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Behaviour

The purpose of this policy is to:

  • create a respectful, supportive, compassionate school environment based upon our vision and values which encourage and reinforce good behaviour
  • establish clear guidelines and rules, based on respect, common sense and safety, by which the school will operate
  • set out what we mean by good behaviour and inappropriate behaviour and to encourage consistency of response to these behaviours
  • establish a clear system of rewards and sanctions to promote good behaviour
  • provide information to parents and carers in order to achieve consistency in the messages children receive about good and inappropriate behaviour
  • ensure that the school’s expectations and strategies are widely known and understood.

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:

  • foster a positive, safe and compassionate environment in which teachers can teach and all children can flourish and reach their full potential
  • develop relationships based on respect, trust, and integrity between all members of our school community including parents, carers and members of the Governing Body
  • ensure that all people in the school will be valued and respected regardless of gender, race, culture, values, sexuality, age and ability
  • raise awareness of the desired standards of behaviour by celebrating and rewarding occasions when children behave well and when they persevere to alter unacceptable behaviour
  • ensure there is clarity about the procedures and sanctions when inappropriate behaviour occurs
  • give the children confidence that issues relating to behaviour will justly follow the agreed rewards and sanctions
  • ensure a high level of parental involvement is encouraged and expected
  • work closely with other agencies to ensure that children with complex needs and difficulties are given appropriate support.

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:

Children will:

  • build strong relationships and support each other in and out of school
  • experience what it means to live as a member of a respectful, forgiving, just community
  • benefit from a calm, secure learning environment which values perseverance
  • be fully involved in regular reviews of our behaviour policy, e.g. through the school council.

School staff will:

  • be able to convey clearly and with confidence the expectations of behaviour to children
  • benefit from a calm, secure learning environment in which to teach effectively
  • build positive relationships with children, parents and carers
  • develop personally and professionally.

Parents and carers will:

  • be fully informed about the school’s ethos and our behaviour policy
  • feel confident that all decisions regarding behaviour are just, unbiased and informed by the school’s vision and values
  • be confident that their child is growing personally, socially and academically
  • feel welcome in school and able to discuss their child’s progress in a positive atmosphere.

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.

Behaviour code

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

Good behaviour at Kingham Primary School means that everyone is following the SMART rules. The behaviours we would then expect to see include:

  • showing courtesy, consideration and respect for others
  • being trustworthy and truthful
  • working and playing together co-operatively
  • caring for one another
  • moving around the school in a quiet, orderly manner
  • showing respect for school property and the property of others
  • using common conventions (please, thank you, sorry, etc) at appropriate times.

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.

Inappropriate behaviour

In this school the following forms of inappropriate behaviour will not be tolerated:

  • persistent classroom misconduct which interferes with the progress of other children
  • aggressive or violent behaviour, including thoughtless, dangerous play
  • rude or abusive language, including deliberately using unkind or blasphemous words, swearing or spitting
  • defiance i.e. refusing to comply, including answering back
  • acts of vandalism to school property, including graffiti
  • stealing
  • bullying, including acts of violence, taunting, persistent name calling, cyber bullying etc.

Bullying

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.

Positive behaviour management system

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.

Individual rewards

Children’s good behaviour, including their learning behaviours, are recognised in numerous ways. This may be in the form of:

  • Praise – used readily such that children are clear to which aspect of their behaviour it applies
  • Non-verbal signals – such as thumbs up
  • Raffle ticket rewards – given according to the class behaviour chart or in response to SMART behaviour
  • House points – given to children who show good sporting behaviour, represent the school well or for those who put outstanding effort into their home or school work.
  • Star of the week – given weekly to one child in each class who has consistently demonstrated the SMART rules or who has overcome a challenge or has completed good work
  • Achievements outside school – recognised during our Friday celebration assembly.

Collective rewards

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.

Consequences of unacceptable behaviour

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.

Behaviour in class

Examples of unacceptable behaviour Staff response
STAGE 1
  • Not on task
  • Disrupting other pupils e.g. chatting
  • Distractions e.g. tapping, humming, singing
  • Interruptions e.g. calling out
  • Running in the class or areas of school
  • Not following instructions
  • Inappropriate attention seeking
  • Inappropriate behaviour in the toilets
  • Non-verbal response such as a look or signal
  • Warning and SMART rule reminder
  • Praise children who are behaving appropriately to identify role models
  • Child to move name down on class behaviour chart. The child will be given every opportunity to redeem his/her behaviour and move back up the chart.
STAGE 2
  • Persistence of level 1 behaviours
  • Rudeness
  • Leaving the classroom without permission
  • Making fun of / laughing at other pupils
  • Name calling
  • Damaging work of others
  • Minor vandalism – school property
  • Mild inappropriate language
  • Refusal to work / stubbornness
  • Refusal to answer when spoken to
  • Threatening behaviour such as body language, facial expressions, shouting, pushing
  • Answering back, interrupting when spoken to
  • Not being truthful
  • Child to move name down on class behaviour chart. The child will be given every opportunity to redeem his/her behaviour and move back up the chart.
  • Loss of privilege – 5 or 10 minutes break time
  • Use of repositioning in class
  • Use of timeout – pupil to sit at an individual desk in classroom
  • Move to agreed partner class to work for reflection time
  • For persistent behaviour: Use of a Thin Ice card monitored by the class teacher. (This is where the pupil needs to meet a specific target linked to the SMART rules.)
STAGE 3
  • Persistence of level 2 behaviours
  • Defiance
  • Racial / verbal / homophobic abuse such as intentional swearing, gestures, bad language (aggressive and with intent)
  • Stealing / intent to steal
  • Bullying, persistent name calling
  • Kicking , biting, hitting, spitting, violence
  • Major disruption of class activity
  • Vandalism / graffiti
  • Dangerous refusal to  obey instructions
  • Leaving school premises without consent
  • Loss of privilege – 15 minutes break time
  • Use of Thin Ice card – monitored by the Deputy Headteacher
  • Parents contacted
  • Move to agreed partner class to work for remainder of lesson – reflection time
  • Sent to Headteacher – and / or use of red triangle
  • Individual plan / PSP put in place
  • Involvement of other agencies
  • Fixed term exclusion

Lunchtime

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.

