Behaviour Policy Fellgate Primary School
Fellgate Primary School
Behaviour Policy
Contents: Statement of Intent 1. Responsibilities 2. Principles of the Behaviour Foundation Stage 3. Welfare 4. Relationships 5. Safeguarding 6. The parent/teacher partnership 7. Learning and development 8. Health and safety 9. The learning environment and outdoor spaces 10. Transition periods
Statement of intent Our purpose is to provide a happy, secure and stimulating environment in which children will receive an education which will give them the opportunity to thrive and develop intellectually, emotionally, socially and physically We believe that the most important part of our school are the people who spend their time working, learning and playing together. At the centre of our school are the children. It is the aim of the school to create a happy, welcoming and stimulating environment, value the efforts of the individual, fulfil the learning potential of all children and promote the concept of equal opportunities. Our approach encourages children to develop positive attitudes towards learning and promotes their initiative, self-discipline and independence. We encourage a respect for spiritual, moral, social and cultural values; and an understanding of what is right and wrong. We aim to help children to develop co-operation, tolerance and consideration for others. We expect everyone to behave in a way which will not offend, and to treat one another with respect and understanding. This consideration also extends to school environment and local community. We wish to provide the following values:-Pride in the school and community ● Self confidence ● Support and appreciation of each other ● Politeness ● Motivation to learn ● This Statement of Intent needs to be embedded throughout all school policies and actions.
Mission Statement At Fellgate Primary School: We are committed to quality learning. This best takes place in a happy, secure, stimulating environment in which everyone feels valued. Our school community accepts that each person is an individual with unique needs and aspirations. We aim to work together to ensure that all can achieve their full potential. At Fellgate Primary School: We RESPECT ourselves, others, and our environment. We believe in EQUALITY OF OPPORTUNITY for all school community members. We promote ACHIEVEMENT by providing quality education for all, and continually striving to raise standards. We CHALLENGE ourselves and each other, to think, reflect to move forward and to expect the best for and of everyone.
We foster HONESTY AND FAIRNESS, with all taking responsibility for their actions.
BEHAVIOUR STATEMENT Adult responsibility: Appropriate and acceptable behaviour is one of the most crucial contributory factors to a calm, secure and constructive learning ethos. Our school community needs to remember that positive behaviour does not happen by accident, it has to be taught, expected and rewarded; this cycle must be ongoing, positive behaviour must be an ongoing teaching focus throughout the learner’s time at school.
School Rules
We listen and do as we are asked.
We are kind and helpful in what we say and do.
We take care of everything in our school.
We try our best in everything we do
We are tolerant and respectful
Signed by Headteacher
Date:
Chair of Governors
Date:
WHAT Behaviour do we expect from the children? The behaviour policy should be seen in the context of “This is how we behave at Fellgate”
1. Responsibilities 1.1. The Governing Body has overall responsibility for the implementation of the Behaviour Policy of Fellgate Primary School. 1.2. The Governing Body has overall responsibility for ensuring that the physical Behaviour Policy, as written, does not discriminate on any grounds, including but not limited to: ethnicity/national origin, culture, religion, gender, disability or sexual orientation. 1.3. The Governing Body has responsibility for handling complaints regarding this policy as outlined in the Fellgate Primary School’s complaints policy. 1.4. The Headteacher will be responsible for the day-to-day implementation and management of the Behaviour Policy of Fellgate Primary School. 1.5. Staff, including teachers, support staff and volunteers, will be responsible for following the Behaviour Policy.
2. Relationships At Fellgate Primary School, we feel it is important for children to learn social etiquette and to develop relationships with peers and adults.
3. Safeguarding Safety is paramount and Fellgate Primary School has a robust and effective Safeguarding Policy to ensure the children in our care are protected.
