Sneyd Green Primary

School

Behaviour Policy

“

“Together we make a difference.”

Policy to promote positive behaviour at SneydGreenPrimary School.

Mr J. Hyder

Deputy Headteacher Sneyd Green Primary School

September 2016

Sneyd Green Primary School aims to promote high standards of behaviour and create an atmosphere where all members of the school community are highly valued and respected. Our school believes in the development of self esteem, respect for others and self discipline.

Policy Aims

To create an environment which expects, encourages, reinforces and rewards good behaviour.
To define and teach acceptable standards of behaviour.
To encourage consistency of response to both positive and negative behaviour.
To promote self-esteem, self discipline and positive relationships.
To ensure that the schools strategies and expectations are widely understood by all stakeholders.
To encourage the involvement of parents and carers in the implementation of this policy.

Pupils are asked to:-

follow the school expectations
respect and take care of people and property within the school community,
play their part in helping to create a co-operative, contented school,
learn to accept responsibility for their own behaviour
give their best in all situations
understand, sign and adhere to the home / school agreement

Parents are asked to:-

support the school in implementing the policy and addressing behavioural issues,
inform the school if there are factors at home that may influence a child’s behaviour,
read, reinforce, sign and return the home / school agreement
respond to any letters regarding their child’s behaviour
attend any meetings called concerning their child’s behaviour

Staff are asked to:-

ensure that the policy is fairly and consistently applied,
reward and praise good behaviour wherever possible,
strive to understand the underlying reasons for a child’s behaviour,
work in close co-operation with colleagues, parents / carers and children in matters of behaviour management,
encourage children to take responsibility for their own behaviour,
lead by example,
work collaboratively to minimize opportunities for children to misbehave,
explain the policy so that the rules are clearly understood,
ensure that the policy is fairly and consistently applied,
value children and treat them with respect,
help children understand that it is the behaviour displayed that is unacceptable not the child.

Behaviour Management

Our behaviour management is based on praising positive actions and dealing swiftly and consistently with negative behaviour. We have 4 rules or expectations as follows:

S—Show respect

A—Always walk around school

F—Follow instructions

E—Everyone keeps hands, feet and objects to themselves

At the start of every year, and reinforced after every half term, the children are actively taught how to behave in a range of situations. Posters are on display around the school and in every classroom to promote good behaviour, to remindchildren of our expectations and give precise instructions on how to behave.

The ‘Good to be Green’ System

All classrooms display their children’s names under a green frog certificate. The children endeavour to maintain their green frog each day and are regularly reminded that it is ‘Good to be Green.’ If their green frog is maintained throughout the week they receive a ‘Good to be Green’ sticker. Postcards home, stickers and certificates throughout the week are also used to maintain children’s motivation and reward their efforts.

In the event of children displaying behaviour which contravenes our S.A.F.E. Expectations then sanctions are imposed. After visual and oral cues being given, staff will give yellow cards which cover a child’s green frog acting as a reminder that they need to alter their current behaviour and comply with our Expectations. If the child alters their behaviour and complies with expectations then the yellow card is removed at the end of that session. If further poor behaviour continues though, then the yellow card is replaced by a red card and the pupil is considered to have a ‘warning.’ This red card remains on the ‘Good to be Green’ chart for the rest of the day and is recorded by the class teacher.

The giving of red cards or ‘warnings’ is progressive, and if a child does not correct their behaviour, subsequent warnings, up to 5, will be given. On receipt of a 4th warning the class teacher will send a white letter home to inform parents of their child’s behaviour and this letter will give the reasons for each warning. If a child receives a 5th warning, the child will be sent to the behaviour manager and will receive a pink letter home which informs parents about their child’s behaviour on that day.

If a child receives a total of 10 or more warnings within a week a letter will be sent home by the behaviour manager to inform parents that their child will be placed in ‘Internal Seclusion.’ This entails a class teacher providing work suitable for the child’s ability, removing the child from their usual classroom setting and them working under the supervision of the behaviour manager or another member of the Senior Leadership Team.

If 5 or more Internal Seclusions were imposed within one term then the length of time that the child would receive their next seclusion would be extended to one week.

For extreme behaviours such as gross disrespect, aggression and acts of violence a child may automatically move straight to a 5 warning situation and receive a pink letter. All letters sent home have a reply slip for parents to comment on and for the school to ensure that parents have been informed.

A child repeatedly displaying extreme behaviours at lunch time, whom failed to alter their behaviour as a result of the stated policy procedures, would be subject to dinner time sanctions ora fixed term exclusion.

All children receiving 5 warnings will be spoken to by the behaviour manager, the class teacher or the Phase Leader about their behaviour, why it was inappropriate and what to do if they are in the same situation again. This is vital so that children learn to modify their behaviour and learn from their mistakes.

Exclusion exists as the final sanction to combat any forms of unacceptable behaviour within our school. The school will not tolerate persistent disruptive behaviour from pupils involving aggression towards pupils and staff and destruction of school property or buildings. In exercising their duty of care towards others and in the interests of safeguarding and health and safety, the headteacher willuse the sanction of permanent exclusion where necessary.

