Heston Infant and Nursery Behaviour Policy

Heston Primary School Behaviour and Anti-Bullying Policy Reviewed by Francesca Hooker and Natalie Lester

Vision Statement A school where learning is preparation for life Ethos: supportive, aspirational, engaging

At Heston Primary School we believe that governors, staff, pupils and parents have a role to play in making sure that everyone in the school has the right to feel safe and to be treated with respect in an environment which enables the highest quality of teaching and learning to take place. This policy is based on these rights and the belief that, as with other learning, children need to be taught the type of behaviour that will enable them to fulfil their educational potential, responsibilities and ownership of behaviour, and that this learning is best achieved by the combination of positive encouragement and adult modelling. Our Behaviour Policy enables us to demonstrate our shared philosophy and ensure the consistency of the approach.

This policy aims to:  create a secure, accepting, collaborating and stimulating environment in which everyone is respected and valued  develop inclusive values, shared between all staff, pupils, governors, parents and carers  reflect the inclusive culture of the school in policies and practices  promote self discipline and proper regard for authority among pupils  encourage good behaviour, care and concern for one another and a sense of responsibility for one’s own  prevent all forms of bullying and racism  promote a respect for fundamental values and attitudes using the school goals: enquiry, resilience, morality, communication, thoughtfulness, cooperation, respect and adaptability  prepare pupils to function well socially and participate fully in society.

Expectations

Staff will:-  Create a positive climate by developing good relationships with pupils, staff and parents  Model controlled, respectful verbal and non-verbal behaviours using silent stops to prevent children talking over you.  Understand that behaviours are reactions and should be treated as such. Children should NOT be categorised by their behaviour e.g. “a naughty child”.  Display classroom goals negotiated at the beginning of the year; shared with children appropriately through a class poster, photographs, cartoons or diagrams.  Recognise good behaviour and regularly use praise / rewards to reinforce this behaviour. We try to “Catch Them Being Good”. This may be by the use of verbal or non-verbal praise or more extrinsic rewards such as stickers, house points, dojo points, prizes or raffle tickets.  Make clear that bullying, racism and homophobia are not tolerated.  Encourage children to identify their own and others strengths through circle time, co-operat- ive games and role play.  Use a clear system of sanctions which is tailored to each child. We recognise that a sanction/punishment for one child may not be suitable for another.  Create a well ordered, pleasant working environment where learning is valued, well presen- ted and displayed.  Expect high standards and create opportunities for all children to achieve in all areas of school life.  Teach a broad, balanced curriculum with appropriate differentiation, where pupil’s independence is promoted.  Use a variety of teaching styles to develop independence.  Teach and help children to practise appropriate behaviours on a regular basis.  Take responsibility for maintaining good behaviour both in the class and around the school by teaching and reinforcing routines and the social skills needed for a successful education.  Log relevant information about behaviour with year leader.  Develop or follow, established informal / formal strategies in promoting home / school relationships and will send home a behaviour alert if or when necessary (see appendix 3).  SMT and SLT will ensure regular opportunities for discussion and training for all staff and will ensure that at all times a member of the SMT is available in emergencies when a staff member calls for support using the internal phone system.  The school and governing body will continue to involve parents/carers and pupils in the pro- cess of developing effective behaviour management

Parents will:-  Support the school in the way in which the behaviour of their child is managed.  Ensure that their child arrives at school on time, with the appropriate equipment and in suitable clothing.  Provide emotional support at home when their child is completing homework and positive encouragement for good behaviour at all times.

