St Luke s Primary School

Transcription

1 St Luke s Behaviour Policy Updated 2016 Everyone who works with children should do what is in the best interests of the child. Article 3 United Nations Rights of the Child We have high expectations of positive behaviour and we encourage continuous awareness of our rules, systems, rewards and sanctions. Teachers and support staff have discussed, revised and agreed procedures and routines for managing behaviour in our school. Aims In following an agreed behaviour policy we aim to: Ensure that children, parents, teachers and support staff all take collective responsibility for promoting positive behaviour in our school. Ensure that St. Luke s School is a secure, happy and supportive community in which we all relate to each other with confidence and respect. Principles At St Luke s School we believe that positive reinforcement of appropriate behaviour is more effective than negative punishment. every child has the right to learn, without disruption, in a safe, secure environment. praising children who behave politely, kindly and sensibly reinforces good behaviour verbal feedback on behaviour is given high priority in and out of class. children are treated sensitively to maintain their self-esteem and we feel it is a priority to encourage them to take part in decision-making with regard to managing behaviour. in instances of inappropriate behaviour, emphasis is placed on the action rather than the child. we should teach behaviour as we teach other aspects of the curriculum. classes that are well organised with lessons that are well prepared and take into account the range of abilities tend to have few discipline problems and that a calm, controlled learning environment is conducive to positive learning as well as good behaviour. A well-planned, wellmanaged environment decreases the potential for problems. Teaching Approaches Children We expect and actively encourage our children to: Identify strongly with the school and to be proud to be part of it. Be polite, well-behaved and courteous at all times, to follow the golden rules and to take part in decision-making based on these rules. Work cooperatively with each other and have high expectations of themselves and others. Take responsibility for their actions and to play a part in setting personal targets to improve behaviour.

2 Be aware that they are representatives of our school when they are on their way to and from school and during visits. Parents We endeavour to ensure that our parents feel valued, safe and secure and encourage them to engage in two-way communication with regard to behaviour management. Teachers and Support Staff We expect all members of our staff to: Actively establish positive relationships with children and parents and to handle discipline and attendance problems in a sensitive and caring manner. Have high expectations of children s achievement, attendance and behaviour. Use praise appropriately to motivate children with praise permeating all aspects of school life. Treat parents and children with respect and in a fair and just manner. Work as a team, in close liaison with outside agencies in dealing with children with behaviour issues. Staff support each other through discussion, practical support and offering advice on effective strategies. Work in partnership with parents and keep them regularly informed of behaviour issues Procedures School/Class charters The Children work together to create school and class behaviour expectations and charters. Together we are all encouraged to follow and adhere to them. Examples of some of the expectations the children may include are: Do be gentle. Don t hurt anyone. Do look after property. Don t waste or damage things. Do be kind and helpful. Don t hurt people s feelings. Do listen. Don t interrupt. Do work hard. Don t waste time. Do be honest. Don t cover up the truth. These charters encompass all that we hope to achieve in managing the behaviour of our children and are embedded in our school ethos. These expectations are reinforced regularly through praise and rewards and through the use of sanctions if necessary. Ultimately we hope our children will feel an inner sense of satisfaction that comes from presenting positive behaviour. The charters are displayed in all classes. All staff try to ensure that: Rewards and sanctions are embedded in classroom and whole school practice. Children are aware of positive behaviour in all situations. Children adhere to the charters as a measure of good behaviour. The school charters are displayed clearly and mentioned frequently.

3 Children s behaviour is monitored in class and around the school, dealing with every incident appropriately and giving mutual support to colleagues. We work in partnership with parents in dealing with behavioural issues. We act as role models for desired behaviour. Positive behaviour is focused upon and reinforced in order to raise self-esteem and to try to catch the pupil being good. Classes are collected punctually. Pupils are escorted around the school ensuring that they are closely monitored and not left unattended. There is a calm working atmosphere in the classroom, with access to resources and with wellestablished routines for collecting equipment, clearing up, changing activities, etc. Each child has work appropriate to his/her level of ability. Problems are dealt with calmly. There is consistency and fairness in the use of rules and sanctions taking into account each child s needs. There is close communication with senior managers and outside agencies, implementing advice and strategies in dealing with a child with behavioural difficulties. Rewards The following details the hierarchy of rewards available to the children for following the golden rules: Verbal praise or a smile, thumbs up, nod specific to the child and directed to the golden rule, good news notes available in the duty folder. (It is important to remember that overt praise can embarrass some children.) Reward agreed by the class teacher, e.g. a sticker, a tick on a chart, a marble in a jar, extra playtime etc. Certificates presented in assembly. Display of photos indicating clear examples of positive behaviour. Head teacher stickers. Informal and formal contact with parents: incidental talk, note home, parent/teacher consultation, interim and end of year report recognising positive behaviour and attitude. KS2 have a system whereby children can earn 10 smiley faces that are converted to a positive point. Children then receive physical rewards or privileges at various stages agreed with their class teacher. Children in Y3, 4 and 5 earn an award pen at 15 positive points, a bronze star badge at 30, a silver at 45 and a gold at 60. Children in Y6 are awarded a privilege badge at 50 positive points. Sanctions and Procedures Despite our positive approach there are occasions where individual children can not keep to the rules. In these instances we have a series of sanctions. Children should be aware that if they infringe other people s rights there will be consequences. The major sanction to be used in KS1 is the loss of playtime and in KS2 this can include the loss of a positive point. Initially the teacher/support staff will give the child two clear warnings that he/she is displaying behaviour that is not appropriate.

