The purpose of this policy is to:
The aim of this policy is to create a clear social benchmark which clearly demonstrates that at Kingham Primary School we treat others in a way that we would wish to be treated. We also believe that it is important to think before you speak and consider how your words might affect other people and the way they feel. It is also essential to acknowledge that violence, however understandable in some circumstances, is wrong and should never occur.
Through the implementation of this behaviour policy we aim to:
Through our behaviour policy we believe that by living our vision and values every member of our school community will be enabled to flourish and take their place as full members of society with an active commitment to serve the common good. As a direct consequence of our behaviour policy we trust that:
School staff will:
Parents and carers will:
Involving parents and carers
A positive partnership with parents and carers is crucial to building trust and developing a shared goal of high behavioural expectations. Parents and carers are encouraged to come and discuss any worries with the class teacher at an early stage.
Bringing children to school on time, wearing full school uniform, with all necessary equipment following a good night’s sleep and a healthy breakfast will help to promote high expectations in school and ensure children are ready to face the challenges a school day presents.
For school to function efficiently the children need to conform to well-defined rules. They will need to know what to do and why they do it. For instance, not everyone can talk at once and be heard; a level of personal restraint is required. At Kingham Primary School we set and demand high standards and feel the best will be achieved for the children when we emphasise the positive. We use the SMART rules to help children understand the behavioural expectations.
|Safe||To behave in a way which keeps themselves and others safe.|
|Manners||To show good manners at all times, remembering to say please and thank you.|
|Attitude||To demonstrate a positive attitude to their work and others, persevering and showing courage when something is difficult.|
|Respect||To be respectful to all members of the school community, treating others how they wish to be treated.|
|Team||To be a good team player, proving to be trustworthy and just, caring about others.|
When children follow the SMART rules their effort will be recognised. When they do not follow the SMART rules sanctions will be used.
Good behaviour at Kingham Primary School means that everyone is following the SMART rules. The behaviours we would then expect to see include:
We shall encourage children to behave well and support their peers, for example, in the summer term all Year 5 pupils will be trained as play leaders/buddies to support their peers on the playground and to set a good example by demonstrating mature, responsible behaviour.
In this school the following forms of inappropriate behaviour will not be tolerated:
We do not tolerate incidents of bullying and if they do occur we ensure that the incident is fully investigated and those involved understand the impact of their behaviour on others. Parents/carers are always informed if their child has been involved in such incidents, which are recorded on School Bullying Incident Forms (located in the staffroom).
For further information please see the school Anti-Bullying Policy.
In class the staff will use a colour coded behaviour chart to clearly demonstrate to children how well they are behaving and to encourage them to strive to achieve the best accolade, ‘impressive behaviour’. The system works on a sliding scale. During the day children can move up and down the chart depending upon how they are behaving.
Rewards and sanction are linked to the child’s position on the chart, however teaching staff will promote positive behaviour at all times.
Children begin each day on the green ‘I am ready to learn’ section which is a positive start to the day. If they demonstrate the SMART rules they will move up to ‘I am making the right choices’. They will continue to move up the chart if they are making a concerted effort to be well behaved however, if a child is demonstrating unacceptable behaviour they will move down the chart. Children only move one section at a time.
|My behaviour is impressive||If children end the day on the gold section they will be praised and receive 5 raffle tickets and their name will be entered in the Golden Book. A note will be sent home to celebrate this great achievement. Children who achieve this section 8 days in a row will receive a golden certificate which will be shared with the whole school in assembly.|
|My behaviour is good||If children end the day on the yellow section they will be praised for their good behaviour and receive 2 raffle tickets.|
|I am making the right choices||If children end the day on the cream section they will be praised for making good behaviour choices and receive 1 raffle ticket.|
|I am ready to learn||Children begin school every day with their name peg clipped to the green, ‘I am ready to learn’ section. If children end the day on the green section they will be praised for remaining ready to learn, but will also be encouraged to strive to move up the chart.|
|I need to think about my behaviour||Children who end the day on the blue section will be reminded by the teacher of the importance of good behaviour and will be asked what they need to do to improve.|
|Teacher’s choice||At this point the teacher will select a relevant sanction for the child from an agreed list. Children have the opportunity to move up the chart if they improve their behaviour.|
|Parent contact||If a child’s name peg is moved to the parent contact section at any point in the school day the parent/carer of that child will be contacted to discuss ways to improve the child’s behaviour and a relevant sanction will be applied.|
At the end of the school day the children’s position on the chart will always be recorded and the appropriate rewards will be given. This will ensure the children trust the staff and therefore respect and follow the behaviour management system.