Children will:-

 follow the school goals  have respect for the feelings, property, opinions and beliefs of others  participate and persevere at tasks  put forward a point of view in a polite manner  take responsibility for their own actions  consider and co-operate with others  have the ability to apologise  be prepared to learn  listen to others  recognise that the ‘choice’ is theirs in terms of behaviour

Heston Primary School Expectations Our school goals are linked to individual class behaviour expectations; these form the basis of our whole school behaviour expectations and these may be elaborated upon or explained but they should feature in classrooms and be referred to as part of behaviour discussions.  Goals are displayed in classrooms and are used to discuss individual behaviour. They form the basis for assembly themes and when required, circle time lessons.  Communication- we can use voices to explain problems  Cooperation-we work together  Adaptability-we understand that things can change  Resilience- we always work hard and never give up  Respect-we are kind and caring  Enquiry- we ask questions about our learning  Morality-We know right from wrong  Thoughtfulness- we think about others. EYFS Strategies:  Silent stop – tambourine – children stop, hands up, ready to listen  Positive Reinforcement: o Rockets – move child’s name to a star or from space to rocket. o Show off good work / behaviour during carpet sessions – beginning and end of the day, fruit and milk time etc. o Stickers  Managing incidents: o Stage 1: warning with explanation o Stage 2: move name on rocket and if necessary move next to an adult for a few minutes o Stage 3: 3 minutes ‘thinking time’ beside an adult with a timer. Thinking time to end with child explaining to adult what they did wrong and what they will do next time. o Stage 4: child to NB

 If 2 instances of stage 3 in a day or a stage 4, child’s name and behaviour to be recorded in an incident book.

Whole School Routines

Transitions for example;  A table/group/individual is called one at a time to the carpet or line to ensure a calm and orderly manner is maintained  Tidying up time is managed in an orderly way by the use of music or a group or the class monitors complete it to allow for smooth transition from one lesson to another  Teachers monitor line order for possible issues – children could line up alphabetically

End/Start of Day Routines  Children remain in their line or on the carpet until their name has been called following the arrival of their parent (in EYFS and KS1)  Children in KS2 drift in from 8.40am until 8.50am to allow for limited issues in the corridors, for all children to be dropped off at the right time and for parents to have the opportunity to meet with teachers, EYFS and KS1 bell is rung at 8:55 and children line up in an orderly fashion and enter the school in their line to sit on the carpet  SMT members are on duty in the playground before and after school and at the end of lunch to ensure that behaviour is monitored and children are safe

Rewards It is recognised that motivation to do well is most effective when it is intrinsic to the activity. However, many pupils will not have developed their ability to respond to this, but will wish to please their teacher and their parents and some may need extrinsic rewards such as stickers. It is part of our role as educators, to promote a feeling of success and to use this to promote greater achievement. If we want to encourage and reinforce good behaviour we must “Catch Them Being Good” as often as possible and make them aware using suitable rewards. In many cases these can be non- verbal rewards like thumbs up or smiles. We also recognise that rewards have to ‘fit’ the child just as sanctions do, so teachers should be open to changing the reward to ensure each child will be motivated.

Types of Rewards

Always Recognition, Affirmation, Praise  Dojo points  Stickers- on jumpers, in books or a class chart or individual chart  Certificates or golden leaves with written praise to be shared in assembly  Class rewards systems with whole class rewards.  Thumbs up and other non-verbal signals  Informing parents, formally or informally of achievements  ‘Showing off’ children to other members of staff for excellent effort in work or behaviour  Verbal praise from another teacher or from SLT  Verbal praise or reward from SLT  Special responsibilities  Golden time- special rewards for classes who win whole class points, choice of activities This must be earned and not be a feature of the timetable.  Raffle tickets (awarded at lunch)  House points

When a reward is given in conjunction with a behaviour chart or report card, then the reward should be negotiated to ensure that the reward motivates that child.

Sanctions We understand that not all sanctions work for all children and that when correcting misbehaviour, we need to use a graduated approach from the least intrusive to the most intrusive and remember that the concentration should be on certainty and not severity when sanctions are involved. A list of different behaviours and strategies to address them are shown in Appendix 1b and should be used to support the Behaviour Logging system. In-class incidents are recorded on the dojo system by the teacher, on incident forms by the children (supported by teacher or teaching assistant in KS1 if necessary) and follow the steps outlined in Appendix 1a. These incident forms are kept by year leaders in behaviour log wallets in their classrooms and are monitored by the Pupil Voice Manager. Reflection is used for children who are unsafe on the playground or have been escalated to phase 2 and 3 behaviours as set out in Appendix 2. A child on reflection is kept within year group and reflection is managed by class teachers.

