Ravenshead C of E Primary School

BEHAVIOUR POLICY

This policy was introduced: January, 2016.

This policy was updated: September, 2017.

This policy will be reviewed: September, 2018.

Statutory policy: Yes.

Source: School.

1 Contents

1. Aims and principles Page 3

2. Promoting the Ethos of Good Behaviour Page 3

3. How we Encourage Good Behaviour Page 4

4. The Role of Parents and Carers Page 4

5. Golden Time Page 5

6. Class Dojo Points Page 6

7. Other Ways we Encourage Good Behaviour Page 6

8. What Happens if a Child Displays Inappropriate Behaviour Page 7

9. Handling or Restraining Pupils Page 8

10. Exclusions Page 8

11. Lunchtimes Page 8

12. Monitoring of Behaviour Page 8

Appendix 1 – Golden Time Page 10

Appendix 2 – Class Dojo Points Page 11

2 Our School Vision

Together, the best that we can be.

Our School Mission

Reflecting Christian Values expressed in all aspects of the school’s life displaying acceptance and mutual respect.

Caring and Nurturing with children and adults having high expectations, celebrating success and making their contribution to a safe, fun, positive and stimulating environment.

Exceptional Children who are encouraged to make exceptional progress in academic, creative, moral, social and spiritual development and to become lifelong learners.

Partnerships with strong relationships between children, families, staff, governors, the church and the community as a whole.

1. Aims and Principles At Ravenshead C of E Primary School, we believe that all children have the right to learn in a calm and safe environment. The staff at Ravenshead C of E Primary are committed to maintaining high expectations of good behaviour as an essential contribution to the educational experience of the children and to their happiness and well-being at school. The children are encouraged to have an understanding of the needs of others, and to develop considerate and co-operative behaviour.

At Ravenshead C of E Primary School, we like to work alongside parents to encourage children to develop as fully as possible. We want to help our children to:  create the conditions for a caring, orderly community based on mutual respect in which effective learning can take place;  take responsibility for their own actions and by so doing develop self-discipline;  develop a sense of identity, achievement and self-worth;  develop the ability to co-operate with others;  develop tolerance and understanding of the needs and opinions of others;  develop a greater sense of personal responsibility by giving them responsibilities in a number of ways in school.

Children learn best when they are clear about what they are supposed to do and when they are continually and consistently encouraged to do it.

2. Promoting the Ethos of Good Behaviour The basis of achieving good behaviour at Ravenshead C of E is through positive, caring and respectful relationships between adults and children. Our expectations are high and boundaries are clear.

Good behaviour means that everyone in school is:  careful and kind; 3  polite and friendly;  helpful to each other;  calm and hardworking.

Our Ravenshead Rules are written around these areas:

Ravenshead Rules

1. Be ready to learn.

2. Listen and follow instructions.

3. Raise your hand to share.

4. Use hands, feet and objects correctly.

5. Respect people and property.

6. Be honest.

Posters to inform and remind pupils and staff of our agreed school rules can be found in each classroom and in the children’s Personal Organisers (at the front). At the beginning of each academic year, each class has lessons where routines that are used in the classroom to support the school rules are established.

3. How we encourage Good Behaviour Staff acknowledge and reinforce positive behaviour and pupil achievement and will:  recognise and highlight good behaviour as it occurs;  use positive language;  ensure that all children are praised for behaving well;  praise the child directly for behaviour we are pleased to see;  explain and demonstrate the behaviour we wish to see;  encourage the children to be responsible for their own behaviour;  reward individual pupils and groups of children for behaving well;  relate assembly and Collective Worship themes to SEAL/PSHE materials;  use Jigsaw PSHE scheme of work to teach specific PSHE skills of understanding feelings and to promote positive attitudes;  use Play Leaders (Year 5 and 6 children) to play with the children at lunchtime;

4. The Role of Parents and Carers The school works collaboratively with parents and carers, so children receive consistent messages about how to behave both in and out of school. We expect parents and carers to support their child’s learning and cooperate with the school. We ask that they support and respect the decisions that we make regarding rewards and sanctions. We aim to build a supportive dialogue between home and school and we talk to those at home if we have concerns about a child’s welfare or behaviour.

Parents are asked to read and sign the home/school agreement in their child’s Personal Organiser at the start of each school year.

4 Our Behaviour System Our behaviour system is based on Golden Time and Dojo points. Children receive rewards to reinforce good attitudes and behaviour. Sanctions are used when boundaries are crossed.

