which we expect. If children do not do as we expect they will lose some of their Golden Time. In KS1 this can be any amount (usually 2 minute blocks) but in KS2 it is taken in 5 minute blocks.
2.2The amount of Golden Time a child loses during a half term is reported to parents along with their attendance details.
2.3Y1 have 2 x 20 minute sessions of Golden Time each week. The 2 sessions can be at times which suit the teacher but should be spaced in the middle and at the end of the week. Y2 have 1 x 30 minute period of Golden Time which is on a Friday afternoon. In KS1 a range of activities is offered in the class although 2 classes might sometimes join together.
2.4KS2 have 1 x 30 minute period of Golden Time which is on Friday afternoon. The children have a choice from a range of activities each week.
2.5We believe that consistency is paramount and that children should feel that they are being fairly treated. This is immensely important with Golden Time.
In the Classroom
3.1 High expectations and interesting lessons are the key to well managed classrooms. We know that praise is more effective than admonishment and it is important that teachers and teaching assistants give out more positives than negatives.
3.2Teachers use a happy and sad face system on the board. When they observe children behaving in a way they wish to praise they record their name under the happy face, and in the event children behave in a way they do not like, their name is recorded under the sad face.
3.3Adults who are perceived as ‘moaning’ or ‘miserable’ tend to find classroom control more difficult. For children who do behave in a way which we do not like, we have clear procedure which should be followed.
3.41st transgression -Verbal warning
2nd transgression - Name written on the board
3rd transgression - A tick put against the name and amount of golden time lost indicated (2/ 5 min blocks)
4th transgression - Child should be sent to senior member of staff
This is based around the assertive discipline work of Lee Cantor but has been slightly modified to suit our needs.
3.5Golden time will be taken if a child does not have their PE kit (2 minutes in KS1,5 minutes in KS2)
3.6If a child loses 10 minutes of Golden Time (from the class procedure outlined above) in one day this should be reported to parents.
Team Points
4.1Each child in the school, in year 1 or above is assigned a team. This will be either Griffins, Phoenix, Unicorns or Dragons. Children will be awarded team points for any positive action, be it work or behaviour related. Team points cannot be lost.
4.2At the end of each week the team points will be collected and counted by year 6 children who will report back to the whole school in the Monday assembly.
4.3At the end of each half term the total number of points will be counted and the Team Point Trophy will be awarded to the team with the highest aggregate total.
Early Years Foundation Stage
5.1Due to the nature of the children in the EYFS some of the systems used in the rest of the school are not appropriate and so specific EYFS systems are in place. Golden time is not used. A simpler behaviour management system is used. Each class has three faces displayed; these are green, orange and red. All pupils start under the green ‘happy face’ if they transgress they are moved to the orange ‘warning face’ and if they transgress again they are moved to the red ‘sad face’ and have to take time out where they sit and reflect. A child can return to the green face if they make some sort of restitution.
5.2In the EYFS children do not have team points, but do receive ticks for positive behaviour. At the end of the week the child with the most ticks takes the class teddy bear home for the weekend.
Gold Standard Award
6.1Each class from Nursery to year 6 will have a Gold Standard award each week. This will be given to a child in the class who has done something especially well or who has demonstrated consistent positive behaviour or attitude to some aspect of school life. This can be academic, social, creative or sporting.
6.2The Headteacher and Deputy Head will give their own ‘Head and Deputy Award’ to one KS1 child and one KS2 each week.
6.3Over the course of the year most, if not all children will receive a Gold Standard award. However, there will be occasions where a child does not receive the award during the year. The credibility of the awards must be maintained.
6.4The children will be presented with the awards in the Gold Standard Assembly which will happen each week on Friday. Family and carers will be invited to the assembly.
6.5Winners of the GSA from KS2 classes will be invited to have lunch with the Headteacher of the Deputy Head.
Credit Treats
7.1Class teachers can award credits for work or behaviour judged to be above or beyond (relative to the individual child). Teaching assistants may also recommend to class teachers that a child receives a credit.
7.2The credits will be recorded onto a class credit sheet which is displayed in each classroom.
7.3The class will have a target which will be made clear to them at the start of the term.
