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Behaviour Policy

East Wichel Community Primary School and Nursery

Behaviour Policy

 

At East Wichel Primary School we are committed to promoting high standards of behaviour.  Our Behaviour Policy reflects the importance that the school places on children being supported in making a positive contribution to their school and to society in general, by being involved socially within the school and the wider community and not engaging in anti-social or offending behaviour. 

 

Consistent expectations are important and all members of staff must be proactive in the implementation of this policy and should encourage all pupils to make good behaviour choices in class and elsewhere in the school. Good behaviour should be the expectation and generously rewarded with praise.

 

This policy has been written using the pedagogical thinking from Paul Dix:  When the adults change, everything changes. The following quotes are taken from the book and have helped to shape the policy.

 

“The consistency that is required to create rapid seismic improvements in behaviour is one that is worth fighting for”

“The foundation of every school must be excellent behaviour”

“The simplest things work best”

 

 

At East Wichel we aim to:

  • Provide a safe, comfortable and caring environment where optimum learning takes place
  • Promote high standards of behaviour and help pupils to achieve success
  • Provide clear guidance for children, staff and parents of expected levels of behaviour
  • Develop self-discipline so that each pupil learns to take responsibility for their own behaviour
  • Use a consistent and calm approach
  • Ensure all adults take responsibility for managing behaviour and follow-up incidents personally
  • Ensure all adults use consistent language to promote positive behaviour, using restorative approaches

 

Purpose of the behaviour policy

To provide simple, practical procedures for staff and children that:

  • Foster the belief that there are no ‘bad’ children, just ‘bad choices’
  • Encourage children to recognise that they can and should make ‘good’ choices
  • Recognise individual behavioural norms and respond appropriately
  • Promote self-esteem and self-discipline
  • Teach appropriate behaviour through positive intervention

 

All staff must:

  • Take time to welcome children at the start of the day
  • Have high expectations of behavior of all children and reinforce this by recognising this behaviour
  • Always pick up on children who are failing to meet expectations

 

The Head teacher and The Senior Leadership Team must:

  • Be a visible presence around the school
  • Regularly celebrate staff and children whose efforts go above and beyond expectations
  • Encourage use of positive praise, phone calls/notes home and stickers
  • Ensure staff training needs are identified and met
  • Use behaviour records to track trends and address issues
  • Support teachers in managing children with more complex or challenging behaviours

 

Members of staff who manage behaviour will:

  • Demonstrate unconditional care and compassion
  • Model good behaviour and positive interactions
  • Be consistent and explain to children what we are doing and why
  • Deliberately and persistently catch children doing the right thing and praise them in front of others
  • Know their classes well and develop positive relationships with all children
  • Relentlessly work to build mutual respect

 

Children will:

  • Show integrity at all times even when no one else is present
  • Treat everyone with respect
  • Follow instructions given by school staff
  • Take care of school property and the environment
  • Work to the best of their ability and allow others to do the same

 

Rules

Each classroom will display the ‘Golden Rules’

  1. We are gentle                                  We don’t hurt others
  2. We are kind and helpful                   We don’t hurt anybody’s feelings
  3. We are honest                                 We don’t cover up the truth
  4. We work hard                                   We don’t waste our time or others’ time
  5. We listen                                          We don’t interrupt
  6. We look after property                      We don’t waste or damage things

 

These rules are displayed in the playground.

  1. We are gentle
  2. We are kind and helpful
  3. We are honest
  4. We listen
  5. We care for the playground
  6. We play well with others

 

Procedures

Rewards may include

  • Verbal praise from a class teacher in front of peers, or praise from another member of staff
  • Peer praise in recognition of one another’s achievements
  • Parental involvement - good work and behaviour should be commented on as well as poor work and behaviour
  • Stickers
  • Celebration certificates presented to children who have shown the school values
  • House points
  • Sharing work in assemblies / classrooms
  • One child from each class will be nominated for ‘Top Table’ lunch on Friday linked to the school values

 

House Points

Each pupil will be allocated to one of four House Teams – Coate, Lydiard, Barbury and Shaw.  Siblings will be in the same House Team.  There will be a chart in each class for children in years 1 – 6 to record their house points. Each term house points will be collected and the house cup to be awarded. House points to be given one at a time for behaviour and work that goes above and beyond expectations.

 

House points will be able to be swapped in a “swap shop” for a prize.  Children can spend their house points in amounts of 50. Swap shop prizes will include stationery items such as pencils, sharpeners, erasers, rulers and a pencil case.