5. Golden Time

What is Golden Time?  Golden Time takes place on Friday afternoons for half an hour from Years 1-6.  Special activities are set up for children to enjoy.  All children (from Year 1 to Year 6) start off the week with an entitlement to the full Golden Time.

Why have Golden Time?  Golden Time rewards those children who are always well behaved as well as those who make a special effort.  Golden Time promotes good classroom behaviour and helps to reduce low-level disruptive behaviour which prevents effective learning.  Golden Time allows children and staff to have fun together.

How Is Golden Time Promoted?  Golden Time is promoted at every opportunity.  It is referred to positively by all staff so that the children will want to take part.  The activities for Golden Time are varied to suit all tastes (within reason and also logistically possible) and to keep Golden Time exciting.  Children are frequently reminded of the Ravenshead Rules and are encouraged to keep them at all times.

Visual Cues To remind children to make the right choices about their behaviour, the school uses visual cues. Each child has a Dojo Avatar that is displayed on the class smartboard. A green circle next to their avatar shows how many positive points they have earnt so far that week. A red circle next to their avatar shows how much Golden Time (if any) they have lost that week.

In KS1 The children also have physical cues to remind children to make the right choices about their behaviour. All of the children’s names begin on the sun each week, representing that they have the full amount of Golden Time. Children move their name to the clouds to show sanctions and the removal of Golden Time.

Classroom Management of Golden Time:  the Ravenshead Rules are reinforced frequently to all pupils;  all pupils are expected to follow the Ravenshead Rules;  if a child breaks one of the Ravenshead Rules in a minor way, they are given a verbal reminder. If they continue to break the rule or a subsequent rule, they will lose Golden Time of up to 10 minutes (in line with the Golden Time Sanctions – Appendix 1);  if a child breaks one of the Ravenshead Rules in a major way, they will lose upwards of 15 minutes of their Golden Time immediately (refer to Appendix 1). This will be recorded in their Personal Organiser to inform parents; 5  visual cues are used to reward good behaviour and show consequences (Dojo point totals are displayed on the interactive whiteboard);  Golden Time cannot be earnt back as children have to learn to face the consequence of their actions.

What happens to children who have to miss all or part of Golden Time? All pupils are asked to sit out at a place designated by their class teacher and watch the special activities for their allotted missed time.

If children lose 30 minutes of their Golden Time in one sanction, they will also remain behind after Whole School Collective Worship on a Monday afternoon to speak with Mrs Thomas (which will be recorded in their Personal Organiser to inform parents/carers). This will be to discuss how they can prevent a similar incident reoccurring.

If children lose 15 minutes cumulatively for three weeks running, they will also have to remain behind after Whole School Collective Worship on a Monday afternoon to speak with Mrs Thomas (which will be recorded in their Personal Organiser to inform parents/carers). This will be to discuss ways to prevent regular loss of Golden Time from occurring again.

6. Class Dojo Points

What is Class Dojo? Class Dojo is used by all teachers and children from Foundation to Year 6. It is a digital classroom management tool designed to help teachers improve children’s behaviour. Each child gets an avatar, and teachers create goals or behaviours to track, such as participating in class, or staying on task. Ravenshead C of E teachers use an iPad/laptop to give points throughout the school day. Each child’s points are displayed via the classroom interactive whiteboard.

Why have Class Dojo Points? By offering a quick, easy way for teachers to note behaviours as they happen, Class Dojo allows teachers to gather more information about individual children and give them feedback instantaneously as well as allowing a whole school monitoring of behaviour.

How Class Dojo Points are promoted:  the child in each class with the most Dojo points each week will receive a prize in the FAB Achievement Assembly along with their class monster to sit on their desk for the week;  children will be awarded with Dojo certificates for reaching Dojo milestones (100, 200, 300 Dojo points etc.);

Classroom Management of Class Dojo points:  Class Dojo points will be displayed on the interactive whiteboard each day;  children will earn Dojo points for demonstrating positive behaviour (see Appendix 2);  the bubbles by the children’s Avatars will be set back to 0 each week so that each child starts afresh. However, the overall points that the children have individually gained can be viewed by class teachers.

