Beaver Green Primary School

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1 Beaver Green Primary School Behaviour for Learning Protocol Date of Issue November 2015 Date for Review November 2016 Page 1 of 10

2 Introduction... 3 Rationale 3 DfE definition of Bullying.. 3 Principles 4 Responsibilities.. 4 Rules 4 Class Rules... 4 Playground Rules 5 Rewards.. 5 Sanctions. 6 Liaison with parents... 7 Behaviour Support Plans... 7 Exclusions 8 Consistency in Approach... 8 Outside Agencies 9 Monitoring. 9 Page 2 of 10

3 Introduction: Rationale: Aims: This document is a statement of the aims, principles and strategies for Beaver Green Primary School. DfE guidelines have been taken into consideration in the formulation of this policy. It should be read in conjunction with the SEN policy, bullying policy, PSHE policy, safeguarding policy and the policy for teaching and learning to establish the general ethos of the school. This document provides a framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring and responsible people. It is written for all members of the school community to allow each one to understand the policy of the school and to apply it consistently and fairly. To ensure appropriate behaviour and language throughout the school To encourage and praise greater effort in both work and behaviour To ensure a whole school approach to discipline which is used and approved by all the staff in the school teaching and non-teaching staff To ensure that parents are informed and are aware of the disciplinary procedures To provide a system of rewards to encourage good behaviour and to try and reverse continuous and habitual offenders by using assertive discipline techniques To ensure a safe, caring and happy school To promote good citizenship To promote self-discipline To prevent bullying DfE Definition of Bullying: It is deliberately hurtful behaviour It is repeated often over a period time It is difficult for those who are being bullied to defend themselves. Bullying can take many forms but three main types are: Physical: hitting, kicking, taking belongings Verbal: name-calling, insulting, racist remarks Indirect: spreading unpleasant stories, excluding someone from social groups or being the subject of malicious rumours. Page 3 of 10

4 Principles: Every child has the right to learn, but no child has the right to disrupt the learning of others. The establishment of a sound, positive and caring ethos is an essential prerequisite for learning. It depends upon trusting relationships and a process of co-operative team work and the school welcomes and encourages the involvement of the Local Authority, governors, parents and carers and others in the community. Responsibilities: All members of the school community teaching and non-teaching staff, parents, pupils and governors work towards the school aims by: Providing a well ordered environment in which all are fully aware of behavioral expectations Treating all children and adults as individuals and respecting their rights, values and beliefs, Fostering and promoting good relationships and a sense of belonging to the school community Offering equal opportunities in all aspects of school life and recognising the importance of different cultures Encouraging, praising and positively reinforcing good relationships, behaviour and work, Highlighting and rejecting all bullying or harassment in any form Helping to develop strategies to eliminate undesirable behaviour both within and outside the classroom, and applying these consistently Caring for, and taking pride in, the physical environment of the school Working as a team, supporting and encouraging each other. Providing positive role models for the children through their own conduct towards adults and children. Rules: All the rules have been devised over a period of time after various discussions with the children, to hear their opinions. When these rules are given to the children there must be opportunity to discuss them and ensure that they are fully understood and accepted. All rules will be displayed in the appropriate place. Class Rules: We always. Try to do our best in school Follow instructions straight away Care for everyone and everything Treat others with kindness and respect Page 4 of 10

5 Playground Rules: We always. Keep to agreed play areas Keep our hands and feet to ourselves Try to be helpful, kind and polite Respect other people s games Rewards: The ethos of the school is based on praising good behaviour. In every class there is a Learning Ladder to display appropriate learning: Glorious Gold, Super Silver, Perfect Purple, Green, Blue, Yellow, Orange and Red. When children move up to Purple they receive a house point, when they move up to silver they receive 2 house points and when they move to gold they receive 1 Beaver Green Bond (a money voucher). The money they can save and spend at the end of term 2, 4 and 6 at the Beaver Green Shop. Children who reach Gold can then be moved to Green to enable them to aim for Gold again. Children who have been moved to orange or red prior to lunch can be moved to green in the afternoon after the sanction has been completed (see sanction s section) this means they can start afresh and aim for Gold. ALL staff could and should move children through the learning ladder if they display good behaviour / attitude / work no matter where they are interventions, playground, around school etc. HPs are totalled up at the end of each term and members of the winning house are able to wear non-uniform for a day. Each week there is an achievement book staff complete this for a child who has worked extra hard throughout the week and shown great commitment to their work in the achievement assembly their parents will be asked to attend, they will be presented with a Star of the Week certificate and pencil. They will also have their photos taken which are displayed outside the school hall. Individual classes will also have their own reward systems should they wish. The Sports Leader will issue trophies for children who display appropriate learning, behaviour and attitude in PE lessons conducted this is to be on a weekly basis. The pastoral and attendance team additionally generate their own rewards. Page 5 of 10

