Behaviour Policy
Policy Number:
Date of Issue: Summer Term 2017
Review Date: Summer Term 2018


Fellside Community Primary School

Behaviour Policy

Mission Statement

We provide an inspiring, caring environment, in which we are all challenged and supported to maximise our potential.

Introduction

The governors and staff at Fellside Community Primary School recognise the importance of a positive approach to the behaviour of children in school. This approach must reflect the ethos that Every Child Matters and the premise that every child has the right to learn and achieve their full potential in an orderly school where there is a clear expectation of following rules and behaving appropriately in order that they feel safe and happy.

Equal opportunity

Fellside Community Primary School supports the principals of Equal Opportunity as embodied in current legislation. We aim to provide an environment in which individual potential can be maximised irrespective of race, gender, age, ability or social circumstances.

This policy extends to pupils, staff and visitors. We believe that every pupil is of equal value and has the right to equal opportunities. To that end positive action will be taken to ensure that all available resources are utilised to the full and that every possible step will be taken to ensure that all individuals are treated equally and fairly

Rationale

At Fellside, we strive to create a welcoming, secure and caring environment in which all pupils and staff have the opportunity to succeed and to learn. By recognising individual needs and qualities, we aim to promote and develop mutual respect, self-discipline and the highest possible standards of academic achievement. We believe that in order for children to feel supported and cared for, our approach to behaviour should be positive and consistently applied throughout the school. Only by providing a recognised and structured system of behaviour management will we provide an environment where effective teaching and learning can take place. Within this structure, the behaviour of each individual child will be treated individually with the child’s welfare as the priority.

Achieving good behaviour for all pupils is the shared responsibility of all adults working in school. In order to achieve this, staff subscribe to these7 key principles for the promotion of positive behaviour:

  1. Use of a consistent and positive approach by all school staff;
  2. Effective classroom management which promotes high expectations of behaviour and reinforcement of classroom rules;
  3. Use of praise and rewards to positively reinforce good behaviour;
  4. Use of a range clear, age appropriate, sanctions that are hierarchical, widely understood by all and applied consistently and in accordance with this policy;
  5. Ensuring children understand our expectations of good behaviour through explicit teaching of these, along with regular reminders and discussion where necessary;
  6. Effective organisation of the school day and organisation of school resources;
  7. Modelling courtesy, respect, co-operation and consideration through interactions with each other that children can observe and learn from.

Background to an Assertive Discipline Strategy

As a staff we have agreed to adopt aspects of the Assertive Discipline Strategy (see appendix D). With its democratic, co-operative focus, one of the central foci to it is ‘catching pupils being good’ and recognising this and supporting them when they act appropriately. Conversely, the Assertive Discipline Strategy also utilises a system of sanctions/consequences, widely known and understood by children, when children do not comply with classroom and school rules.

Aims

We aim to:

  • Promote harmony, co-operation, tolerance, courtesy, respect and consideration for others;
  • Promote pupils’ self-esteem
  • Foster an atmosphere of purpose, productivity and positivity
  • Encourage each child to realise his/her own potential;
  • Maintain the safety of pupils and staff through the promotion of an orderly environment where high expectations regarding positive behaviour prevail
  • Instil respect for people and property
  • Ensure children apply their understanding of positive behaviour in all school contexts, namely the classroom, the playground, the dining room, the corridors and on educational visits

Our Code of Conduct

Arrive at school on time and wearing the correct uniform

Show respect to everyone at all times

Set a good example to others

Take pride in the school building and look after everything in it

Help to keep our school litter free

Be honest

Display good manners

Be kind to others

Walk sensibly and quietly around school

Show tolerance to the ideas and opinions of others

Our Classroom Rules

Following the Assertive Discipline approach, classroom rules are based on these key principles in each year group:

  • They clearly determine the behaviours expected of children in the classroom at all times
  • They are limited in number
  • They are observable
  • They apply to behaviour only
  • Include the involvement of children in their design in order to improve motivation and ‘buy-in.’

Classroom rules are determined by classroom teacher and children and, to that end, they vary in terms of their wording. The key principles (above) are, however, central to all rules depicted by individual classes across school.

Recognising Good Behaviour – Rewards

We seek to create an environment which encourages and reinforces good behaviour

Use of praise – both informal and formal, public and private, to individuals and groups is most commonly and widely used at Fellside. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements.

Rates of praise for behaviour should be as high as for effort displayed in children’s learning.

Rewards are recognised and celebrated in many different ways at Fellside, including:

  • Gold Book certificates for individual achievement presented in Friday assembly
  • House points (including award of the House Cup each term)
  • Presentation of ‘7Cs’ certificate
  • ‘Note home’ to parents/carers from Class Teachers/Head Teacher
  • Head Teacher Award
  • Invitation to the ‘Top Table’ at lunchtime
  • Stickers (including those distributed by lunchtime supervisors)
  • Termly attendance certificates
  • Achievement of Times Table Challenge certificates
  • Celebration of achievement in music, sport and other extra-curricular activities
  • Classroom rewards introduced by class teachers (e.g. Dojos, raffle tickets etc.)

