Behaviour and Anti-Bullying
“We welcome everyone, whatever your background,
so that you can achieve your God-give potential”
The School’s Positive Behaviour Management and Consequence Policy will occur within the boundaries of the school’s Mission Statement, the school’s agreed approach to delivering SEAL and our Inclusion Policy. It sets out a framework within which governors, teachers, non-teaching staff, pupils and parents can operate and co-operate regarding the expected behaviour of everyone in school.
The policy is a document to be used to follow strategies and procedures, which are known and agreed by all, so that its main function can be observed – which is:
“All staff and pupils are expected to behave in a responsible manner both to themselves and others, showing consideration, courtesy and respect for other people at all times.”
The policy works largely on the principle that children learn to recognise that they have the ability to make choices about their behaviour and that making positive choices meets with reward and feelings of value. Children and staff know that making wrong choices is inevitable but persistent and deliberate poor choices should meet with a consequence.
The essence to positive behaviour management is that it is consistent practice across the school. It has to be particularly well addressed by teachers, so that children are never confused about what is un/acceptable.
Our school policy and practice hinges around the principle of “catching children being good” and acknowledging good choices as to how to behave.
There is agreed practice of reward systems and consequences for individuals, groups, classes, cohorts, Key Stage and whole school. The rules, rewards and consequence procedures are made known to the pupils at the beginning of each academic year with their class teacher and reinforced throughout the year.
There are to be 4 school rules around which to explain expected behaviour:
A Always listen (blue rule)
B Be responsible (yellow rule)
C Consider others (purple rule)
D Do your best (green rule)
These rules are displayed in classrooms and they are used to explain and direct children to good behaviour. There are also four simple rules of respect in the staff handbook that should be displayed in school and signed by Key Stage 2 pupils.
Rewards for good behaviour are the biggest deterrents of poor behaviour. Children are given ‘house points’ for good behaviour; they are given ‘credit points’ for exceptional behaviour that they demonstrate over a period of time. Credit points are very special and not easily earned. When children have 5 credit points in a half term they get a special treat on the last Friday of the half term. If they get 20 credits over the year they are given a treat at the end of the academic year.
Credits are given from the classteacher for:
- Children who go that extra mile
- Put effort into whatever they do over a period of time
- Make a particular effort with behaviour that they sustain over time
Strategies used by teachers and staff for good behaviour also include:
- Smile – s/he smiled which told me that was good, so it must have been, I’ll do it again
- Team points, stickers, class certificate (personal/non-public rewards)
- Special Mention (public and positive)
- Letter home or ‘phone call
- Credits will be reported to parents and Governors
Classteachers and support staff should agree reward systems to be displayed in class as to how children gain their ‘credits, rewards, sanctions’.
To avoid persistent and deliberate inappropriate behaviour staff will use the following strategies:
- Rules and credit logos are displayed in all the areas used by pupils
- The ABCD rules are displayed and used by staff and children to explain why the behaviour is un/acceptable
- Pupils are given an opportunity to improve behaviour
- Names of pupils are used and staff recognise good previous choices eg,” Last week (name) you did that brilliantly…..”
- Identify a good role model for the pupils
- A non- public verbal warning
- A public verbal warning
- In a more serious incident, when behaviour is affecting the teaching and learning of others, pupils will be given a ‘cooling off’’ time,(Minor incidents and not needed to involve the headteacher, (5 minutes maximum)
In theory we do not have a detention policy, but on occasions teachers may feel it necessary for a child to be detained at break time. This should not become ‘usual’ practice and children must be supervised and the time used productively. Children should never be kept after 3.10pm unless pre-arranged with parents.
Punishments should not humiliate pupils but aim to improve behaviour eg, exclusion from class should be for a short ‘cooling off’ time.
Other than our zero-tolerance rules a child will have had 3 warnings about their behaviour before being sent to the Headteacher . The Headteacher will work with the child regarding the triggers and consequences of their behaviour; the Classteacher will speak to parents and explain why a child has been sent to the Headteacher; if a child is sent to the Headteacher twice then she will contact and make an appointment to meet with parents.
The Headteacher will decide on consequences of poor behaviour and inform the classteacher.
It is important that when a child returns after seeing the Headteacher the teacher should be confident that the behaviour has been dealt with effectively and there is no need to prolong discussions or carry on further consequences.
The following bullet points highlight behaviour that is unacceptable and the pupils will be told why it is not acceptable by an adult:
- Shouting out in class
- Running in the classroom, hall, corridors and up and down outside steps
- Unnecessary wandering around the classroom
- Not lining up
- Rudeness to adults and peers, eg, answering back ,refusing to answer, rolling eyes, shrugging and tutting
- Name calling – including anything that other people believe to be offensive
- Rough play that turns into harming or fighting
- Drawing on, defacing, vandalising property
Once a child has been told 3 times about a specific behaviour they will be sent to the Headteacher. However, there is some behaviour that will not be accepted.
Zero-tolerance behaviour includes:
Racism, discrimination, sexism or homophobia – all of which will be reported to parents and governors.
Zero tolerance also applies to:
- Hitting, kicking, biting, nipping, throwing object at people
- Intentional vandalism and stealing
Where adults observe and identify these behaviours children will be sent to the headteacher immediately.
The Classteacher and Headteacher will keep a log of credits and poor behaviour, which can be reported to parents if necessary.
In extreme cases of poor behaviour the Headteacher will ask parents to withdraw their child temporarily and immediately from the school. The Headteacher and parents will discuss a reintegration plan and agree strategies for a child to return to school. Parents will be given the advice and support from the Local Authority (LA) regarding exclusion.
At the start of the year this policy is discussed with pupils using age-appropriate language. The children are told they have to be confident about reporting any misbehaviour and that it is essential they are honest and accurate. The children are reassured that any child ‘reporting’ an incident is not automatically believed and all staff will spend time making sure that all facts are as accurate as possible.
If poor behaviour has not been reported to parents from teachers then parents should be confident their child is doing very well in school. If parents are told of poor behaviour from other people then please contact the classteacher or Headteacher.
The school has a ‘firm but fair’ approach to managing behaviour; shouting is unattractive and devalues everyone. Firm voices are used to suggest to children ‘I like you, but I don’t like what you are doing’.
Parents and pupils should always feel they have the right to speak to staff about behaviour; teachers also need to be able to approach parents with any concerns.