Behaviour Policy

Aims and Ethos

As a school we want everyone to:

Be involved in learning
Aim for achievement at their highest possible level
Experience and celebrate successWe want all this to happen within an inclusive community where relationships are based on mutual respect.This means that everyone has a responsibility to ensure that:
Learning is the priority
They show respect, courtesy and consideration towards all members ofthe school community
They are honest and co-operative with others
They follow the rules and procedures of the school.All members of the school community are expected to contribute positively to the wider community by:

Promoting a positive image of the school
Respecting members of the wider community and their property

Rights, Rules and Responsibilities

At Woolmore Primary School EVERYBODY has:

RIGHTS:
Pupils have a right to be HEARD, a right to LEARN and a right to be SAFE.

Teachers/Staff have a right to teach in a friendly, safe and satisfying school that is supported by the school community.

Parents/Carers have a right to feel welcome and to know that their children learn and achieve in a friendly, safe and supportive school.

At Woolmore Primary School EVERYBODY has:

RESPONSIBILITES:
We all need to be concerned about ourselves, other students, parents, carers teachers, our belongings, our school and equipment. We should:

Help and encourage others
Try our best
Be on time
Be honest and fair
Be polite
Respect others
Be understanding of others.

At Woolmore Primary School EVERYBODY has to follow RULES. To help protect and encourage, we have basic rules for our classrooms and outside. These rules are common throughout school, e.g.

Be polite, kind and listen to other people
Be helpful
Be safe – always walk don’t run
Be respectful of other’s belongings
Keep hands, feet and objects to ourselves
Always try your best

Strategies for Promoting Positive Behaviour

As a school we believe in promoting POSITIVE BEHAVIOUR FOR LEARNING. We will do this by:

Good quality teaching
Regular marking to help pupils make progress
Giving rewards
Having clear and consistent expectations
Ensuring a pleasant, safe and stimulating learning environment
Offering a wide range of extra-curricular activities
Having high standards and high expectations
Encouraging positive relationships
Develop an agreed set of Classroom Rules with children so thatchildren are very clear about how they are expected to behave and what the rewards and sanctions for their behaviour are.REWARDS AND RECOGNITIONClass teachers are expected to set the expectation for the learning environment in their classroom and in Woolmore Primary school all teachers are expected to provide clear and consistent rewards and sanctions for class based behaviour. The staff should recognise that positive encouragement promotes good behaviour in the pupils and helps to raise their self esteem. Therefore the staff will endeavour to:• acknowledge good behaviour on all occasions;
• make full use of positive rewards (see examples below). • give descriptive/specific praise;
• use positive feedback techniques;The expectation is that most children will respond to these strategies and that the class teacher will take responsibility for behaviour within their class.

Positive Rewards

The lists below are intended as suggestions. Teachers should feel free to use strategies appropriate to the age and make-up of the class as well as those with which they feel comfortable.

• Public praise in the classroom and at celebration or phase assemblies • Badges and stickers for good behaviour and good work
• Praise during circle time
• Displaying the children’s work in the classroom to acknowledge their achievements
• Call in parents to show good work (“Just A Note”/Postcard Home” to let parents know children have done well)
• Head Teacher award; children are selected to take good work to HT on Friday afternoon
• Pupil of Week
• Awarding individual or team points for good work and behaviour leading to half termly rewards for the winners;
• Class targets & agreed rewards

Special Mentions

The main school-wide system for celebrating and rewarding success is through the award of Special Mentions in Friday assembly. Children can be awarded special mentions for a range of positive actions including:

Achievement
Perseverance and determination to succeed
Excellent progress (related to previous best)
Excellent behaviour – perhaps on a trip or in a particular situation
RTRT – doing the Right Thing at The Right Time
Taking responsibility
Consideration for others (over and above what we expect)

Sanctions

Should children be unable to behave within the classroom then it is the responsibility of the class teacher first and foremost to apply fair, clear and consistent sanctions.

Sanctions should be applied fairly and should be appropriate for the behaviour, in terms of severity and duration. The purpose of a sanction is to:

• help children learn that consequences follow actions • deter the children from misbehaving again
• deter other children from misbehaving
• to show that a society has rules

The lists below are intended as suggestions. Teachers should feel free to use strategies appropriate to the age and make-up of the class as well as those with which they feel comfortable.

Verbal warning
One more chance board
Asked to change activities
Separated from those with whom they are behaving inappropriately
Taken aside and spoken to quietly by a member of the staff. Togetherthey will discuss what has happened and talk about the consequences ofthe child’s actions
Finish their work in their own time
Forego privileges
Miss a part of a playtime
Work in another classroom for a limited period
Rectify and make good any damage they have caused
Sit and discuss with the teacher or another adult the consequences ofhis/her actions and how to avoid such situations in the future.
Parental discussionIf none of the agreed class sanctions work then the child needs to be referred to the phase leader, who will deal with the matter further.

Persistent Behaviour

For children whose behaviour is persistently disruptive Individual Behaviour Plans will be used as follows:

The IBP is filled out by the class teacher, with the child. Targets, rewards and sanctions are agreed together.

A copy of the IBP is given to the child’s parents and explained by the class teacher.

TheIBPlastsnolongerthantwoweeks.Attheendofthetwoweeksthe class teacher has another meeting with the child to review the IBP, and the outcome is shared with the parents.

If the targets on the IBP are not met, then the child needs to be referred to the Phase Leader, who will initiate a further IBP, involving the Learning Mentor’s support.

Reasonable Force

All school staff members have a legal power to use reasonable force to prevent pupils committing a criminal offence, injuring themselves or others or damaging property, and to maintain good order and discipline. Please see the school’s restraint policy for further details.

Exclusions

Very serious incidents including violence or verbal abuse or behaviour threatening the health and safety of others or damage to property are likely to result in a fixed term exclusion.
Unfounded malicious allegations made against staff will result in a fixed term exclusion, or if very serious a permanent exclusion
Parents are always notified and expected to attend a meeting with a senior member of staff.

Behaviour at lunchtimes.

Midday Supervisors are responsible for the safety and behaviour of the children at lunchtime. It is expected that all Midday Supervisors follow this policy. If the behaviour of a child is causing concern, then it is the responsibility of the staff member to refer it to the Senior MDS, who will make a decision whether to notify the teacher or the relevant Phase Leader.

Lunchtime incident forms must be filled in and given to the relevant phase leader, if the incident is referred up to the senior MDS.

Date: September 2014
Policy to be reviewed: September 2015