7. In addition to Golden Time and Dojo points, we encourage behaviour through a system of rewards:  certificates and stickers; 6  weekly FAB assembly. Each week, a child is nominated from each class to receive an achievement certificate, based on a specific area, for example English, peer choice, outstanding attitude to learning. Parents/carers are invited to attend the assembly to see their child presented with a certificate. In addition, class teachers nominate either a reader/writer or mathematician of the week and the children have their work/photo displayed in the KS2 entrance hall and are awarded with a bookmark/pencil or ruler in the assembly. All children who receive a reward in FAB assembly have their names included in the weekly newsletter;  Roll of Honour (completed by the parents by the Main Reception) to recognise the children’s achievements outside of school. Their names are read out in the FAB assembly and they receive a sticker;  Top Table award held monthly in the KS2 dining hall (children are selected for their good lunchtime behaviour) where the children sit on a special table, have their lunch first and receive a special certificate;  the school has adopted a ‘Growth Mindset’ approach which encourages children to always try their best and to not be afraid of failure (as it is only by failing that we learn). Children are awarded with Gerald the Giraffe to sit on their desk if they have persevered and demonstrated a growth mindset;  Class points which are awarded for going into Collective Worship quietly, lining up outside quietly and tidy cloakrooms. The class with the most points at the end of the week goes into dinner first for a week, has extra time on the Trim Trail and mushroom area at break time, receives a class certificate, trophy and the mascot Roxy (KS2)/Rocky (KS1) the Raven;  Class of the Term. The class which earns the most class points over the term (one in each Key Stage) is the class point winner and receives £5 per pupil to spend on a ‘treat’;  Reading Raffle where if children reads three times a week at home, they receive a raffle ticket to go into the draw (and a sticker in their organiser). This is drawn termly for each Key Stage and there is a £25 prize chosen by the winners.

Stopping Inappropriate Behaviour At Ravenshead C of E Primary, we do everything possible to work with children to promote positive behaviour. Positive reinforcement (Dojo points) is more effective than issuing a sanction.

However, from time to time, misbehaviour does occur. We believe that pupils feel more secure if they know where the boundaries lie and what sanctions will be used if they overstep the mark.

8. What Happens when Children Show Inappropriate Behaviour?  Loss of Golden Time (refer to Appendix 1).  If a child fails to complete work in the classroom, even though the work is well within their capabilities, the class teacher may keep him/her in during playtime to complete their work.  If a child persistently hinders the learning of others, the child will be sent to an alternative year group class to continue with their work.  Phone call to parent: this is optional and will be used at the class teacher’s discretion if is thought that a particular situation may be resolved through discussion with the family,  Removal of privileges, for example pupil not attending after school clubs, school discos, not to represent the school at an activity (particularly if other children’s well-being would be affected). In these cases, parents/ carers may lose any deposit they have paid for clubs (this is to cover costs incurred by the school as a result of booking fees, coach places etc.).  Weekly Report Chart/Star Chart: if the rewards and sanctions fail to provide the necessary support a child needs to help them develop the high standards of behaviour we are striving for, then the class teacher asks to see the parents/carers who are notified that their child will be 7 put on report. Targets are usually around gaining a certain number of stars. This will be discussed at the end of each week with the child and his/her parents/carers. Continued inappropriate behaviour results in the parents/carers being invited to discuss the matter with the Head of Pupils and Personnel or Strategic Headteacher.  For school trips, reasonable adjustments may have to be made in order to ensure that a child’s behaviour will not prevent others from having a good time. In these instances, a child’s parents/carers will be informed of the measures being put into place.  Behaviour plans: In cases where individual reports/star charts do not have the effect of improving a child’s behaviour, a formal behaviour plan may be introduced, in consultation between the child’s teacher, the SENCO, Head of Pupils and Personnel/Strategic Headteacher and the child’s parents/carers. External support from the Mansfield Area Partnership may also be sought to support the child, family and school.

9. Handling or Restraining Pupils This is always used as a last resort, if a child is endangering him/herself or others or if the child is seriously preventing the education of others. Minimum handling is used, and parents and carers are always informed that restraint or handling has been used. Please refer to the Physical Intervention policy.

10. Exclusion Regrettably, serious incidents of persistent disruptive behaviour (for example physical violence to a member of staff or pupil; extensive vandalism to school property, continual refusal to comply with adult instructions) may lead to fixed term or permanent exclusion. Exclusion is very serious and remains on the child’s school record throughout his/her school life. However, this action is sometimes necessary in order to ensure that at Ravenshead C of E Primary School, we can provide a safe learning environment for all our pupils and staff.

11. Lunchtimes We expect children to show the same level of respect to all adults within the school. The Golden Time and Class Dojo point rules will also apply at lunchtimes and Midday Supervisors will be able to award Class Dojo points. If awarding Class Dojo points, the middays will hand the children a laminated Dojo card (which the child will then hand into their class teacher). If an incident of inappropriate behaviour occurs, the Midday Supervisor will discuss the loss of Golden Time with the class teacher (or Head of Pupils and Personnel) and the class teacher will then decide if Golden Time should be removed.

