Co Coordinator with Responsibility

WITHERNSEA PRIMARY SCHOOL

BEHAVIOUR

POLICY

This Policy should be read in conjunction with the Child Protection Policy

Reviewed: Spring 2017 To be reviewed: Spring 2018 BEHAVIOUR POLICY

Headteacher: Mrs A Harper Deputy Headteacher: Mr I Sutherland Assistant Headteacher: Mrs C Neale Behaviour Advisory Consultant: Mrs J Vogel Educational Psychologist: Mr L Henderson (L.A.)

Aims of the Policy

To encourage a calm, purposeful and happy atmosphere within the school, where effective learning can take place.

To foster positive caring attitudes towards everyone where achievements at all levels are acknowledged and valued

To encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour and to make appropriate behaviour choices

To have a consistent approach to behaviour throughout the school, with shared responsibility and communication with all.

To adopt a zero tolerance approach to bullying and to encourage pupils to have a clear understanding of why bullying is unacceptable and how they can help to deal with incidents of bullying.

Staff responsibilities are:

To treat all children fairly and with respect

To raise children’s self esteem and develop their full potential

To provide a challenging, interesting and relevant curriculum

To create a safe and pleasant environment, physically and emotionally

To use rules and sanctions clearly and consistently

To be a good role model

To form a good relationship with parents/carers, so that all children can see that the key adults in their lives share a common aim

To recognise that each is an individual with their own individual needs

To offer a framework for social education, promoting good manners and appropriate behaviour in the community

To take a shared responsibility for all children within the school. Children’s responsibilities are:

To learn to the best of their abilities and allow others to do the same

To treat others with respect

To follow the instructions of the school staff and to complete all assigned work

To take care of property and the environment in and out of school

To co-operate with other children and adults

To take a pride in themselves, their class and their school

To move around school and work in a quiet orderly manner

To take responsibility for their actions and make amends for any inappropriate choices they may make.

Buddies

We have established buddies in each class from Year 2 upwards. A boy and a girl are elected by private ballot from each class. The pupil must be trustworthy, and someone whom the other pupils can go to. The buddies are trained and changed every half term to allow a greater number of pupils to experience this role. They wear a red baseball cap so they can be easily distinguished.

Midday Supervisors

Our midday supervisors have also received training and wear bright red tabards so they can easily be seen outside.

The Parent’s responsibilities are:

To make children aware of appropriate behaviour in all situations, e.g. good manners, pride in their work and politeness

To encourage independence and self-discipline

To show an interest in all that their child does in school

To foster good relationships with the school

To support the school in the implementation of this policy

To be aware of the school rules and expectations.

We aim to create calm, caring environment where children can learn effectively. All children are encouraged to behave well by praise and example. Expectations are high and our behaviour code is clear and simple and applied consistently throughout the school. The code is based on rights - the right to teach and learn the right to be respected and the right to be safe. Our School Rules (Behaviour Code)

 Be kind and help others  Be polite  Listen and do as you are asked straight away  Be in the right place at the right time  Work or play sensibly.

These rules are displayed around the school and in each classroom. Each class may also agree Class Charters that include these rules and some specific to their own class.

We praise good behaviour both privately and publicly.

Positive Encouragement and Rewards for good behaviour:

Showing others their good work Smiles Celebration Assembly Verbal praise Positive feedback to parents (verbal and written) including photos posted on Dojo app House points Merit book and certificates Headteacher Award sticker Golden sticker – and positive entry on the Behaviour Reporter system Rewards, e.g. additional playtime, pencils and rubbers etc. Dojo Points (see below) Class reward time - earned by the whole class Weekly Class trophies

Dojo Points System

We aim to be very positive and provide attention and praise when children behave and follow the rules. All children’s names are entered onto a class Dojo account and points can then be awarded for positive behaviour choices. Each year group will create a list of positive behaviours that can be rewarded to ensure consistency within the classes. Examples of positive behaviours that may be rewarded might include: staying on task throughout a lesson, completing homework on time, showing good manners, teamwork skills, etc. The points can be rewarded instantly using an IPad and can also be accompanied by an audio signal to alert the class to the award and reinforce further positive behaviour choices. Each year group will also decide on a list of rewards and prizes for reaching certain numbers of Dojo points, such as stickers, certificates, small prizes, etc. A link will be sent to all parents so that they can access their child’s Dojo account and they will then receive an alert when points are awarded. The system also allows for parents to send messages through the Dojo app which can be received by the teacher and communicated to the child if appropriate. We feel that this increased link is another good way of encouraging pupils to make positive choices in their behaviour and making parents partners in promoting good behaviour for learning within school. Dojo points are reset at the end of a fixed period to give pupils a fresh start. The Dojo system also allows for points to be taken away for negative behaviour choices. Again these will be decided within the year group and different weightings can be added to each behaviour dependent on its seriousness. For example not completing task in a lesson may lose one Dojo point, whereas fighting in the playground may lose two points. Again, these negative Dojo points are linked directly to the parents, which we feel adds further weight to our positive behaviour ethos at Withernsea Primary School. In some circumstances these points can be reset daily to avoid pupils building up a large negative number of points and again to reinforce the understanding that we can have a fresh start each day.

