(As determined by the Headteacher under section 89 of the Education and Inspections Act 2006)
This policy has been revised with input from:
* teachers (2 PD days)
* parents (through an online survey and questionnaires),
* children (in assembly, class and school council),
* support staff (in termly meetings)
* senior leaders (PD days and attendance at Paul Dix courses on behaviour).
Children actively participate in all lessons. By doing so they will develop excellent learning behaviours that enable them to achieve in all areas.
Children are taught to develop respect for themselves, each other, staff, the school and the wider community.
All staff use every available opportunity to enhance children’s self esteem.
Staff, parents and the wider community expect all children to adhere to the school rules which are displayed throughout the school.
Children are taught to work co-operatively and form sound, respectful relationships.
Every member of staff in school has a personal interest in our children and we all seek to educate them to have respect and concern for everyone in our community. We expect excellent behaviour and our children are taught to be polite and courteous. Our Behaviour Policy was written by the whole school community (parents, governors, children, teaching staff and non-teaching staff) and a summary is given to all families when they join school. A full copy is available for anyone to read and is available from school and on our school website. We use a wide range of rewards for good behaviour. Our aim is to raise children’s self esteem. We aim to enable them to develop and exercise self-discipline and respect for others. We expect children to behave sensibly, thoughtfully and with care for themselves and others in the school community.
We are committed to providing a caring, friendly and safe environment for all our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils are taught to tell an adult and know that incidents will be dealt with promptly and effectively.
Each week a child is chosen from each class to receive a Head Teacher certificate and badge during Celebration Assembly. During the day children are given Dojos for appropriate behaviour. At the end of the week the child with the most Class Dojos receives a choice from the Dojo box of small gifts. In addition, children are also celebrated each week for a variety of reasons. Their families are invited to watch as they are presented with their award.
All pupils are expected to follow the school, playground and class rules at all times.
The over arching "Golden Rule" in school is:
" DO AS GROWN UPS IN SCHOOL SAY THE FIRST TIME, EVERY TIME"
If any of these rules are broken there is a series of sanctions:
The pupil is reminded of the expected behaviour. If there is no improvement…..
The pupil is given a strong verbal warning. If there is still no improvement…..
The pupil's name is written in the class ‘blue behaviour book’. If there is still no improvement a cross is put next to the name and the pupil is removed from the class.
The pupil has to sit by the Head’s office (or in DHT’s class) for their age in minutes. During this time the adult supervising the pupil has no eye contact or conversation with the pupil.
When the timer rings the adult then asks the pupil what they had done to cause them to have been sent out. This is to allow the pupil to reflect on their behaviour. We do NOT ask why, as this could give the impression that the negative behaviour can be justified by this.
The reasons for the class exclusion are recorded in the behaviour book.
If the pupil is sent out on three occasions in one week, parents are informed and invited to discuss alternative strategies of improving the behaviour of the pupil.
Pupils may be sent straight to head/senior manager if a school, class or playground rule is deliberately broken resulting in another child getting hurt.
In the case of extreme violent behaviour when the child is a danger to him/herself or other children, the head may take the decision to exclude the child on a fixed term exclusion.
A return to school interview in accordance with LA guidelines will be arranged and advice taken from relevant agencies to support the child, parents and the school.
In rare circumstances a child’s behaviour is so extreme that an individual behaviour plan is needed. In these cases parents are fully informed and external support from outside agencies is sought.
NB - The 'blue behaviour books' are monitored by the DHT and/or HT every Monday in assembly. The Café, hall and IT suite all have their own blue book also. Lunchtime staff also have their own book, the details of which are fed back to class teachers as needed.
It is very important that good behaviour is recognised and acknowledged by all adults in school. There is a school system of rewards which is used by all staff. Individual classes may also have additional rewards such as stickers for reading and Golden Time.