4. The parent / teacher partnership The school cannot function without the enduring support of parents and carers. We recognise that as parent, you are the child’s primary educator and we recognise this important role through regular engagement including: ● ●
●
● ●
Parent / Teachers’ Meetings. Asking parents to complete admissions forms, a medical form and to write a synopsis about their child to help us to understand their character and personality. Asking parents to sign permission slips for visits out of school, use of photographs of their child for assessment purposes and using the internet at school. Having an open door policy to enable parents to come and speak with teachers, should they have any concerns. Twice annual formal parents evening.
●
Events and activities throughout the year which bring together children, parents and the school.
HOW do we promote positive behaviour? The whole Fellgate Community has a role in promoting the ethos of the school. The School Role: All staff should: Make sure that the behaviour policy is consistently and fairly applied. Deal with situations as they arise, in all aspects of school life with all children in the school. Avoid the use of judgmental language e.g. “you are very rude”. Intervene early and expect children to do as you have asked them the first time. Ensure disruptive choices are not allowed to become a pattern in behaviour. Ensure the School Rules are applied from Reception to Year 6. Ensure children are taught the meaning of the rules in an age appropriate way. This should be an ongoing activity at all times for each class through the school. Use circle time, family time and assemblies as a useful way to teach and discuss aspects of behaviour. Deal with each other and all members of the school community in a polite and respectful manner. Our rules apply to both adults and children. Reflect upon the organisation of children to ensure that they are not put into a situation where they are bound to fail. Be aware of trouble spots and barriers and try to analyse what causes them so that it can be avoided or removed. Have high, appropriate expectations of behaviour in all parts of the school e.g. in corridors, toilets, school hall, playgrounds etc. Observe children in order to undertake trigger analysis of problems and plan to avoid them to prevent inappropriate behaviour. Make children feel valued by listening to them and giving them time to explain. Take great care to listen to all sides of the story, and to other children who may have witnessed the incident. Staff must be mindful not to scapegoat. Get to know the children to be able to bring out the best in them. Avoid confrontation. Make the reason for rewards and sanctions explicit. Make sure that children know what acceptable behaviour looks like, and avoid the use of the general words like “be good”. Help children to develop good relationships, by intervening at an appropriate point to talk things through.
Each playground games reinforcing and explaining the rules. A bank of playground games should provide ideas for developing children’s play (songs, Happy Heart etc). Ensure children are involved in appropriate games in the playground. Make sure work is well matched, has good pace and children are challenged. Avoid keeping children waiting. Make effective use of the playground equipment such as skipping ropes, stilts etc. and take responsibility for looking after the equipment and ensuring it is stored correctly. Share specific praise and approval with parents when children have behaved well. Ensure parents/ carers are made aware from the start and involved in helping managing unacceptable behaviour Proactively ensure that home and school are working effectively together, and use family support team where appropriate. Embed the practice of routinely setting achievable targets and celebrating with the child their success in achieving them. Make it clear that it is the behaviour that is acceptable or unacceptable – NOT THE CHILD. Make sure the positive easily outweighs the negative, 5 positives to each negative as a guide.
Rewarding good behaviour Every opportunity is taken to reward good behaviour, work, effort and improvement ranging from: ● ● ● ● ● ● ● ●
Verbal Praise & Encouragement Stickers/Stamps ClassDojo Points & Prizes Class Points Star of the Day/Week Mathlete of the Week Certificates & Awards Work/Behaviour shared with other members of staff Notes sent home or message/email/ClassDojo message to parents/carers.
Rewards for Class Points are negotiated with the Class at the beginning of the academic year. Rewards may include Juice & Biscuits, Extra Play, Class Treats, etc.
Sanctions Make sure that the child understands what kind of behaviour is expected and acceptable, followed by general reminders, eye contact etc., as appropriate to the age of the child. Ask the child to tell you what the expected behaviour is, as a double check. If, after ensuring a child understands what kind of behaviour is expected, the behaviour continues to be unacceptable, the following process is put into place. The child is spoken to and told why their behaviour is not acceptable and the consequences of their behaviour. Every day is a new day.
