PROCEDURE FOR BEHAVIOUR
HILL WEST PRIMARY SCHOOL PROCEDURE FOR BEHAVIOUR Aims The ATLP behaviour policy is designed to support the way in which all members of the ATLP community live and work together in a trusting, supportive manner. It aims to:
promote positive behaviour promote an environment in which everyone feels happy, safe and secure promote positive, supportive relationships that ensure everyone can work together effectively to promote the highest standards of education for all children promote the development of children as caring, responsible, self-disciplined and increasingly independent members of the school community
This procedure supports that policy in practice.
Responsibilities Teachers and Support Staff at Hill West can support the aims of the Behaviour Policy by:
providing a challenging and stimulating learning environment that enables all children to reach the highest standards of personal achievement being constantly aware of the needs of individual children and their relationship with others, intervening when necessary being an excellent role model – punctual, well prepared, well organised, treating all members of the school community fairly and with respect and understanding providing opportunities for the children to discuss appropriate behaviour and working together, thereby promoting the school’s shared values, ethos and practice taking quick, effective, consistent and appropriate action to prevent the actions of an individual/group of children disrupting the learning environment
using reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. This will be a last resort. being aware of all opportunities to encourage, praise and positively reinforce good behaviour and personal achievement working with parents to share concerns about a child’s behaviour and eliminate difficulties quickly and effectively should this be necessary making every effort to enhance children’s self-esteem through: o speaking to all children respectfully at all times o noticing and valuing all children and the contribution they make o giving equal access to rewards and privileges for all children o recognising and celebrating effort and achievement in all areas of school life enforcing the agreed policy and procedures consistently across all aspects of school life liaising with external agencies where necessary, to support an individual child
Whole School Rules
We are kind and considerate
We respect our own and others’ property
We co-operate and respond to each other positively
We are polite, confident and articulate
We take ownership of our own learning
We regulate our own behaviour
Rewards How will good behaviour be recognised, rewarded and celebrated?
Children will always be praised Children will receive stamps on their star cards in KS1 and their achievement will always be celebrated in assembly - Star cards are numbered 1-40 and children work through them consecutively from Reception to Year 2.
Procedure / Behaviour January 2016
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After completing every fourth card the children are awarded merit badges (Merit 1, Merit 2 etc) until they eventually gain their bronze (32), silver (36) and gold (40) Children will receive praise points in KS2 and their achievement will always be rewarded - On entry to KS2 the children will be given a praise book in which to collect their praise points - This book will be used throughout their time in KS2 and points will be collected cumulatively. - At 75 point intervals the children will receive a prize (pencil, rubber, pencil sharpener, pen, pencil case, book mark, drinks bottle, dictionary, calculator, thesaurus, rubix cube. - Each Summer Term those children with the most praise points in each year group will be rewarded with a trip or visit Children can be chosen by their Lunchtime Supervisor for regular awards and certificates Each child is allocated to a house, Barnardo, Gandhi, Mandela or Pankhurst – house points are given as a reward with the winning house gaining extra playtime “Team Time” on a Friday afternoon A certificate to be awarded to one child in each Key Stage per week in Friday’s celebration assembly for exemplary behaviour
Consequences How will inappropriate behaviour be addressed (including challenging inappropriate language) Teachers have power to discipline pupils for misbehaviour which occurs in school and, in some circumstances, outside of school if their conduct falls below the standard which could reasonably be expected of them. The power to discipline also applies to all paid staff with responsibility for pupils. Teachers can discipline pupils at any time the pupil is in school or elsewhere under the charge of a teacher, including on school visits. Teachers have a power to impose detention outside school hours. Teachers can confiscate pupils’ property. To be lawful, the punishment (including detentions) must satisfy the following three conditions: The decision to punish a pupil must be made by a paid member of school staff or a member of staff authorised by the Head Teacher
Procedure / Behaviour January 2016
The decision to punish the pupil and the punishment itself must be made on the school premises or while the pupil is under the charge of the member of staff; and It must not breach any other legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all circumstances.