4 If the child continues to display inappropriate behaviour after the warnings, he/she will lose 5 minutes playtime (KS1) a positive point (KS2) This loss of playtime/positive point will be recorded on the class chart Each lesson is a separate unit of time for a fresh start In order to help the child it might be appropriate for the class teacher to move the child to a more suitable place within the classroom. Yellow Card Yellow Cards are a sanction to be used during lesson time. Following the loss of 5 minutes playtime or the loss of a positive point within a session and a further verbal warning, a Yellow Card may be issued if the child s behaviour continues to disturb the learning and teaching of the class. The Yellow card is filled out by the class teacher detailing what the child has done. The child will be sent to work in a colleague s class for no longer than ½ hour Yellow cards will be analysed half termly by the Phase Leader and records will be passed onto the SENDco for any further action e.g. requirement of a behaviour plan. The pupil must have plenty of work to complete without assistance. Parents could be informed if a child receives a yellow card Red Card This system is to be used when a child exhibits extreme behavioural resistance to instructions and refuses to do as an adult has asked. (Some children will have individual behaviour plans which will include different rewards and sanctions.) A Red Card means an automatic loss of between 3 and 5 positive points (KS2) / all of their playtime during that day (KS1). A red card will be sent to the Deputy Headteacher to ensure the child arrives They will not be allowed a playtime and will not be allowed to return to class until the start of the afternoon session or the next morning They will write a letter of apology and pledge to follow the rules A bank of work provided by the class teacher will be available for them to complete independently Before being escorted to class they must speak to the adult monitoring them and agree to follow the rules The apology will be presented to the teacher who they refused to listen to The class teacher will agree a fresh start Parents will be contacted and a copy of the letter of apology will be sent home for the parent to sign and return If the behaviour is repeated within five school days then this will lead to a suspension. This may take the form of an extended internal exclusion from class or an exclusion from school. Playtimes Pupils should be aware that if they infringe other people s rights by breaking the school/class charter, there will be consequences. Initially the teacher / support staff member will warn a pupil that the behaviour he/she is displaying is not appropriate.

5 If the pupil continues to display inappropriate behaviour after a warning, he/she will be sent to a bench in the playground for a set time (usually five minutes). The child remains on the bench until the adult on duty says that he/she can move. Lunchtime Pupils should be aware that if they infringe other people s rights by breaking the Lunchtime charter or there will be consequences: Hall eating Lunchtime supervisors take the time at the beginning of each session to remind the children about the routines and procedures in the hall. If a pupil displays unacceptable behaviour in the hall they may be moved to a bench at the side of the hall and if it continues then they will be asked to eat their lunch in class accompanied by their class teacher. Outside Play If a child is choosing to break the school lunchtime charter the supervisor will warn a pupil that the behaviour he/she is displaying is not appropriate. If the pupil continues to display inappropriate behaviour after a warning, he/she will be sent to a bench in the playground for a set time (usually five minutes). The child remains on the bench until the adult on duty says that he/she can move. The class teacher will be informed during the handover time at the end of the lunch session (12.55pm) If a child continues to break the playground rules after a warning and time out then they will be sent inside to the hall (12pm/12.30pm) or to Y2 (1pm) In instances of refusal or extreme behaviour either the head teacher or the deputy will be sent for. The class teacher will be informed during the handover time at the end of the lunch session (12.55pm) Homework Children who have not completed their homework will be dealt with by their class teacher; they will complete it in their own time rather than lose positive points. Initiatives and curricular areas to support the management of behaviour throughout the school. PSHE and Circle Time Good behaviour and positive attitudes are discussed in weekly PSHE lessons. Resources such as Jigsaw and SEAL enable us to ensure coverage. Developing self-esteem, confidence, independence and responsibility and making the most of their abilities. Developing good relationships and respecting the differences between people. Developing a healthy lifestyle and keeping themselves and others safe. Developing knowledge and understanding about being informed citizens, including a sense of justice, through active participation and enquiry. (See PSHE policy.)

6 Circle of Friends Some of our children require extra support in terms of behaviour management and emotional wellbeing. Whenever it seems appropriate we incorporate an approach called Circle of Friends with children from Year 5 upwards. The Circle is made up of a group of children who have volunteered to support the vulnerable child. This programme will only be initiated after consultation with the SENDco. Social skills We aim to develop important social skills by reinforcing points made in the weekly PSHE lessons. These are celebrated weekly in Key Stage assembly. Solution Oriented Schools This initiative encourages us to take a pragmatic approach to promoting positive behaviour: learning from what is working, leaving behind practice that is failing to pay off, recognising the problem as the problem not the child and building from the strengths that each individual can bring. Critical Skills We incorporate a critical skills approach to promoting positive behaviour throughout our teaching and especially at the beginning of each term by involving the children in working together using critical thinking skills in order to create an effective classroom climate in which everyone can feel safe, secure and supported. Healthy Schools At St. Luke s School we have been involved in ensuring our children are as healthy as they can be by incorporating the Healthy Schools initiative. This initiative promotes social inclusion and supports children in developing healthy behaviours. The Well-Being programme The Well-Being programme promotes positive behaviour through raising self-awareness, building a positive self-image, developing confidence, managing emotions, improving communication skills and encouraging individuals to deal with conflict in a positive way. Resources Following staff INSET involving a series of staff meetings a whole school approach was developed and agreed. This can be located on the school s network on the Teachers Shared Area. JIGSAW, SEAL, SOS resources and other PSHCE plans can be located on the Teachers Shared Area. Circle Time materials are available in the staff room. Books relating to behaviour and emotional issues are available in the staff room or with the subject leader. Monitoring and Review In addition to observations carried out and recorded in the interim and annual reports, teachers maintain careful records on CMIS of observed behaviours that cause concern. These records assist in evaluating procedures and in communicating with the child, other members of staff, parents and outside agencies.