Norbreck Primary Academy. Improving Behaviour and Self-Esteem Policy

Transcription

1 Norbreck Primary Academy Improving Behaviour and Self-Esteem Policy Revised and updated May

2 Contents 1. Introduction p School Rules & Golden Rules p Incentives p Sanctions p Circle Time p Assessment p RoE Meetings/Contracting p The Role of the Learning Mentor p The Role of the SENCo p Lunchtime Policy p Staff support p. 16 2

3 1. Introduction Low self-esteem affects behaviour, learning and relationships. Self-esteem is the personal picture that we have of ourselves; our strengths and our limitations. This self-image is built by all of the positive and negative responses we receive from the people with whom we come into contact. Every child needs praise, success, recognition and affection. Children can accept learning challenges and failure if they can draw upon the abovementioned attributes. Children with low self-esteem either resort to negative attention seeking or withdraw, which in turn adversely affects their learning and relationships with others, which becomes a negative self-fulfilling cycle. Our job as teachers and carers of children is to make sure that no child is trapped in a negative cycle and that we discover the positive about every child. The behaviour of ALL children is the responsibility of ALL staff irrespective of which class or Key Stage we teach. AIMS Our aims are to lead, guide, encourage, teach and remind children: To accept responsibility for their behaviour To respect the fundamental rights of others to feel safe, learn and be treated with respect To embrace the fundamental values of honesty To gain the best they can by being at school Mission statement: Whatever we do, we do it well 3

4 2. School Rules & Expectations At the beginning of every academic year, each teacher will discuss the school rules and expectations and formulate GOLDEN RULES for use with their class. The rules will form the basis for good behaviour, respect and routines in and out of the classroom and they should be referred to regularly and reviewed and assessed at least once a term. School Rules will be displayed around school and each week, one of them will be chosen for reinforcement and reward e.g. The Rule of the Week. School Rules Whatever we do, we do it well We have a positive attitude We treat everyone and everything with respect We take pride in our appearance We move around safely inside and out These rules are underpinned by our expectations: Expectations We walk quietly around school We hold doors open for adults to walk through We address teachers by their name We are kind, friendly and caring towards each other We tell the truth and are honest and fair We wear full school uniform and always look smart We line up quietly We have quiet indoor voices We bring the correct equipment to school and always do our homework We look after the school building and all equipment Golden Rules should be displayed in the classroom (using large, possibly golden lettering) and should always be written in a positive way e.g. We will be kind We will be honest We will be gentle We will be good friends We will listen to each other We will respect each other Within the class, children will be rewarded for following the rules with praise, stickers or any incentive which the teacher may which to use as long as the system leads to the overall award of credits. Children who break the rules will be encouraged to improve but there will sanctions too. The establishment of an effective learning environment is essential. The way the room is set-up and organised will enable the children to follow the class rules and become 4

5 independent learners. Children should also be given a range of responsibilities within class e.g. taking the register, table monitors, water bottle monitors. 5

6 3. Incentives All adults will: Trust, listen, give a chance, encourage, praise and try to like every child. Remind a child that it is the behaviour that the adult dislikes and not the child e.g. I don t like your behaviour but I like you. Treat children with courtesy Be consistent Recognise children s fears Be positive whenever possible Show care Deal with each incident afresh and not jump to conclusions Help children to understand that their fears and difficulties are not unique Appreciate how well children cope with their personal problems Incentives System This is a tangible reward system which recognises all forms of social and academic achievement and regularly communicates this good news to children and their parents. Children and classes are awarded credits for good work, good behaviour and good attitude. Once the required number of credits is reached, children will be awarded a badge. The badges are: White 1, White 2, White 3 Bronze 1, Bronze 2, Bronze 3 Silver 1, Silver 2, Silver 3 Gold 1, Gold 2, Gold 3 If children come new to school or if a child has fallen substantially behind with the awarding of badges, they should be moved onto the system as follows: Reception White 1 Year 1 White 2 Year 2 Bronze 1 Year 3 Bronze 3 Year 4 Silver 2 Year 5 Silver 3 Year 6 Gold 1 Other rewards include class parties, video time, golden time etc. as the child and the class progress through the credit system. Good work and good behaviour are celebrated in the Weekly Celebration Assemblies and parents are invited once a term to a Special Celebration Assembly where two children per class are awarded a book mark for best work/behaviour across the term. 6

