We Believe That

LONGFORD PARK PRIMARY SCHOOL- BEHAVIOUR POLICY

At Longford Park Primary School we believe that children learn best when:

They are happy They feel safe They feel valued They are treated fairly by everyone

We believe that: *Longford Park is a school where children are encouraged and supported to be successful. They are expected to adhere to good standards of behaviour in school and understand that there will be sanctions and consequences if the appropriate level of behaviour is not maintained.

*It is the responsibility of the primary school to develop social skills which will help each child to live happily in the world and which allows them to co-exist peacefully and positively in an atmosphere of care and support. These values are made explicit and expanded in the Early Learning Goals (ELGs) curriculum and are implicit in the delivery of the National Curriculum and the development of a good school.

*All staff/volunteers must act as role models from whom the children learn to develop their own life skills.

*The role of the parents is critical in the success of this policy and we encourage them to take an active role in their child’s education and behaviour.

This behaviour policy and its principles and beliefs will be implemented throughout Longford Park starting in the classroom but equally applied in breakfast club, on the playground and after-school clubs. ------

EFFECTIVE LEARNER VALUES

Our school, delivers 5 key Effective Learner values which underpin our behaviour policy. While much of the reinforcement of positive behaviour will occur on an ad hoc basis, the PSHE curriculum, including British Values is embedded throughout and woven into whole school assemblies and the curriculum. As a school we recognise national awareness days/ weeks (such as Anti-bullying week) to further develop positive behaviours.

The Effective Learner focuses are:

Resilience Independent Enquirers Reflective Learners Risk Takers Team Players *See also the Inspection handbook which outlines the expectations that a school must promote good, fundamental values in order that our children can grow to be worthwhile and positive contributors to a modern, multi-cultural Britain.

FORMAT AND ORGANISATION CODE OF CONDUCT At Longford Park we expect the following from the whole school community:  We shall respect each other’s point of view.  We shall be polite and well mannered.  We will treat the school and all things in it with care.  We will consider and support the needs of all the people in the school.  We will behave in a kind and helpful way. LONGFORD PARK PRIMARY SCHOOL- BEHAVIOUR POLICY

POSITIVELY REINFORCING GOOD BEHAVIOUR Praise, and the enjoyment the child gains from that praise, is a key element in that child ‘wanting to be good’. In school we have several reward systems which focus on good behaviour, good work and good manners- in fact all parts of school life.

1a. Good to be Green- 2. Age-appropriate class-based 3. Sharing & WAGOLL- Staff Individual award for each rewards schemes- These will be used recognition is the most year group- Given by each class by all staff. The systems will vary powerful means of reward. All teacher to a child each week. across the school. Stickers, wall- children like to be told they are Certificates are given in the charts, table points etc… may be doing well, especially in front of Good to be Green assembly (we used. Staff will use the methods other children or other aim to ensure that all children which have the greatest impact for members of staff. will receive an award at some both the children and staff point during the year). themselves. All systems will allow the child a fresh start each day. 5. Lunchtime raffle tickets- awarded to children who have behaved particularly well or 1b. Good to be Green- star 4. Engaging with parents- Staff made exceptional positive of the week award- are encouraged to share, praise and contributions to helping either Each week a different year encourage a child’s good behaviour, the DRA’s or other children. At group is nominated to identify a through the Marvellous Me app, each Good to be Green child who has demonstrated positive verbal conversations at the assembly, one name is pulled that they are an Effective start or end of the school day and from the raffle box and the Learner or who has through notification of awards on child is awarded a certificate demonstrated good levels of the school newsletter. behaviour. and a lunchtime sticker.

6. Smiley cards  - Awarded to children from any adult in school for a wide range of positive actions, for example, children who have behaved particularly well, used good manners or made exceptional positive contributions in the classroom and wider school community.

Children place the smiley card into the Good to be Green chart in the classroom and at the end of the school day/ week (class discretion) the smiley cards for each pupil are counted. The class keep a running total for each pupil and at the end each half term, the child with the most smileys receives a Good to be Green certificate in the awards assembly.

CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR As a school we accept that there are times when children find it difficult to maintain the expected level of good behaviour. As a school we have a fair and consistent ‘Behaviour Consequence Ladder’ approach to sanctions for unacceptable behaviour.

We use ‘Good to be Green’ charts as a means of ensuring that children are aware that they have been warned. If a child has had their card turned for unacceptable behaviour (Level 2 & 3), this lasts for 1 day and the card is then removed at the end of the day for a fresh start. For Level 2 and beyond where, for instance, a child has hurt another, no warning (card) will be given. LONGFORD PARK PRIMARY SCHOOL- BEHAVIOUR POLICY

In-class Behaviour Consequence Ladder

Example of behaviour Behaviour Type Adult Action Consequence(s)