Behaviour at break and lunch time

Examples of unacceptable behaviour Staff response
STAGE 1
  • Minor playtime incident e.g. play fighting
  • Not following instructions
  • Playing in prohibited areas
  • Going into school without permission
  • Inappropriate behaviour in the toilets
  • Non-verbal response such as a look or signal
  • Warning and SMART rule reminder
  • Praise children who are behaving appropriately to identify role models.
  • Class teacher informed and child to move name down on behaviour chart.
STAGE 2
  • Persistence of level 1 behaviours
  • Rudeness
  • Making fun of / laughing at other pupils
  • Name calling
  • Minor vandalism – school property
  • Mild inappropriate language
  • Refusal to answer when spoken to
  • Threatening behaviour such as body language, facial expressions, shouting, pushing
  • Answering back, interrupting when spoken to
  • Not being truthful
  • Sit on time-out bench
  • Walk round with teacher, teaching assistant or lunchtime supervisor
  • Class teacher informed and child to move name down on behaviour chart.
  • Free time may take place indoors or in a zoned area with a member of staff
  • For persistent behaviour: Use of a Thin Ice card monitored by the class teacher. (This is where the pupil needs to meet a specific target linked to the SMART rules.)
STAGE 3
  • Persistence of level 2 behaviours
  • Defiance
  • Racial / verbal / homophobic abuse such as intentional swearing, gestures, bad language (aggressive and with intent)
  • Stealing / intent to steal
  • Bullying, persistent name calling
  • Kicking, biting, hitting, spitting, violence
  • Vandalism / graffiti
  • Dangerous refusal to  obey instructions
  • Leaving school premises without consent
  • Loss of privilege – 15 minutes break time
  • Loss of privilege – part of or the whole lunch time
  • Use of Thin Ice card  – monitored by the Assistant Headteacher
  • Parents contacted
  • Sent to Assistant Headteacher and / or Headteacher to discuss behaviour
  • Free time may take place indoors or in a zoned area with a member of staff
  • Class teacher informed
  • Assistant Headteacher / Headteacher informed
  • Pupil sent home for lunch

If incidents of misbehaviour occur at lunchtime the Lunchtime Supervisors will use the responses outlined below.

Thin Ice System

If a child is persistently displaying Stage 3 behaviours he/she may be place on a Thin Ice Card. This will involve:

  1. The class teacher discussing the child’s behaviour with the Assistant Head and appropriate target(s) set.
  2. The child will then be sent to the Assistant Head who will discuss his/her behaviour and ways to improve. The child will then be placed on a Thin Ice Card which outlines the target(s) to be met. Thin Ice Cards are carried by the child to every lesson.
  3. A letter is sent home to inform the parent or carer of the target(s) that their child has been given and to help support the child in addressing his/her behaviour.
  4. Parents/carers are required to sign the Thin Ice Card every evening and ensure it is returned to school daily. The report card will last for a minimum of one week and can be extended as long as deemed necessary by the Headteacher or Assistant Head. The Thin Ice Card is withdrawn once the child has achieved 5 days of good behaviour, as denoted by A and B grades.
  5. If, after an extended period of time, the targets have not been met the Headteacher will contact the parents and arrange a meeting to discuss the child’s behaviour.
  6. At all stages the child will be given every chance to demonstrate good behaviour and opportunities will be provided to discuss ways to improve his/her behaviour.

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.

Serious misbehaviour

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.

Further steps

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:

  • Lunch time exclusions – the pupil must be taken off the premises during the lunch time period by his/her parents/carers. Exclusions will be set over a fixed period of days/weeks.
  • Fixed term exclusions – the Headteacher will exclude a pupil for a fixed number of days, which is entered onto the pupil’s permanent record.
  • Permanent exclusions – following Local Authority procedures and exploration of all  other avenues, pupils demonstrating persistent and unchanged poor behaviour or an instance of very serious misbehaviour, will be permanently excluded from school.

For further information please see the school’s Exclusion Policy.

Physical intervention

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:

  • In self-defence, where risk of injury is imminent
  • Where there is a developing risk of injury or significant damage to property
  • Where good order and discipline are compromised.

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.

Recording and monitoring behaviour

Recording behaviour

  • Class teachers record children’s achievements on the behaviour chart each day. Class teachers will also keep records of children on SMART cards or other similar behaviour management plans at Stage 2.
  • Any member of staff who witnesses a bullying incident, or to whom a bullying incident is reported, is responsible for recording the details and bringing this to the attention of the Headteacher.
  • Children on specific behaviour plans, such as Thin Ice Cards or Pastoral Support Plans, may have additional detailed records kept of their behaviour to provide evidence as to the effectiveness of the strategies being use to help them improve their behaviour. These records may be kept by the SENDCO, class teacher, teaching assistant, learning mentor or other such adult working with the child.
  • The Assistant Head keeps records of children on Thin Ice Cards and other similar behaviour management plans at Stage 3.
  • The Headteacher keeps records of children on Pastoral Support Plans and those given fixed term or permanent exclusions.

Monitoring behaviour

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.