Sanctions used in the playground  Time out for 5 - 10 minutes in a designated area of the playground/classroom  Sent in to SMT member/partner teacher

Exclusions from school

Children are very rarely long-term or permanently excluded and only for the most serious misbehaviours that could endanger themselves or others. There legal procedures which include the use of Pastoral Support Plans and involvement of school governors.

Monitoring behaviour

No sanction will affect behaviour if it is not used effectively. Central to our policy is the practice of alert scanning by all staff in the classroom and around the school. We recognise that all the adults in the school have the responsibility to monitor behaviour and that misbehaviour must be dealt with. It may need to be recorded and/or reported to the class teacher.

 Behaviour is monitored through the use of the class reward systems, the grid in appendix 1b and monitoring behaviour and consequences using the Incident Sheets.  All adults contribute to all reward systems and behaviour logs, and children are aware of this. This ensures that all adults are kept informed of behaviour and the consequences that were given.  Pupil Voice Manager to review the class behaviour logs half-termly to monitor behaviours and the implementation of the behaviour policy Emergency call system All classes are equipped with a phone which can be used to contact a member of SMT or SLT to an emergency of any kind. An SOs card is used for emergencies but this needs discussion with the class.

Playtime/Lunchtime Routines - SMSAs

 There is a minimum of three adults on duty in both playgrounds who patrol and scan the playground to ensure children are safe and issues are addressed quickly  When the bell is rung, the children stand still and wait for the second bell to signal tidy-up time  In Early Years teachers shake a tambourine to gain the attention of the children in the playground and ensure that they stand still, then the classes are called to line up at their classroom doors.  Teachers on duty and SMSAs deal with incidents of misbehaviour – reports are verbal where there is little time to discuss an issue, otherwise all adults contribute the class behaviour records. If a sanction has been administered then the class teacher may only need a short discussion with the child to ensure children know that all issues are followed up  Children who are unwell or receive minor injuries should be dealt with by the SMSA who has dealt with the injury or they are sent to the Welfare Assistant. Records are kept of all in - juries.  In the event of a more serious incident (e.g. head injuries) parents and senior staff are informed immediately.  Playground monitors assist in putting out equipment, tidying up, and work as buddies for children at the friendship stop.  Behaviour Management Strategies see Appendix 2

Bullying

What is bullying?

Bullying is deliberately hurtful behaviour repeated over a period of time. Ofsted defines bullying as aggressive or insulting behaviour by an individual or group, often repeated over a period of time that intentionally hurts or harms. It is difficult for victims to defend themselves against it.

Prevention

We aim to minimise the likelihood of bullying taking place by: • promoting a school ethos which encourages positive attitudes towards others and emphasises that every pupil is of equal worth, irrespective of age, gender, ethnic, background or academic attainment • providing a safe and stimulating environment in which children can work and play • providing positive adult role models  providing pupils with opportunities to highlight concerns to adults - Early Years and Year 1+2 will have ‘Bubble Time’ and Years 3-6 ‘Worry Boxes’

Knowledge and Understanding Through assemblies, class discussion time and as part of a structured Personal, Social and Health Education programme, we aim to raise children’s awareness and understanding of the issues surrounding bullying. Once a year we celebrate Anti-Bullying week using SEAL resources. We aim to: • encourage children to realise that bullying is not restricted to physical violence, but includes any form of repeated behaviour which makes another child unhappy. Bullying includes repeated pushing, hitting, kicking, threatening, name-calling, teasing, ignoring, excluding, and taking, damaging or demanding things belonging to another child • develop children’s sensitivity to differences between people • encourage children to empathise with victims of bullying (for example, through role play and discussion) • assure children that they should not tolerate bullying in any form • give children strategies to deal with bullying, including being sufficiently assertive to object to unacceptable behaviour • encourage children to seek adult involvement, in the knowledge that their problem will be taken seriously • make children aware that bystanders condone bullying by doing nothing and that it is their responsibility to inform an adult.

