Behaviour
Cheddar Grove Primary School / Behaviour and Pastoral Policy
Our School Motto: Rooted in Joy, Growing Together, Learning for Life, is a foundation to our learning environment. We want to promote a caring and supportive place, where all feel secure, are respected, and are able to promote behaviour in a positive atmosphere. The development of social skills and good behaviour is an integral part of the curriculum through the delivery of PSHE. It needs a consistency of approach from all adults in the school.
Aims
We aim to:
· Ensure consistency and care.
· To be fair and seen to be fair.
· To treat all with respect.
· To have clear expectations.
· To provide opportunities to learn academically and socially.
Core Strategy Our core strategy will be to provide and encourage personal development through the PSHE curriculum and SEAL programme, whose core principles cover self and mutual respect, friends and relationships, life goals and emotions, as well as how to cope with change and what to do when things go wrong.
Our positive approach will be consistent in that:-
· We understand that it is ok to make mistakes.
· We are thoughtful and respectful.
· We try our best in work and play.
· We look after our school and everything in it.
· We speak and listen with consideration.
Rewards for good behaviour Incentives for good behaviour will be in the expectation given by all staff and by the role models of other pupils. This will create good relationships and a sense of achievement. Rewards will be for social and academic behaviour and effort.
Rewards will include:
· Non-verbal and verbal praise.
· Positive marking of work and comments for future development.
· PSHE awards – given at celebration assemblies every week, following the SEAL theme.
· Starfish awards – given by SMSA’s for positive behaviour.
· Head Teacher awards – for exceptional pieces of work.
· House points- totalled together to win the cup.
· Class rewards – These may differ, but will include stickers, points, golden time etc…
· Class Certificates – Given out by the Head teacher for class achievements.
· House Captains – Chosen by staff for their model behaviour.
· School Council- Chosen by pupils to speak for the pupils and be a positive role model in representing the school.
· Sports Buddies – Chosen to help pupils play positively at lunchtimes.
Response to Negative Behaviour (KS1)
· A positive approach will be made to negative behaviour, by praising the behaviour of good behaviour and those sat by someone behaving negatively.
· The teacher will respond non-verbally and verbally.
· The teacher may choose to move a child to a different place.
· The child may be asked to miss some play time or dinner time.
· The teacher may send the child to the key stage leader.
· The teacher will talk to the parent for persistent or a serious incident.
· The head Teacher may choose to speak to the child or the parent.
Response to negative behaviour (KS2)
We believe that with firm boundaries, good behaviour will be promoted. We will remember to criticise the behaviour and not the child.
· Praise good behaviour of those sat nearby.
· Use verbal and non-verbal methods.
· Use/change seating plans to help lessen distractions.
· If previous methods do not work, staff will use the C-System(Explained below)
The C-System
C1 - Verbal warning
C2 - Second warning (and automatic 5 minute detention)
C3 - Cool down (Child to stand by the door for at least a minute to calm down before apologising and
returning to their seat.)
C4 - Removal from class/ sent to the Head teacher.
The C-System is an accumulative one in that it should begin again for each new incident. C’s should not be held over children for a whole lesson/session or day. When a C4 has been given, the child should be kept out of that session. After calming down, they will be dealt with by the Head teacher who will determine when he/she feels the child is ready to return to the classroom. A C4 will be recorded by the Head teacher and a letter will be sent home informing the parents. Certain behaviour will bypass the C-system and a child will be sent straight to the Head teacher. These may include
· Leaving the classroom without permission
· Bullying/racism
· Bad language
· Fighting or intention to harm another child
· Vandalism/stealing/theft
· Throwing dangerous objects
· Serious challenge to authority of all staff/ verbal abuse to staff
· Damaging school or other people’s property.
· Refusing to go to the Head teacher/designated person
Persistent Negative Behaviour
1) The teacher will make contact with the parent.
2) Regular C4’s may lead to children not being allowed to represent the school in sport/music etc…
3) Whilst off-site educational visits are seen as a valuable learning opportunity, teachers making risk assessments will have to take into account pupil’s behaviour when deciding whether to include them.
4) The Head teacher my phone or request a meeting with parents.
5) Children with persistent negative behaviour may be placed upon the SEN register (stage 1).
6) There may be lunch time suspension
7) Internal exclusion from class.
8) School Action on the SEN register – Working with the Learning Mentor or similar.
