Date of Policy: October 2014 Approved by the Governing Body: to be approved in November 2014 Review Date: October 2015
If you believe in yourself anything is possible Introduction At Balby Central Primary School the aim for all children to be the best they can be encompasses the whole ethos and approach to the positive school climate we create. There is a quiet yet firm insistence on high standards of behaviour at all times in order to create a safe, caring and enjoyable environment where learning can take place and children can meet challenge with success. We acknowledge that every child in school has an entitlement to an education and working environment which is free from harassment, oppression or abuse (physical, verbal or psychological). We accept that is the responsibility of everyone in the school community to ensure that learning takes place in a caring and protective environment. Our approach reflects the demands of safety and consideration for others and is applicable to both children and adults. We work alongside all stakeholders in school to help our children grow socially, personally and academically to develop a set of moral values, attitudes and beliefs based on reason, which lead to mutual understanding, care of the environment, self-discipline and courtesy. Our emphasis on praise and encouragement is approached with consistency across school and with a focus on children taking increased responsibility for their own behaviour and learning to learn ethos driven by the seven school Super Learning Powers Confidence Collaboration Reflection
We believe children should be given opportunities to make choices, be accountable, to reflect upon their behaviour and to show initiative and responsibility as appropriate to their age and ability. 1. Behaviour Code We expect children Be at school on time Take part in all class activities and complete home learning tasks Be polite to all adults Walk about school quietly and calmly Wait their turn to speak to others Care for the school environment Tell the truth Be proud of their appearance Follow class and playground rules Behave in a safe and appropriate manner when on school visits Resilience Determination Effort Talk
We encourage children to Listen to adults and each other Consider each others feelings Value and praise each other Work and play co-operatively and independently Admit to their own behaviour and accept responsibility for own actions Make amends and forgive Value and respect others for all cultures and backgrounds Care for school and personal property Children can expect adults in school to Treat them with respect, encouragement and consistency Listen to them Value their achievement both individually and as part of a group Speak calmly, fairly and positively in a reasonable tone of voice Provide a level of care and safety Foster and strengthen home / school links Provide equal opportunities for all to succeed Involve children in decision making
2. Promoting Good Behaviour We use whole school and class rewards to promote the ethos of the school. Children are recognised for their individual achievements both within class and as part of school assemblies. Adults set clear expectations and are positive role models to encourage children to take pride in their achievements. The inclusive approach to school uses many nurture approaches to ensure a positive climate is encouraged all of the time and children are supported when it is identified to be a specific need. At Balby Central we use praise to encourage children to model great expectations of behaviour by Encouraging children to share their work and success within class and as part of a wider audience Valuing work through quality display Thanking children who have worked well Giving responsibility for jobs in class and around school Giving encouraging and effective feedback for good outcomes in work Using a traffic light system in the classroom red, amber, green Recognition in the weekly Balby Broadcaster Central News
Key Awards a) Be the Best we can Be Class pitch each Friday in KS1 and KS2 assemblies for the winning class status b) Lunch awards rewards for good behaviour on the playground and in the dining room c) Good to be Green Foundation Stage system d) Terrific Tiger Award KS1, for children showing great behaviour throughout the week e) Effort points KS2 classes individual awards monitored by each teacher on a weekly basis for a class reward
3. Negative Behaviour Although we stress positive behaviour with encouragement, praise and a positive atmosphere, there are occasions when children behave negatively and this has to be dealt with. It is the joint responsibility of all adults in school to manage behaviour problems through consistent implementation of this policy. Most of the negative behaviour we encounter in school is fairly minor or short term and children respond well to the strategies below. Use of agreed sanctions Verbal reminder of school expectations and desired behaviour Children moved within the classroom Children moved to a different classroom Keeping children in at break and lunchtimes. Parents are kept informed if this is for more than one day Using strikes against the code of conduct. The phase leader will award the strike and parents will be contacted (See Appendix 1) Individual class teachers with the phase leader when a child is persistently asked to leave the class for negative behaviour See parents both formally and informally Strategies and procedures for dealing with