Dealing with Bullying in School Incidences of bullying are often complex and need to be dealt with appropriately, firmly and sensitively. Children should feel that they can approach an adult, usually their class teacher, but it could be any adult in the school with whom they feel comfortable. How we deal with bullying reflects the belief that every child has the right to work and play in a secure and happy environment. No one should be allowed to take that right away. The staff have agreed to deal with all incidents in a consistent manner, following the guidelines below:

1. To investigate fully each incident wherever it occurs, withdrawing the children concerned from the situation. 2. If it is felt necessary the child or children will be withdrawn from the remainder of the break or lunchtime and asked to sit on a bench in the playground. 3. All incidents to be recorded in the Incidents of bullying by either the adult concerned. 4. All serious incidents, e.g. fighting etc., will be dealt with by the SMT or SLT immediately. 5. The ‘Behaviour Log’ will be monitored by the SMT/SLT 6. If an incident of bullying has been detected, an bullying form must be completed to ensure that the issue is monitored and tracked as the children continue through the school. Information should also be posted on Pupil asset to ensure that this information is shared with the following year group’s teacher.

A child may also have certain privileges removed, if there is no improvement in his/her behaviour. Incidents of bullying that occur during other times in the school day will be dealt with in a similar way. Following a full investigation of the situation the names of the children involved will be entered into a behaviour log or onto Pupil Asset and kept by the class teacher.

Bullying Outside of School Any bullying outside of school (e.g. via internet of mobile phones) will be investigated by the school and dealt with accordingly. Parents will be notified if their child is involved.

Policy to be reviewed in conjunction with staff, governors and pupils by April 2017 APPENDIX 1a

In-class behaviour management and responsibilities:

Recording of behaviours:

 In class, if a child exhibits one of the Phase 1 behaviours their name is written on the white board  If they exhibit the same behaviour or another phase 1 behaviour, their name is ticked  If they have their name and two ticks on the board, they will be sent to the Cluster Leader (or an alternative PL if the year group PL is unavailable), with a copy of the incident form on page 1 completed by the child. This form will be filed in a behaviour log held by the PL for each phase to keep a record of low level disruption.

 If a child exhibits several phase 1 behaviours in one week then the class teacher can contact the parent/carer or send home a behaviour alert with the child to make the parent/carer aware of these changes in behaviours.

 If a child exhibits a phase 2 behaviour, they will be sent immediately to the Assistant Head with the incident sheet and for Phase 3 behaviours to the Assistant or Head teacher, with the forms to complete.

Phase 1 behaviour recorded 3 times in a session – sent to Phase Leader of year or another if they are unavailable and loss of stage one dojo point.

Repeated Phase 1 behaviour recorded over 2 sessions – sent to Assistant Head and loss of stage two dojo point.

Phase 2 behaviours at any time – sent to Assistant Head and loss of stage two dojo point.

Phase 3 behaviours at any time – sent to Deputy Head (all bullying) or Head (all racism) and loss of stage three dojo point. See ‘At a Glance Phase Grid’ below

B - Behavioural Choices Stage 1- Partner Teacher Stage 2 – Assistant Head Stage 3 – Deputy/ Head Disruption Unsafe behaviour that could Intentional harm to others cause harm Ignoring Repeated refusal to follow Continued refusal to follow requests/instructions instructions instructions Unkind words against others Repeatedly stopping other Serious challenge to safety, children’s learning authority or learning Leaving room without Inappropriate behaviour or Serious and deliberate permission language choices damage to school property or (written/verbal) others’ belongings Unsafe behaviours Damaging school Bullying, racist, homophobic property/others’ belongings or ability led comments Misuse of school property

Unfinished/poor quality work C - Action Taken, after implementation of strategies ‘Time Out’ in YL Room ‘Time Out’ in AH Room HT/DHT Room Heston Primary School : Incident Record KS1 Heston Primary School : Incident Record KS2 APPENDIX 1b