9) Disruptive behaviour for 2 IEP review periods after being on School Action, will be moved to School Action Plus. Outside agencies will be contacted for behaviour management advice.
10) On rare occasions the Head teacher may feel that the formal process should be activated to remove the child from the school temporarily. Such exclusions are an extreme step and will only take place when long term misbehaviour is not responding to above strategies and learning of others is seriously hindered. (See SEN/Exclusion policies), or when an incident of extreme seriousness has occurred and all parties need a short period to consider the best course of action. At the time of exclusion, the pupil and parent will be invited to a reintegration meeting, where criteria will be set down between the head teacher, parent and pupil.
Lunchtime Behaviour Positive play will be modelled, by SMSA’s and sports buddies. SMSA’s will give out starfish awards for good behaviour. The playground will have zones for the children to rotate the activities. A rota will be displayed in the corridor.
When there is negative behaviour displayed the following procedures will apply:
· Verbal and non verbal warnings.
· Children will be given time out in the corridor for 5 minutes.
· Children will be sent to the head for serious incidents.
· Poor behaviour will be put into a behaviour book by the SMSA, to be followed up by a member of the Senior Management Team later that day.
· Lunchtime incidents in the book will be logged by the Head teacher.
· Persistent negative lunchtime behaviour will be dealt with at the head teachers discretion.
Detentions(KS2)
These will be held during lunchtime on a rota basis by KS2 teachers. Each child will fill out a sheet saying what they did, why? And what they will do next time? Three or more detentions in a week will lose a child, lunchtime privileges. They will be referred to the Head teacher who will deal with the child at his/her discretion.
The use of force.
All members of staff are aware of the regulations regarding the use of force by teachers, as set down in the Education act 1966. (The use of force to control or restrain pupils.) Staff will only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him /herself.
Governors
It is the responsibility of Governors to monitor exclusions, bullying and racist incidents. They will also ensure that this policy is administered fairly and consistently.
The application of the policy
The behaviour policy is for all of our school community. If it is to be effective, then everyone must use it with consistency and confidence.
There may be occasions when special rules need to be applied i.e the dining room, swimming pool, DT, science lessons or school camp. However, the same principles will apply for promoting good behaviour.
Our School Motto: Rooted in Joy, Growing Together, Learning for Life, is a foundation to our learning environment. We want to promote a caring and supportive place, where all feel secure, are respected, and are able to promote behaviour in a positive atmosphere. The development of social skills and good behaviour is an integral part of the curriculum through the delivery of PSHE. It needs a consistency of approach from all adults in the school.
Aims
We aim to:
· Ensure consistency and care.
· To be fair and seen to be fair.
· To treat all with respect.
· To have clear expectations.
· To provide opportunities to learn academically and socially.
Core Strategy Our core strategy will be to provide and encourage personal development through the PSHE curriculum and SEAL programme, whose core principles cover self and mutual respect, friends and relationships, life goals and emotions, as well as how to cope with change and what to do when things go wrong.
Our positive approach will be consistent in that:-
· We understand that it is ok to make mistakes.
· We are thoughtful and respectful.
· We try our best in work and play.
· We look after our school and everything in it.
· We speak and listen with consideration.
Rewards for good behaviour Incentives for good behaviour will be in the expectation given by all staff and by the role models of other pupils. This will create good relationships and a sense of achievement. Rewards will be for social and academic behaviour and effort.
Rewards will include:
· Non-verbal and verbal praise.
· Positive marking of work and comments for future development.
· PSHE awards – given at celebration assemblies every week, following the SEAL theme.
· Starfish awards – given by SMSA’s for positive behaviour.
· Head Teacher awards – for exceptional pieces of work.
· House points- totalled together to win the cup.
· Class rewards – These may differ, but will include stickers, points, golden time etc…
· Class Certificates – Given out by the Head teacher for class achievements.
· House Captains – Chosen by staff for their model behaviour.
· School Council- Chosen by pupils to speak for the pupils and be a positive role model in representing the school.
· Sports Buddies – Chosen to help pupils play positively at lunchtimes.
Response to Negative Behaviour (KS1)
· A positive approach will be made to negative behaviour, by praising the behaviour of good behaviour and those sat by someone behaving negatively.
· The teacher will respond non-verbally and verbally.
· The teacher may choose to move a child to a different place.