If inappropriate behaviour at lunchtime continues to be an issue, children may be kept inside at lunchtime for a specific period of time. If after this, lunchtime behaviour remains an issue, parents/carers may be contacted and asked to collect their children for lunch each day. This would be for a fixed period of time and would be logged as a half-day exclusion. In this instance, the formal process for exclusion will be followed in line with the school Exclusion Policy (which can be obtained from the Main Reception). After 10 lunchtime exclusions, governors and the Local Authority will be informed.

12. Monitoring of Behaviour Each class teacher will monitor the number of Class Dojo points that are being earnt by each child. The awarding of Class Dojo points and removal of Golden Time will be monitored across the whole school by the Head of Pupils and Personnel on a weekly basis to ensure that teachers are using them consistently.

8 If a child loses a block of Golden Time upwards of 15 minutes at one time (see Appendix 1 for examples of behaviour that will lead to this), parents will be notified via their child’s personal organiser.

If children lose 30 minutes of their Golden Time in one sanction, they will also remain behind after Whole School Collective Worship on a Monday afternoon to speak with Mrs Thomas (which will be recorded in their Personal Organiser to inform parents/carers). This will be to discuss how they can prevent a similar incident reoccurring.

If children lose 15 minutes cumulatively for three weeks running, they will also have to remain behind after Whole School Collective Worship on a Monday afternoon to speak with Mrs Thomas (which will be recorded in their Personal Organiser to inform parents/carers). This will be to discuss ways to prevent regular loss of Golden Time from occurring again.

Additionally, class teachers will monitor the behaviour of their children each week and where they have ongoing concerns and feel it is necessary, they will contact the child’s parents/carers to discuss the issues. This may be either via the Personal Organiser, a short meeting or a phone call.

Should the concerns persist, it may be the case that a meeting is held with the Head of Pupils and Personnel or Strategic Headteacher to discuss the strategies that can be put in place to best support the child to develop the high standards of behaviour we are striving for. There is a nominated governor for behaviour (Mrs Lyndsey Park) and she will be informed of children whose ongoing behaviour is causing concern.

The loss of Golden Time will be monitored across the whole school by the Head of Pupils and Personnel on a termly basis. An overview of the behaviour in the school will be reported each term to the Governing Body. Discussions as to how the number of children losing Golden Time can be reduced or what the school is doing to support individual children will then take place.

The regular review of behaviour across the school also allows the school to continually review the effectiveness of the system and to make necessary changes.

The policy will be reviewed and updated at least annually.

9 Appendix 1

Golden Time Sanctions This will be for the following reasons but the loss of Golden Time (and the amount) can also be determined by the teacher:

5 minutes taken away (after verbal warning from the adult):  Not on task.  Not following instructions/listening  Disturbing others/unhelpful talk.  Being inside at break times without permission.  Running inside.  Organiser not signed in line with the year group’s expectation (Y2-6).  PE kit being forgotten after warning (Y2-6).  Homework being forgotten (KS2 only).  Crossing a yellow line deliberately on a ‘yellow line’ day on the playground.

10 minutes taken away  Continually interrupting.  Throwing equipment.  Being rude or cheeky to adults.  Intentionally hurting another child’s feelings.

15 minutes taken away  Lying.  Lack of respect (e.g. refusal to do what asked).

20 minutes taken away  Threatening someone.  Stealing/damaging other people’s property.

30 minutes taken away – parents will also be informed via their child’s Personal Organiser.  Violent physical contact.  Swearing.  Racial incidents (these will also be reported to the Strategic Head Teacher – please also refer to the Anti-bullying policy for further details).  Bullying (the procedures outlined in the Anti-bullying Policy will also be followed).  Damaging school property (a letter may also be sent home to parents asking them to pay to replace the damaged item/items).

10 All incidents will be investigated prior to the removal of Golden Time to ensure that it is being removed fairly and consistently.

Appendix 2

Class Dojo Points

Whole School Dojo Points

5 points each  Gerald the Giraffe winner.

2 points each  Growth mindset.  Collective worship.  Lunchtimes.  Working to the best of ability in books.  Being kind/helping others.  Listening/following instructions.  Teamwork.  On task/independent learning.

1 point each  Areas identified by individual class teachers that the children in their class need to work on.