Behaviour Management-Identifying stages and appropriate action

Good learning behaviour The result of:

 Children conforming to staff  Children have negotiated school/class rules (including expectations playground code of conduct)

 Clear understanding of expectations/sanctions

 Regular reminders through use of praise/rewards

Stage 1 behaviour Suggested strategies:  Use of facial expressions and body language to show  Inappropriate chat, silliness, concern interruption (noises etc)  Praise for pupils who are conforming  Withdrawal of attention  Off task behaviour  Reminder of class/school goals  Quiet stern word to show disappointment and explanation  Mild disruption of others during of what needs to change learning  Use name and tick system on the white board detailed in  Minor rudeness I discourtesy appendix 1a  Ensuring learning needs are met (curriculum pitched  Inconsiderate language appropriately)  Removal of responsibilities/privileges  ‘Mild’ Pushing and shoving

Stage 2 behaviour Suggested strategies:  Persistent/ repetitive Stage 2 beha-  Referral to member of SLT (appropriate to key stage viour where possible)

 Use of unacceptable language and  Referral to SENCO I or gestures  Informal meeting with teacher and parent/carer  Deliberate abuse of property  Temporary removal from classroom to another class  Hurting others (physical/verbal abuse)  Loss of playtime (KS1 Golden Time, KS2 to have Reflec- tion Time)  Persistent or serious rudeness/discourtesy/defiance  Logged in Incident Logs  Refusal to comply after warning of  Removal of responsibilities/privileges consequences  Spitting  Parents/carers informed by class teacher

 Initiate target sheets/home school book/’on report' card/intervention group (social skills) Stage 3 behaviour Suggested strategies  Referral to deputy head I headteacher  Repeated use of abusive language  Meeting with parents' carers to agree support and targets with the clear aim of hurting and de-  Phone requesting support meaning the victim (including ra-  Temporary withdrawal of child for safety I reflection (SEAL cism) support)

 Repeated acts of violence towards  Outside agencies involved as appropriate people I property  Hold PSP meeting  Stealing (with intent: 'not borrowing')  Lunchtime debarment

 Persistent non-co-operation, defi-  Fixed term exclusion ance and' or disruption  Early Intervention Team  Threatening I dangerous behaviour  Permanent exclusion  Targets on Structured Conversation not being met

 Serious disruption to the learning of the class

 Child endangering safety, welfare of staff, children

Appendix 2 PREVENTATIVE BEHAVIOUR STRATEGIES

We need to plan for good behaviour

Children like to feel secure and in order to do so they need to know:-

 That we know what we are doing because we are organised  What is expected of them in work and behaviour  That they can do what is asked of them  That we like them

In this way we build the trusting relationships which are the foundation stone of good behaviour management and successful learning

When giving an instruction we need to remember

 Speak slowly – giving clear instructions  KISS - Keep It Short and Simple – No more than 3 items is best, given Infant short term memory  The child's name (or class name) pause then give the instruction eg “John pause Here a minute Thanks” -The pause gives the child time to realise you need their attention and Thanks Implies they have already complied.  State the positive behaviour you want to see not the negative behaviour – so “Walk with me” not “Don't run” Not “Stop talking” but “Work quietly”.

If we want to encourage and reinforce good behaviour we must Catch Them Being Good at the rate of 3 positives to each negative although in many cases these can be non-verbal like thumbs up or smiles.

POSITIVE CORRECTION STRATEGIES

When correcting the behaviour of pupils we should always remember that, while misbehaviour affects the learning of the whole class and sanctions can be effective in deterring misbehaviour, sanctions do not teach appropriate behaviour and the over use of sanctions has disadvantages.

 An angry telling-off can reinforce misbehaviour by the attention it gets  The teacher may demonstrate and therefore model loss of emotional control  The release of emotion can be addictive for the teacher  The child may come to feel that the teacher dislikes them  The child ceases to care and begins to see punishment as part of life  The classroom becomes a negative unpleasant place for everyone in it

Therefore in correcting misbehaviour we need to use a graduated approach from the least intrusive to the most intrusive and remember that the concentration should be on certainty and not severity when sanctions are involved.

