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Behaviour Policy Our school is a safe and happy place where children can learn and play with trust and confidence. We encourage our children to recognise.

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Presentation on theme: "Behaviour Policy Our school is a safe and happy place where children can learn and play with trust and confidence. We encourage our children to recognise."— Presentation transcript:

1 Behaviour Policy Our school is a safe and happy place where children can learn and play with trust and confidence. We encourage our children to recognise their own self-worth. They develop a good self-image and self respect so that they may learn to live and work together amicably and successfully. We aim for children to be intrinsically motivated to learn and make the right choices. This means that over the years we have moved away from physical reward systems and are aiming to remove rewards completely. We nurture a ‘growth mindset’ environment, which enhances self-esteem, confidence and respect and encourages pupils to be self-motivated with the ability to work independently and collaboratively. We encourage self-discipline whereby pupils take responsibility for themselves and their actions so that they become sensitive, tolerant and caring individuals with a clear understanding between right and wrong. ‘Praise and consistency’ are the hallmark of our behaviour policy. All staff are responsible for dealing with behaviour.

2 Teaching ‘behaviour’ We consciously teach both conduct and learning behaviour across school through: -Our curriculum -PHSE including circle time -Restorative Practice -Sessions with the Learning Mentor - Giving children responsibility and a voice – School Council, Y5/Y6 Peacekeepers, buddies, Y6 responsibilities around school

3 Learning Behaviour

4 Cool School Rules

5 The school rules are the basis for the school’s behaviour policy. They are reinforced throughout the year during assemblies and day to day school life. The rules are displayed in the main hall, in every classroom and also at various points around the school.

6 Follow instructions

7 In the classroom... Which children are learning?

8 Keep hands, feet and objects to yourself

9 We are amazing at this!!

10 Use positive language and actions

11 More work to do... Anti Bullying Week: Monday 20 th October – Friday 24 th October 2014

12 Rewards Class wide rewards are the only reward system used in each class. Individuals, groups and the class earn points on a 100 point scale. These can be given by any member of staff in the classroom or on the playground. At each 10 points the class has 5minutes extra play and at 100 points the class have a treat decided on be the class at the beginning of the year. eg: den building, bikes and scooter session, wear a onesie

13 Consequences In the classroom and in the playground.

14 In classes 1 – 6 pupil’s checks are recorded on a class warning sheet as they occur during the day. These checks are for children not following the school rules especially ‘Not following instructions ‘around learning. This is to promote good learning behaviour. Morning and afternoon sessions are recorded separately to give children a fresh start. Persistent low level disruption is dealt with by the class teacher, with Learning Mentor involvement where appropriate. This involves talking with the child, then informing parents and ‘doubling up’ checks given. The HT monitors the behaviour of individual pupils, classes and school each half term. Where children are receiving 3 or more checks as a regular occurrence:  A discussion takes place between HT and child  Home circumstances/medical/personal background are investigated to see if any unknown circumstances are impacting within school, so that school can respond appropriately.  Behaviour is more closely monitored and supported during this period and parents are regularly informed of any improvements/deterioration  The child may be placed on an Individual Behaviour Plan and parents are informed. In the classroom

15 1 st Check -verbal reminder of the rule 2 nd Check - 5 minutes away from the group 3 rd Check – rest of the session away from the group 4 th Check – go to another class for 15 minutes reflection time 5 th Check – go to Senior Leadership Team and parents informed

16 Partner classes for time out are: Rec  Y 1 Y1  Y2 Y2  Y3 Y3  Y4 Y4  5 Y5  6 Y6  5

17 Foundation Stage Class and school rules are introduced from the start of the school year. In the first instance this is linked with the class’ first inquiry on the responsibilities of a community. The children will then get reminded of these rules regularly. The first half term pays close attention to social and emotional development. All children are observed to see how they settle into school, their ability to follow instructions and develop their relationships with other children and adults. Good liaison work with the feeder nurseries and parents provides us with any key information before the children are placed in school. Strategies to support children in the EYFS; Each child has a Class 6 buddy who reads with them every day, takes them to lunch and sits with them in the dinner hall before escorting them out to play and playing with them on the playground. Once the child is settled the buddy system stops. Small group work with Learning Mentor to learn playground rules and expectations Rewards: Class rewards as the rest of the school Consequences: 1 check Time out Speak with parents as part of their daily communication routine. During the summer term Foundation Stage children move onto the whole school reward and consequences system ready for Class 1.

18 A system of yellow and red cards is used at playtimes and lunchtime. A yellow card results in one minute standing by coloured cones on the playground (outside the classroom for wet playtimes) A red card results 5 minutes standing by the by coloured cones on the playground (outside the classroom for wet playtimes) Yellow and red cards are recorded on a form by the member of the staff on duty on the middle playground. This allows us to build up an evidence base of behavioural patterns which lead to effective action being taken to improve the child’s behaviour Serious incidences of behaviour are dealt with directly by the Learning Mentor/ Senior Leadership Team Incidents of bullying are dealt with following procedures in our Anti- Bullying Policy The Learning Mentor monitors behaviour on the playground each half term and reports to the Headteacher. Where we have concerns an individual plan is put into place for the child.

19 In the playground Yellow cards Not following instructions Name calling Going on the grass when it is not a grass day Inappropriate actions Going on or behind walls Running in the quiet area Picking people up Climbing on the benches and picnic tables Not following the playground rota Snatching from people Coming inside without permission

20 Red cards 2 yellow cards Physical – kicking, pushing, smacking, hair pulling, biting and nipping Disrespectful to an adult – ignoring, answering back, rude Swearing Telling a lie Damaging other people’s property Swinging on the hand rails Spitting Taking something out of someone’s tray Throwing snowballs

21 More extreme or persistent behaviour 1) More extreme behaviour is recorded on a serious incident form. This is dealt with by the Learning Mentor and Senior Leadership Team. Strategies we may adopt are: - Restorative Practice (this is our primary strategy) -CBT principles and strategies -A code of conduct This is depend on the individual context and behaviour. 2) Behaviour that persists is outside the whole school behaviour system and this is when we use an individual programme for the child. We will develop an Individual Behaviour Plan and it is at this point that parents will be involved. The IBP may involve the above strategies and where these are not successfully a referral to Cluster Guidance and Support Team (Counsellor, Family Support Worker, CAF lead etc) will be made. Each IBP will; set targets for expected behaviour set rewards and sanctions outside the whole school system outline motivational strategies to encourage the correct behaviour e.g. peer mentors outline any external agencies to be involved set a review date It is expected that with a team of people working around the child behaviour will improve. 3) If this is not the case the next steps will be: -Further IBP’s and support from referrals to the AIP provisions such as Achieve, Inclusion Unit at Brigshaw High School, placement at another Trust school. -Application for Funding for Inclusion under the F Band. -EP/ Behaviour Support Team at Children Leeds -Care and Control procedures may be adopted (see Care and Control Policy) 4) Any further action is outlined in the Exclusion Guidelines by Children Leeds. Exclusion is dealt with by the Headteacher.

22 Language we use in school…








30 Lining up Face the front Stand one behind the other Hands, feet and objects to yourself Use a silent voice

31 In the dining hall Walk around Sit on your seat Face the table Eat your dinner and don’t rush! Use good manners - Please may I leave the table? Please can you help me? Please may I have some water? Use a partner voice to talk to your friends

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