Positive Behaviour Policy 2015.pdf
RYVERS SCHOOL POSITIVE BEHAVIOUR POLICY
DRAFT Next Review: January 2018
Ryvers School Positive Behaviour Policy - 2015
AIMS
At Ryvers, we aim for all children to grow into self motivated, self disciplined, confident and independent young people. We expect all children to become tolerant, honest, tactful and sensitive to the needs of all around them. We aim to nurture all children’s sense of self worth. Staff at Ryvers will provide good role models through their own caring attitudes. We encourage the children to think about their behaviour and how it might affect others around them. We aim to foster positive relationships with the school community so that children will want to behave well. Parents, children and all staff should be aware of the expected standards of behaviour in and around school. We aim to create a calm and stable environment, where standards and expectations are high. We aim to use a variety of rewards and strategies to promote high standards and behaviour We aim to ‘catch children being good’ and celebrate and promote positive behaviour. Corporal punishment is forbidden. If a child misbehaves, then the class teacher will use appropriate sanctions, which reflect the seriousness of the unacceptable behaviour.
REWARDS At Ryvers, we are aware that the majority of children behave consistently and in accordance with the standards and expectations of our Golden Rules. Golden Time (30 minutes of special activities per week) is awarded to all children to reflect this. We constantly strive to reinforce all that is good in the way of work, behaviour and standards. Our aim is to find something about which to be positive and to keep negative comments to a minimum. In addition to Golden Time, teachers use a variety of rewards to support behaviours. Pupils who have tried particularly hard in their work, behaviour or in any other fashion may be sent to Phase Leader, Assistant Headteacher, Deputy Headteacher or Headteacher who will reinforce the praise already received from the class teacher. Through assemblies, attention is drawn to children who have produced a particularly commendable piece of work, behaved in an exemplary manner or have in any other way been an example to the standards we set. We try to ensure that each pupil is, at some time, rewarded in this manner. POSSIBLE REWARDS Stars Stickers/Stamps/Smiley Faces Positive comments on work Verbal Praise Share good work with peers/other staff/parallel classes/phase/whole school Sharing assembly Helper/leader for the day Parental involvement Work/behaviour commended to appropriate staff member Reports to parents, both verbal and written Certificates/Golden badges Golden time Headteacher award
2
Ryvers School Positive Behaviour Policy - 2015
GOLDEN TIME Golden time is meant to be special and a planned part of each week. Reductions in Golden time should not be taken lightly (see section on sanctions below). Correcting Misbehaviour Good to be Green system The main behaviour management system is based on the ‘Good to be Green’ programme, used in all classes. Each class displays all their children’s names on the ‘GTBG’ board. Every child starts the session (AM and PM) as a green card. Any unacceptable behaviour results in an initial warning to stop, then if it persists the card is turned to Yellow 1. At this point the child also loses 2 minutes of golden time. If poor behaviour persists the following pattern occurs: Yellow 2 – 5 minutes off golden time Red – 10 minutes off golden time and sent to Headteacher or Deputy Headteacher. The system is cleared down after lunch and all children return to green. This system can also be used by staff on playground duty and by the MDSs. In such cases where poor behaviour occurs outside the classroom, it may be necessary to give the warning card to a more reliable child to take back to the class teacher, to ensure its arrival!
All class teachers will discuss with their classes as part of the PSHE/Circle time curriculum the following rules for behaviour.
Positive behaviour rules In school I behave well and : I can do as I am told straight away without arguing. I can speak politely to everyone. I can keep my hands and feet to myself. I can try to do my work without giving up. I can keep calm and not shout at people. I can ask for help in a nice way. I can put my hand up if I need an adult’s help and I don’t call out. I can treat everyone with respect. I can listen to others when they are talking and not interrupt.
Consequently the following is a list of unacceptable behaviour, which would result in a child moving up from green to yellow etc :-. Talking over someone else (teacher or pupil). Calling out or making inappropriate noises. Poor attitude. Back chat/arguing with adult.
3
Ryvers School Positive Behaviour Policy - 2015
Refusing to work. Chair rocking. Disrespect to any adult.