This system will not be used with the EYFS classes until the teacher feels they are ready. The list of rewards and sanctions will still apply.
Children’s good behaviour, including their learning behaviours, are recognised in numerous ways. This may be in the form of:
Although house points are given to individuals, they are collated across the school so that each term we will be able to celebrate the house with the highest total. Every child in school has been allocated a house and siblings are automatically placed in the same house. The house with the highest overall number of points will receive a reward that will be determined by members of the School Council following discussions with their classes.
At Kingham Primary School we recognise that there will be occasions when pupils display inappropriate behaviour. We will always try to identify the underlying causes of such behaviour. We aim to demonstrate that anti-social behaviour does not advance the cause of the individual or the community. When dealing with unacceptable behaviour the staff will demonstrate justice, forgiveness and compassion.
The following guidance is to ensure that all staff consistently address all incidents of unacceptable behaviour.
|Examples of unacceptable behaviour||Staff response|
The SMART rules apply at all times in school, including break and lunchtime. Lunchtime supervisors will share the same expectations for pupil behaviour and attitudes during the lunch period. Rewards such as raffle tickets will be used and lunchtime supervisors can recommend children to be the star of the week. Lunchtime supervisors will regularly liaise with class teachers.
The playground has been zoned to provide spaces for children who would like to run around, play quiet games/read, indicate they would like someone to play with (Buddy Bench) or have Time Out.
|Examples of unacceptable behaviour||Staff response|
If incidents of misbehaviour occur at lunchtime the Lunchtime Supervisors will use the responses outlined below.
If a child is persistently displaying Stage 3 behaviours he/she may be place on a Thin Ice Card. This will involve:
Thin Ice Cards may also be given for other incidents, including those which occur on the playground, if the staff feel the child would benefit from having his/her behaviour closely monitored.
We acknowledge that this system may not work for all children and alternative strategies will be used to encourage children to behave appropriately.
Instances of serious misbehaviour or persistent poor behaviour may by-pass the sanctions system and be dealt with through further steps, including a formal meeting with parents/carers, at the discretion of the Headteacher, Assistant Headteacher, Class teacher or Governors.
Children who continue to demonstrate unacceptable behaviour and are unresponsive to the measures outlined will be referred to the SENDCO with a view to setting up an individual plan to help the child address his/her difficulties. If the behaviour is particularly poor the school may consider setting up a Pastoral Support Plan (PSP). This is a 16 week behaviour improvement plan that includes the involvement of outside agencies. Placement on a PSP indicates that a pupils is in danger of further exclusions from school, including permanent exclusion.
Further sanctions available to the school include:
For further information please see the school’s Exclusion Policy.
In extremely rare individual cases the use of physical interventions may also be needed. All teachers in school are authorised to use physical intervention in school, however some members of staff are trained in Team Teach. There are three broad categories where reasonable force may be used:
A detailed approach to this area can be found in the school’s physical Intervention policy. It should be viewed as an integral but discreet element of the school’s behaviour policy.
Teachers will monitor the behaviour of children in their class to ensure that appropriate rewards and sanctions are being administered in a timely fashion. Teaching staff will also monitor pupil behaviour at break and lunch times. This will be regularly reviewed by the Team Leaders in the EYFS / Key Stage 1 and Key Stage 2.
The SENDCO will monitor all behaviour records relating to children with SEND and report to the Senior Leadership Team (SLT) and the SEND Governor where appropriate.
The Assistant Head will monitor all children on Thin Ice Cards and other similar behaviour management plans at Stage 3 and will frequently report the children’s progress to the SLT.
The Senior Leadership Team and Headteacher will review all behaviour records at least termly to ensure that children are receiving appropriate rewards and sanctions. They will also use these records to ensure that the behaviour management strategies are effective and if not, to quickly remedy this. The SLT will also undertake learning walks to monitor behaviour in class and around the school.
The Headteacher will summarise the effectiveness of behaviour management to the Governing Body and any serious incidents of misbehaviour or bullying will also be reported to the Governing Body to enable them to monitor behaviour in school. Members of the Governing Body will monitor pupil behaviour directly when undertaking monitoring tasks in school.