The Windmill Primary School Behaviour Policy

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1 The Windmill Primary School Behaviour Policy This policy sits alongside the school Values Policy. The values words give the children an ethical vocabulary to guide their behaviour and to understand the behaviour of others. Standards of Behaviour: The school has a central role in the children s social and moral development as well as their academic development. Therefore we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those which reflect these principles. Aims of the behaviour policy: To create an environment which encourages and reinforces good behaviour based on mutual respect across the school community. To promote high self-esteem, self-discipline and positive relationships. To define acceptable standards of behaviour. To encourage consistency of response to both positive and negative behaviour. To lead, guide and direct our pupils to own and be responsible for their own behaviour in the context of respecting the rights of others. To ensure that all children and adults feel safe. To ensure that the school s expectations and strategies are widely known and understood. Strategies to encourage positive behaviour Classroom Behaviour There are a small number of school rules. See appendix 1 A summary of key expectations and strategies can be found in appendix 3. The Curriculum and Learning: We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. To achieve this:- Teacher planning must meet the needs of individual pupils. The pupils should be actively engaged in their own learning and receive structured feedback so they know their efforts are valued and that progress matters. Lessons should have clear objectives, understood by the children, and differentiated to meet the needs of children of different abilities. Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Pupils should be encouraged to take risks with their learning in an environment where it s ok to make mistakes. Classrooms should be organised to develop independence and personal initiative. 1

2 Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual s contribution, as well as developing independent learning eg. working walls. Overall, the classroom should provide a welcoming environment Praise should be used to encourage good behaviour as well as good work. All adults in the school are expected to model good behaviour. The SEAL programme and Values education are used to support children with their emotional literacy and as a strategy to develop positive behaviour.. Class rules and Procedures: Class rules and procedures should be put in place through a process of discussion and negotiation with the children to agree how they can achieve acceptable standards of behaviour. Class rules and procedures should: be kept to a necessary minimum. be positively stated, telling the children what to do rather than what not to do. actively encourage everyone involved to take part in their development. be consistently applied and enforced. allow for time to reflect on the impact of the rules. promote the idea that every member of the school has responsibilities towards the whole. be displayed in the classroom in a format that is accessible to the children in the class. Rewards: Positive reinforcement Our emphasis is on the positive reinforcement of good behaviour. This is achieved through:- Praise; informal and formal, public and private, to individuals and groups. Pupils are encouraged to recognise and praise each other for good behaviour House point certificates (Bronze, Silver, Gold) presented publicly during assembly when a child has gained a specified number of house points. Individual class systems such as golden time, marbles in a jar. Consequences: Although rewards are central to the encouragement of good behaviour, there is a need for sanctions to register the disapproval of unacceptable behaviour. Behaviour that removes the teacher s right to teach and the children s right to learn, that remove other s right to safety or respect will result in a lunchtime payback. This involves a child losing a specified amount of playtime / lunchtime to pay back the time they have wasted. This time is supervised by a member of the senior management team. If a child is choosing to not follow a rule they will be offered a choice of following the rule or accepting a consequence which will be explained clearly. If the child makes the wrong choice the consequence must be carried through. For low level disruption children are given two opportunities to improve their behaviour within the classroom environment. 2

3 The system is as follows. Key Stage 1: 1. Warning 2. Final warning 3. Name on board and moved 4. Removed to partner class and given lunchtime pay-back Key stage 2: 1. Warning 2. Name on board and moved to separate table 3. Removed to partner class and given lunchtime pay-back (see appendix 2 for list of partner classes) Individual teachers may choose to keep children in at playtimes. Unacceptable Behaviour A child being rude to any member of staff will result in an immediate lunchtime pay-back. The following incidents will result in an instant red card taken to the headteacher and the child will be removed from the classroom. Any child deliberately causing harm to another person Refusal to follow instructions from a member of staff A child losing control of their own behaviour Outdoor Learning We recognise that it can be harder to manage children outside where it is more difficult to make yourself heard and where the children may be more spread out geographically. Apply the same system of warnings as outlined in the above section. Strategies to encourage positive behaviour Ensure that you have made your expectations, with regards to behaviour, clear at the start of the lesson. Agree a clear signal for stopping and listening. Lessons should be well planned and prepared with clear learning objectives. Resources should be ready for use. The pupils should be actively engaged in their own learning and receive structured feedback to so they know their efforts are valued and that progress matters. Teaching methods should encourage enthusiasm and active participation for all. Be consistent in use of choice and consequence. Rewards: Positive Reinforcement House points are awarded to children for hard work and good behaviour. Praise given to children behaving well 3

4 Procedure for children not behaving well 1. Warning 2. Moved to time out space 3. Sent in inside. Consequences A child who refuses to follow the class rules will be given payback. If necessary the child may be sent inside to another class following the warnings and consequently miss the following weeks activity. A teaching assistant may be fetched by another child to escort a child in if needed. Strategies to encourage positive behaviour Lunchtimes and playtimes A range of playground activities / equipment are available for children to keep them occupied. Lunchtime clubs give children opportunities for children to take part in organised activity. The Sunshine Friends support children who may not have a friend to play with. Some children who respond well to taking on responsibility to help manage their time may be given jobs of helping the dinner supervisors in the lunch hall. Rewards: Positive Reinforcement House points are awarded to children who are very helpful in the lunch hall. Stickers to be given out by lunchtime staff to praise positive behavior. By collecting stickers children can win other prizes over time. This could be lunch in classrooms or other treats. Consequences A time out wall, which is located along the side of the gym, is used for children who need to spend 5 minutes away from friends regarding a minor incident that might have taken place on the playground. Lunchtime Pay-back: A senior member of staff will be on duty everyday and will be easily contactable should an incident occur in the playground. The duty rota is displayed in the staffroom. Unacceptable Behaviour Violence is not tolerated on the playground at all no matter who started the incident. Lunchtime and Break time monitoring: Lunchtime pay-back is monitored through a file held in the staffroom. The name of any child who is required to attend payback is recorded in the file with the reason for the payback. Lunchtime pay-back takes place for a total of 20 minutes and gives the opportunity for senior members of staff to discuss children s behaviour and next steps in preventing the situation from happening again. Parents to be informed of child being in pay-back if it happens regularly or a severe incident 4