They are given a formal reminder. They are told “This is your reminder and if you ------- again I will issue a warning.” There are consequences for inappropriate behaviour, an agreed hierarchy and are as follows; 1 Warning 1 – name goes on the whiteboard 2 Warning 2 – tick next to name on whiteboard 3 Warning 3 – another tick next to name on whiteboard 4. Five minutes time out in classroom – using a 5 minutes playtime 5. Ten minutes time out in classroom – using 10 minutes playtime 6. Fifteen minutes time out in classroom – using 15 minutes of playtime Ticks can be removed at the adult lead‘s discretion
During lost playtime, staff should discuss the child’s behaviour and choices, which rules they did not follow and suggest alternatives. In the event of a child receiving 6 warnings on a number of occasions, the Class Teacher will arrange to speak to the child’s parents/carers. If 6 warnings are issued, then the Class Teacher will need to inform parents at the next convenient opportunity. This may be by speaking to them on the school yard at the end of the day, contacting them by telephone, letter or using ClassDojo.
What happens after 6 warnings? If a child breaks a school rule again after these 6 warning sanctions, they are sent to Key Stage Leaders, and a behaviour record to DHT – the child is sent with a short, objective précis of the behaviours that have been sanctioned
If behaviour continues to be an issue then a meeting will then be arranged between the Class Teacher, Deputy Head Teacher and parents/carers of the child. In serious incidents of violent physical or verbal abuse, including incidents of bullying, racism or homophobia, the school may exclude a pupil for a fixed period. Incidents of this nature are always recorded and parents/carers informed.
For serious incidents the child will be brought to the Headteacher by the class teacher. The Headteacher will then make a decision as to sanctions/consequences, will contact the parents and arrange a meeting. Fast Track – For inappropriate behaviour anywhere in school There may be times, rarely, where a child is moved straight to time out. This is for behaviour such as: ● Deliberate acts of violence (e.g. fighting or punching) ● Behaviour which is out of control or which deliberately causes physical injury ● Verbal abuse which causes upset or offence (e.g. racist or sexist language, or bullying) ● Inappropriate sexual behaviour These incidents will be directly dealt with by the Head teacher and parents will be consulted.
The Head teacher has the right to temporarily exclude a child where serious and continued unacceptable behaviour persists. The Head teacher also has the right to permanently exclude a child from school, following Local Authority guidelines.
Physical Intervention Reference: “Use of Reasonable force in schools” DFE:00295-2013
Schools can use reasonable force to: ●
Remove disruptive children from the classroom where they have refused to follow an instruction to do so. ● Prevent a pupil behaving in a way that disrupts a school event or a school trip or visit. ● Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others. ● Prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground. ● Restrain a pupil at risk of harming themselves through physical outbursts. This is only used when all attempts at de-escalating the behaviour have been exhausted. Parents and carers will be informed if a child has needed physical intervention or restraint. Reports of all restraint incidents will be completed by the staff involved and reviewed by the Headteacher.
Special Educational Needs All staff should be aware of children whose special needs require a particular approach – e.g. Autism, impaired vision/hearing. Individual Educational Plans for behaviour should be shared so that everyone may help with the implementation and monitoring.
WHY do we do it this way? Clear and consistent expectations and systems of rewards and incentives will aid consistency in good behaviour throughout the school. Parents will be involved at an early stage when behaviour does not conform to the expectation. Parents will feel more confident if they know the expectations and how unacceptable behaviour is dealt with. There will be a sense of direction and common purpose in achieving positive behaviour between children, teachers and parents.
