Behaviour Policy

Lomeshaye Junior School Behaviour Management Policy 2013- 2015

Behaviour and Code of Conduct Our aim is to make the school and each classroom a place where pupils find enjoyment. We aim to foster a society which is ordered and disciplined yet founded on kindness, firmness and understanding. To this end a Behaviour and Discipline policy has been introduced and the school rules and codes of conduct are as follows: Aim: To promote and maintain a caring, safe and happy environment in which to work and learn.

Mission Statement By creating a happy, safe and caring school environment in which we all cooperate as a team, we aim to enhance the life skills of our pupils, staff and parents in a climate of high expectations, challenge, tolerance and mutual respect, on our journey to success and fulfilment.

Principles:      

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Aim for consistency of approach by all staff, collective responsibility for all children.

Reinforcement of good behaviour is central to our approach.

Children are to be encouraged and helped to develop self-discipline, selfcontrol and respect for others.

Adults provide role models for the behaviour of the children.

Provision of appropriately differentiated and challenging work is central to classroom discipline.

Unacceptable behaviour out of school should be effectively challenged and the Head Teacher has the ability to discipline pupils whose poor behaviour is exhibited off school premises.

Bullying behaviour will be investigated and effectively acted on.

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School Rules: Behaviour at Lomeshaye Junior School is guided by four basic rules.

Our Caring Rule Treat all people with respect, and look after property and equipment Our Speaking and Listening Rule Speak politely, and listen to what others have to say Our Moving Rule Move calmly and sensibly around the school Our Learning Rule Allow everyone to learn without interruption

These four rules are displayed in the hall, in classrooms and in other prominent places around the school.

The rules provide the rationale for all aspects of behaviour and discipline, and underpin the procedures involved in rewards and sanctions and codes of conduct.

The rules are discussed with the children and the class teacher every year on entry to a new class. The class teacher also follows this procedure with any late entrants to the school. To reinforce their understanding, each child annually completes a Home/School Agreement, which contains a contract committing the child to try to follow the rules. The contracts are signed by the child, the head teacher and class teacher and is taken home to be signed by the parents or guardian, thus raising awareness at home of the behaviour expected at school, and the rationale behind it.

Discussion of behaviour and its consequences will be revisited throughout the year, especially during assemblies and ‘Circle Time’.

Bullying We adopt a clear anti bullying approach in school. This is reinforced by SEALs work and effective methods for tackling bullying issues. Whether bullying incidents occur in or out of school all reported episodes are investigated and acted on. Although bullying is not a criminal offense some types of harassing, threatening behaviour or communications could be. If staff feel that an offense may have been committed they should report it immediately to the Head Teacher who will seek assistance from the police and other relevant parties.

We acknowledge that bullying behaviour takes many different forms and work with our pupils so that they can recognise when bullying is taking place and what to do 2

about it. The Education Act 2011 gives teachers specific power to search for, and if necessary, delete inappropriate images or files on electronic devices, including mobile telephones in order to tackle cyber bullying. We will exercise the right to do this if necessary.

Adults as Role Models In order to support our aim of maintaining a caring, orderly and happy environment, the adults in the school will provide positive role models in their use of language and in their courteous behaviour to each other and to the children. We will all help to maintain the appearance and cleanliness of the school environment.

Consistency All staff in the school, teaching and non-teaching, will be made aware of the policy and help to promote it. All staff endeavour to support all children (not just those for whom we have direct responsibility) in following the school rules, developing a sense of right and wrong and of their own responsibilities. This consistency helps the children to understand that we are all working towards a shared goal.

Consequences of Behaviour In order to help the children to develop self-discipline, self-control and an awareness of the rights of others, they are taught to understand that behaviour is related to outcome. The child needs to learn that desirable or undesirable consequences are the result of their own choice of action, i.e. good behaviour leads to positive reinforcement, inappropriate behaviour does not. When a child is exhibiting both good and inappropriate behaviour, we try to reinforce the good behaviour.

Reinforcement Strategies for the reinforcement of good behaviour can range from a smile, private or public verbal praise, written praise, table points and stickers, to merit certificates and other rewards. Children are also given responsibilities for classroom jobs or ‘monitoring’ roles around the school. In order to develop pupils’ sense of responsibility, Year 6 pupils are delegated specific tasks and roles. They are provided with opportunities to become ‘Head Boy/Head Girl’ each term and children are encouraged to apply for prefect posts. In addition to this the school also operates a School Council and Eco Warrior Club. Each class nominates two school councillors and Eco Warriors at the start of each academic year. Collectively these roles of responsibility form the Lomeshaye School Pupil Management Team.

Logical Consequences In the event that positive reinforcement fails to sufficiently modify behaviour, the child needs to see that there are logical consequences for inappropriate behaviour, particularly where others’ rights have been infringed. For example, children who are consistently disrupting other children’s learning should be made to see that they have 3

a choice; either to allow others to work, or be moved to a more isolated position where they cannot interfere with others. Books or equipment that are damaged or lost should be replaced or restored by the child.

The principle of logical consequences will be applied to inappropriate behaviour whenever possible.

Children with Extremely Disruptive behaviour There will be children who have great difficulties in conforming to expected standards of behaviour. In such instances class teachers are responsible for putting together an Individual Behaviour Plan for the child which will focus on strategies and targets for resolving the behaviour along with a clear reward system. Some children will continue to have difficulties in conforming to expected standards of behaviour, despite all attempts to help them. These cases will be referred to the Head teacher who may organise meetings with parents, S.E.N.Co. and outside agencies as necessary.