 

In early years classes there will be a rocket/aeroplane displayed with all the children’s faces. Children can be rewarded for good choices by moving to a sunshine. Children will be awarded a sunshine sticker for behaviour and work that goes above and beyond expectations.

 

Sanctions

If a child does not meet behaviour expectations the below flow diagrams should be followed:

 

FS1 and FS2 Expectations of behaviour 

 

Positive praise for any child who is showing that they are a good learner.

Child to have time out in own class to reflect on their behaviour choices.

Teacher to have a quiet word with any child who is showing low level disruption.

After 3 prompts child goes to Key Stage Leader for a chat, who lets them know that if they continue it will mean missed breaks/lunchtime and parents will be informed. 

 

Straight red card for deliberately hurting others, derogatory comments and deliberately damaging property. 

 

Children on Individual Behaviour Plans have a slightly system but still to be praised when showing good learning.

 

Year 1 to Year 6 Expectations of behaviour 

 

Positive praise for any child who is showing that they are a good learner.

Teacher to have a quiet word with any child who is showing low level disruption.

After 3 prompts child goes to Key Stage Leader for a chat, who lets them know that if they continue it will mean missed breaks/lunchtime and parents will be informed. 

 

Straight red card for deliberately hurting others, derogatory comments and deliberately damaging property. 

 

Children on Individual Behaviour Plans have a slightly system but still to be praised when showing good learning.

 

Derogatory comments include that of a racial or gender specific nature, and also include comments made around sexuality. In the case of peer on peer abuse, the above approach will also be followed and a restorative justice approach will be used where necessary; abuse is abuse and it will not be tolerated or excused as ‘banter’.

 

Language around Behaviour

At East Wichel, we understand that a common and consistent use of language around behaviour is essential in creating clear boundaries to learn how to behave. We should remain professional and calm at all times. Conversations should follow a restorative approach and behaviours should be discussed as the behaviours they are, and not be personal to the child.

 

Conversations around behaviour should be conducted, in the first instance, by the staff member taking the class/ group and use the questions below.

 

What happened?

What were you thinking/feeling?

What needs to happen to put things right?

What are you going to do differently next time?

 

Extreme Behaviours

Some children exhibit particular behaviours due to individual circumstances. As a school we recognise that their behaviour is their way of communicating their emotions. We also understand that for many children they need to feel a level of safety before they exhibit extreme behaviours.

 

When dealing with an episode of extreme behaviour, a child may need to be restrained if they or another person is unsafe.  This will only be used as last resort and by trained staff only.

 

 

‘The use of Reasonable Force’ 2013 and the local authority ‘Policy on Positive Handling’ guidance has been used to inform the school’s use of restraint

Members of school staff who have been ‘Team Teach’ trained can apply the policies when required. 

 

Records of restraint will be maintained in a ‘Bound Book’ which is located in the Headteacher’s Office.  Restraint will be used to ensure the safety of a child or children.  Staff will apply their training ensuring it is ‘reasonable, proportionate and necessary’. 

 

‘Team Teach techniques seek to avoid injury to the service user, but it is possible that bruising or scratching may occur accidently, and therefore these are not seen necessarily as failure of professional technique, but a regrettable and infrequent ‘side effect’ of ensuring that the service user remains safe’.  George Matthews – Director.

 

Risk assessments will be completed for children who exhibit extreme behaviours.  This will include a Positive Handling Plan (PHP), which will be created to ensure the safety of pupils; this will be reviewed by the teacher and SENDCo each time the child presents new behaviours.  The risk assessment will be retained by the class teacher and SENDCo.  

 

Exclusions will occur following extreme incidents at the discretion of the Head Teacher. A fixed-term exclusion will be enforced under these conditions:

 

  • The child needs time to reflect on their behaviour
  • To give the school time to create a plan which will support the child better
  • The child being at home will have a positive impact on future behaviour

 

We understand that throughout this process, it is imperative that we explain what is happening and why it is happening to parents and arrange reintergration meetings to discuss.

 

Permanent Exclusion or Out Of School Transfer

Exclusion is an extreme step and will only be taken in cases where:

  • Long term misbehaviour is not responding to the strategies and the safety and learning of others is being seriously hindered.
  • The risk to staff and other children is too high
  • The impact on staff, children and learning is too high

 

Permanent exclusion will be a last resort. In all instances, what is best for the child will be at the heart of all our decisions.

 

Date written:  October 2019

Written by:     Mrs Hodges in consultation with staff and governors

Next review:   November 2021

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