7 Responsibilities All children should be given the opportunity to carry out a special responsibility from giving out milk to watering the plants. Class Assembly A way of allowing the many talents of the children to be demonstrated to a wide audience especially their parents. These children are then considered special for the week. Displaying Work It is important that all children should have at least one piece of work displayed in their classroom or the corridor at all times. This will make them feel valued and show that they have contributed to the class as a whole. Comments in Exercise Books, Home School Diaries These should be positive as well as instructional and are part of the dialogue between teacher and child and teacher and parent. Sending children with good work to other teachers and the Headteacher All children should be given such opportunities when appropriate (not in lesson time) as it makes them feel valued and increases the feeling of being part of a community. Stars of the Week Every week, class teachers should award members of their class with the following awards: Star of the Week Writer of the Week Reader of the Week Mathematician of the Week 7

8 4. Sanctions Teachers will have clear rewards and privileges to offer the children. Rewards, which have already been awarded (stickers, credits, badges etc.), cannot be withdrawn, but certain privileges can be e.g. not take register, not be a monitor. As well as this, children can miss playtime (but this must be supervised) and/or carry out appropriate work to help them consider their behaviour. Staged approach to sanctions 1. Stern look 2. Say child s name 3. Speak quietly to child 1:1 4. Move child away from others, near teacher etc. 5. Time out within the class 6. Time out in another class pre-arranged with teachers (use timeout card and sand timer) 7. Withdraw playtime and remain in class with teacher 8. Withdraw playtime and spend time with DHT/HT (by arrangement) 9. Withdraw lunchtime (by arrangement with teacher or DHT/HT) 10. Withdraw privileges 11. Write incidents in weekly home-school diary and encourage parental response 12. Contact parents by phone 13. Meeting with parents in school 14. Discuss with colleagues (SENCo, Learning Mentor, Deputy, Head) 15. Send to Year Group Leader 16. Send to Deputy Head 17. Send to Head 18. Meeting with parents 19. Behaviour Diary/Chart 20. Negotiate for place with Learning Mentor (if appropriate) 21. Risk of Exclusion Meeting to set up School/Home Contract 22. Place on SEN register and/or signpost external support 23. Fixed term exclusion of child for a number of days 24. Fixed term lunchtime exclusion for lunchtime issues 25. Formal contract with Head, child and parents 26. Further fixed term exclusions where necessary 27. Permanent exclusion There are times when the order of these sanctions may be changed depending on the severity of the situation. For example, children who bully others should always be sent to the Headteacher and parents will be notified. Children who swear at or who physically attack adults will face automatic fixed term exclusion. Children who persistently fail to carry out work of a standard expected of them according to their ability should be sent to Mrs McCarter with the work. Overtime, children will be encouraged and rewarded for making improvements. Parents may be involved in this process. 8

9 Levels of Unsuitable Behaviour in School Level 1 Level 2 Level 3 Interrupting teacher Arguing back (repeatedly) Vicious kicking * Attention seeking Rudeness Dangerous refusal Avoiding work/wasting Hindering others Lying time (habitually) Being noisy Fighting Biting (serious bodily harm) Name calling Arguing with others Verbal abuse/swearing at staff * Arguing back (mild) Kicking Physical abuse of staff * Teasing Spitting Extortion Pushing in a line Lying Running out of school Spoiling other children s Biting Possession of a weapon games Running indoors Using swear words Cheekiness Swearing at other children Play fighting Being uncooperative Level 1 Sanctions to be given by TA or classteacher Level 2 Sanctions to be given by Year Group Leader, DHT or HT Level 3 Sanctions to be given by DHT or HT See sanctions Points 1-13 See sanctions points 8-20 See sanctions Points