7.4 Children who reach or exceed the target will qualify for an end of term treat this will include IT time, video or sporting activity.
7.5Children who do not reach their treat target will do work in their classroom or another room from their year group.
Extreme Behaviour
8.1When considering extreme behaviour it is important to consider the full context in which the behaviour has been exhibited. Extreme behaviour can take several forms e.g. malicious racism, violence towards people or property, dangerous behaviour and other behaviour which is significantly beyond the normal acceptable range for the situation.
8.2In these situations the usual classroom protocols will not usually be suitable. If a child is disrupting the learning or wellbeing of the class and the teacher has exhausted all of their strategies for bringing the child back to a place where they can productively take part in the lesson, then they need to be removed from the class. The teacher must make the decision as to if this is a situation which needs the supportive intervention of the Sunflower Room or whether the more punitive intervention of senior management is required. Obviously at this point the availability of SMT members needs to be considered.
8.3When a child has been removed from the class the objective should be that they will return to class to continue their learning without causing disruption. It is important that the child who has behaved in an unacceptable manner knows that it is unacceptable. The children who have witnessed it also need to know this.
8.4Sometimes children will not be able to return to class either because they are unable to regain their equilibrium or because it is thought that they should receive an internal exclusion. This will require the child to be supervised outside their usual classroom and usually be isolated. The Sunflower Room may be appropriate, but often the child will be under the supervision of the Head, Deputy or Assistant Head.
8.5Very occasionally the decision will be made by the Head (or Deputy if they are deputising) to exclude a child for a fixed term. This is an official and reportable process and is only used in the most serious circumstances.
8.6If a child is excluded either internally or for a fixed term they should wherever possible, be given work to do by the class teacher.
8.7Children with known problems – some of our children have real and significant difficulties in being part of a class of 30 or more children. These children may have a diagnosed problem e.g. an Autistic Spectrum Condition, ADHD, etc. or may be known to have social and emotional difficulties. We must remember that this group of children should not be thought of as naughty. They have a disability which profoundly affects them. This is not to say that we should excuse or ignore their behaviour but we should understand it and deal with it with this in mind. With these children the Sunflower Room is often a good initial start point, but a member of SMT may need to get involved once the child has calmed.
8.8What will happen if a child is removed from class? When a child is removed and is dealt with by another member of staff, the decision making for the child is transferred to the person receiving them, unless they go to the Sunflower Room in which case the teacher can ask for certain work to be done or certain activities to be avoided. If the child is being supervised by a member of SMT then that person has the right to deal with the situation as they see fit. There will be times when the teacher feels differently to the SMT member about how the child should be dealt with but this should be discussed after the event.
8.9If a child is removed from their classroom, the incident/ behaviour resulting in removal should be recorded by the class teacher on CPOMs.
8.10If a child is physically restrained or manhandled this should be recorded. (See Restraint Policy)
Safeguarding
9.1At Goldstone we strive to be a place where pupils, staff, helpers, families and other visitors will be made welcome and comfortable and where we will treat each other with respect. Goldstone is a place where learning and personal development takes place in a climate of trust and confidence and where we value everyone's unique contribution to our community.
We believe that all children and young people have the right to protection from neglect and abuse and that their welfare is of paramount importance. Everyone has a responsibility for safeguarding and promoting the welfare of children and young people and for ensuring that they are protected from harm. All staff and volunteers working in the school have a duty to ensure that children are safe and protected and we all have a duty to ensure that if there are any concerns relating to the welfare or safety of a child. (See Safeguarding and Child Protection Policy)
We are committed to safe recruitment and selection procedures to ensure that all staff and volunteers have been appropriately screened prior to appointment, and to the provision of appropriate child protection training through the staff induction programme and within continuing professional development opportunities. All schools have to have a senior member of staff with responsibility for implementing the Child Protection Policy. In our school the designated member of staff with child protection responsibility is: Margaret Gibbs. Margaret Gibbs and/or Chris Pearson, the Head teacher, will make any necessary contact with the appropriate safeguarding team or the police and s/he will make sure that the school follows the Pan – Sussex Child Protection procedures and contributes fully to the child protection process.
Behaviour Policy
Review date: July 2018