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Positive Behaviour Management Policy

In partnership together families, school and parish we are working to meet our mission which is to, ‘work together, learn together and care together in God’s love to enable each unique person to achieve their full potential.’ Everyone wishes to do their best for the children in everything we say and do, to set an example through good citizenship based on Gospel values so that our children too will aspire to be like our patron St Anne. Presented to staff Agreed by school council Presented to parents by school council Presented to governors and agreed 4.3.14

Contents


1. Our Mission Statement 2. Positive Behaviour Management Policy 3. Whole School Behaviour 4. Behaviour Zone Meanings 5. Behaviour Zone Rewards and Sanctions 6. General Points about Rewards 7. Guidelines for Using Rewards Effectively 8. Further Sanctions 9. Guidelines for Using Sanctions Effectively Appendix 1: Sparkle Assembly Guidance Appendix 2: Little Star Masters Appendix 3: Behaviour Display Resources Appendix 4: Smiles Merits Appendix 5: RED Letter Appendix 6: RED Third Letter


1. Our Mission Statement In partnership together families, school and parish we are working to meet our mission which is to, ‘work together, learn together and care together in God’s love to enable each unique person to achieve their full potential.’ Everyone wishes to do their best for the children in everything we say and do, to set an example through good citizenship based on Gospel values so that our children too will aspire to be like our patron St Anne.

2. Positive Behaviour Management Policy The Positive Behaviour Management Policy is in conjunction with the Home School Agreement and the Anti-Bullying Policy. The School Council, Parents, Staff and Governors have been consulted in the writing of this policy. This policy is in line with and supports our Mission Statement and behaviour charter.

We always keep our hands and feet to ourselves. We say kind things to each other. We show each other respect. We care about each other’s feelings. We support each other. We share. We always tell the truth. We walk around school carefully, without pushing or running. We sort out our differences without fighting WE SAY NO TO BULLYING

All staff and children in St Anne’s are aware of these rules as they are displayed clearly in every classroom and communal area. We believe that everyone in


school has the right to be respected as an individual. Our school strives to create a happy, protected and encouraging environment where our children can learn and grow in to independent and respectful individuals. We believe that teaching children the skills of self-discipline, cooperation, respect and tolerance towards others are a crucial part of the curriculum and more importantly are essential skills needed in today’s society. Without these skills, our academic objectives cannot be achieved and so by working closely in partnership with parents, our goals can be achieved. Good standards of behaviour in the classroom are to a large degree determined by the quality of the curriculum, by the use of lively, stimulating and varied teaching styles and by the amount of praise used. All our staff, in the classroom and on the playground, share a positive approach to behaviour management and the emphasis is placed on rewards to reinforce and make examples of good behaviour at all times. At St Anne’s, we firmly believe that our children need to understand that their behaviour in school is their choice and that they need to learn to make the right choice. Staff will frequently remind children that if they choose to behave in a negative way then there will be consequences as a result of this. Where children choose the correct behaviour then they will be praised for making the right choices. In our school, we recognise that behaviour difficulties are normal as children are still learning and testing the boundaries of acceptable behaviour.

3. Whole School Behaviour In school we also still reward for: • Sensible behaviour during assembly • The best weekly attendance •

Extra-curricular successes and participation

German speaker of the week

4. Classroom Behaviour At the start of each school year, teachers and teaching assistants will work together with their class in order to understand the whole school rules. In addition, each classroom will display a zone board for behaviour comprising of gold, silver, green, amber and red.

5. Behaviour Zone Meanings


GOLD ZONE Exceptional achievement (work, play, behaviour) SILVER ZONE A super effort Being kind and considerate Being very polite and well mannered GREEN ZONE Everyone begins the day in green- new day, new start! Everything is as expected (work, play, behaviour) AMBER ZONE Disrupting lessons Wasting time in lessons Spoiling other children’s playtimes Talking when the teacher is talking RED ZONE Continued bad behaviour after AMBER zone Refusal to co-operate Physical violence Verbal violence Swearing


Stealing Dishonesty- lying Bullying of any kind Racial comments

6. Behaviour Zone Rewards and Sanctions GOLD ZONE The 2 Pupils who are chosen to achieve GOLD, by Friday will: • Explain the reason for the move to the rest of the class and record it in the class SPARKLE book • Receive a GOLD certificate to take home on a Friday • Be congratulated in Sparkle Assembly on a Friday • Add a Little Star to the hall Sparkle Board for the rest of the school to see • Have their picture added • Move two steps along the reward road if they are in GOLD Zone at the end of the school week ( Friday)

SILVER ZONE Pupils who achieve SILVER will:


• Record their name in the class SPARKLE book • Receive a SILVER sticker • Be congratulated by their class • Move one step along the reward road if they are in still in SILVER Zone at the end of the day GREEN ZONE Pupils who remain on GREEN all day will: • Be congratulated by their class AMBER ZONE Pupils who move into AMBER will: • Have to explain the reason of their move to ensure they know what was wrong with their choice of behaviour and write their name in the red behaviour book, with their teacher. • Apologise for their behaviour • Lose 5 minutes of play/ lunch time for each incident; spent with their class teacher

RED ZONE


Pupils who move into RED will: • Have to explain the reason of their move to ensure they know what was wrong with their choice of behaviour, to their Phase Leader • Apologise for their behaviour • Record their name and the reason in the class BEHAVIOUR book, with their Phase Leader • Take 10 minutes ‘time out’ to calm down and reflect on their actions • Lose 10 minutes of play/ lunch time for each incident; spent with their Phase Leader • Receive a RED letter from the Key Stage Leader to take home in order to inform parents of the behaviour citing whether this is the first, second or third incident. This letter will contain a reply slip to ensure that the parent receives it


Sparkle Assembly Guidance Children enter the assembly hall to ‘positive’ background music. Praise classes who enter quietly and sit sensibly. Point out particular children who are displaying super behaviour. Have 5 star sitter chairs to move children to who are showing good behaviour. SILVER ZONE -children will be rewarded in the Friday Sparkle Assembly by being asked to stand up be applauded. These children will have a group photograph taken which will be displayed on the hall Sparkle Board. GOLD ZONE –Two Children from each class, will again be rewarded in the Friday Sparkle Assembly. Previous to the assembly, it is the responsibility of the class teacher to prepare the two Little Star certificates showing the two children in their class’ name and the reason that by Friday they have been chosen to move into the GOLD zone. During the assembly, the children will sit on the benches at the side of the hall. They will be asked to explain the reasons for the move into this zone to the other children. They will then add their own Little Star to the Sparkle Board. These children will have a group photograph taken which will be displayed on the hall Sparkle Board.


Key Stage Leaders The Key Stage Leader will record each incident in the RED incident book together with the number of incidents for each particular child. After three RED incidents from the same child, the Key Stage Leader, the teacher, the child and the Head Teacher will meet together in order to discuss the matter further. This should take place as soon as possible and normally within a few days of the incident. After the sanctions of the incident have taken place and an improvement in behaviour has been demonstrated, a new start will be given for that pupil. At the beginning of each new school year, a new start will be given for all pupils; any existing RED incidents are not carried over to the next school year.

7. General Points about Rewards Wherever possible, we aim to be positive in our approach and to notice and reward good behaviour, rather than take it for granted. We believe that everyone should have equal access to rewards, not just those who are academically able. Everyone responds to the right kind of reward and staff use a wide variety in order to promote good behaviour. These include: • Use of stickers/stamps / smiley faces • Use of praise • Star of the day/ week • Table of the day/ week • Prizes • Approval by other staff- visiting other teachers or the Head Teacher Each class will have a Reward Road displayed in a key area of the classroom for children to move along when they move in to the SILVER or GOLD zones. The children and class teacher will decide how many moves in total will be necessary until the chosen reward and the reward will be


decided as a whole class. The reward will take place at the end of a half term or at another set time in the term. Example rewards may be: A team building session • A chosen DVD • A class trip • An indoor/ outdoor picnic • A party/ disco Parents will be made aware if their child has earned the reward through excellent behaviour and may choose to continue the praise process at home.

8. Guidelines for Using Rewards Effectively • Rewards are more effective if they are given immediately • We will reward the behaviour every time it occurs, especially initially • We will only reward when the required behaviour has been demonstrated • Once behaviour has become established, rewards will be made a little harder to achieve and may be given less frequently as it is expected that behaviour will then soon become ‘the norm’.

9. Further Sanctions Further sanctions which may be used when necessary. • Loss of playtime in order to complete work. • Time out of the classroom to work under the supervision of another member of staff. • Repeated unacceptable behaviour at playtimes and dinner times may result in time off the playground with cooling off time with a senior leader if necessary.


• Loss of privilege is an option, e.g. time out/ banned from school clubs or attending school events. In serious cases, pupils may not be allowed on school trips or educational visits if it is felt that they may be a danger to themselves or others. • For consistently bad behaviour during dinner times, parents may be required to take their child home for lunch and return them back in time for the afternoon session. • For persistently bad behaviour, class teachers may also wish to utilise their own positive behaviour strategies of sticker charts, marbles in a jar, raffle tickets or a home-school diary. • Repeated bad behaviour may lead towards the pupil being put on a ‘Behaviour Report Card’ where staff and record the child’s behaviour in a lesson using smiley faces and/ or comments. The Behaviour Report Card will then be shown to the Key Stage Leader at the end of the week and a signature from home will be required. The charts will be kept in school. • The ultimate sanction of exclusion from school will only be used in exceptional circumstances. In such cases, the Head Teacher will inform the Chair of Governors.