LEAST INTRUSIVE CORRECTION STRATEGIES

These strategies are used as a normal part of classroom management for pupils who are off-task or those involved in low level disruption. At this stage pupils will often be unaware that their behaviour is being “managed”.

Humour – the use of humour without sarcasm can easily defuse potentially difficult situations.

Proximity – standing or sitting near the pupil will often terminate misbehaviour.

Proximity praise – praise given to an obedient pupil near the target pupil

Embedded names – when a child is not concentrating make a comment to the class which includes the pupil's name but without an overt correction e.g. “The way tadpoles turn into frogs is interesting isn't it Mary?”

Distraction/ Diversion/ Change of activity – send pupil to another class with a note saying “they/ I need a break Hold onto them for 5 minutes but don't tell them off”, ask a question “Do you need some help?” “Over here a minute Thanks?”

Tactical ignoring – ignoring secondary behaviours like stroppy looks which the pupil may use to save face when corrected and which can be discussed later.

Non-verbal or privately understood signals – pupils will often respond favourably to these visual signals such as nods, shaking head, hand up, beckoning hand, blocking hand, 4 fingers down to show 4 legs of the chair on the floor.

Brief directions – “Mary pause Looking this way and listening Thanks”. It is good to have a repertoire of these phrases which can be easily remembered when needed.

Use when/then not No – NO is a powerful word which is best avoided in favour of conditional language like when / then responses e.g. “Yes you can play in the sand when you have put away the bricks”. Partial agreement – to cope with pupils who start to argue. e.g. “Yes you might be getting fed up with this but it's still what we have to do today. What's the next bit that you have to do?”

Broken record technique – calmly repeat the instruction letting them know you understand their concern “Mrs Green may let you sit next to John but I need you to sit here”.

Take-up Time – in this strategy the instruction is given assertively but the teacher then turns away allowing the pupil take-up time to save face and avoid a confrontation. This is also useful in asking a pupil to come to you e.g. “Here a minute Sam?” teacher then turns her back on the pupil.

MODERATELY INTRUSIVE CORRECTION STRATEGIES

These strategies are more overt and are clearly directed at changing a behaviour. They will frequently be used by the teacher for the same behaviours as above when it is felt that they have been repeated too often and there has been a lack of response.

Rule reminders verbal or non-verbal – When pupils need to be reminded about a rule this can be done non-verbally by pointing to a photo showing compliant behaviour or a question can be asked such as “What is our rule about calling out Fiona?”

Give them a choice – “Sarah make a good choice and put the toy on my desk or in your drawer”. “Its your choice”

Ask them a question but not why - “What are you doing?” Response ”What should you be doing?”

MOST INTRUSIVE CORRECTION STRATEGIES

At this stage instructions are clearly being ignored which makes the situation more serious in that it becomes a failure to comply with instructions or respond to authority. In a sense it is a change from notice me behaviours to make me behaviours and must therefore be seen as more serious.

Making the consequences clear - “If you carry on talking you will be choosing to sit by yourself”.

Follow through on consequences – These may be immediate or deferred. “I said that you would have to move if you chose to keep talking so move here now Thanks”. Turn to another pupil thus avoiding a confrontation. Or a deferred, “You have chosen to keep talking so I will see you at playtime”.

Cool-off Time /Time out/Reflection time – Failure to respond to a reprimand makes the situation much more serious and must be treated as such with a sanction of Cool off time in class. A space is made for the child to work in class separated from others. This needs to be done very calmly and quietly to avoid further confrontation. This is a time for them to calm down and the behaviour should not be discussed at this stage. Being sent out of class is not satisfactory since the pupil needs more supervision at this time, not less.

Removal from the class – for reasons of constant disruption or safety issues it is important to follow agreed procedures for the removal of a pupil to another class or a member of the SMT. If the pupil is calm the class teaching assistant or the class teacher may take them to a parallel class but if removal to SMT is required it may be necessary to use the SOS card system to call for assistance.

