Safeguarding: Positive Behaviour Policy

Transcription

1 Gladstone Primary School Safeguarding: Positive Behaviour Policy This policy is a statutory policy (which is reviewed tri -annually) This policy should be read in conjunction with the following safeguarding policies with particular attention to our Positive Handling policy and Anti Bullying policy Acceptable Use Anti Bullying Children in Care Child Protection Critical Incident Equality Diversity & Community Cohesion E-Safety Policy and Agreements Escalation Health and Safety Home School Agreement Induction Intimate Care Personal, Social & Health Education (PSHE) Positive Handling Relationships Risk Reduction Plan Safeguarding - Overview Safer Care Code of Conduct Safer Recruitment Self Disclosure form School Information Booklet Staff Handbook Whistle Blowing Date of last review January 2013 Date for next review: January

2 Gladstone Primary School Positive Behaviour Policy The school is committed to safeguarding and promoting the welfare of children and expect all staff, governors and volunteers to share this commitment. At Gladstone Primary School we aim to enable all children full access to the curriculum, acknowledging and taking into account the diversity within the school community. 1. Introduction At Gladstone we wish to promote positive behaviour in our school. We believe we can achieve this through: The expectation of high standards of behaviour. The development of positive relationships through respect and understanding. Providing extra support for those children who have additional needs. Promoting equality and positive relationships. Tackling all forms of discrimination inclusive of protected characteristics. Protected characteristics are gender, gender identity and transgender, sexual identity and orientation, ethnicity, race, religion, belief, special educational needs and disability. The governing body of Gladstone Primary school has agreed to support the government guidance as issued in April 2012 (and future updates). To access this guidance refer to We aim: To encourage the development of appropriate behaviour throughout our school. To develop a whole school behaviour policy supported and followed by the whole school community, parents, staff, children and governors, based on a sense of community and shared values. By applying positive policies to create a caring, supportive atmosphere in which teaching and learning can take place in a safe and happy environment. To give our children the skills, attitudes and self-understanding to achieve and maintain positive behaviour. To promote the opportunity for all individuals to achieve well. 2. Code of Conduct All members of our school are expected to adhere to our Equality, Diversity and Community Cohesion Policy. All members of the school community, both adults and children, are expected to show each other respect. All children and adults are expected to respect the school environment and their own and other people s property, including books and equipment. Children and adults are expected to be well behaved, well mannered and attentive. Children and adults are expected to walk when moving around the school. Children and adults are encouraged to solve their own problems but to seek support if needed. Physical violence is not acceptable, neither is retaliation. Repeated or serious incidents may lead to seclusion or exclusion. Foul or abusive language must not be used. Children and adults are expected to be punctual. 2

3 Valuable possessions should not be brought into school, except by arrangement with the teacher. Children and adultsmust not bring sharp or dangerous instruments to school, or any item that might cause a problem. All adults are expected to be consistent and fair. 3. Parents/Carers as Partners We believe that parents/carers need to work in equal partnerships with the school in encouraging good behaviour. By recognising that an effective school behaviour policy requires close partnership between parents/carers, staff and children. By discussing the school rules with their child, emphasising their support of them and assisting when possible with their enforcement. By attending parents/carers consultation meetings, school organised events and by developing informal contacts with the school. By knowing that learning and teaching cannot take place without sound discipline. By remembering that staff deal with incidents patiently and calmly. Parents/carers are requested to enter into a contract between home and school through our home/school agreement. This is a set of shared expectations between parents/carers, school and children. 4. Rewards We use the following rewards (sweets or food cannot be given as we are a healthy school): ½ termly head teacher award certificate presented in whole school assembly, parents invited and award winners are photographed, Weekly class attendance award Top Dog and Gladstone Bear Whole Class squares/snakes completed reward to be negotiated with children, Stickers e.g. most smiley faces in a day. We do not want to create a culture of over reliance on stickers and so they are used in moderation. The aim is for the vast majority of children to be intrinsically motivated to behave and to want to be positively engaged in their learning. Postcards sent to parents/carers from head and deputy, Notes home for parents (2x praise pads a year) from teachers. Praise pads are available from the school office. Stickers for behaving well at lunchtime for EYFS and KS1. Additional opportunities for rewards/projects are implemented as the need arises. 5. Behavioural Expectations Children are supported in their understanding and learning about how to deal with their own behaviour through our Personal Development curriculum. This includes weekly assemblies and lessons. We believe that the best way to tackle inappropriate behaviour is through a positive approach using an assertive discipline model. We have a shared set of rules that apply throughout our school. These are: 1. We listen to each other and the adults. 2. We act quickly when we are asked to do something. 3. We allow each other to learn. 3