Sanctions

In order that this policy is applied effectively, it is essential that all pupils know what sanctions will be imposed for unacceptable or inappropriate behaviour.The principles upon which sanctions are based include that they are:

• the minimum necessary

• immediate and short-lived

• consistently applied

• focused upon the behaviour, not the child

• widely understood by children

• delivered calmly and objectively

• accompanied by a reminder of what is acceptable behaviour

Applying Sanctions

Applying sanctions consistently and fairly is paramount. Staff can be informed about doing so by considering two factors:

  • the severity of the negative behaviour;
  • the frequency or context in which it occurs

The following two tables are used to inform the level of sanction given.

Behaviour level / Examples (not exhaustive)
Low level negative behaviour (level 1) /
  • Fidgeting/ fiddling (There may be exceptions to this)
  • Shouting out
  • Failure to stay on task
  • Leaving desks without permission
  • Makingunkind remarks
  • Talking at an inappropriate time
  • Running in school/when it is unsafe to do so
  • Pushing in line
  • Any other inappropriate action that is disruptive to others learning

More serious negative behaviours (level 2) /
  • Threatening or aggressive behaviour
  • Refusal to co-operate/follow a request given by an adult
  • Disregard for authority
  • Inciting peer conflict
  • Lying
  • Swearing

The most serious negative behaviours (level 3) /
  • Any form of discrimination
  • Any violent behaviour with intent to hurt another person (including adults)
  • Bullying
  • Serious/deliberate damage to school property (or that belonging to another)

Traffic Light System – ‘Good to be Green’

Each classroom displays a traffic light (depicted in an age-appropriate style) that shows that all children commence the school day ‘on‘green’. (Names and/or photographs are displayed within the green section of the traffic light in order to provide a visual representation of this).

Sanctions applied will, of course, be proportionate to the severity of the behaviours, as follows:

Behaviour / Action to be taken/Sanction (Years 1 to 6)
First instance of level 1 behaviour / Verbal warning given
Second instance of level 1 behaviour /
  • Child moves to ‘amber’ on traffic light visual*
  • In-class time-out applied (up to 5 minutes)

Continuation of Level 1 behaviour
Isolated occurrence of level 2 behaviours /
  • Child removed from current setting and asked to work in different area of the classroom or partner classroom.
  • Child moves to ‘red’ on traffic light visual
  • A brief written record of incident and copy given to HT or DHT
  • Child moves to ‘red’ on traffic light visual
  • Loss of next morning break (or equivalent loss of playtime, i.e. 15 minutes, over lunch).*

Repetitive occurrence of level 2 behaviours /
  • Continued use of sanctions (above)
  • Referral to SLT (i.e. Phase Leader)
  • Parental involvement (meeting)
  • Period of close monitoring and review

Evidence of level 3 behaviours /
  • Direct referral to HT or DHT.
  • Child moves directly to ‘red’ on traffic light visual
  • Loss of next morning break (or equivalent loss of playtime, i.e. 15 minutes, over lunch).*
  • A brief written record of incident and copy given to HT or DHT
  • Parental involvement (meeting)
  • Incident involving any discrimination logged in accordance with LA/ National policies and legislation
  • Potential for referral to outside agencies (most likely only in cases where there is a persistent reoccurrence of level 3 behaviours)

*Children will remain fully supervised when they miss morning break/part of lunch break

Actions to be Taken FollowingSanctions

  • Where children are moved to amber 3 times or more in a single school week, class teachers will make contact with parents to discuss this further.
  • Class behaviour logs will be used to monitor the use of sanctions in classrooms
  • *During time in which children lose their morning break (or part of their lunch break), they will be asked to complete a Pupil Reflection sheet (appendices B and C, attached). Support with this task will be given by staff, as appropriate

Early Years FoundatIon Stage (EYFS)

We recognise that our approach to the management of behaviour in Early Years should be modified to take account of the age of these, our youngest pupils. Whilst the overriding principles of good behaviour in school apply across all age-ranges, sanctions will be modified in Receptionclass as follows:

Behaviour / Action to be taken/Sanction (Reception Class)
First instance of level 1 behaviour /
  • Verbal warning given

Second instance of level 1 behaviour /
  • Time-out applied (2 minutes)

Continuation of Level 1 behaviour
Isolated occurrence of level 2 behaviours /
  • Time-out applied (generally 1 minute for every year of age)
  • Move to ‘amber’ on traffic light visual
  • Child removed from current setting and asked to work in different area of the classroom or partner classroom.
  • A brief written record of incident and copy given to HT or DHT
  • Child moves to ‘red’ on traffic light visual

Where level 3 behaviours occur in Reception class, actions to be followed by staff are as for children in Years 1 to 6 above.