It
will help to provide a safe and secure environment in which everyone feels valued and respected. The school will be promoting high and relevant expectations of behaviour. It will help the child to develop a good sense of self and an understanding of their place in the wider community. It provides a consistent basis for dealing with monitoring and evaluating behaviour throughout the school. This policy is monitored by Governors and the Senior Leadership Team for consistency and full implementation. This policy forms part of Appraisal for every member of staff in the school. September 2016 Next review: June 2017
Behaviour Policy
Contents: Statement of Intent 1. Responsibilities 2. Principles of the Behaviour Foundation Stage 3. Welfare 4. Relationships 5. Safeguarding 6. The parent/teacher partnership 7. Learning and development 8. Health and safety 9. The learning environment and outdoor spaces 10. Transition periods
Statement of intent Our purpose is to provide a happy, secure and stimulating environment in which children will receive an education which will give them the opportunity to thrive and develop intellectually, emotionally, socially and physically We believe that the most important part of our school are the people who spend their time working, learning and playing together. At the centre of our school are the children. It is the aim of the school to create a happy, welcoming and stimulating environment, value the efforts of the individual, fulfil the learning potential of all children and promote the concept of equal opportunities. Our approach encourages children to develop positive attitudes towards learning and promotes their initiative, self-discipline and independence. We encourage a respect for spiritual, moral, social and cultural values; and an understanding of what is right and wrong. We aim to help children to develop co-operation, tolerance and consideration for others. We expect everyone to behave in a way which will not offend, and to treat one another with respect and understanding. This consideration also extends to school environment and local community. We wish to provide the following values:-Pride in the school and community ● Self confidence ● Support and appreciation of each other ● Politeness ● Motivation to learn ● This Statement of Intent needs to be embedded throughout all school policies and actions.
Mission Statement At Fellgate Primary School: We are committed to quality learning. This best takes place in a happy, secure, stimulating environment in which everyone feels valued. Our school community accepts that each person is an individual with unique needs and aspirations. We aim to work together to ensure that all can achieve their full potential. At Fellgate Primary School: We RESPECT ourselves, others, and our environment. We believe in EQUALITY OF OPPORTUNITY for all school community members. We promote ACHIEVEMENT by providing quality education for all, and continually striving to raise standards. We CHALLENGE ourselves and each other, to think, reflect to move forward and to expect the best for and of everyone.
We foster HONESTY AND FAIRNESS, with all taking responsibility for their actions.
BEHAVIOUR STATEMENT Adult responsibility: Appropriate and acceptable behaviour is one of the most crucial contributory factors to a calm, secure and constructive learning ethos. Our school community needs to remember that positive behaviour does not happen by accident, it has to be taught, expected and rewarded; this cycle must be ongoing, positive behaviour must be an ongoing teaching focus throughout the learner’s time at school.
School Rules
We listen and do as we are asked.
We are kind and helpful in what we say and do.
We take care of everything in our school.
We try our best in everything we do
We are tolerant and respectful
Signed by Headteacher
Date:
Chair of Governors
Date:
WHAT Behaviour do we expect from the children? The behaviour policy should be seen in the context of “This is how we behave at Fellgate”
1. Responsibilities 1.1. The Governing Body has overall responsibility for the implementation of the Behaviour Policy of Fellgate Primary School. 1.2. The Governing Body has overall responsibility for ensuring that the physical Behaviour Policy, as written, does not discriminate on any grounds, including but not limited to: ethnicity/national origin, culture, religion, gender, disability or sexual orientation. 1.3. The Governing Body has responsibility for handling complaints regarding this policy as outlined in the Fellgate Primary School’s complaints policy. 1.4. The Headteacher will be responsible for the day-to-day implementation and management of the Behaviour Policy of Fellgate Primary School. 1.5. Staff, including teachers, support staff and volunteers, will be responsible for following the Behaviour Policy.
2. Relationships At Fellgate Primary School, we feel it is important for children to learn social etiquette and to develop relationships with peers and adults.
3. Safeguarding Safety is paramount and Fellgate Primary School has a robust and effective Safeguarding Policy to ensure the children in our care are protected.