10. Guidelines for Using Sanctions Effectively • Pupils need to know why they are being punished and will be given an opportunity to make amends. • Pupils need to be reminded that their behaviour is chosen by them and if they misbehaved then they have made the “wrong choice”. All staff should use ‘the language of choice’ when dealing with behaviour incidents. • Sanctions will be applied fairly and calmly and in a way that maintains self-respect and will not be used to humiliate. • Sanctions will be used consistently. • As far as possible sanctions will be given immediately after the misdemeanour. • Care will be taken to ensure that the sanction is appropriately matched to the nature of the offense and the characteristics of the offender


Appendix 1: Sparkle Assembly Guidance Children enter the assembly hall to ‘positive’ background music. Praise classes who enter quietly and sit sensibly. Point out particular children who are displaying super behaviour. SILVER ZONE children will be rewarded in the Friday Sparkle Assembly by being asked to stand up, some of them will be chosen to explain the reasons for the move into this zone to the other children. All these children will have a group photograph taken which will be displayed on the hall Sparkle Board. GOLD ZONE children will again be rewarded in the Friday Sparkle Assembly. Previous to the assembly, it is the responsibility of the class teacher to prepare the Little Star certificates for their two chosen children; showing the children’s name and the reasons they moved into the GOLD zone. During the assembly, these children will sit on benches at the side of the hall. They will stand up in pairs/ class by class and explain the reasons for the move into this zone to the other children. They will then add their own Little Star to the Sparkle Board. These children will have a group photograph taken which will be displayed on the hall Sparkle Board.


Little Star Awarded to...................................................... Reason......................................................................... .......................................................................... ...........................................................................

Little Star Awarded to...................................................... Reason......................................................................... .......................................................................... ...........................................................................

Appendix 2


Appendix 3: Behaviour Display Resources

GOLD ZONE Fantastic! You have done something amazing, your teacher has chosen you to earn 2 moves along the REWARD ROAD! Record your incredible behaviour in the class Sparkle Book. You have earned yourself a Star for the Sparkle Board and a special golden certificate to take home on Friday...


SILVER ZONE SUPER! You have done something special- move along the Reward Road 1 place! Record your amazing name in the class Sparkle Book. You have earned yourself a silver sticker to take home... ...WELL DONE


GREEN ZONE EXCELLENT! You have behaved well all day, as expectedCONGRATULATIONS ...KEEP GOING!


Amber Zone OH DEAR! You have made the wrong choice‌do you know why it was wrong? Take 5 minutes time out, to think about your actions, write your name in the red behaviour book. ...try hard to get back to green!


Red Zone OH DEAR! This is very disappointing. You have made the wrong choice‌ do you know why it was wrong? Take 10 minutes time out to think about your actions. You must report to your Phase Leader to explain why you are in this zone, then, lose 10 minutes playtime....try hard to get back to green!


Appendix 4. What happens if... ...I’m in the GOLD ZONE? I will explain the reason, I have been specially chosen for the move to the rest of my class and record my super behaviour in the class SPARKLE book on a Friday. I will take a GOLD certificate home on a Friday to show my family. I will be congratulated in Sparkle Assembly on a Friday in front of my friends and the rest of the school. I will add a Little Star to the hall Sparkle Board to show everyone my super behaviour. I can move two steps along the reward road because I am in the Gold Zone at the end of the week ...I’m in the SILVER ZONE? I will write my name in the class SPARKLE book. I will be given a SILVER sticker to wear on my school jumper. I will be congratulated by my class. I can move one step along the reward road if I am in the SILVER Zone at the end of the day. ...I’m in the GREEN ZONE? I will be congratulated by my class. ...I’m in the AMBER ZONE? I must explain the reason of my move to my class teacher to make sure I know what was wrong with my choice of behaviour. I should apologise for my choice of behaviour and write your name in the class Behaviour book. I must take 5 minutes ‘time out’ to calm down and reflect upon my actions. I will go back to Green after this. ...I’m in the RED ZONE? I must explain the reason of my move to my class teacher to make sure I know what was wrong with my choice of behaviour. I should apologise for my behaviour. I must record the reason, with my Phase Leader, for the move in to RED in the BEHAVIOUR book. I must take 10 minutes ‘time out’ to calm down and reflect on my actions. I will lose 10 minutes of play/ lunch time for each incident; I will spend this time with my Phase Leader. My parents will receive a RED letter to tell them about my behaviour explaining whether this is the first, second or third incident. I will go back to green, after my sanction

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