In our Nursery class, sanctions are modified further as follows:

Behaviour / Action to be taken/Sanction (Nursery)
First instance of level 1 or level 2 behaviour /
  • Verbal warning given

Second instance of level 1 or level 2 behaviour /
  • Child moves to ‘amber’ on traffic light visual

Continuation of Level 1 or level 2 behaviour /
  • Time-out applied (generally 1 minute for every year of age)
  • Child moves to ‘red’ on traffic light visual

Level 3 behaviours /
  • Child moves straight to ‘red’ or ‘amber’ depending on the incident

Because of the very close, frequent contact staff have with parents of Nursery children, Nursery staff will liaise daily with parents regarding the behaviour of their children.

Parents and carers

We give high priority to clear communication within the school and to a positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour. On admission to our school, parents are asked to complete a Home/School Agreement in which it states, ‘as a family, we will: support school in its high expectations, policy and guidelines for behaviour.’ (See appendix A)

Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response.

Early warning of concerns should be communicated to the Head Teacher, so that strategies can be discussed and agreed before more formal steps are required.

A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.

The school will communicate policy and expectations to parents.

Where behaviour is causing concern, parents will be informed at an early stage and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.

Further Support from Outside Agencies

There will be occasions when some children will need Individual Behaviour Plans in order to achieve meeting the expectations and demands of this policy.

Where anti-social, disruptive or aggressive behaviour proves to be persistent and sanctions alone are ineffective, a careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures will be undertaken to eliminate these as contributory factors. Additional specialist help and advice from the Educational Psychologist, Emotional Wellbeing Team or Behavioural Support Service may be necessary. This will be authorised by the Head Teacher and approval sought from parents before a referral to such agencies is made.

Exclusion

Fellside follows the guidelines laid down by the Department for Education and the Local Authority with regard to fixed term and permanent exclusions. This would always be considered a last course of action and is only considered for serious breaches of school policy.

Policy Review

This policy will be reviewed by staff and governors in accordance with our policy review cycle.

Appendices

A: Home/School Agreement

Fellside Community Primary School

Home – School Agreement

We provide an inspiring, caring environment in which we are all challenged and supported to maximise our potential

Fellside Community Primary School aims to foster individual progression and learning, respecting the value of each person and building on that in a positive way. We believe that a successful partnership between school, governors and parents helps each pupil to take full advantage of what we have to offer at Fellside. The following agreement supports this partnership in the interests of our children.

As a school, we will:

  • Care for your children’s safety, well-being and safety through promotion of an orderly, happy and secure environment.
  • Support and encourage children to realise their full potential and achieve their personal best.
  • Provide a broad and balanced curriculum and meet the needs of each individual child.
  • Achieve the highest standards of learning and behaviour through building sound relationships and developing a sense of responsibility.
  • Provide effective means of communication between home and school and respond quickly to any enquiries or concerns.
  • Notify parents of any concerns relating to a child’s progress or conduct.
  • Provide guidance to pupils in their learning and monitor their continued progress.
  • Provide homework in accordance with the School Homework Policy.
  • Investigate any claims of bullying promptly, and educate children fully on forms of bullying, why it is wrong and what to do if they experience it.

As a governing body, we will:

  • Ensure the school continues to perform to a high standard and support all members of the community to achieve this.
  • Ensure that through sound financial planning, the children have access to be very best teaching and curriculum possible.

As a family, we will:

  • Support the school’s ethos and encourage our child to take part in the full life of the school.
  • Ensure that our child arrives at school promptly (in time for the 8.55am bell), and that he/she is properly prepared for the school day.
  • Ensure that our child attends school regularly and inform school promptly if he/she is absent.
  • Attend parent consultation meetings in the autumn and spring terms
  • Support school in its high expectations, policy and guidelines for behaviour.
  • Support the school’s commitment to school uniform and standards of appearance.
  • Inform school if there are any circumstances that may affect our child’s learning or well-being.
  • Offer support and encouragement to our child with regard to homework and other opportunities for home learning – including regular home reading and updating of their reading record.

As a pupil, I will:

  • Complete my learning tasks in class as well as I possibly can.
  • Respect everyone in school and their opinions.
  • Be considerate and caring about the feelings of others.
  • Take care of the school building, grounds and equipment.
  • Remain polite and well-mannered at all times.
  • Follow all classroom and school rules carefully.
  • Complete my homework to the very best of my ability and return it to school on time.
  • Arrive at school on time every day.
  • Talk to my teacher if something is worrying me.
  • Take responsibility for my actions.
  • Take pride in wearing my Fellside uniform.
  • Strive to demonstrate Fellside’s 7 learning values (our ‘Seven Cs): commitment, confidence, creativity, challenge, change, collaboration and curiosity

Head Teacher’s Signature
Parent/Carer’s Signature
Pupil’s Signature
Date