4. The parent / teacher partnership The school cannot function without the enduring support of parents and carers. We recognise that as parent, you are the child’s primary educator and we recognise this important role through regular engagement including: ● ●
●
● ●
Parent / Teachers’ Meetings. Asking parents to complete admissions forms, a medical form and to write a synopsis about their child to help us to understand their character and personality. Asking parents to sign permission slips for visits out of school, use of photographs of their child for assessment purposes and using the internet at school. Having an open door policy to enable parents to come and speak with teachers, should they have any concerns. Twice annual formal parents evening.
●
Events and activities throughout the year which bring together children, parents and the school.
HOW do we promote positive behaviour? The whole Fellgate Community has a role in promoting the ethos of the school. The School Role: All staff should: Make sure that the behaviour policy is consistently and fairly applied. Deal with situations as they arise, in all aspects of school life with all children in the school. Avoid the use of judgmental language e.g. “you are very rude”. Intervene early and expect children to do as you have asked them the first time. Ensure disruptive choices are not allowed to become a pattern in behaviour. Ensure the School Rules are applied from Reception to Year 6. Ensure children are taught the meaning of the rules in an age appropriate way. This should be an ongoing activity at all times for each class through the school. Use circle time, family time and assemblies as a useful way to teach and discuss aspects of behaviour. Deal with each other and all members of the school community in a polite and respectful manner. Our rules apply to both adults and children. Reflect upon the organisation of children to ensure that they are not put into a situation where they are bound to fail. Be aware of trouble spots and barriers and try to analyse what causes them so that it can be avoided or removed. Have high, appropriate expectations of behaviour in all parts of the school e.g. in corridors, toilets, school hall, playgrounds etc. Observe children in order to undertake trigger analysis of problems and plan to avoid them to prevent inappropriate behaviour. Make children feel valued by listening to them and giving them time to explain. Take great care to listen to all sides of the story, and to other children who may have witnessed the incident. Staff must be mindful not to scapegoat. Get to know the children to be able to bring out the best in them. Avoid confrontation. Make the reason for rewards and sanctions explicit. Make sure that children know what acceptable behaviour looks like, and avoid the use of the general words like “be good”. Help children to develop good relationships, by intervening at an appropriate point to talk things through.
Each playground games reinforcing and explaining the rules. A bank of playground games should provide ideas for developing children’s play (songs, Happy Heart etc). Ensure children are involved in appropriate games in the playground. Make sure work is well matched, has good pace and children are challenged. Avoid keeping children waiting. Make effective use of the playground equipment such as skipping ropes, stilts etc. and take responsibility for looking after the equipment and ensuring it is stored correctly. Share specific praise and approval with parents when children have behaved well. Ensure parents/ carers are made aware from the start and involved in helping managing unacceptable behaviour Proactively ensure that home and school are working effectively together, and use family support team where appropriate. Embed the practice of routinely setting achievable targets and celebrating with the child their success in achieving them. Make it clear that it is the behaviour that is acceptable or unacceptable – NOT THE CHILD. Make sure the positive easily outweighs the negative, 5 positives to each negative as a guide.
Rewarding good behaviour Every opportunity is taken to reward good behaviour, work, effort and improvement ranging from: ● ● ● ● ● ● ● ●
Verbal Praise & Encouragement Stickers/Stamps ClassDojo Points & Prizes Class Points Star of the Day/Week Mathlete of the Week Certificates & Awards Work/Behaviour shared with other members of staff Notes sent home or message/email/ClassDojo message to parents/carers.
Rewards for Class Points are negotiated with the Class at the beginning of the academic year. Rewards may include Juice & Biscuits, Extra Play, Class Treats, etc.
Sanctions Make sure that the child understands what kind of behaviour is expected and acceptable, followed by general reminders, eye contact etc., as appropriate to the age of the child. Ask the child to tell you what the expected behaviour is, as a double check. If, after ensuring a child understands what kind of behaviour is expected, the behaviour continues to be unacceptable, the following process is put into place. The child is spoken to and told why their behaviour is not acceptable and the consequences of their behaviour. Every day is a new day.
