Adwick Primary School
Children First
Positive Behaviour Management Policy
Adwick Primary School
Children First
The Governing Body of Adwick Primary School adopted this policy on 18.9.13 Aims
To promote a positive ethos in the school through encouraging a shared understanding of the values which underpin our school ethos. To create a consistent environment that expects, encourages and recognises good behaviour and one in which everyone feels happy and safe. To help pupils develop self-respect, self-control and accountability for their own behaviour. To further promote self-esteem through success, positive relationships and awareness of how our behaviour impacts on ourselves and others. To encourage the partnership between home and school.
Our behaviour policy focuses on positive behaviour management, promoted and supported in the following ways:
A carefully planned curriculum. Effective classroom management. Adult role-modelling. Whole school behaviour management plan. Break time and lunchtime provision consisting of structured playground games, an indoor break time and lunchtime club (for KS2 children who struggle in the playground will be available on an invitation only basis). Personalised programmes/ support from outside agencies.
Rights Everyone in our school has the right to:
Learn Be respected Be safe
Staff Responsibilities
Every member of staff within school is responsible for the modelling of good behaviour, positive relationships and dealing with incidents around school. To create a positive climate with realistic expectations. To emphasise the importance of values and being valued. To provide an effective learning and teaching environment. To encourage positive relationships based on kindness, empathy and respect. To ensure fair treatment for all regardless of ability, age, sex, race or preconceptions. Show appreciation of the efforts and contributions of everyone.
Adwick Primary School
Children First
Children’s Responsibilities Children are expected to follow the school’s Golden Rules (see below) and Classroom routines and expectations, showing respect for the rights and needs of all adults and other children in our school community. The School Council will play an important role in communicating and reviewing aspects of the School’s Behaviour Policy and any member of our School Council is expected to uphold the School’s Behaviour Policy and be an upstanding member of our School Community.
Special Educational Needs
We recognise that for a small number of children whose behaviour is beyond the whole school rewards and consequences system, a more personalised approach may be necessary in order to support them in developing the ability to regulate their own behaviour. They may have an Individual Behaviour Plan agreed with pupils and parents, which has been sanctioned by the Inclusion Manager. The support of outside agencies will also be sought where appropriate, in particular the Behaviour Support Service or Educational Psychologist.
Parents’ Responsibilities
Parents have a vital role to play in their children’s education – supporting their child’s learning and co-operating with the school. We are very conscious of the importance of good communication between home and school. Thus, the school aims to work collaboratively with parents, so children receive consistent messages about how to behave at home and at school. It is important for all adults on school site, including parents, to model positive behaviour at all times and in particular in their interactions with each other. We share the school’s rules, rewards and consequence systems with parents. We expect parents to read these and support them. If a member of school staff has concerns about a child’s welfare or behaviour, parents will be contacted as outlined above. If the school has to use reasonable consequences as the result of unacceptable behaviour, parents should support the actions of the school. If parents have any concern about the way their child has been treated, they should initially contact the class teacher. The Deputy and Assistant Head may then be involved, then the Headteacher and, if the concern remains, they should contact the school Governors. We expect parents to behave in a reasonable and civilised manner towards all school staff, as professionals, and that issues will be dealt in an atmosphere of trust and mutual respect. Incidents of verbal or physical aggression to staff by parents/guardians/carers of children in the school will be reported immediately to the Headteacher and/or Governors who will take appropriate action in line with Local Authority policy.
Adwick Primary School
Children First
Adwick Primary School’s Behaviour Management Plan Our behaviour management plan has three key aspects: Golden Rules; Recognition; and Responsibility for our Actions. Golden Rules Everyone is expected to follow the School’s Golden Rules, which are:
We are gentle We are kind and helpful We Listen We are honest We work hard We look after property
At the start of the school year, classes will establish Classroom routines and expectations that reflect our Golden Rules.
Recognition Individual Recognition Shining stars Shining stars are given for exceptional effort and recognition in a child’s learning (ideally produced work).
Effort charts (Star Charts) showing individual names are displayed in each class. The chart is split into Bronze, Silver and Gold Sections. F2, KS1 and KS2 children are awarded badges for achieving each level. 10 effort points are required to achieve a bronze badge, 25 to achieve a Silver badge, 50 to achieve a Gold badge and 100 efforts points will result in an extra special treat. Badges are given out during Gold Assembly.