serious or persistent negative behaviour If children are frequently of regularly involved in incidents of negative behaviour or if the incidents are serious, further steps are taken to assess behaviour using the Local Authority Thresholds for Behaviour. These would include Serious incidents include verbal, or physical abuse of staff, fighting, deliberate destruction of another childs work, verbal abuse (especially of a racist, homophobic or sexist nature) which cause distress to other children, damage or destruction of property and theft Less serious incidents which are persistent can also be treated as serious. These include disruption of teaching and other childrens learning, interfering with children and their work, teasing and name calling, distracting and disturbing other children, calling out And making inappropriate noises, refusing to work in class, rudeness to adults in school Adults will follow general guidelines in these instances
a) Explore every avenue to help children manage their behaviour better and keep evidence of it b) Adults will keep clear, consistent and dated records of incidents, sanctions and strategies in the class log book or through the Inclusion Team c) Parental support is seen as essential if there is to be significant change in the childrens behaviour d) Staff consult with Phase Leader, Inclusion Team, Deputy Head or Head Teacher in the event of extreme incidents or they discuss the progress of children at Triage sessions who persistently exhibit negative behaviour e) For children with specific behaviour needs with an Individual Behaviour Plan a five step action plan is used (Appendix 2) Exclusion Persistent negative behaviour or serious incidents may lead to exclusion. The factors leading to the Head teacher making this decision are complex- isolated serious incidents cannot be compared to less serious, but persistent incidents. However, both may warrant exclusion. Exclusion for repeated less serious incidents is preceded by a warning to parents that exclusion is being considered if the behaviour pattern continues. Exclusion will be seen as a last resort for the school and is not taken lightly. It is only the Head teacher (or Deputy in the Head teachers absence) who can do this. Reasons which will include, Highlighting the seriousness of the incident or a situation that has been developing over a period of time Punishing a child for a specific incident Providing a cooling off period for the child Protection of other children and staff Maintenance of the learning situation for other children A reciprocal arrangement within the cluster of schools for in house exclusion operates, for those children who have received exclusion for the first time. The child will spend the length of the exclusion period with their parents in one of the local schools and arrangements for work to be carried out that day are made by the schools themselves. This pre-exclusion is an informal arrangement and does not involve the Local Authority. For formal exclusions there are clear guidelines from the Local Authority which the school follow, parents are informed in writing with copies to the Chair of Governors and the Local Authority reporting the reasons, length of time and arrangements for the exclusion outlined. 4. Parents All adults in school make every effort to liaise with parents to ensure we work together with an agreement of shared values and perception of behaviour. We are open, honest, supportive and welcoming involving parents as much as possible where the needs and interests of the child are of paramount importance. We offer guidance of ways parents can support their children:
Clear standards of work and behaviour expected Telling children not to retaliate Ensuring children attend school regularly Make sure homework is taken seriously Attend events for parents Helping children to be ready for school each day Read the weekly home / school communication Balby Broadcaster Central News Make sure children go to bed at an appropriate time Be positive with children taking an interest in learning and praising them Seeing each child as unique and not to compare with friends or siblings Work with school rather than against it Make appointments to discuss progress or problems Approach staff in a calm and reasonable manner Support school when sorting out problems
5. Lunchtime arrangements At Balby Central we have a team of lunchtime supervisors who work together on KS1 playground, KS2 playground and in the dining under the direction of a senior Lunch supervisor. On specific days lead practitioners Pulse, run different sports and physical activity sessions for each class. Designated members of staff assist children with football and in playing games. The Head teacher, Deputy Head teacher or Business Manager monitor behaviour and offer further support to the team during this period. Children who are part of a jobs team carry out different activities around school including roles as personal assistants and office angels. On the playground children line up in classes for hot dinners in the hall or packed lunches in the Year 5 and 6 shared area. Both at playtimes and lunchtimes children are given a signal to come in from the playground with a focus on independence to walk in a sensible and safe manner. Lunchtime supervisors follow the same behaviour systems found in the school day. If there are times when behaviour does not follow the school system routines are followed Children are asked to walk with an adult for a period of time if their behaviour is causing concern Any incidents will be reported to the class teacher at the end of lunchtime If children need a moment of calmness they stand near to the wall on the playground for an amount of time Where appropriate parents will be contacted if any incidents are reported All lunchtime supervisors wear high visibility vests so that children are able to clearly see them on the playground and fields. Children are not allowed to leave school premises at lunchtime. 6. Safety and care of property We encourage children to make the right decisions to care for themselves and the school environment and to ensure the children remain safe. It is for this reason children are asked not to bring to school
