Introduction
Core Principles
Aims
Children’s Rights and Behaviour
Role of the Teachers and Teaching Assistants
Rules
Rewards
Sanctions
Recording Behaviour
Behaviour at Lunchtime
Physical Intervention
Runners
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“Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects.” (Education Observed D.F.E)
Our policy is based on the belief that: • Good behaviour is not automatically learned but needs to be taught and supported by parents. • Classroom behaviour can change and teachers can assist children to manage their behaviour more effectively. .• A child who struggles to manage their behaviour is the school’s problem not an individual teacher’s problem.
This policy applies when the children are: • On school premises, including before and after school hours; • In the immediate locality of the school in the time leading up to the start of the school day or following the end of the school day; • Off-site on an arranged educational visit;
Our Good Behaviour Policy at Awsworth Primary and Nursery School is aimed at making school a caring place in which all children can ‘Strive to Achieve their BEST’. It is based on the principle of inclusion and equal opportunity and will be monitored to ensure this. All staff members endeavour to make Awsworth Primary & Nursery School a place where children are happy and able to respect others and themselves. Our policy is based upon choices and consequences and our aims are:
• For staff to project themselves as good role models, co-operating and supporting one another, and treating colleagues and pupils with courtesy, consideration and respect; • For staff to try to raise the levels of pupils’ self-esteem; • To provide a varied range of teaching and learning styles to suit the needs of pupils; • To provide an attractive learning environment and quality resources; • To encourage children to accept varying degrees of responsibility, both in and out of the classroom with the purpose of promoting independence, self-reliance and trustworthiness; • To make provision for a happy working atmosphere in school by promoting the pastoral care of children, with staff giving support and guidance to each individual child; • To encourage school/parental partnership, to promote children’s education and maintain standards of behaviour.
We are a Rights Respecting school and our approach to behaviour supports the following articles from the United Nations Convention on the Rights of the Child:
Article 12 - Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously. Article 19 - Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and mistreatment by their parents or anyone else who looks after them. Article 28 - Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s human dignity. Wealthy countries must help poorer countries achieve this. Article 29 - Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. Article 30 - Every child has the right to learn and use the language, customs and religion of their family whether or not these are shared by the majority of the people in the country where they live. Article 31 - Every child has the right to relax, play and join in a wide range of cultural and artistic activities.
Class Teachers and Teaching Assistants need to establish consistent levels of acceptable behaviour with the support of parents, governors, and senior leaders. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as a means of motivation. They need to be taught to manage their own behaviour. Teachers need to recognise that effective conditions for learning: (planning, pitch, pace, participation etc.) will impact positively on general classroom behaviour.
It is essential the children understand what is meant by good behaviour and that the rules we expect them to follow are clear and understandable. The school’s three rules are:
So that children can feel good about themselves and the school, we will give a range of rewards for good behaviour:
Where children do contravene the school rules, a hierarchy of behaviour management strategies are used to help support them in the adjustments they need to make. Inevitably, the nature of the incident will dictate the level of response required. Initially, wherever possible, our positive approach to behaviour management would aim to initiate change through recognition and praise of those who are ‘doing the right thing’. Where a more direct response is required, this would involve the following stages for Level 1-2 behaviour:
1. A ‘look’, then a verbal reminder of the rules. 2. Time out within the classroom / on the playground. 3. Partial / full loss of a breaktime or breaktimes. 4. Entry on to CPOMS which incorporates the school’s behaviour log.
Severe Cases: in the case of severe misbehaviour such as violence, bullying, insolence, racism, defying a teacher, etc. (also see hierarchy of behaviour Levels 3-5 or repeated incidents from Levels 1-2) any or all of these stages may be missed out and any of the following actions may be taken as is deemed necessary:
Sustained low level behaviour incidents or serious individual incidents are recorded on CPOMS and appropriate actions to support improvements are identified. All entries are monitored by the behaviour coordinator on a weekly basis and any significant individual or group trends are communicated to staff as and when appropriate. Responses to the behaviour log will be as follows: 1. Two behaviour related entries on CPOMS within a two-week period will result in the Class Teacher initiating an informal conversation with the child’s parent / carer and a conversation between the child and the phase leader. 2. A further two entries on CPOMS within a four-week period will initiate enhanced behaviour responses for the child and a formal conversation with the parent / carer initiated by the phase leader initially, then the Head Teacher or Deputy Head Teacher. 3. The child is placed on a daily report and this is continued until improvements are achieved and maintained. Reports are kept in school and a photocopy is sent home to keep parents informed of progress. Parents are asked to come into school if a child is to be placed on report in order for it to be explained what this means and to find out how they can support their child at home. Parents are invited to review behaviour at regular intervals:
4. Further incidents: the parent / carer is invited into school for a formal meeting with the Head Teacher / Deputy Head Teacher – among the responses, exclusion from participation in off-site / residential visits to be considered. EMET fixed / permanent exclusion procedures are outlined at this stage. 5. EMET fixed / permanent exclusion procedures implemented.
The school expects children to maintain high standards of behaviour across the school day. Midday supervisors have the opportunity to reward children with points, ‘Honey Money’, stickers etc. A weekly certificate is awarded to a child in each phase of the school for someone whose behaviour has been of a high standard. Where behaviour falls below the expected standard, midday supervisors note incidents in a book and where necessary inform the child’s Class Teacher. Serious incidents are reported directly to a member of SLT and where required these are added to the behaviour log and dealt with as above.
The school will follow the guidance set out in the authority’s booklet, “Code of Practice: Guidance on physical intervention between staff and pupils”.
In particular, we will:
Should a child run away from the class or group without permission the following action will be taken:
Linked documents:
Personal Organiser – Home School Agreement Equalities Policy Equal Opportunities Policy Anti-Bullying Policy Child Friendly Anti Bullying Policy Safeguarding Policy Physical Intervention Policy Whistle Blowing Policy Anti-bullying Leaflet for Parents & Pupils
Behaviour Lead: Dr I Baxter Behaviour Governor: Mr D Fyffe
Reviewed: September 2021 Next Review: September 2024
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LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 |
NB: Many of these behaviours will be dealt with informally at first. Consequences will apply for repeated examples of these. |
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LEVEL 5 | |||
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All incidents to be considered within the given context.