6 In addition: Lots of verbal praise and encouragement House Points Special stickers A visit to the Headteacher / SLT for praise Special letter / postcard home to parents A Special Achievement Assembly is held at the end of each term where two children per class are commended for good work and behaviour Sanctions No school however positive or imaginative can eliminate disciplinary difficulties entirely (Dcsf: Good Behaviour and Discipline ) Children may choose not to conform to the agreed rules, in which case the following sanctions will be applied. Within / beyond the Classroom: 1. A verbal warning (Blue) 2. Time out in an isolated part of the classroom or other appropriate supervised area (Yellow) 3. Time out in another classroom (Orange) Key Stage 2 children to complete an Exit form to explain why they have been sent out and what they can do to fix this in future Lunchtime detention given. 4. Time out / or sent to Welfare Team who will decide next steps (Red) Parents contacted - Lunchtime detention given. 5. Internal Exclusion (Black) Parents contacted and meeting organised Lunchtime detention: SMT will cover detention duties throughout the week in the Small Hall. This will monitored by SMT / Pastoral Support Team. It is at the discretion of the SMT member what the children will do during detention this might involve reflections about their behaviour, apology letters or other work. Sanctions will only be given for inappropriate behaviour not for lack of work completed / no homework etc. as this is the class teacher s responsibility. Each new day (afternoon) means a fresh start, all cards are returned to green Instances of extreme behaviour will result in Red being applied immediately. In addition other sanctions may be used for poor behaviour: Letter home to parents Liaison with parents In extreme cases there may be the need for an exclusion. Page 6 of 10

7 Liaison with Parents: Parents will be kept informed about their child s behaviour by the class teacher. If, following discussion, the Headteacher feels that this has to be monitored on a regular basis a home/school contact book or behaviour chart may be started. The book is written in by the teacher or learning support assistant at the end of each day and sent home. The parent writes in it each evening and returns the book to school. This can be an onerous task for the class teacher and it may be that when the behaviour improves the contact book can be reduced to a weekly contribution. Behaviour Support Plans and Pastoral Support Plans In the event of extreme behaviours a Behaviour Support Plan (BSP) or Pastoral Support Plan (PSP) will be implemented by the Headteacher after discussion with parents and any other outside agencies. BSPs and PSPs will only be used when felt to be essential for the child to be able to access schooling. In most cases the school will endeavour to continue to keep the child in school, although it may not be appropriate for the pupil to attend lessons within their class for a short period of time. Racial Incidents. Any incidents of a racial / homophobic nature will be reported to a member of the SLT / Pastoral Support Team. Children will be spoken to and their parents informed. A record of this will be recorded and kept (see policy). British Values As a whole school we are committed to promote British values. We aim to not just achieve outstanding academic success, but build a shared community where children of many faiths and backgrounds learn not just with each other, but from each other too. As a school we will actively seek to dispel ideas which are hostile to basic liberal values such as democracy, freedom and sexual equality together with ideas which promote discrimination, sectarianism and segregation. Page 7 of 10

8 Exclusion: Parents will be notified of the reason for the exclusion. Before the child is readmitted to school, a meeting between the parents and the school will be arranged. The purpose of the meeting will be to discuss strategies and a way forward to ensure that the risk of a repetition of the offending behaviour patterns is not repeated. A written record of the discussion, and commitments to the agreed plan, by both the parents and the school, will be made. One copy will be kept in the school s record and one sent to the parent. (Refer to School Exclusion Policy for further guidance). Consistency in Approach In order for our Behaviour Policy to be effective, all staff must apply these sanctions consistently. Any child on a BSP/PSP must be treated firmly and the plan adhered to with stringent consistency. Assertive Discipline reinforces positive behaviour but does not make allowances where negative behaviour is occurring. Procedures for providing children with opportunities to discuss appropriate behaviour: Conferencing with a senior member of staff A programme of personal social and health education set in a moral framework designed to promote mutual respect, self-discipline and social responsibility (see PSHE policy) A clear focus for work on relationships and feelings as part of the PSHE work throughout school A programme of religious education which includes ethical issues (see RE policy) Circle time an opportunity for open discussion held in class groups at regular intervals The agreement of a set of rules by each class at the beginning of the autumn term. A good behaviour book is also effective. The teacher only records the good things that the child has done or achieved that day and makes no comments about the bad things. Page 8 of 10

9 Outside Agencies: Any worries about any pupil should be discussed with the special needs co-ordinator (SENCO) and maybe with the visiting Specialist Teaching Service teacher. There are times when the advice of outside agencies will be required. This will be the result of discussion between the class teacher, SENCO and Headteacher, or as the result of discussion at a Provision Map review, which takes place termly. Any outside agency will need information. Therefore teachers need to document evidence of behaviour carefully so that it can be collated when required. Outside agencies include: Early Help Team. Specialist Teaching Service Early Intervention Worker Early Years Advisor Educational Psychologist Children & Adolescent Mental Health Service Teacher for Hearing or Visually Impaired Speech Therapist Physiotherapist School Doctor School Nurse Specialist Nurse Advisor Social Services Monitoring: In light of this policy the senior management team will continually monitor the behaviour throughout the school. Page 9 of 10

10 Appendix A: Exit Form: You have been sent out of class for a reason. Read this form carefully and fill it out neatly. Think about what you are writing. Name: What I did: Class: What rule I broke What I can do to fix it Signed Dated: Page 10 of 10

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