Golden tickets
Golden tickets can be given by anyone in school who notice children keeping the Golden Rules. Lunchtime Golden tickets are given to children by Midday Supervisors for children who are keeping the Lunchtime Golden Rules. Golden tickets are drawn in assembly each week. The children get to choose a special job to do around school or take part in the lunchtime sports club run by sports coaches. Lunchtime Golden Tickets are drawn in assembly each week, the chosen children get to sit at the ‘Special table’ the following Friday. Each child receives a personal invitation.
Adwick Primary School
Children First
Learner of the week This is celebrated in Friday’s Gold Assembly and children receive a learner of the week certificate.
Children are chosen by their class teacher for their effort in their learning. Children share their learning in assembly. Children can be chosen more than once throughout the year. One child is chosen from each class per week. There will be no automatic selection; children have to earn the award. Invitations for the child’s parents to attend the Gold Assembly are sent to parents no later than Thursday.
Class Recognition Marbles or pebbles in a jar
Class members have the opportunity to earn marbles or pebbles in a jar for their class. Marbles or pebbles cannot be removed once gained. Children gain marbles or pebbles for their class by displaying behaviours that match the: Golden Rules; established Classroom routines and expectations; or any Learning Behaviour Target that might be set for that class by the class teacher. 50 marbles or pebbles lead to a whole class treat or ‘special time’. It is important that treats are not seen as grand gestures, it should be the marble that is the incentive not the treat. The teacher is to decide the treat, it could be 15 minutes extra break or time in the ICT suite etc. Marble treats should be earned over a one-week period or at the maximum a two-week period. Class teachers need to put 10 marbles per day in their pocket or on their desk as a reminder to make sure they get put in jar. It is important that you are always looking for behaviours that can earn a marble. Class teachers will need to keep an on-going weekly record of how many marbles or pebbles their class have accrued from the beginning of the academic year. Accumulative class totals will be shared in Gold Assembly each week. The class on each site that has the most marbles at the end of each half term will receive a special class treat, e.g. a movie or play afternoon etc. This can be decided between the class teacher and the children in the class.
Attendance
An Attendance Trophy is awarded to the class with the highest attendance each week. The winning class get to sit on the benches in assembly the following week and receive an extra break time.
Adwick Primary School
Children First
Responsibility for our Actions - dealing with unacceptable behaviour
We operate a hierarchy of corrective interventions from a least to most intrusive response. A variety of low-level intervention strategies are used initially, such as non-verbal signals, reminders and close adult proximity to redirect and encourage children to stay on track. If the inappropriate behaviour persists then the four-step system is implemented – Green, Verbal Warning, Amber and Red. The children are responsible for their own behaviour, within the classroom, the emphasis at any stage is on the child being re-engaged in the lesson and their learning as soon as appropriate. The following should be read in conjunction with the school’s Consequence Ladder.
Curriculum times
We use a four-step system using Green, Verbal Warning, Amber and Red. All children start each session on Green (fresh start). Green is where we expect the children to be by the end of the lesson; green means good, hence our motto of ‘Good to be Green’. A child will initially receive one Verbal Warning to alert them to the fact that they are breaking the Golden Rules and what they need to do to rectify their behaviour. If a child continues to behave inappropriately they will move to next step (Amber). All children are given the opportunity to return to Green by demonstrating corrective behaviour. Children can go from Amber back to Green by demonstrating corrective behaviour but once they reach Red they stay on Red. If a child then continues to behave inappropriately they will move to next step (Red). Sanctions for each Red are: FS – 2 minutes time out; KS1 lose 2 minutes Golden Time; KS2 lose 5 minutes Golden Time. If a child then continues to behave inappropriately once on Red they will be sent to another class for 5 minutes to give them a mental break. After 5 minutes they will return to their own class. The child’s class teacher will inform parents of this at the end of the day. If a child then continues to behave inappropriately once they have returned to their own class they will be sent to a member of the SLT. SLT will inform parents of this. A weekly behaviour log will be filled in by class teachers stating the number of occurrences that any child has been on Red; been sent to another class; been sent to an SLT member. The school’s Behaviour Lead monitors these behaviour logs on a weekly basis and collates information overtime so that we can monitor patterns in behaviour. KS1 & KS2 teachers need to keep a note of cumulative minutes of Golden Time to be missed on a Friday afternoon. Children who do not receive any Reds all week will receive an individual Golden Ticket to be sent home every Friday to inform parents/ carers of their child’s good behaviour all week.