A separation may then need to be followed by a session of over-learning or training on the expected behaviour e.g. working in silence or listening during teaching times. It may also be necessary for the child to write or draw a sorry card to show that they understand why this has happened and the choices that they made. Appendix 3:Guidelines for Behaviour Management for Heston Primary School SMSAs

Good behaviour is built on good relationships

BE FRIENDLY AND APPROACHABLE  A smile and a cheery hello will often diffuse a potentially difficult situation. Use your sense of humour, but take care not to wind them up.

GET TO KNOW THEM  Learn their names as fast as you can and do not use nicknames which the child has not chosen.

TRY TO CHAT  Be willing to talk to children about their news, their problems, football, anything

SET A GOOD EXAMPLE  Set a good example to the children by speaking politely and kindly to them.

TRY TO GIVE THEM SOMETHING TO DO  Bored children can easily become badly behaved children

BE CONSISTENT  Don't let the children play one person off against another.

HAVE A CLEAR CODE FOR BEHAVIOUR IN THE PLAYGROUND  Give a gentle, quiet reminder if necessary

GIVE PRAISE  Give praise and encouragement. It is three times as powerful as criticism, so give three times as much.

USE INCENTIVES  A special certificate that only you can give can be very powerful. Make sure they know what good behaviour they have used that has led to the reward. Some schools use stickers as a reward for good behaviour. Some schools have a table of the week and they get a tablecloth and flowers.

TREAT ALL CHILDFREN EQUALLY  It is easy to jump to the wrong conclusions about the situation. Give the child the chance to explain, listen and try not to act on hearsay.

STAY CALM  This will help you remain in authority. Don't let the children get you. Don't react without thinking.  Stop. Think. Then act.

AVOID CONFRONTATIONS  Don't argue. Repeat your request calmly. Wait. If necessary, make a note of the behaviour to tell the school or the parent. Don't make threats you can't carry out.

 DON'T LEAVE THE CHILD WITH NO WAY OUT  Help them to get back from a difficult situation. If they have been rude, ask them to repeat what they said and if they don't, make no comment. DON'T USE SARCASM  It belittles them and leads to resentment.

PROTECT YOUR STATUS AND TRY NOT TO SHOUT  Shouting makes it seem that you have lost control. Use the phrase or sign used by the teacher to obtain quiet.

DON'T USE LABELS  Don't call children naughty, rude or stupid. Tell them what they are doing is not allowed but fo- cus on the behaviour, not the 'bad' child. Remember labels stick. When a child begins to think that they are a 'naughty' child, there is nothing to be lost by continuing to be 'naughty' to get attention

USE SANCTIONS SPARINGLY  You need to have sanctions but children who misbehave cannot all be sent to the Head. Use your own sanctions: e.g. require the child to walk with you for a few minutes. Some schools use report cards with specific behaviours ticked, others use a yellow card system similar to that used in football.

CATCH THEM BEING GOOD  Children who misbehave often do it to get attention, so make sure they get masses of attention for good behaviour.

Finally - remember every day is a new day. Appendix 4

Serious Behaviour Incident Record

Date …………………………………

Name of child …………………………………………………………………………………

Year Group ………………………..

Nature of incident

Were parents informed?

Signature of member of staff involved ………………………………………………….

Signature of Head ………………………………………………………………………… APPENDIX 3 – Behaviour Alert to parents

BEHAVIOUR ALERT

Your child ______has received 3 minor/ repeated warnings this week for their choices of behaviours. Therefore, we feel that you should be made aware of the situation and the action that the school will take. If you wish to discuss your child’s behaviour choices, then please contact the Class teacher, who will be more than happy to discuss this.

Signed______Date ______

Class Teacher

Using behaviour alerts

If a child displays phase one behaviours over a consecutive amount of days or the teacher feels the need to contact parents, then a behaviour alert will be sent home with the child to make the parent/carer aware of the current situation. This can also be used when it is not possible to verbally talk to the parents before or after school. POSITIVE FORCE RECORD