All children’s names are also displayed on cards on the board at the front of the class. These names start on the ‘Happy Side’ of the board but are moved to the ‘Sad Side’ to provide a visual reminder when a child has had Dojo points deducted. They are then encouraged to earn a positive point by turning their behaviour around and can then be moved back to the happy side of the board.

What we do if your child misbehaves

We remind them how we want them to behave Where necessary we discuss incidents with the children involved Where possible we encourage children to resolve disagreements themselves and to take greater responsibility for their actions, to try to make amends for any harm they have caused.

Sanctions for repeated misbehaviour (in class)

Where there is misbehaviour, the following will apply. In certain circumstances a single serious act of misbehaviour may warrant one of those sanctions being employed immediately.

Name moved to the sad side of the board; Dojo point(s) deducted Second warning – further Dojo point(s) deducted; warning issued of consequences. Third warning – further Dojo point(s) deducted; sent to another class for 5 minutes time out, recorded on SIMS by class teacher. Final Warning – further Dojo point(s) deducted; sent to the senior manager on duty for the rest of that session, recorded on SIMS by senior manager.

If staff feel children need to spend time at playtimes/lunchtimes completing work or repeating unsatisfactory work, they will supervise this in their own classrooms.

Playtimes and Lunchtimes - Rules

 Be kind and help others  Be polite  Listen and do as you are asked straight away  Be in the right place at the right time  Play sensibly.

Sanctions will include:

Warnings, to walk around with a supervisor for a specified amount of time, or to stand in a different part of the playground or sent in to the Withdrawal room where the incident will be recorded on Behaviour Reporter by the teacher on duty in withdrawal.

EYFS Behaviour

In our Early Years provision we operate a slightly different behaviour system more appropriate to the age of the pupils. The key features are outlined below:

Positive Behaviour

Each class will develop its own class code/charter with the pupils. Children who display positive behaviour choices will be rewarded in the following ways:  Public praise

 Reward stickers

 Certificates

 Prize box rewards

 Golden Time/Treasure Box

 Gold Book

 Class trophies – Learner of the Week, Maths Star, Friend of the Week.

In addition we celebrate each child’s birthday with a small reward.

We will be using the Class Dojo system in EYFS, but only as a means of communication with parents such as sending messages and posting photos of the pupils; we will not currently be using the behaviour points system.

Negative Behaviour

If a pupil makes poor behaviour choices the following warnings and sanctions will be employed:

 The child will receive a reminder about making good choices.

 The child’s name will be moved to the ‘Thinking Side’ of the board.

 Another warning will be issued.

 The child’s name will be moved to the ‘Sad Side’ of the board.

 Time Out – the child will be moved to a designated Time Out spot and will remain there for 3 minutes (a Sand Timer will be used to measure this time).

 The child will be put into withdrawal for a suitable amount of time at break or lunchtime.

 A member of SMT will be contacted to talk to the pupil/remove them from the unit for a short time.

For serious incidents such as a verbal or physical assault on another pupil or adult the stages may be accelerated as appropriate.

Use of Control and Restraint

This may be used under DFEE Guidelines 10/98 if a child puts himself/herself or others in danger; if they are damaging property; or if they are disrupting good order within the classroom. We have a clear school policy and recording system for this and the majority of staff have been TeamTeach trained to ensure safe positive handling. How Children can sort out their own difficulties

Children should be encouraged to take responsibility for sorting out their own conflicts. This means that adults must take responsibility for teaching them and modelling strategies for doing this, and for seeing that children carry them out and reach a successful conclusion. Children should be encouraged to be assertive, to express their feelings and to resolve conflict without resorting to violence, swearing or abuse. We will teach the children about being assertive and support them with their assertive behaviours.

Restorative Practice

We will encourage children to take responsibility for their actions. We want them to understand that sometimes things do go wrong and when they do go wrong there is an obligation to put things right or to make amends for what has gone wrong. We will give those that are the ‘victims’ a voice, to feel empowered and the emphasis is very much on making amends and not repeating the behaviours that caused concern. We hold daily Circle Times in class so that all children can have a voice, and their contribution can be valued by all in the class.

Solution Focused Approaches

This is another technique which we use that focuses on finding satisfactory ways forward rather than just focusing on what is going wrong in a situation. It gives attention to the behaviour that we want to see more of, and focuses on where we want to be rather than where we are currently at.

Duties towards SEND Pupils’s property

Some pupils may have special educational needs and/or disabilities that may be linked to emotional and mental health and they will need a differentiated approach to behaviour as set out under the Equality Act 2010. This will be carefully explained to the children.

Behaviour Outside of School

The school recognises that it also has a duty to deal appropriately with poor behaviour and bullying that occurs outside of school and which is witnessed by a staff member or is reported to the school. This includes incidents travelling to or from school and incidents on school trips/visits.