Strategies and consequences at a glance

Visual cues

Oral cues

Yellow card

Red card – 1 warning

2 warnings

3 warnings

4 class teacher sends a white letter home

5 Behaviour Manager sends a pink letter home

Internal Seclusion for a day

Internal Seclusion for a week

Dinner time seclusion / sanctions for incidents at lunch time

Fixed term exclusion

Permanent exclusion

Montoring Behaviour

The school monitors behaviour by analysing data collected from each classroom on a weekly basis. All teaching staff keep a weekly log of behaviour so at a glance the number of warnings each child has is clear. Any child being given 5 or more warnings within a one week period will be tracked. Tracking will continue for a term. If by this time the child dramatically reduces the amount of warnings they receive on a weekly basis then individual tracking will cease. Data from all individually tracked children is shared with the Headteacher, Behaviour Manager and SENCO on a weekly basis.

If a child who is being individually tracked does not decrease the amount of warnings they receive then tracking will continue. Any child receiving 25 warnings within one term will have a formal letter sent home by the Behaviour Manager informing his / her parents of their child’s current standards of behaviour. The letter will clearly explain that if on the following term a concerted effort is not made to dramatically reduce this high amount of warnings, then their child will be placed on the Special Educational Needs register and will have an Individual Behaviour Plan (I.B.P.) to assist them to conform to school expectations.

Any child who receives 30 or more warnings within one term will automatically be placed on the Special Educational Needs register and will be supported with an I.B.P. Targets for I.B.P.s are devised by the Behaviour Manager in consultation with the class teacher and SENCO and are subject to a review with parents in the way an Individual Education Plan is.

Positive Rewards

As well as the giving of stickers and certificates to children to reward good behaviour and sending praise postcards home, children from Y1 to Y6 are given a ‘behaviour treat’ at the end of each term to reward sustained good behaviour. Children who follow expectations on a regular basis, and prove this by keeping their warning tally below 3 throughout a term, are invited to attend the behaviour treat. Letters are sent home informing parents of their child’s involvement in this treat and encouraging them to celebrate their child’s effort and success. Those children who receive 3 or more warnings within a term continue with curriculum work on the day of the behaviour treat.

A further strategy to reward children within the entire school community is to reward good behaviour as it happens by the giving of a ‘Golden Ticket.’ These tickets reinforce the good behaviour which is seen by staff and is a visual and physical affirmation that desired behaviours have been witnessed. Each classroom has a ‘Golden Bag’ where golden tickets are placed after being named. All bags are brought into a weekly assembly and a ticket is chosen from each bag. The winner from each class receives a prize from the ‘Golden Box.’

Foundation Stage

Foundation Stage children are rewarded with many of the positive behaviour rewards previously stated and have an additional Gold Star at the end of each day for keeping to the agreed code of behaviour in the Foundation Stage. This code of behaviour is a simplified version of the S.A.F.E. expectations and is regularly referred to by Foundation Stage practitioners to instil high standards of behaviour. Those children who fail to abide by these rules have a sad face placed by their name on the board in their group’s Home Corner. They are encouraged to alter their behaviour and comply with the Golden Rules, but if further instances continue, they receive a second sad face and consider their actions on a ’Thinking Chair’ for a short period of time. A third sad face means the child not receiving their gold star at the end of the day and a fourth entails the child visiting the Behaviour Manager to discuss their behaviour. Children may move to 4 sad faces immediately if their behaviour warrants it.

Children in FS follow the Golden Rules which are as follows:

We are gentle We don’t hurt others

We are kind and helpful We don’t hurt anybody’s feelings

We listen We don’t interrupt

We are honest We don’t cover up the truth

We work hard We don’t waste our own or other’s time

We look after property We don’t waste or damage things

Roles and responsibilities of staff

All staff are responsible for promoting the positive behaviour system within school. The school has a behaviour manager (Mr Hyder) who analyses patterns of behaviour, writes and manages IBPs, meets regularly with children and liaises with parents. All behaviour management is overseen by the Headteacher.

Behaviour, emotional and social difficulties

Where children have specific needs relating to behaviour issues, and this is reflected by the accruing of a significant amount of warnings (30+)within one term, parents will be informed. The Behaviour Manager will then work closely with the SENCO, class teacher, child and parents to devise an Individual Behaviour Plan and targets to support the child and their day to day behaviour. Advice and support from external agencies will be sought if it is deemed appropriate.

External Agencies

External agencies will be contacted to support school and pupils when necessary. The services that we may consult are:

Access to Learning Team, Educational Psychology, School Counselling Service, CAMHS (Child and Adolescent Mental Health) Inclusion support services and specialist teachers

Associated policies

The following policies may need to be consulted in conjunction with this policy;

Anti bullying, SEN and inclusion, Equal opportunities, Disability equality scheme (DES) Child protection, Restraint, L.A. guidance regarding exclusion.

Mr J Hyder

Deputy Headteacher & Behaviour Manager