Their own play equipment for the playground Sweets or fizzy drinks for lunch boxes Jewellery, with the exception of studied earrings or watches Money (unless it is to pay for a school trip which is placed in a named envelope in the office) Toys Expensive items of clothing
Appendix 1 Behaviour Sanctions Information for Parents Within school we have a clear system for children in Key Stage 2 to monitor behaviour if it is necessary to issue children with a strike. We work closely with parents at this stage and inform them of their childs progress and the next steps the school will take, working closely with the inclusion team and parents to support the child during this period of time. Meeting with parents (class teacher) 1 st strike (phase leader) 2 nd strike (phase leader) Green Report (phase leader) Yellow Report (Welfare Mentor) Red Report (Head Teacher)
Each strike lasts for a period of 2 weeks with different sanctions in place when each strike is given. The first strike acts as a warning to the child and identifies the need for further intervention following an incident. The second strike extends the first strike and children are now not allowed to go to any discos or out of school hour activities for the duration of the strike. If a third strike is given during this time scale your child WILL go on green report. Green report also lasts for 2 weeks providing your child does not get any Us. If they receive a U it is up to the teacher to decide if the report should be extended. If an incident occurs whilst your child is on green report which warrants a strike your child will move up to yellow. All yellow reports are monitored by Mrs Slack from the Inclusion Team on a daily basis. The yellow report lasts for 2 weeks. Providing your child is demonstrating a positive behaviour change they then move back down to green report as above. All childrens parents moving to red report are asked to meet with the head teacher to discuss a course of action. The head teacher will monitor your child whilst they are on red report when they move back down to yellow the Inclusion Team will take over this role to nurture and support children through this process. Please note some children can go straight to green, yellow or red report if the behaviour incident deems it is necessary due to its seriousness and parents will be informed. All children coming off report have a two week probation period. If an incident occurs where a strike would be given they will go back on report and the system starts again.
Appendix 2
For children with specific behaviour needs with an IBP Strategy Next Step Step 1 Teacher strategies using class room expectations and own management systems following Green, Amber and Red. If a child moves to red and their behaviour does not improve move to Step 2 Step 2 Step 2 A member of the Inclusion Team or Deputy Head teacher will receive a message to support the child in class for a period of 10 minutes to settle and child focusing on strategies of behaviour for learning Step 3 Step 3 The child is sent to work in another classroom for the rest of the day and parents are informed. At this point in KS2 a strike would be given Reception to Year1 Year 1 to Year 3 Year 2 and Year 4 Year 3 and Year 5 Year 6 and Year 1 Step 4 Step 4 The child is removed from the classroom to work an isolated space in the Star Room or Inclusion Office with an office Step 5 Step 5 Child is sent to Headteacher for further action based needs of the child, actions they have taken impact on others in school
If a child runs away from an adult in school Immediate action is to move to step 3
Appendix 3
Childs name____________________________________ date___________ First strike Second strike Third strike
At Balby Central Primary School we expect everyone to follow this code of conduct.
Strike against the Code of Conduct
1. Be polite at all times to everyone in school
2. Be calm and considerate in all school situations
3. Do not hurt other children, either by hitting or name calling
4. Be responsible for your own actions
5. Follow instructions given by the adults who work in our school
6. Look, listen and sit properly
7. Take pride in everything to do with our school, making it a pleasant place to be
8. Respect school property and the property of others
9. Treat other people as you would want them to treat you
10. Come to school wearing the agreed clothing and bring only the equipment you need.
Please sign to acknowledge that you have seen this strike
A pupil has worked and behaved to the best of their ability B pupil has done well but could have done better C teacher is only just satisfied with pupil D pupil hasnt worked or behaved properly U totally unacceptable behaviour pupils attitude has to be altered completely