Power to Search (including without consent)

The general power to discipline enables a member of staff to confiscate, retain or dispose of a pupil’s property as long as it reasonable in the circumstances. The school is not liable for any damage to, or loss of, any confiscated items. In addition, members of staff have the power to search a pupil for serious prohibited items without consent. Items considered to fall into this category include: weapons, alcohol and illegal drugs, stolen items, cigarettes, fireworks, pornographic images or any item that may be used to commit an offence or cause personal injury or damage to property. In the most serious cases confiscated items may need to be handed over to the police.

Malicious Accusations Against Staff

The school will investigate allegations made against staff thoroughly. Where it is found that a pupil has made a malicious allegation against a staff member, the matter will be dealt with within the sanctions detailed in this policy to a level appropriate with the nature/seriousness of the allegation. In these circumstances the school will offer pastoral support for the member of staff involved.

Behaviour Reporter

Positive Behaviour

Examples of good behaviour and good learning are recorded on the ICT system which is accessible all over the school. Rewards such as stickers and certificates accompany these entries. The record is monitored and at the end of each term, those that have behaved well earn an end of term reward certificate and thank you in assembly.

Behaviour causing concern

This is recorded on the ICT system and monitored by Deputy Head and Assistant Head on a weekly basis. Children causing concern are monitored weekly by the Senior Management Team. They will be added to a school behaviour register and their parents kept informed. Hopefully by working together, the additional attention and encouragement should encourage them into more positive behaviour patterns.

For those pupils who persist in inappropriate behaviour, an Individual Behaviour Programme, (IBP) will be drawn up and a copy sent home. They will be seen on a weekly basis by a member of SMT and reminded about their targets and rewarded for achieving them. Those pupils, who then persist with inappropriate behaviour that disrupts the learning and safety of others, and puts them in danger of exclusion, will have a Pastoral Support Plan (PSP) drawn up. External help and support is used via our Behaviour Advisory Consultant or the Educational Psychologist, whichever is felt more appropriate. Parents will need to be involved in referral to external services and in PSP meetings. These will be arranged with the Deputy Head. Further support could include reduced timetables, intensifying support teacher, alternative learning packages, managed move, further support e.g. CAMHS, etc. Once all positive strategies have been exhausted and behaviour is still of such a high concern, permanent exclusion will be considered or a request for a ‘Special School’ placement. ‘Special School’ placements are considered where it is felt that mainstream education cannot realistically meet the child’s needs, and their needs are such that they require a specialist setting. Behaviour – Staged Framework Withernsea Primary Cause of Monitoring IBP Continued PSP Post Strategies concern IBP PSP Inappropriate Added to Moved up a stage Continued on No To remain in The below strategies behaviours picked behaviour register on behaviour same stage improvements to school is no can be applied at any up through termly monitored weekly register, monitored DHT/AHT to behaviour and longer point during the monitoring SIMS by DHT/AHT weekly by monitor – advice may receive appropriate framework behaviour record DHT/AHT sought at SMT fixed term review meeting exclusions Demonstrates serious behaviours that place in danger of exclusion. PSP managed by DHT Support menu Support menu Support menu Support menu Support menu Support Support menu Rewards and Weekly monitoring IBP with specific IBP with specific PSP with menu Statutory assessment sanctions as in by DHT/AHT targets for pupils targets for pupils specific targets Managed -statement school policy Specific rewards and strategies for and strategies for and strategies move Nurture room Celebration Weekly phone call staff staff Involvement of Permanent outreach support assemblies home Personalised Involvement of Behaviour exclusion Lunchtime clubs Gold stickers Parents aware of reward system Behaviour advisory SEN Scales and goals Praise pads concerns Parents made advisory consultant statement Tokens, stamps etc. Golden time Updated home- aware consultant Personalised identifies Consider use of SEN Class circle time school agreement Weekly phone calls Personalised reward system mainstream consultant Playtime buddies Solution focussed Nurture room reward system Personalised not Pupil premium – Lunchtime clubs conversations outreach support Parents made behaviour log appropriate mentor support if Responsibilities Other nurture room aware 1 to 1 support appropriate (yrs. 5,6) e.g. Infants programmes Weekly phone Meeting with Intensive restorative lunchtime (group) considered calls parents circles School monitor – PALs, PEARLs, Nurture room SEN consultant Nurture room Class P and P, art outreach support Educational lunchtimes/break SEAL/PHSCE therapy, sport Other nurture psychology times Investors in pupils leadership room programmes Education Home school success personal targets Enhanced TA (individual) Inclusion Service books Class charters vigilance/support Drawing and Reduced time PSA support Catch being good Active listening talking, time to table Intensive restorative and positive sessions talk considered Boxall profile circles reinforcement Social, emotional Risk assessment Social stories Quality first and behavioural of behaviours CAF teaching competences completed EWO Positive class profiles – updated Curriculum Traffic lights environment regularly alternatives Time out cards Language of provided Home-school book choice Internal/ external Visual timetables mentor Access to ICT and other specialist equipment Doodle bug books Modelling Tangle Consider influence of diet Relaxation Visualisation