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Behaviour

We believe that the use of a positive, supportive behaviour management system, which operates within a well-structured and consistent framework, contributes significantly to meeting the needs of all children.

 

A Sense of Order

We aim to create a learning environment which is predictable and orderly, and from which children can develop a sense of independence and responsibility.

To minimise the potential for inappropriate behaviours to arise therefore, rituals and routines, such as how pupils settle into the classroom in the morning, or lead into assembly, as well as expectations of good table manners at lunchtime, are built into the school day in order to create a structure within which children can feel safe and secure.

behaviour-policy

 

The Golden Rules

Pupils are expected to work and play in a manner that is sensible, caring and thoughtful. To support this we have six golden rules which provide clear guidelines for children’s behaviour and which ensure consistency across the school.

1) We are polite, well-mannered and helpful-we don’t offend others with our actions or bad language

2) We are gentle – we don’t hurt others and keep our hands and feet to ourselves

3) We work hard – we don’t waste our or others’ time

4) We listen – we don’t interrupt, answer back or ignore instructions

5) We are honest – we don’t cover up the truth

6) We look after property – we don’t waste or damage things

The Golden Rules are reviewed, discussed and promoted regularly through Circle Time and Assemblies.

Through application of these rules, we aim to develop children’s sense of responsibility and forethought and to instil in our children the need to consider consequences of words or actions. Because of the transient nature of the school population, all pupils returning from periods of prolonged absence, will have the school’s behaviour system re-clarified.

 

Reward System

Children behave appropriately when they feel good about themselves and others, when they have good models to follow, when they achieve success and when they are valued. Rewards are therefore an important way in which the school focuses on desired behaviours.

We recognise and reward positive behaviour through:

  • Verbal praise
  • Comments on work
  • Affirmation stickers and stampers
  • ‘Praise Postcard’ and ‘Ask Me What I Did’ stickers to share good news with parents (KS1)
  • ‘Good News Texts’ (KS2)
  • Merit certificates written by class teachers or Teaching Assistant’s
  • Special stickers awarded by the Midday Supervisors
  • Showing work to the Headteacher
  • Golden Time
  • Classroom behaviour which may lead to one of these rewards includes:
  • Overcoming a barrier to learning
  • Consistently good performance in class
  • Outstanding achievement in a particular subject
  • Demonstrating excellent learning attitudes, such as perseverance, effort, co-operation etc.
  • Kind and caring actions or helpfulness
  • Following the Golden Rules

 

Discouraging Inappropriate Behaviour

When unfitting behaviour does occur, it is important to respond positively and affectively; acting rather than re-acting. When a rule is broken or behaviour is inappropriate or irresponsible, a ‘ladder’ of staged sanctions will be used to guide staff:

Stage 1: Verbal reminder.

Stage 2: Verbal warning, reinforcing the right thing to do. It should be made clear that a sanction will follow if the poor behaviour is repeated.

Stage 3: If inappropriate behaviour or low level disruption continues, staff issue an immediate consequence:

Golden time will be lost in 5 minute increments. The names of children, the reasons for losing Golden Time, and actions taken, will be recorded in the class or midday supervisor ‘Behaviour Log Book’, so that patterns in poor behaviour can be tracked.

Informal contact, depending on circumstance, may be made with parents.

Stage 4: If undesirable behaviour is repeated:

Loss of Golden Time in 5 minute increments (up to 20 minutes).

An immediate consequence such as loss of break-time, or staying in at break or lunchtime to complete work.

Midday Supervisors may refer a child straight to the Headteacher in cases of a physical altercation, threatening behaviour or defiance.

Stage 5: There may be occasional acts of extremely serious behaviour which precludes any of the other sanctions. For ‘one-off’ major breeches of discipline (racist behaviour, pre-meditated physical violence towards another pupil, deliberate defiance, proven theft, malicious damage, the introduction of harmful substances onto the school premises), sanctions will include loss of breaktime and lunchtime up to 3 days, which is spent supervised by the HT or senior teacher in her absence.

Parents will be informed and invited into school where deemed appropriate; monitoring and behaviour review systems will be set up.

Stage 6: Only in exceptional circumstances, where there has been a major breech of discipline, will children arrive at this point. Pupils will be referred directly to the Headteacher. The type of behaviour that warrants this level of sanction would be:

  • Very regular, challenging behaviour that disrupts the teaching and learning of others, and puts others at risk of harm.
  • Physical violence towards another pupil.
  • Assault on a member of staff.
  • Malicious accusations made against school staff.
  • In the event of seriously disruptive behaviour, parents will be called in to help calm the situation if necessary, or to take their child home.
  • On rare occasions, for a child’s protection, where there is danger of injury to themsleves or others, it may be necessary to carry out a physical intervention.
  • For exceptionally disruptive or violent behaviour, the Headteacher may use lunch time exclusions and also fixed term exclusions. Permanent exclusion may be considered as a last resort.