A consequence must be proportionate. In determining whether a punishment is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be reasonable in all the circumstances and that account must be taken of the pupil’s age, any special educational needs or disability they may have, and any religious requirements affecting them. Staff at Hill West will consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff will follow the schools’ safeguarding policy. Staff will also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point we will consider whether a multi-agency assessment is necessary. When issuing a consequence or sanction staff will select from a wide range of strategies when responding to instances of unacceptable behaviour, depending on the child/children and circumstances. Positive reinforcement and praising good role models will be used in conjunction with sanctions that include:
tactical ignoring of behaviour – this can be done in instances of attention seeking behaviour which does not put people or property at risk and should be accompanied by positive reinforcement where possible non-verbal directions – a non-verbal cue can be used to show recognition of what is taking place, disapproval and an expectation the behaviour will cease simple directions – a simple direction to express the intent clearly and simply without the need for long discussion rule or routine reminder – reminder of expected adherence to a rule or routine question feedback – questioning about a child’s actions in order to stop the behaviour and/or refocus the child on the task in hand choices – clear verbal warning of the consequence of continuing unacceptable behaviour. Staff must act quickly and calmly and children should be left in no doubt as to why they have been issued a sanction and how they can avoid a recurrence through an improvement in their behaviour. individual or group class based behaviour records / charts – examples are attached
Procedure / Behaviour January 2016
All Staff will follow the classroom behavioural management steps as outlined below. This is displayed in all classrooms: 1.
The Look
If behaviour does not improve . . .
2.
Verbal Warning
If behaviour does not improve
3.
Five minutes “time out” in another class. Time out letter issued. Slip sent to AHT for log of time out in order to monitor number of repeated time outs and speak to parents if necessary
If behaviour does not improve
OR The child may be issued with a behaviour slip, whereby parents are contacted via email to inform them of an incident that has taken place that is worthy of a consequence e.g. throwing a pencil which hurts another pupil 4.
Verbal Warning from a senior member of staff
5.
Parents invited to a meeting to develop an individual behaviour plan
If behaviour does not improve
Consequences may also include in addition to the normal classroom routines:
Missing a part of or all of their free time at break
Missing a part of or all of their free time at lunch
Being sent to another classroom (usually a senior teacher’s class)
Being sent to the Assistant Head or Head Teacher
Phone-call home
Being asked to spend their free time at break or lunch on a different playground
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Being set extra work or repeating unsatisfactory work until it meets the required standard
Temporarily attending a different setting
Withdrawal of privileges
In more extreme cases temporary or permanent exclusion
Procedure / Behaviour January 2016
PARENTS’ BOOKLET BEHAVIOUR GUIDANCE
Procedure / Behaviour January 2016
HILL WEST PRIMARY SCHOOL SUPPORTING CHILDREN WITH SPECIFIC BEHAVIOURAL DIFFICULTIES PARENTS’ INFORMATION At Hill West Primary, we aim to work in partnership with our parents in order to support pupils who may require additional support and intervention in school. The Assistant Head Teacher is responsible for overseeing all aspects of behaviour in school, both for the whole school and that of individuals. Parents will be given the opportunity to attend meetings in school and to discuss issues for concern and how they can be supported both in school and at home. In order to support children with specific behavioural difficulties we may seek help from external agencies and support services including an educational psychologist. The emphasis of this work lies in addressing the social, emotional and behavioural difficulties in order to for the pupils to succeed in school. By working in partnership we aim to:
Create a supportive and safe environment in which teaching and learning can flourish Create an environment which encourages and reinforces good behaviour. Help pupils gain an understanding of the expectations of the wider community with respect to behaviour and the way we interact Ensure adults and pupils can work together in a safe, calm environment Develop in pupils a sense of self discipline and an acceptance of responsibility for their actions Create a climate of mutual respect
Staff The staff at Hill West are:
Aware of their influence as role models Create an expectation of success Engender a positive and welcoming atmosphere Treat all pupils with respect Support each other in the management of pupil behaviour
Procedure / Behaviour January 2016
Parents/Carers Young people are more secure and successful when the adults who support them work together with a common purpose. The educational psychologist and school behaviour lead will: Have regular contact with families Inform parents/carers about the positive behaviour of the pupils but also keep them informed with regard to poor behaviour Welcome parents onto the premises through a variety of formal and informal parents/carers meetings Give and expect respect in dealings with parents/carers
Procedure / Behaviour January 2016