Adwick Primary School
Children First
Persistent Unacceptable Behaviour during Curriculum times
If a child receives 3+ Reds per week they will meet with a member of the SLT on a Friday afternoon during Golden Time. The member of the SLT will give the child a letter to be sent home to parents informing them of this. Letters need to be signed by parents and returned. If the letter is not signed and returned, a member of the SLT will phone the parent. If a child receives 3+ Reds for 2 consecutive weeks or 3 times within a half term they will be put on Behaviour Report, parents will be informed of this by letter. Letters need to be signed by parents and returned. If the letter is not signed and returned, a member of the SLT will phone the parent. A child will remain on Behaviour Report for a minimum of 4 weeks. Behaviour Report Cards start on Red, then move to Amber and finally move to Green. A child has to stay on Green for two weeks before they come off Behaviour Report completely. A child will always start on a Red Behaviour Report Card. To move on to an Amber Behaviour Report Card a child will be required to have 20 smiles and/ or straight faces over a week period (no more than 5 sad faces per week). To move on to a Green Behaviour Report Card a child will have to have 22 smiles and/ or straight faces over a week period (no more than 3 sad faces per week). To come off a Green Behaviour Report Card, which will result in coming off Behaviour Report completely, a child will have to have 23 smiles and/ or straight faces over a period of two consecutive weeks (no more than 2 sad faces per week). Smile – child stays on Green all session; Straight face – child has moved to Amber during the session; Sad face – child goes to Red during the session. If a child has more than three weeks on a Red Behaviour Report Card then a formal meeting with parents will take place, an Individual Behaviour Plan will be put in place and outside agencies will become involved if necessary. This will also be the case if a child does not completely come off Behaviour Report within a term or the equivalent of a term.
Break Times and Lunchtimes
If problems between children arise the emphasis is on peaceful problem solving and conflict resolution. Inappropriate behaviour at Break times and Lunchtimes will result in time-out when outside. Minor incidents need to be dealt with by Midday Supervisors or the person on duty as and when they arise. Break time sanctions cannot be moved to Golden Time sanctions or vice versa. Significant incidents at lunchtime need to be recorded in the Lunchtime Behaviour Log Book (binder with each class sectioned off) by the Midday Supervisors. The Lunchtime Behaviour Log Book is kept in the First Aid room.
Adwick Primary School
Children First
A member of the SLT will check the Lunchtime Behaviour Log Book; they will speak to any relevant children and give an appropriate sanction if necessary. Persistent inappropriate behaviour or extreme inappropriate behaviour during these times may result in isolation from other children at these times or an invitation to join our indoor club.
Extreme Behaviour
Extreme behaviour, which deliberately affects an individual’s rights, will result in an immediate sanction being implemented. Qualified staff may use Positive Handling techniques if they deem the safety of the child or that of other children are at risk (see Positive Handling Policy). Any behaviour incidents, which are classed as extreme, are to be recorded on a School Incident Form. Any incident or behaviour deemed as Violent, Racist, Bullying, Threatening or grossly disrespectful will be recorded in the school’s Serious Incident Book. Extreme behaviour may lead to a fixed term or permanent exclusion.
Fixed Term Exclusions ‘Good discipline in schools is essential to ensure that all pupils can benefit from the opportunities provided by education. The Government supports head teachers in using exclusion as a sanction where it is warranted.’ (DfE ‘Exclusion from maintained schools, Academies and pupil referral units in England 2012) All decisions to exclude are serious and only taken as a last resort or where the breach of the school’s rules is serious. The following are examples:
Health and safety risk to pupils and adults. Verbal abuse/ harassment of staff, other adults or pupils. Violent behaviour. Continued inappropriate behaviour at lunchtimes Wilful damage to property. Homophobic or racist bullying. Bullying. Persistent defiance or disruption. Other serious breaches of school’s rules.
Adwick Primary School
Children First
Permanent Exclusion ‘A decision to exclude a pupil permanently should only be taken:
In response to serious or persistent breaches of the school’s behaviour policy; and
where allowing the pupil to remain in school would seriously harm the education or welfare of the pupils or others in the school’.
(DfE ‘Exclusion from maintained schools, Academies and pupil referral units in England 2012) The Headteacher will make the judgement, in exceptional circumstances, where it is appropriate to permanently exclude a child for a first or ‘one-off’ offence. These offences might include: a. Serious actual or threatened violence against another pupil or a member of staff b. Sexual abuse or assault c. Carrying or using an offensive weapon or item with the intention to inflict injury on another individual These instances are not exhaustive, but indicate the severity of such offences and the fact that such behaviour can affect the discipline and well-being of the school’s community.
Partial Timetable As an alternative to exclusion the Headteacher may, in limited circumstances, make use of a partial timetable to support a pupil.