Some behaviour is immediately more serious and would result in the child being sent immediately to the Headteacher and receiving the red card. These are :
Swearing/inappropriate language Spitting or anything physical to an adult or another child. Damage to school property
Children who receive red cards will receive the following:
When a child is sent to the Headteacher or another member of the SLT and they receive a red letter home which must be signed by parents and returned to school. Child will also work with Headteacher or another member of the SLT in the absence of the Headteacher for period of time as an exclusion from class. If a child has received 3 red letters in one term, they will have a day long exclusion with the Headteacher and their parents will be invited in to talk with the headteacher and class teacher. If a child receives 3 Headteacher day exclusions they will be given an after school detention of 1 hour. If a child receives 3 after school detentions within 1 term they will be given an external exclusion. If a child’s conduct is considered violent or extreme then a pupil will go straight to a day long headteacher exclusion or an external exclusion depending upon the severity.
Stage 1: Good to be Green Card System Stage 2: Internal Exclusion Stage 3: After School Detention Stage 4: External Exclusion
Any pupil may go straight to Stage 4 if their behaviour is of an extreme which warrants such sanction. These behaviours may include – violent or aggressive behaviour towards staff, swearing at adults, causing significant or purposeful injury to another pupil (e.g biting, repeated targeted violence)
In addition to the GTBG system, children who exhibit inappropriate behaviour on the playground or in the classroom can be sent to the Sanction room at lunchtime, to eat in silence with the adult supervising. They will then fill in a reflection sheet or spend quiet time reflecting about their behaviour and miss their lunch play. Lunch Time Lunchtime controllers are asked to send any pupil exhibiting inappropriate behaviour of any kind on the playground of in the lunch hall to the sanction room where they will be dealt with by the supervising member of staff. PSP Pastoral Support Plan A PSP is put in place is we feel that a pupil is in danger of permanent exclusion for poor behaviour. This begins with a meeting with staff and parents and the pupil who will discuss the issues and agree targets to address the problem. Follow up meetings with all parties involved will be held one a month but more frequently if needed. Please note putting a PSP in place is not specific to stage 3 – if for any reason it is felt that a PSP should be put in place prior to this then this will be done in agreement with the parents. The Learning Mentor
4
Ryvers School Positive Behaviour Policy - 2015
Our Learning Mentor will also become involved with any pupils who have persistent behaviour problems or who are exhibiting any racist, bullying or homophobic behaviour. They will be referred to her and she will work with them on their difficulties. She will also be conducting the 5 week required after school awareness programmes for pupils who do not respond to warnings about bullying, racism and homophobic behaviour. All class teachers will discuss with their classes as part of the PSHE/Circle time curriculum the following rules for behaviour.
Consequences for pupils exhibiting Racist, Homophobic or Bullying (including Cyber-bullying) Behaviour We recognise that sometimes children make mistakes and say or do silly things and these incidents will be dealt with using the ‘Good to be Green’ system, however there are a minority of pupils who do not seem to recognise that bullying, homophobic language or racist remarks are inappropriate. For these pupils – pupils who have exhibited this behaviour on more than one occasion – the Awareness Course will be implemented. This is run by our Learning Mentor and will involve a 5 week after school awareness programme for either Racism, Homophobic behaviour or Bullying. Parents will be notified if their child has been identified as having an issue with any of the above and be provided with the dates of the course. Please note that serious racist, homophobic and bullying (including cyber-bullying) incidents will be reported to Slough and we also reserve the right to involve the police to talk to children and families if needed. BULLYING All allegations of bullying should be treated with seriousness and urgency. The class teacher will deal with this initially but then may refer to the Learning Mentor if the pupil or victim requires support or it is felt they need to complete one of the 5 week Awareness courses. The Head should also be informed if a pupil is referred to the Learning Mentor for bullying. Repeat offenders will be required to complete the 5 week after school awareness course. Bullies will have to earn their right to playtime with the other children by showing they have changed their ways. Pupils who are identified serial offenders and have completed the 5 week awareness course (they will also have a PSP in place at this point) and still persist in bullying behaviour will be given a fixed term exclusion and if this persists may be permanently excluded. Exclusions: Only the Headteacher or the Deputy Headteacher who has been delegated powers in the absence of the Headteacher can exclude a pupil. In all instances the Headteacher should be contacted if he/she is not on the school site. Parents have the right to appeal the exclusion of the child within 5 days to the governors’ pupil discipline committee. Where a pupil is to be excluded, parents must be notified by telephone and in writing. The LA will also be notified. Fixed Term exclusions are usually for 1 day in the first instance but the school reserves the right to issue a fixed term exclusion of up to 5 days depending upon the seriousness of the incident. Parents must meet with the Head teacher or a senior member of staff to discuss their child’s exclusion following the return to school. This is called a reintegration meeting. Where a pupil may be in danger of reaching or exceeding 15 days exclusion in 1 term or 45 days over the year a meeting of the Pupil Discipline