They are given a formal reminder. They are told “This is your reminder and if you ------- again I will issue a warning.” There are consequences for inappropriate behaviour, an agreed hierarchy and are as follows; 1 Warning 1 – name goes on the whiteboard 2 Warning 2 – tick next to name on whiteboard 3 Warning 3 – another tick next to name on whiteboard 4. Five minutes time out in classroom – using a 5 minutes playtime 5. Ten minutes time out in classroom – using 10 minutes playtime 6. Fifteen minutes time out in classroom – using 15 minutes of playtime Ticks can be removed at the adult lead‘s discretion
During lost playtime, staff should discuss the child’s behaviour and choices, which rules they did not follow and suggest alternatives. In the event of a child receiving 6 warnings on a number of occasions, the Class Teacher will arrange to speak to the child’s parents/carers. If 6 warnings are issued, then the Class Teacher will need to inform parents at the next convenient opportunity. This may be by speaking to them on the school yard at the end of the day, contacting them by telephone, letter or using ClassDojo.
What happens after 6 warnings? If a child breaks a school rule again after these 6 warning sanctions, they are sent to Key Stage Leaders, and a behaviour record to DHT – the child is sent with a short, objective précis of the behaviours that have been sanctioned
If behaviour continues to be an issue then a meeting will then be arranged between the Class Teacher, Deputy Head Teacher and parents/carers of the child. In serious incidents of violent physical or verbal abuse, including incidents of bullying, racism or homophobia, the school may exclude a pupil for a fixed period. Incidents of this nature are always recorded and parents/carers informed.
For serious incidents the child will be brought to the Headteacher by the class teacher. The Headteacher will then make a decision as to sanctions/consequences, will contact the parents and arrange a meeting. Fast Track – For inappropriate behaviour anywhere in school There may be times, rarely, where a child is moved straight to time out. This is for behaviour such as: ● Deliberate acts of violence (e.g. fighting or punching) ● Behaviour which is out of control or which deliberately causes physical injury ● Verbal abuse which causes upset or offence (e.g. racist or sexist language, or bullying) ● Inappropriate sexual behaviour These incidents will be directly dealt with by the Head teacher and parents will be consulted.
The Head teacher has the right to temporarily exclude a child where serious and continued unacceptable behaviour persists. The Head teacher also has the right to permanently exclude a child from school, following Local Authority guidelines.
Physical Intervention Reference: “Use of Reasonable force in schools” DFE:00295-2013
Schools can use reasonable force to: ●
Remove disruptive children from the classroom where they have refused to follow an instruction to do so. ● Prevent a pupil behaving in a way that disrupts a school event or a school trip or visit. ● Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others. ● Prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground. ● Restrain a pupil at risk of harming themselves through physical outbursts. This is only used when all attempts at de-escalating the behaviour have been exhausted. Parents and carers will be informed if a child has needed physical intervention or restraint. Reports of all restraint incidents will be completed by the staff involved and reviewed by the Headteacher.
Special Educational Needs All staff should be aware of children whose special needs require a particular approach – e.g. Autism, impaired vision/hearing. Individual Educational Plans for behaviour should be shared so that everyone may help with the implementation and monitoring.
WHY do we do it this way? Clear and consistent expectations and systems of rewards and incentives will aid consistency in good behaviour throughout the school. Parents will be involved at an early stage when behaviour does not conform to the expectation. Parents will feel more confident if they know the expectations and how unacceptable behaviour is dealt with. There will be a sense of direction and common purpose in achieving positive behaviour between children, teachers and parents.
It
will help to provide a safe and secure environment in which everyone feels valued and respected. The school will be promoting high and relevant expectations of behaviour. It will help the child to develop a good sense of self and an understanding of their place in the wider community. It provides a consistent basis for dealing with monitoring and evaluating behaviour throughout the school. This policy is monitored by Governors and the Senior Leadership Team for consistency and full implementation. This policy forms part of Appraisal for every member of staff in the school. September 2016 Next review: June 2017