4 These rules are displayed clearly within every classroom as a constant reminder to children to behave sensibly. As part of our Personal Development work, we discuss these rules with the pupils at the start of each academic year and they are referred to throughout the year. All adults in the school are expected to apply these rules in a consistent and fair manner. The emphasis of the whole staff is to promote positive behaviour through open recognition of a child s appropriate behaviour. At the start of each session, staff will reward a number of instances of appropriate behaviour before any acknowledgement of inappropriate behaviour. This is achieved through verbal praise or writing/ticking the child s name on the smiley side of the board/list. All classrooms will have an appropriate space or clearly displayed list of names for this purpose. We follow an agreed set of procedures for any breach of these school rules: 1. The child s name is written on the board or circled on the list. This is a warning that the inappropriate behaviour had been recognised. 2. A tick is placed next to the child s name if the child misbehaves again. Five minutes detention is given. 3. A second tick is placed next to the child s name if there is a further breach of these rules. Ten minutes detention is given. 4. A third tick for a further breach, recorded in the nearly 4 ticks book. Ten minutes detention and a letter home to inform the parents that their child has broken the school rules on four separate occasions during the school day. The reply slip must be signed by a parent/guardian and returned to the teacher the next day. If the signed slip is not returned, the letter or a duplicate is sent to the office where the office staff will make a telephone call home. The parent will be asked to come to school to sign the form. The returned forms must be kept in the class assessment file for future reference. 5. If the child breaks the school rules again, he/she will be escorted straight to the head teacher. Parents are then requested to see the head teacher to discuss the child s behaviour. Once this has occurred the child will be allowed back into the classroom. A record of this is kept in the head teacher s office. Each day starts afresh with all ticks erased. Between each acknowledgement of inappropriate behaviour, appropriate behaviour by some member of the class must be praised. Once given neither smiley nor sad face can be taken away they are not negotiable. One of the most important reasons for this system is allow teaching to continue and not to stop to reprimand a child. Instead of reprimands, the name is quietly ticked. Some behaviour, such as fighting in the classroom and swearing at an adult, need immediate action. In these cases the child should be sent to the office, accompanied by an adult/sensible child. If necessary, the adult may need to call or send for support using the red disc system. The head/deputy will deal with the situation. 6. Behaviour Books In the case of persistent poor behaviour, children may be given a behaviour book (available from the Special Educational Needs and Disabilities Coordinator). This is entered into through discussion with the parents, teacher and child and for an agreed length of time. The child s behaviour is carefully monitored by the teacher and recorded in the behaviour book daily. The parents record any relevant comments and sign the book each day. The book is checked each morning by the teacher/teaching assistant to ensure parents have seen it. If the book is not brought back or signed, the parents are contacted. At the end of the agreed length of time the situation is reviewed by everyone concerned and a decision made as to whether the book should be continued. 4

5 7. Time Out Individuals sometimes need time and space to calm down. Time Out: Is a calming down period for all concerned. It should be explained to the child that it is not a punishment. It can be effective when the teacher pre-empts a conflicts situation. Child may be taken to another year group or supervised by an adult in an appropriate area of the school. Time out will usually be for 5-10 minutes and should not exceed 30 minutes. 8. Seclusion Centre We are a member of the Peterborough Learning Partnership (PLP). As part of this we have access to the two Peterborough Seclusion Centres, at Fulbridge and Paston Ridings. Full details of this can be found in the Peterborough Seclusion Centre Policy. Pupils will be sent to a Seclusion centre for very serious offences or constant offences of a lesser nature. A serious offence would be violence towards a member of staff, major racist abuse or incidents of similar gravity. On the rare occasion that an incident of this nature occurs, no warnings will be given When a series of constant offences occurs both pupil and parent/carer will be warned that the pupil will be sent to a seclusion centre. The pattern would be 1 day for a seclusion at Centre A 2 days for a seclusion at Centre B 3 days for a seclusion at centre A If a pupil s behaviour continues to need seclusion after three days in any one school year alternative will need to be explored and exclusion will be likely. 9. Playground Rules and Supervision From am duty teachers are on the playground to supervise children arriving at school and a Teaching Assistant is on the gate. At 8.50am the hand bell is rung. The children stand still and in silence until the bell is rung a second time. Upon hearing the second ring, the children are encouraged to walk quietly to their line or enter the classroom. During playtime, two teachers are present on the playground, two at the park at the Learning Centre and one member of our support staff is on duty at the appropriate entrance. All available teaching assistants should be in the playground at the end of each break to help get the children into the classroom. There is a timetable for the use of the International Football Arena (IFA) at playtime. (IFA formally the Multi- Use- Games- Area) Each year group will allocate a classroom where children will have the opportunity to complete work etc. This will be supervised by a teacher or a teaching assistant. Children must be supervised during wet playtimes in the classroom. At the end of the school day the Key Stage Two duty teachers supervise the children leaving the school. Playground Rules At the beginning of the day, ball games are restricted to the strip of tarmac alongside the memorial garden. 5

6 Children seek permission to go inside, Duty staff deal with minor misdemeanours, No fighting is allowed this includes play fighting, grabbing, kicking etc, No loud shouting or chanting is allowed, In Key Stage Two, the year 2 and 3 children line up in line order, Yrs 4, 5 and 6 go straight into their classrooms off the playground. 10. Lunchtimes See our separate guidance for Lunch time arrangements. 11. Accidents Minor Accidents Any incident that involves a child or anyone on the school premises that results in a minor injury should be recorded on an accident form kept in the office. Teachers are informed of any accident by the on duty first aid TA. Major Accidents For major injuries or near misses an Incident Form must be used, recording all details, and is available from the office. Approved by the Governors... Date... This policy is to be reviewed every 3 years 6