Committee should be convened to discuss a way forward to prevent permanent exclusion for a pupil. Support from the PRU (Pupil Referral Unit) or SEBDOS will be requested for any pupil about whom we have significant behaviour concerns and a PSP will be drawn up. Please see the attached exclusion guidance. Parental Support The school does not issue punishments lightly and when these are issued they are done so as a result of evidence gathered from witnesses or visible physical injury. As parents you all sign our Home School Agreement when your children enter Ryvers and we ask for your support and to work together when dealing with any behavioural issues which your child may be experiencing however big or small. This includes signing red letters or attending PSP meetings and agreeing to After School detention of Awareness course attendance if required. If we tackle poor behaviour together we can make our children’s time here much more enjoyable. Classroom Management
5
Ryvers School Positive Behaviour Policy - 2015
We recognise that poor behaviour in lessons can be as a result of disengagement. Staff have a responsibility to provide interesting, challenging and well paced lessons that motivate and engage all pupils. Staff should promote outstanding behaviour through setting clear classroom expectations so pupils know what is expected of them at all times, especially at the beginning and end of lessons. Staff should promote outstanding behaviour through praise and rewards and should never chastise a child physically. The following actions are useful ways of re-engaging a child who is off task:
- the ‘look’ - praise a child nearby who is complying with expectations - crouch down by child and give a quiet 1:1 reminder only they can hear - move towards the child or group while talking, using non-threatening body language - repeat rule/request - use child’s name followed by desired behaviour - repeat ‘name…pause…direction’ - use privately understood signals - tactical ignoring - remind child of consequences and the opportunity to make a different choice - ‘When…then…’ instructions - use of humour but NEVER sarcasm MONITORING AND REVIEW The headteacher, in conjunction with all staff, will monitor the implementation of this policy. This policy will be presented to the Governing Body with alterations or for review every three years or as changes are required.
September 2015
6
DRAFT Next Review: January 2018
Ryvers School Positive Behaviour Policy - 2015
AIMS
At Ryvers, we aim for all children to grow into self motivated, self disciplined, confident and independent young people. We expect all children to become tolerant, honest, tactful and sensitive to the needs of all around them. We aim to nurture all children’s sense of self worth. Staff at Ryvers will provide good role models through their own caring attitudes. We encourage the children to think about their behaviour and how it might affect others around them. We aim to foster positive relationships with the school community so that children will want to behave well. Parents, children and all staff should be aware of the expected standards of behaviour in and around school. We aim to create a calm and stable environment, where standards and expectations are high. We aim to use a variety of rewards and strategies to promote high standards and behaviour We aim to ‘catch children being good’ and celebrate and promote positive behaviour. Corporal punishment is forbidden. If a child misbehaves, then the class teacher will use appropriate sanctions, which reflect the seriousness of the unacceptable behaviour.
REWARDS At Ryvers, we are aware that the majority of children behave consistently and in accordance with the standards and expectations of our Golden Rules. Golden Time (30 minutes of special activities per week) is awarded to all children to reflect this. We constantly strive to reinforce all that is good in the way of work, behaviour and standards. Our aim is to find something about which to be positive and to keep negative comments to a minimum. In addition to Golden Time, teachers use a variety of rewards to support behaviours. Pupils who have tried particularly hard in their work, behaviour or in any other fashion may be sent to Phase Leader, Assistant Headteacher, Deputy Headteacher or Headteacher who will reinforce the praise already received from the class teacher. Through assemblies, attention is drawn to children who have produced a particularly commendable piece of work, behaved in an exemplary manner or have in any other way been an example to the standards we set. We try to ensure that each pupil is, at some time, rewarded in this manner. POSSIBLE REWARDS Stars Stickers/Stamps/Smiley Faces Positive comments on work Verbal Praise Share good work with peers/other staff/parallel classes/phase/whole school Sharing assembly Helper/leader for the day Parental involvement Work/behaviour commended to appropriate staff member Reports to parents, both verbal and written Certificates/Golden badges Golden time Headteacher award
2
Ryvers School Positive Behaviour Policy - 2015
GOLDEN TIME Golden time is meant to be special and a planned part of each week. Reductions in Golden time should not be taken lightly (see section on sanctions below). Correcting Misbehaviour Good to be Green system The main behaviour management system is based on the ‘Good to be Green’ programme, used in all classes. Each class displays all their children’s names on the ‘GTBG’ board. Every child starts the session (AM and PM) as a green card. Any unacceptable behaviour results in an initial warning to stop, then if it persists the card is turned to Yellow 1. At this point the child also loses 2 minutes of golden time. If poor behaviour persists the following pattern occurs: Yellow 2 – 5 minutes off golden time Red – 10 minutes off golden time and sent to Headteacher or Deputy Headteacher. The system is cleared down after lunch and all children return to green. This system can also be used by staff on playground duty and by the MDSs. In such cases where poor behaviour occurs outside the classroom, it may be necessary to give the warning card to a more reliable child to take back to the class teacher, to ensure its arrival!
