Behaviour Policy

Behaviour Policy

Draft May 2014 Author Reviewed by: Reviewed on: Next review date: Adopted by Governors:

Layton Primary School – Policy Documents Behaviour Policy

Aims and Objectives It is a primary aim of Layton Primary School that every member of the school community feels valued and respected; and that each person is treated fairly and well. This policy aims to promote a culture of shared responsibility for behaviour management between staff, parents and pupils to create an environment where we all feel happy, safe and secure. This will be done through the consistent promotion of positive behaviours/relationships, working with parents and pupils at the earliest opportunities to encourage children to self-manage behaviour.

The school has a number of rules, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

Children who feel secure within the school environment are more likely to behave well and to become positive, responsible and increasingly independent members of the school community. For this reason continuity and stability in the organisation of the school are key features of our policy.

The school expects every member of the school community to behave in a considerate way towards others.

We treat all children fairly and apply this behaviour policy in a consistent way.

Layton Primary School aim to follow the 5 R’s: 

To encourage and praise positive relationships with peers. Self-respect and mutual respect for others: own and others beliefs, premises, contents and our environment.

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To develop every child’s self-discipline, full potential, and independent learning through promoting resilience and an, ‘I can do’ attitude.

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To provide all stakeholders with opportunities to become risk-takers, aiming to build a wholeschool belief system where all can ‘have a go’ and mistakes are seen as a learning resource.

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To build reflective learners; pupils and adults that are able to revise and review their behaviour and work. To develop politeness and good manners and promote kindness and helpful behaviours.

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To develop resourcefulness in all our children. Develop the ability for children to cope in any situation they are faced with in school and in the wider community.

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Layton Primary School – Policy Documents Behaviour Policy

Each new academic year, the class teacher will embed these expectations with the children. The children will be referred back to these at any point during the school year. All adults will refer to the 5 R’s so that consistency is key across the whole school.

All assemblies will focus on and make reference to the 5 R’s, thus further embedding Layton’s behaviour code.

Rewards and Sanctions The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour.

We praise and reward children for good behaviour in a variety of ways: •

Individual dojo points on a class chart (merit points)

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Stickers

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Certificates

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Visits to the Head, Deputy, Assistant Head or Team Leader

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Texts and postcards home

The school acknowledges all the efforts and achievements of children, both in and out of school, e.g.

Brownie Badges, Swimming Certificates. These achievements are celebrated with the Key Stage in the celebration assembly, on the school blog and published in the weekly newsletter.

To praise pupils for good behaviour/work/effort 

To celebrate achievements and successes

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To value pupil’s views and opinions and be fair and consistent throughout.

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To emphasise importance of being valued as an individual within the group.

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To act as positive role models displaying respect, honesty, trust, courtesy and consistency.

Role of Headteacher/Senior Leadership Team (HT/SLT) It is the responsibility of the HT under the School Standards and Framework Act 1998 to implement the School behaviour policy consistently throughout the whole school, and to report to Governors when requested. It is also the responsibility of the HT to ensure health, safety and welfare of all children and staff in school.

Layton School is an inclusive school however, some behaviour may be deemed serious enough to warrant a fixed term or permanent exclusion. These are at the discretion of the Head Teacher and will follow the Government guidelines on School Exclusions.

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Layton Primary School – Policy Documents Behaviour Policy

If on any occasion a child displays severe physical aggression of any sort, staff will call SLT. The safety and wellbeing of all pupils and staff at this point is paramount.

Role of School Council Layton School Council meets regularly, assisting in many decisions made in our school. As part of their duties the School Council discuss and review particular activities, rewards, rules, sanctions and their implementations.

Role of Parents/Carers Parents play a vital role in the education of their child. On entering Foundation Stage all parents are offered a Home Visit to discuss expectations of both the school and parents and a Home / School Agreement is completed. Parents are then invited into school to see school’s expectations in action. For in year transitions parents are invited to an induction meeting prior to the child beginning school.

Keeping Parents/Carers Informed The relevant member of staff (usually class teacher supported by Team Leader/Assistant Head), in a private area, will discuss incidences of unacceptable behaviour with parents at the earliest opportunity. Our aim is to work with parents to agree appropriate, consistent expectations, targets and actions before unacceptable behaviour has an opportunity to escalate. Therefore it is vital that parents make themselves available for discussions with staff on request, and staff to parents through an agreed appointment system.

It may be appropriate for children that display consistently unacceptable behaviour to have an individual behaviour plan written for them. This plan will be shared with Parents/Carers and will outline clearer expectations and consequences; a behaviour plan will, ideally, be reviewed after 6 weeks with the Key Stage Assistant Head and alongside the SENCo, if necessary.

Children are also expected to behave on their journey to and from school, as they would do in school at all times. The school may take action over any children reported to be displaying poor behaviour whilst representing our school.

We expect all adults to behave in a reasonable and civilised manner towards ALL school staff. Incidents of verbal or physical aggression towards staff will be taken extremely seriously, and may be referred to Police for further action in line with our Zero Tolerance Policy.

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Layton Primary School – Policy Documents Behaviour Policy

1.