10 5. Circle Time At Norbreck Primary Academy, Circle Time is used as a teaching method to help children come to a deeper understanding about a range of issues. The method is encouraged throughout the PSHCE programme and is especially appropriate when used to discuss and formulate class rules and deal with topical class issues. It is important that within each class, the circle has the same characteristics. With careful development, it can help to create a class of children who are mutually supportive and able to listen to each other. Children quickly come to recognise and value it as a time for personal rather than curricular concerns. For these reasons, Circle Time is the ideal teaching method to use when dealing with a range of behavioural issues within the class. The Circle The children and staff will be seated comfortably in a circle so that everyone can be seen by everyone else. A talking object should be used e.g. a stone or shell. This is passed around and only the person with the object may speak. Circle Time should be seen as a pleasant, comfortable time when the class comes together for thought, enjoyment and self-congratulation. Problems can be discussed openly either as a whole class problem or an individual one and are solved with the participation of the whole group. The emphasis is on HELP not BLAME. The group can congratulate itself on achievements either as a whole or as individuals. Praise and rewards can be handed out by any members of the group. The skills of listening, looking and thinking are highlighted in circle games. The onus is put on the individual to solve problems rather than just voice them. Children learn to recognise anti-social behaviour and its effects on others. Circle work must have a structure e.g. o 1 round with talking object o 1 game o 1 open discussion o 1 fun ending Circle work must be regular to be effective. The more frequently it takes place, the more the children will speak out and air their views. Discussion is controlled which makes it difficult for children to just complain and tell tales. Topics for discussion and comment can include: o Classroom behaviour and incidents o Rules o Dinnertime incidents o Playtime incidents o Travelling to and from school o Bullying 10

11 11

12 Ideas for Discussion during Circle Time Circle Work should begin positively e.g. congratulating the children on their ability to organise a circle. How do you feel if you make a mistake? What do others do to make you feel sad/cross? What do others do to make you feel better? Congratulations for: o Sitting straight o Being still and calm o Looking at the talker What makes you fed up? How do you feel when you are called a name? Saying sorry. Telling the truth What do you do if you fell you are being bullied? The process of sharing, discussing and negotiation is as important as the outcome. 12

13 6. Assessment In general, a child is thought to have behavioural difficulties if there is evidence of disruption to every day activity in school. Being frequently in trouble in the class room or playground are all indicators and if recorded, will help to build up a pattern of a child s behavioural difficulties. The main purpose of the assessment is to focus the teacher s attention on the whole child including the positive as well as the negative features of a child s behaviour. Assessment is used to: Provide diagnostic information about individuals or groups Plan future programmes and strategies Provide information for other teachers and the SENCo Provide information for parents Contribute to the overall picture of the child s development The teacher should carry out observations which should record the number of times the undesired or troubling behaviour occurs during a lesson and will include: What the child actually does How frequently In what circumstances the behaviour occurs Once a complete picture of the behaviours displayed has been gathered, then individual intervention programmes can be planned. Individual Intervention can take the form of: Contracting Intervention from Learning Mentor Intervention from SENCo Some children may benefit from all of these. 13

14 7. Risk of Exclusion Meetings and Contracting Risk of Exclusion Meetings/Contract meetings are set up by the Headteacher in response to behaviour which has is showing a worrying and negative trend. Skills of Effective Contracting Identify with the child and parent the actual behaviour(s) that need to be discouraged and the behaviour which needs to be encouraged. (target) Discuss with the child what the positive reward will be. What would be, for the child, a very good immediate reinforcement. Points to remember 1. Target should be small and attainable. 2. Reinforcement must be daily. 3. The aim of the target is to widen it to share with all. 4. Contracts need constant assessment. 5. It is crucial that the contracts are written and that the teacher keeps strictly to the agreement. 6. It is also important to involve parents. It is also important that the rest of the class should be a part of the contract. Awarding treats to the whole class when the child on contract succeeds is a way of ensuring that the child has some popularity within the class. This changes the child s self-image so they eventually see themselves as worthwhile. In some cases, the child can be on contract to someone other than the class teacher for example, The Learning Mentor or the Headteacher. 14