All class teachers will discuss with their classes as part of the PSHE/Circle time curriculum the following rules for behaviour.
Positive behaviour rules In school I behave well and : I can do as I am told straight away without arguing. I can speak politely to everyone. I can keep my hands and feet to myself. I can try to do my work without giving up. I can keep calm and not shout at people. I can ask for help in a nice way. I can put my hand up if I need an adult’s help and I don’t call out. I can treat everyone with respect. I can listen to others when they are talking and not interrupt.
Consequently the following is a list of unacceptable behaviour, which would result in a child moving up from green to yellow etc :-. Talking over someone else (teacher or pupil). Calling out or making inappropriate noises. Poor attitude. Back chat/arguing with adult.
3
Ryvers School Positive Behaviour Policy - 2015
Refusing to work. Chair rocking. Disrespect to any adult.
Some behaviour is immediately more serious and would result in the child being sent immediately to the Headteacher and receiving the red card. These are :
Swearing/inappropriate language Spitting or anything physical to an adult or another child. Damage to school property
Children who receive red cards will receive the following:
When a child is sent to the Headteacher or another member of the SLT and they receive a red letter home which must be signed by parents and returned to school. Child will also work with Headteacher or another member of the SLT in the absence of the Headteacher for period of time as an exclusion from class. If a child has received 3 red letters in one term, they will have a day long exclusion with the Headteacher and their parents will be invited in to talk with the headteacher and class teacher. If a child receives 3 Headteacher day exclusions they will be given an after school detention of 1 hour. If a child receives 3 after school detentions within 1 term they will be given an external exclusion. If a child’s conduct is considered violent or extreme then a pupil will go straight to a day long headteacher exclusion or an external exclusion depending upon the severity.
Stage 1: Good to be Green Card System Stage 2: Internal Exclusion Stage 3: After School Detention Stage 4: External Exclusion
Any pupil may go straight to Stage 4 if their behaviour is of an extreme which warrants such sanction. These behaviours may include – violent or aggressive behaviour towards staff, swearing at adults, causing significant or purposeful injury to another pupil (e.g biting, repeated targeted violence)
In addition to the GTBG system, children who exhibit inappropriate behaviour on the playground or in the classroom can be sent to the Sanction room at lunchtime, to eat in silence with the adult supervising. They will then fill in a reflection sheet or spend quiet time reflecting about their behaviour and miss their lunch play. Lunch Time Lunchtime controllers are asked to send any pupil exhibiting inappropriate behaviour of any kind on the playground of in the lunch hall to the sanction room where they will be dealt with by the supervising member of staff. PSP Pastoral Support Plan A PSP is put in place is we feel that a pupil is in danger of permanent exclusion for poor behaviour. This begins with a meeting with staff and parents and the pupil who will discuss the issues and agree targets to address the problem. Follow up meetings with all parties involved will be held one a month but more frequently if needed. Please note putting a PSP in place is not specific to stage 3 – if for any reason it is felt that a PSP should be put in place prior to this then this will be done in agreement with the parents. The Learning Mentor
4
Ryvers School Positive Behaviour Policy - 2015
Our Learning Mentor will also become involved with any pupils who have persistent behaviour problems or who are exhibiting any racist, bullying or homophobic behaviour. They will be referred to her and she will work with them on their difficulties. She will also be conducting the 5 week required after school awareness programmes for pupils who do not respond to warnings about bullying, racism and homophobic behaviour. All class teachers will discuss with their classes as part of the PSHE/Circle time curriculum the following rules for behaviour.
