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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
  • 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.

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.

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.

For further information please see the school Anti-Bullying Policy.

Positive behaviour management system

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.
  • House points – given according to the class target and SMART rules. They can also be given out by any member of school staff who notices a child demonstrating SMART behaviour, such as using good manners, picking up a coat off the floor and hanging it up or holding a door open for someone else.
  • 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.

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 be rewarded with a a treat that will be decided upon 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
  • Not on task
  • Disrupting other pupils e.g. chatting
  • Interruptions e.g. calling out
  • Running in the class or areas of school
  • Not following instructions
  • Inappropriate attention seeking
  • Inappropriate behaviour in the toilets
  • 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
  • Threatening behaviour such as body language, facial expressions, shouting, pushing
  • Not being truthful
  • Racial / verbal 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
  • Non-verbal response such as a look or signal
  • Warning and SMART rule reminder
  • Praise children who are behaving appropriately to identify role models
  • Loss of privilege – 5 or 10 minutes break time
  • Use of repositioning in class
  • Use of timeout – child to sit at an individual desk in the classroom
  • Move to partner class to work for reflection time
  • Loss of privilege – 15 minutes break time
  • Parents contacted
  • Move to partner class to work for remainder of lesson – reflection time
  • Sent to Headteacher
  • 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 house points will be used and lunchtime supervisors can recommend children to be the star of the week. Lunchtime supervisors will regularly liaise with class teachers.

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).

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.

Recording behaviour

  • 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 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 headteacher keeps records of children on Pastoral Support Plans and those given fixed term or permanent exclusions.

Appendix

Further guidelines and suggestions on managing behaviour around the school

Areas identified as places where correct behaviour patterns require extra reinforcement:

  • Playground / school field
  • Corridors (around school)
  • Toilets
  • Classrooms during wet playtime
  • Hall at lunchtime

Causes for concern:

  • Lack of respect for people, belongings and resources
  • Aggressive and anti-social behaviour
  • Poor listening skills and concentration
  • Disruptive behaviour

Specifics:

  • Positive attitudes to develop children’s self- esteem – no sarcasm.
  • Value individuals – everyone has some good to build on.
  • Levels of independence and responsibility increase self-worth.  Staff must plan and manage activities/tasks in such a way that the child can achieve what is required.
  • Congratulate children when behaving well and use raffle tickets.
  • Establish the SMART rules with pupils’ involvement and display clearly in the classroom.
  • Ensure the school environment reflects positive attitudes:
    • Displays
    • Well cared for environment
    • Tidiness (encourage children to tidy as they go)
  • Thoughtful and caring interactions.
  • Look behind problems – why has this happened? How can repetition be avoided?
  • Use proper names at all times.
  • Develop ownership of behaviour and consequences.
  • Voice levels – avoid shouting except in extremes.

Dealing with problems

Concern Preventative strategies

Lack of respect

  • All staff to provide a role model of respect towards each other and the children.

  • Whole school approach with clear guidelines discussed by all staff.

  • Emphasis put on positive rather than negative.

  • Provide opportunities for children to manage and share equipment.

Aggressive behaviour

  • Clear guidelines on dealing with unacceptable behaviour which are known to all staff/children.

  • Development of self-esteem.

  • Discuss with individual and peers.

Listening skills

  • Games, stories, writing.

  • Children aware of times when they must listen and staff insist upon it.

  • Emphasis on valuing what people have to say.

Motivation/Concentration

  • Careful matching of work.

  • Lively, stimulating approach.

  • Praise and encourage.

  • Target setting.

These concerns will also be addressed through PSHCE lessons, Assemblies and Circle Time.

This policy was adopted on 18 November 2019.