Class Dojo is used by all staff. 10 class dojos are given to each child each day, 5 in the morning and 5 in the afternoon. This is in recognition of them attending and doing the right thing. Extra dojo points can be given for a variety of behaviours which the school or class would like to emphasise, good manner, respect etc. Dojo points can be removed for poor behaviour. The charts can then be used to monitor behaviour of individuals, classes and whole school. Dojos are reset each week to give everyone a new start.
Supervisors at lunchtime award classes ‘smiley stickers’ for good behaviour during the lunch hour, and the class with most smiles wins the Lunchtime Champions Cup. The Senior lunch time supervisor may give dojos to individual children although only the Head or Deputy head will remove Dojos during the lunch time.
Every class and indeed all staff offer rewards, a smile, a ‘well done’, praise, in class stickers, 'positive notes' home and certificates for special kindness, behaviour, attitude or work.
Every week, each class teacher chooses a ‘Class Celebration’ child, for a particular reason or piece of work. These children are celebrated in the newsletter and in a special Friday Celebration Assembly. These children also receive a Golden Ticket, on a Friday in Assembly.
Other awards are won weekly in this way, for Mealtime Manners, Year 1 Maths Award, Sports Stars, as well as for learning Bear words, earning points in the Rainbow Readers club, celebrating a marriage in the family or welcoming a new family member.
The families of all of these children are informed via a slip of paper and in the newsletter that they are invited to the celebration assembly on Friday afternoon to see their child receive their award of a Golden Ticket.
All ‘celebrated’ children are also allowed to come to school in their own clothes (non uniform) and they sit on a special table at lunch time. This all helps to make the child feel special and can boost their self esteem.
‘GOLDEN TICKETS’ are won by EVERY Dojo winner and EVERY child celebrated as their ‘class’ celebration.
The Golden Ticket entitles the owner to choose from a variety of rewards ranging from:
The child may bring a special cushion from home to sit on the carpet.
Being first in the dinner queue
Being exempt from tidying up.
They can choose a “Job a day” (Every day, choosing a DIFFERENT job to help with).
The children will, over the year, choose new rewards, in School Council meetings.
They can choose ONE of the above rewards, but obviously, class teachers will need to discuss how this will work in class with the individual winners.
Learning Behaviour Zones
To encourage positive learning behaviours children are taught to recognise learning zones. The red zone means that the child is totally stuck and can not access the work. Children are told that although this should not happen often, occasionally it will and they will need to know how to get out of the red zone as they will not be able to learn. They are told they must ask a friend, teaching assistant or teacher.
The green zone is equally not a good zone to be in for long as it means that the work is too easy and they are bored. In this zone they will not be learning anything new. Sometimes in maths children may be happy to stay in the green zone getting all their work correct but not stretching their ability.
The amber zone indicates that the children need to put effort in to get the rewards of learning something new. It does not necessarily mean that they are happy, it could mean that they feel anxious or frightened just like when you are learning to ride a bike and you take your feet off the ground and find that you are able to balance.
Teachers need to question the children during the lesson to make sure the class is working in the amber zone as this is the zone when most learning takes place.
There is a display chart on each class to remind everyone of learning behaviour zones.
Class and School Council
Each class in school sends representatives to the School Council. Issues such as bullying, playground behaviour and ways to make playtime and lunchtime an enjoyable experience for all are frequent topics of discussion for the children. Our aim is to empower the children to make decisions about what they want their school to be like and as far as possible to support them in achieving this. We have found that they are very fair in their decisions and do genuinely want to make school a happy, fair place for everybody.
There are times during a child’s school experience when they may feel lost or lonely or simply need a friend to talk to. In our school we have a Friendship Squad of Year 2 pupils. Children hold the position for a minimum of a week at a time and are on duty at playtimes and lunchtimes. Children from Year 2 apply to be in the squad and have to explain why they want to join. Their job is to be a good friend to anyone who needs them. There is a friendship bus stop in the playground where children can go when they want some help and the squad is on the lookout for ways to help them.
This policy will be reviewed annually.
Policy completed by Val Matthew