Consequences for pupils exhibiting Racist, Homophobic or Bullying (including Cyber-bullying) Behaviour We recognise that sometimes children make mistakes and say or do silly things and these incidents will be dealt with using the ‘Good to be Green’ system, however there are a minority of pupils who do not seem to recognise that bullying, homophobic language or racist remarks are inappropriate. For these pupils – pupils who have exhibited this behaviour on more than one occasion – the Awareness Course will be implemented. This is run by our Learning Mentor and will involve a 5 week after school awareness programme for either Racism, Homophobic behaviour or Bullying. Parents will be notified if their child has been identified as having an issue with any of the above and be provided with the dates of the course. Please note that serious racist, homophobic and bullying (including cyber-bullying) incidents will be reported to Slough and we also reserve the right to involve the police to talk to children and families if needed. BULLYING All allegations of bullying should be treated with seriousness and urgency. The class teacher will deal with this initially but then may refer to the Learning Mentor if the pupil or victim requires support or it is felt they need to complete one of the 5 week Awareness courses. The Head should also be informed if a pupil is referred to the Learning Mentor for bullying. Repeat offenders will be required to complete the 5 week after school awareness course. Bullies will have to earn their right to playtime with the other children by showing they have changed their ways. Pupils who are identified serial offenders and have completed the 5 week awareness course (they will also have a PSP in place at this point) and still persist in bullying behaviour will be given a fixed term exclusion and if this persists may be permanently excluded. Exclusions: Only the Headteacher or the Deputy Headteacher who has been delegated powers in the absence of the Headteacher can exclude a pupil. In all instances the Headteacher should be contacted if he/she is not on the school site. Parents have the right to appeal the exclusion of the child within 5 days to the governors’ pupil discipline committee. Where a pupil is to be excluded, parents must be notified by telephone and in writing. The LA will also be notified. Fixed Term exclusions are usually for 1 day in the first instance but the school reserves the right to issue a fixed term exclusion of up to 5 days depending upon the seriousness of the incident. Parents must meet with the Head teacher or a senior member of staff to discuss their child’s exclusion following the return to school. This is called a reintegration meeting. Where a pupil may be in danger of reaching or exceeding 15 days exclusion in 1 term or 45 days over the year a meeting of the Pupil Discipline Committee should be convened to discuss a way forward to prevent permanent exclusion for a pupil. Support from the PRU (Pupil Referral Unit) or SEBDOS will be requested for any pupil about whom we have significant behaviour concerns and a PSP will be drawn up. Please see the attached exclusion guidance. Parental Support The school does not issue punishments lightly and when these are issued they are done so as a result of evidence gathered from witnesses or visible physical injury. As parents you all sign our Home School Agreement when your children enter Ryvers and we ask for your support and to work together when dealing with any behavioural issues which your child may be experiencing however big or small. This includes signing red letters or attending PSP meetings and agreeing to After School detention of Awareness course attendance if required. If we tackle poor behaviour together we can make our children’s time here much more enjoyable. Classroom Management
5
Ryvers School Positive Behaviour Policy - 2015
We recognise that poor behaviour in lessons can be as a result of disengagement. Staff have a responsibility to provide interesting, challenging and well paced lessons that motivate and engage all pupils. Staff should promote outstanding behaviour through setting clear classroom expectations so pupils know what is expected of them at all times, especially at the beginning and end of lessons. Staff should promote outstanding behaviour through praise and rewards and should never chastise a child physically. The following actions are useful ways of re-engaging a child who is off task:
- the ‘look’ - praise a child nearby who is complying with expectations - crouch down by child and give a quiet 1:1 reminder only they can hear - move towards the child or group while talking, using non-threatening body language - repeat rule/request - use child’s name followed by desired behaviour - repeat ‘name…pause…direction’ - use privately understood signals - tactical ignoring - remind child of consequences and the opportunity to make a different choice - ‘When…then…’ instructions - use of humour but NEVER sarcasm MONITORING AND REVIEW The headteacher, in conjunction with all staff, will monitor the implementation of this policy. This policy will be presented to the Governing Body with alterations or for review every three years or as changes are required.
September 2015
6