These children will be referred to the Learning Mentor.

Classroom Management We acknowledge that good discipline is promoted by a well-organised and well managed classroom where children are encouraged to take responsibility for the organisation of their own learning. We are committed to providing appropriately differentiated work and challenging tasks, and recognise the importance of this in promoting good behaviour.

Traffic Light System Each class needs to have a copy of the school rules and class rewards and sanctions displayed, so that pupils can clearly see what constitutes acceptable and unacceptable behaviour both in class and around school. The teacher then uses a ‘traffic lights’ system to monitor pupil behaviour, and to make pupils aware when their behaviour is inappropriate and unacceptable.

Each Monday morning, all pupils in the class begin the day on ‘green’ on the class behaviour management chart. Whilst a pupil’s behaviour remains good or acceptable, his/her name stays in the green “light”, which is labelled ‘Good’. Should a child’s behaviour supersede this, they will be moved up the traffic lights to silver and receive one journal sticker if they end the day in this zone. If their behaviour is exceptional they will be further moved to gold and receive two journal stickers.

However, if a pupil has to be reprimanded for any misdemeanour, his/her name will be moved to the next “light” down on the chart which is coloured amber (yellow or orange). Further instances of misbehaviour will result in his/her name being moved to the red “light” which is deemed as ‘Unacceptable’. For those children whose name remains on red at the end of the school day, they will be sent to a reflection room the following playtime where they will complete a set of reflective questions about 4

their behaviour and its consequences. If a pupil has been in ‘red’ twice in one week, then he/she will be put on report in order that their behaviour can be monitored and modified.

The pupil will remain ‘On Report’ until he/she has stayed out of ‘Red’ for a full two weeks.

If this has not happened and the pupil remains on report, he/she will be referred to the learning mentor, who will work with the pupil to modify and improve his/her behaviour. An Individual Behaviour Plan will also be set up by the class teacher as referred to previously.

Parental Involvement If this step is taken, parents must be informed of the reasons at the outset. Copies of reports are kept by the class teacher and senior teacher involved. Discussion of the report with the child will take place at the end of each day & end of the week, between the child and the class teacher, with the emphasis on praising good behaviour, and reviewing/establishing targets. Where a senior teacher is involved, further action will be discussed at the end of each week with the class teacher. A copy of the report will be sent home on a Friday with the pupil for Parents to see & speak to their child about the entries. This must be signed & returned on a Monday morning.

Reports can be signed by the class teacher alone.

Stickers/Merit/Courtesy Certificates Children are awarded table/excellence points for pieces of good work that they have done, and also for showing courtesy and for being helpful. When a pupil has ten points, they are awarded a sticker. These stickers are pasted into the Home/school Journal. When a child has achieved a total of twenty stickers, a certificate is awarded, in addition certificates are awarded for forty, sixty, eighty and 100 stickers, and for these achievements pupils are presented with small rewards such as a pencil with the school name on.

“Star of the Week” Certificates are awarded to a pupil in each class for good overall performance. A ‘Star of the Week’ chart will be put up in each classroom, the star pupil’s name displayed (or photograph if possible) and the reason for the award, recorded.

Merit Certificates for outstanding work and ‘Spotted Awards’ (linked to the SEAL theme) for exemplary behaviour are also awarded weekly by teachers, on an individual, group or class basis and could be for their work in any area of the curriculum or for having a positive attitude in school.

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All certificates are presented during the ‘Celebration Assembly’ on a Friday.

Any member of staff may award a merit award each week.

All certificates are photocopied and kept in the staff office.

Marking and presentation We recognise that marking impacts upon pupil behaviour, and it is the responsibility of all teaching staff to adopt a positive marking code, whereby comments are made to support and encourage the pupil in their work. All staff adopt the Assessment for Learning marking strategies so that all pupils are clear about what they need to do next in order to improve their work.

Child Protection (C.P) Disclosures If a child discloses information re: abuse, these procedures must be followed:

Listen Attentively to the Child Do not prompt or ask questions.

Reassure the child. Be objective and supportive. Do not promise to keep secrets.

Report orally to the Head Teacher and/ or Designated Senior Person for CP. Record the details in writing immediately after this (date, time and signed) place the document in a sealed envelope marked “Confidential” and hand directly to the DSP. This is then dealt with and filed accordingly.

(Bullying, CP, Racist Incident) Note any other individuals who were present.

Individual Pupil’s Files 6

Pupil’s personal files (green) are kept in the office. Access is restricted to class teachers, senior staff, administrative staff and the school nurse. No file or any documents from the files are to be taken off the school’s premises.

Children who are considered to be giving cause for concern are to listed in the CP File, with the details recorded in their personal file. Individual class teachers should keep notes (dated and signed) of incidents concerning individual children. As these notes are completed, the DSP and Head Teacher should be kept informed. Separate sections are available for each child.

Children’s Social Care recommend three broad categories for such children; 1. Observing – where you observe 2. Concern – recording information 3. Grave Concern – recording information Pupils Academic Files are kept in the main storeroom. Access is restricted to any member of staff and students on placement. No file or any documents from the files are to be taken off school’s premises.

Compiled by: Staff, SENCo and HT

Date May 2013

Approved by: Governing Body: May 2013

Revision Date: May 2015

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