Talking/ shouting out Level 1 Look/Gesture No consequence Distracting others Excellent Not following instructions/ class rules behaviour Being in school without permission Level 1 1st warning- No consequence Retaliating Good behaviour Reminder of rule Rough play broken Swearing & Spitting *Repetition of the above Level 2 2nd warning- Turn Good to be Green to a yellow warning card Being rude to staff ‘Could do Verbal warning Throwing objects better…’ Unkind/ derogatory comments behaviour Hurting another child accidently Lying Damage to school property Stealing *Repetition of the above Level 3 3rd warning- Turn yellow warning card to red consequence card Bullying of any sort (incl. cyber) Poor behaviour Recorded warning Rough play with leads to another child (write child’s Child moves to Time-out table (15mins) in classroom. getting hurt (e.g. pulling someone name on the Class teacher discusses incident with the child and around the neck) board) educates the child about why the behaviour was Throwing objects to intentionally unacceptable. cause harm to another child. *Repetition of the above Level 4 a) Child sent to Learning Mentor asks the child what the unacceptable Violence towards another person Unacceptable Learning Mentor behaviour was and then reminds the child of what is (fighting) behaviour (LM) acceptable behaviour. Behaviour is Racist/ homophobic comments * Adult uses logged on CPOMs LM escorts the child to another classroom (up to 15 mins) professional + Continuous bullying or harassment judgement Loss of Play/Lunchtime (up to 15 mins) with MLT/ SLT on Continued defiance of the school regarding the duty rules severity of the b) Child sent to Loss of Play/Lunchtime (up to 30 mins) unacceptable AHT AHT makes phoned call home and offers the parent(s) a Bringing dangerous objects into behaviour and Behaviour is meeting with LM/ SEND co-ord where appropriate. school availability of logged on CPOMS LM/ AHT/ HT ci) Sent to HT x1 Loss of entire Play/ Lunchtime for that day or the Intentionally harming another person Behaviour is following day logged on CPOMS + Letter sent home to parents at the end of the school day. cii) Sent to HT x Loss of entire Play/ Lunchtime for that day/ following 2 day(s) up to 1 week Behaviour is + logged on CPOMS Phone call home to parents- possible meeting to be arranged when child is collected at the end of the day (HT, class teacher, parent, child) Letter sent home to parents at the end of the school day.

ciii) Sent to HT x Parents contacted immediately and a meeting arranged as 3 soon as is possible. Meeting with parent + child prior to the Behaviour is child returning to school (HT, LM, parent + child, SENCO logged on CPOMS where appropriate). *Repetition of the above Level 5 Sent to HT Fixed Term Exclusion- Follow LA protocols Malicious violence Extreme Behaviour is Bringing dangerous objects into behaviour logged on CPOMS Meeting to be arranged with parent + child prior to the school with intent to harm others child returning to school (HT, LM, SENCO co-ord parent + child,) to set targets for Report Card. Intervention with appropriate outside agency. LONGFORD PARK PRIMARY SCHOOL- BEHAVIOUR POLICY

Playground Behaviour Consequence Ladder

Example of behaviour Behaviour Type Adult Action Consequence(s)

Everyone plays nicely together Level 1 No adult action No consequence/ record needed Everyone uses kind words Excellent/ Good required Everyone respects one behaviour another Everyone follows instructions All the play equipment is used correctly Being rude to staff Level 2 1st warning- Reminder No consequence/ record needed Not following instructions/ ‘Could do better…’ of rule broken and school rules behaviour what is excellent/ good Being in school without behaviour permission Retaliating Rough play (in which no-one is harmed) Swearing *Repetition of Level 2 Level 3 2nd warning- Verbal Time- Out- child is sent to the ‘Sin Bin’ (Thinking spot Rough play which leads to Poor behaviour Warning zone) against a designated wall. another child being injured *There may be times BREAKTIME Using unkind/ name calling- (at break and lunch) Member of staff on duty will verbally inform the ‘suggested’ bullying when a Learning child’s teacher. The teacher who dealt with the Mentor/ AHT is asked behaviour should discuss and educate the child about Not using the play equipment to intervene at this why the behaviour was unacceptable. safely stage because of the The member of staff on duty will verbally inform the children/ child child’s teacher. Damaging play equipment/ involved. Staff will use resources their knowledge of the LUNCHTIME children/ child to make The Dining Room Assistant (DRA) discusses the poor this decision. behaviour with the child and the Senior Lunchtime Supervisor (SLS) who educate the child about why the Behaviour is logged on behaviour was unacceptable. DRA and SLS agree on the CPOMS at the amount of Time-Out the child will have in the ‘sin-bin’ discretion of the (Thinking spot zone) (5-15 mins) person who dealt with The DRA/ SLS will verbally inform the child’s teacher the situation and asks that there has been an incident with the ‘named’ child/ the teacher to refer to children. it for more detail/ follow-up. *Repetition of Level 3 Level 4 Child sent to BREAKTIME & LUNCHTIME Fighting/ Violence/ severe Unacceptable AHT/Learning Mentor AHT/ Learning Mentor asks the child what the assault towards another behaviour (LM) unacceptable behaviour was and then reminds the child person of what is acceptable behaviour. Behaviour is logged on BREAKTIME Continuous bullying or CPOMs by AHT/ Child will lose the rest of their playtime for that day harassment LM/SLS and the next day. Child’s class teacher will be verbally informed of the Racist/ homophobic comments incident and refer them to CPOMS to see the details and any follow- up Playing dangerously LUNCHTIME Child will lose the rest of their lunch time for that day Continued defiance of the and the next day. school rules Child’s class teacher will be verbally informed of the incident and refer them to CPOMS to see the details and any follow- up

A letter will be sent home to the child’s parent by the AHT/ LM/SLS. LONGFORD PARK PRIMARY SCHOOL- BEHAVIOUR POLICY

Level 5 Sent to HT Fixed Term Exclusion- Follow LA protocols Extreme behaviour Behaviour is logged on Meeting to be arranged with parent + child prior to the CPOMS child returning to school (HT, LM, SEND co-ord parent + child,) to set targets for a Playtime Report Card. Intervention with appropriate outside agency. If a child reaches Level 3, 3x in a week, the child is to be sent to the AHT- a letter will be sent to parents expressing concerns about the child’s behaviour and recommendations that the parent(s) speak to their child about their play/lunchtime behaviour.

If a child reaches Level 4, 3x in one half term, a meeting will be arranged with parent (s) to discuss behaviours and agree sanctions.