Rewards and Sanctions Overview

Rewards: Our approach All children will benefit from rewards, as a result of positive behaviours and hard work. ALL staff will praise and reinforce positivity at ALL times. Parents will be informed regularly of positive behaviours and encouraged to continue to praise and reward positive behaviour at home.

Stickers are given to children throughout the day at ANY time (particularly to the Early Years/Key Stage One Children who respond to those short term rewards rather than waiting for longer recognition).

Throughout the whole school, children will be rewarded with Dojo points. Class Dojo is a reward system that works via a smartphone, iPad or computer. Children receive points based on their behaviour shown.

Every parent receives a log in, and via the host website, parents can track their child’s behaviour. These points will be tracked and rewards given accordingly; rewards will be given in assembly to showcase those children that have worked hard to demonstrate excellent behaviour: •

30 Points Wristband Award

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50 points Bronze Award

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100 Points Silver Award

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150 Points Gold Award

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200 Points Platinum Award 5|Page

Layton Primary School – Policy Documents Behaviour Policy

A class teacher would expect the majority of their class to be reaching 30 points by the end of the first half term and 50 points by the end of the second half term.

Sanctions At all times, we will focus on the positive aspects of behaviour. In order to maintain an environment that consistently reinforces good behaviour self-management, we have a graduated process for addressing unacceptable behaviour. When sanctions are required they will be given as soon as possible following a misdemeanour. To promote consistency of sanctions throughout the school a guide has been created with the agreement of staff, governors, parents and children. This highlights common misdemeanours and the agreed sanction for all children. This will be provided to supply staff in attempt to maintain consistency and fairness at all times. It must be noted that this guide is not a decisive and is not a substitute for professional judgement. Staff who are unsure of a suitable sanction should discuss this with their line manager.

Traffic Light System All classes will use a traffic light system, either in the red, amber, green traffic light form or in an alternative form such as faces, weather symbols, shapes etc. ALL staff must be consistent when applying the sanctions code to children.

1. Children must receive a warning before their name is moved on the three-tier system. Child is reminded of consequence.

2. If the child still persists with low-level behaviour, then their name is moved to the middle tier. A sanction could be agreed at this point – professional judgement applies to be consistent across the year group.

3. Continuation with the unacceptable behaviour means the child is moved to the top tier of the system and a sanction is agreed.

Children CAN NOT move back down the three-tier system. This encourages them to learn and reflect on their learning. The children can not undo their unacceptable behaviour. Neither can children have Dojo points removed from their chart. Parents are to be informed daily if their child has reached the top tier of the system.

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We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.

We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task, possibly in their own time at playtime.

If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is able to work sensibly again with others.

The safety of the children is paramount in all situations. If a child's behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.

If a child threatens, hurts or bullies another child, the class teacher records the incident and the child receives a consequence. If a child repeatedly acts in a way that disrupts or upsets 6|Page

Layton Primary School – Policy Documents Behaviour Policy

others, the school contacts the child's parents or carers and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.

It is imperative that Parents/Carers are kept informed of unacceptable behaviour. This may result in daily conversations with parents/carers. Parents are to be informed daily if their child has reached the top tier of the system.

A continuation of unacceptable/inappropriate behaviour may result in a referral being made to the Inclusion Manager (Mrs Shuttleworth). This must have been discussed with parents prior to the referral.

Behaviour tracking may be necessary where staff/parents are asked to identify triggers to unacceptable behaviour (ABC charts) in an attempt to manage the environment or curriculum to discourage or eliminate the behaviour. If no improvement is made following planned interventions advice and support may be sought from other professional agencies with the permission of parents.

Thinking Chair Foundation and Year one may utilise a Thinking Chair. This may be used for children that need five minutes out of class. Teachers need to utilise their professional judgement as to whether the thinking chair needs to be used before the first step on the Traffic Lights.

Lunch and Playtimes Lunchtime supervisors have stickers to reward good behaviour. Dojo points may be given when a child demonstrates excellent behaviour – this is to be identified by giving the child a Dojo sticker.

Children finding it difficult to maintain acceptable behaviour on the playground or having difficulty socialising with others may be designated a ‘PAL’ or be referred to the Nurture Group for 30 minutes at lunchtimes. It is the class teacher’s responsibility to agree this with parents and explain the reasons for the referral and the aims of the group.

Out of School Activities Permission letters for out of school activities must clearly state that if a child displays behaviour which is deemed to be a health and safety risk or is not of a standard high enough to deserve a reward then the child will not be permitted to take part in the activity. Alternative arrangements will be made to accommodate the learning needs and supervision of the child in school.

For those children who have identified Special Behavioural Needs parental supervision or additional school supervision may be requested dependent on individual circumstances. This must be a joint agreement with staff, parents and SLT. Exceptional Circumstances In cases where a child poses an extreme danger to him/herself or others, a member of staff may have to restrain immediately. Where possible this will be done by a trained member of staff and in accordance with

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Layton Primary School – Policy Documents Behaviour Policy

the Control and Restraint Policy. All incidences of restraint will be recorded immediately after the event using the official forms attached to the policy and discussed with parents.

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