15 8. The Role of the Learning Mentor The Learning Mentor (Mrs Hamer) has received specific training to help children who have behavioural difficulties. Individual and group sessions are run to help children who are considered to have: Poor Self- Management Low Self Esteem Limited Self-Awareness Poor interpersonal skills Poor Basic Skills Children will attend the groups for about half and hour a week over quite a long period of time. Contact will also be made with parents on a regular basis and where necessary work with the family in order to improve certain circumstances will be implemented. Having carried out the required assessment of children, a form is available to refer the child to The Learning Mentor. The Learning Mentor should not be involved in one-off cases when children have fallen out with each other unless they are children already referred to her. The duties of the Learning mentor are as follows: To liaise closely with teaching and support staff in identifying children needing learning and pastoral support To develop a supportive mentoring relationship with children needing particular support Work with teaching and support staff to assess pupils returning from exclusion to identify those who would benefit from mentoring support To work closely with the school in drawing up and implementing individual action plans for each child who needs particular support To take responsibility and provide duty of care towards pupils, agreed individuals, groups and whole classes for specific tasks including approved off site visits. Establish and maintain positive contact with families/carers of children needing support and encourage their involvement and support for the child's achievement of the targets set in their individual action plan. Access support for families to improve quality of home/school life for children. To co-ordinate individual support with the relevant school staff to ensure an integrated approach to meeting pupils' needs To establish and maintain up to date learning mentor records and prepare reports to support informal and formal assessment procedures Work with children in Year 6 who require support when making the transition to high schools including setting up visits and enrolling the children on WYSE up projects. 15

16 9. The Role of the SENCo In most cases, the SENCo (Mrs Reed) should also be informed and an Individual Behaviour Plan (IBP) drawn up. Mrs Reed will liaise with staff about ensuring that children are referred where necessary to the correct external support such as the CAMHS Team or SST and that staff receive training in behaviour support and the drawing up of behaviour management charts/contracts. Where a child s behaviour is identified as being a Special Need then Mrs Reed will: Work with other colleagues when they are drawing up a subject development plan to ensure it contributes and meets the needs of SEN children. Provide regular feedback for colleagues in a way which recognises good practice and supports their progress against performance management objectives resulting in a tangible impact on children s learning and behaviour. Ensure all staff understand and are actively implementing and improving all aspects of teaching and learning for children with SEN and are implementing the policy and the school s behaviour and inclusion policies. Ensure teaching staff use support assistants effectively to meet the needs of all children as well as those identified as having special needs. Oversee and evaluate the SEN allocation to ensure the budget is spent in-line with the SEN learning priorities and best value principles. Work with and train teachers in order to bring about the best of teaching and learning for children with SEN including the writing of IEP s and IBP s. Oversee the work of support staff when they are contributing to the teaching and learning of children with SEN. 16

17 10. Lunchtime Policy Lunchtime staff are trained and encouraged to work in a positive way with the children. Training reinforces the need to talk fully with children when they report an issue, no matter how trivial. Early intervention prevents a minor issue from becoming something more serious. Children are rewarded at lunchtime and encouraged to play fairly and in an organised way. Rewards/activities include: Children are given stickers from lunchtime staff for good behaviour. Y6 and Y5 children are trained as buddies and play games with Reception children in the small playground. This has a positive effect on behaviour for children in both year groups. Outdoor equipment installed (MUGA ends, paint trails, pencil posts) Lunchtime staff especially the Play Leaders have been trained to help the children set up and play organised games. Sanctions Children who behave badly at lunchtime, (pushing others, being rude or aggressive) will be sent inside to Mr Cooper or Mrs McCarter. Welfare Staff will complete a form to give to the class teacher to inform of the incident. Parents will be informed should the incident be serious especially if it involves hurting others. 17

18 11. Staff Support It is important that all staff should share bad days in a culture of openness and honesty. Teachers, who spend every day with children with behavioural difficulties, need the support and encouragement of everyone. We need to fully appreciate that we are a good team and we must all recognise each others strengths. The quality of behaviour in school must be continually improving. It is very important that all staff appreciate their successes and support the team by carrying out the principles outlined in this policy. Every child needs: Praise Recognition Affection Success 18