5 If children are continuously ending up in pay-back, parents will be notified and appropriate action will be taken. 5 Extra-Curricular Activities and Clubs Strategies to encourage positive behaviour Agree a set of positive rules and apply them consistently. Sessions should be carefully planned and should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Teaching methods should encourage enthusiasm and active participation for all. Pupils should be encouraged to take risks in an environment where it s ok to be wrong. Activities should reflect the age and needs of the children. When a child joins an afterschool club parents and the child attending will be asked to sign a behaviour contract. Rewards: Positive Reinforcement Clubs may have their own systems of positive reinforcement. Consequences Agree consequences when the rules are negotiated. If a child refuses to conform to the agreed rules, they will be stopped from attending the club. Communication and parental partnership Clear communication and positive partnerships with parents / carers are crucial in promoting and maintaining high standards of behaviour. To ensure that communication is good and that pupils who need support with their behaviour are being appropriately supported these steps will be followed by staff:- The behaviour policy will be distributed to parents / carers and be available on the school website. Parents and carers are required to sign a Home School Agreement when their child starts the school which includes a sentence re supporting the school s behaviour policy. Where the behaviour of a child is giving cause for concern the class teacher will communicate their concerns to the child s parents/ carers and to a senior member of staff so that strategies can be discussed and agreed before more formal steps are required. A personalised intervention will be implemented consistently in partnership with the parents / carers. If a child s behaviour fails to improve as a result of a targeted intervention support will be sought from external professionals and the child will be placed on the SEN register. Extreme Behaviour In the case of a child exhibiting extreme behaviour the school would consider fixed term exclusion. All of the correct procedures would be followed and additional support would be implemented to prevent further exclusions. July 2012

6 Appendix 1 Windmill School Rules. Rules for respect If a member of staff asks you to do something make sure you do it. Listen when it is someone else s turn to talk, this may be an adult or another child. Respect all school and personal property or equipment. Ensure that you are using a quiet voice when communicating to other children and members of staff. Ensure that you use the correct classroom door when entering and leaving the classroom / school building. When entering and leaving assembly there should be silence. Rules for Health and safety If a child has their ear(s) pierced only discreet studs should be worn in school and these should be covered during PE Walk in and around the school building at all times. Always walk on the left hand side of the corridors. Dismount from your bike, scooter or skates before you enter the school premises. Playground Rules When you hear the whistle for the first time stand still and stop talking. When you hear the whistle for the second time, make sure you line up quickly and sensibly. When only the playground is in use KS1 children can bring their own balls in for playtime. KS2 children will not bring in their own sports equipment. One football will be allocated on a rota basis. 6

7 Appendix 2 Partner classes are as follows. FSMP FSAL FSAL FSRH FSRH FSMP LD KG HP JA JA HP ALL YEAR 2 AND 3 TO SC ALL YEAR 4, 5, 6 TO AH 7

8 Appendix 3 Key Management Systems Teaching Classroom A clapping rhythm, repeated by the children may be used to gain the children s attention. Children are expected to walk in the building on the left hand side. All staff are expected to politely remind children of the rule if they are caught running in corridors. Children are responsible for keeping their classrooms tidy. Counting down and music may be used to set time constraints. Playground A whistle may be used instead of clapping to stop children and gain their attention. If children are having a lesson out of doors they expected to walk from their classroom out to the playground. Assembly Children are expected to enter and leave the assembly hall in silence. Staff are expected to be quiet in assembly too so as to role model good behaviour. Children return to their classes without adult supervision. Lunch time Lunchboxes Key Stage 1 children take their lunchboxes to the hall with them Key Stage 2 children collect their lunchbox from a large container outside the hall. Four children from each class are responsible for taking and collecting the large boxes to and from the hall each day. Children are expected to line up quietly outside the hall when it is their time for lunch. A lunchtime supervisor will invite them into the hall as space is made. Playtime At the start of the day children are expected to line up when the whistle is blown. Teachers collect their classes from the playground. 8

9 At the end of break time and lunchtime a whistle is blown to signal the children to stop playing and stop talking. A second whistle signals that it is time for the children to line up in their classes. Teachers are expected to be in the playground promptly to collect their class. The only exception is in Foundation Stage when the Nursery Nurses will collect the classes. Shared Areas (Gym, Hall. Music Room, Dance Studio) and Shared Resources Whoever uses a shared area is responsible for leaving it as they found it. The key for the gym cupboards is located in the gym kitchen. Ask your TA for the key safe code. An adult must be responsible for returning the key to the safe. The Hall cupboard key can be found in the staffroom hanging on a hook on the left of the door in the lower half of the room. Children should not be in the PE cupboard unsupervised. Resources should be returned to the area from which they have been borrowed and stored correctly. In some areas there is a loan book to keep track of key resources eg laminator. PPA The children change for PE at the end of the morning session on PPA days. The children will be taken out to the sports coach and collected from the playground at the change of sessions by a TA. Teachers are responsible for making sure that the sports coach is aware of children with special needs / medical conditions. 9

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