· The child may be asked to miss some play time or dinner time.
· The teacher may send the child to the key stage leader.
· The teacher will talk to the parent for persistent or a serious incident.
· The head Teacher may choose to speak to the child or the parent.
Response to negative behaviour (KS2)
We believe that with firm boundaries, good behaviour will be promoted. We will remember to criticise the behaviour and not the child.
· Praise good behaviour of those sat nearby.
· Use verbal and non-verbal methods.
· Use/change seating plans to help lessen distractions.
· If previous methods do not work, staff will use the C-System(Explained below)
The C-System
C1 - Verbal warning
C2 - Second warning (and automatic 5 minute detention)
C3 - Cool down (Child to stand by the door for at least a minute to calm down before apologising and
returning to their seat.)
C4 - Removal from class/ sent to the Head teacher.
The C-System is an accumulative one in that it should begin again for each new incident. C’s should not be held over children for a whole lesson/session or day. When a C4 has been given, the child should be kept out of that session. After calming down, they will be dealt with by the Head teacher who will determine when he/she feels the child is ready to return to the classroom. A C4 will be recorded by the Head teacher and a letter will be sent home informing the parents. Certain behaviour will bypass the C-system and a child will be sent straight to the Head teacher. These may include
· Leaving the classroom without permission
· Bullying/racism
· Bad language
· Fighting or intention to harm another child
· Vandalism/stealing/theft
· Throwing dangerous objects
· Serious challenge to authority of all staff/ verbal abuse to staff
· Damaging school or other people’s property.
· Refusing to go to the Head teacher/designated person
Persistent Negative Behaviour
1) The teacher will make contact with the parent.
2) Regular C4’s may lead to children not being allowed to represent the school in sport/music etc…
3) Whilst off-site educational visits are seen as a valuable learning opportunity, teachers making risk assessments will have to take into account pupil’s behaviour when deciding whether to include them.
4) The Head teacher my phone or request a meeting with parents.
5) Children with persistent negative behaviour may be placed upon the SEN register (stage 1).
6) There may be lunch time suspension
7) Internal exclusion from class.
8) School Action on the SEN register – Working with the Learning Mentor or similar.
9) Disruptive behaviour for 2 IEP review periods after being on School Action, will be moved to School Action Plus. Outside agencies will be contacted for behaviour management advice.
10) On rare occasions the Head teacher may feel that the formal process should be activated to remove the child from the school temporarily. Such exclusions are an extreme step and will only take place when long term misbehaviour is not responding to above strategies and learning of others is seriously hindered. (See SEN/Exclusion policies), or when an incident of extreme seriousness has occurred and all parties need a short period to consider the best course of action. At the time of exclusion, the pupil and parent will be invited to a reintegration meeting, where criteria will be set down between the head teacher, parent and pupil.
Lunchtime Behaviour Positive play will be modelled, by SMSA’s and sports buddies. SMSA’s will give out starfish awards for good behaviour. The playground will have zones for the children to rotate the activities. A rota will be displayed in the corridor.
When there is negative behaviour displayed the following procedures will apply:
· Verbal and non verbal warnings.
· Children will be given time out in the corridor for 5 minutes.
· Children will be sent to the head for serious incidents.
· Poor behaviour will be put into a behaviour book by the SMSA, to be followed up by a member of the Senior Management Team later that day.
· Lunchtime incidents in the book will be logged by the Head teacher.
· Persistent negative lunchtime behaviour will be dealt with at the head teachers discretion.
Detentions(KS2)
These will be held during lunchtime on a rota basis by KS2 teachers. Each child will fill out a sheet saying what they did, why? And what they will do next time? Three or more detentions in a week will lose a child, lunchtime privileges. They will be referred to the Head teacher who will deal with the child at his/her discretion.
The use of force.
All members of staff are aware of the regulations regarding the use of force by teachers, as set down in the Education act 1966. (The use of force to control or restrain pupils.) Staff will only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him /herself.
Governors
It is the responsibility of Governors to monitor exclusions, bullying and racist incidents. They will also ensure that this policy is administered fairly and consistently.
The application of the policy
The behaviour policy is for all of our school community. If it is to be effective, then everyone must use it with consistency and confidence.
There may be occasions when special rules need to be applied i.e the dining room, swimming pool, DT, science lessons or school camp. However, the same principles will apply for promoting good behaviour.