Behaviour Policy. Reviewed by School Staff March 2016 Date approved by Governors 26 th April 2016 Date to be reviewed Annually September 2016

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1 Behaviour Policy Name of Policy Behaviour Policy Author of Policy Sara Yarnold Reviewed by School Staff March 2016 Date approved by Governors 26 th April 2016 Date to be reviewed Annually September 2016 Introduction The Governing Body believes that in order to enable effective teaching and learning to take place, positive behaviour in all aspects of school life is necessary. The Head Teacher, in consultation with the staff, will undertake systematic monitoring and conduct regular reviews of the behaviour management policy and procedures in order to evaluate them to ensure that the operation is effective, fair and consistent. The Head Teacher will keep the Governing Body informed. The Governing Body will regularly review this policy and associated procedures, to ensure its continuing appropriateness. The review will take place in consultation with the children, staff and parents. Rationale All members of the Cathedral Primary School community have an entitlement to an orderly and safe environment. Our behaviour policy enables teachers to teach, children to learn and all members of staff to carry out their duties within, and adhering to, the Vision, Mission and Aims of the school. Purposes To ensure children are able to learn within a calm and purposeful atmosphere To enable teachers to teach in an orderly environment, conducive to learning To provide a safe and secure environment To encourage self-discipline and self-control To recognise positive actions and attitudes To provide a positive model for children To encourage close links with parents and the school in celebrating positive behaviour To recognize the importance of emotional well-being Guidelines 1. The behaviour rewards and consequences laid out in this policy should be consistent throughout the school, they should be shared with all pupils. 2. Clear and high expectations of behaviour are recognised as essential from all pupils and staff. 3. Stimulating and relevant lessons will be planned to enhance the success of teaching and learning. 4. All children will be taught the skills and routines required to become successful learners. 5. Interpersonal skills will be addressed and taught through PSHE which will be delivered through circle time, school assemblies and planned lessons.

2 6. Training opportunities will be available to all staff to develop behaviour management strategies. 7. Rewards and consequences are designed to reinforce the school rules. 8. Positive behaviour will be rewarded and celebrated. 9. During the management of unacceptable behaviour, pupils will be treated with care and respect. 10. Individual Behaviour Plans (IBPs) will be drawn up for pupils who persist in displaying unacceptable behavior. 11. Unacceptable behaviour will be recorded on SIMS. 12. Parents will be involved at an early stage to support their child and the school to improve inappropriate behaviour. 13. Whole school rules are displayed in all classrooms and communal areas of the school. These rules are: We always do our best. We respect our school by looking after it. We have kind hands and feet. We use kind words that make us feel good. We move safely around our school. We listen to the people who help us. Monitoring and Evaluation Information records kept centrally concerning bullying, racist or violent incidents, will inform the evaluation process and identify staff training needs. Pupils behaviour will be monitored through the records kept by staff. This policy will be evaluated and reviewed by SLT and staff annually Rewards All members of staff will praise and reward good behaviour All pupils will be rewarded for good behaviour or improved behaviour through: Praise Stickers/ stars/stamps Class points House points Achievement assemblies Visits to the Head Teacher Class reward systems will be agreed by the year group team and will include involvement from the whole class. Reward systems may include: points chart, marbles in a jar, etc. These may be changed during the year to develop enthusiasm for working together. Children from each class can be nominated by their class teacher for Achievement and receive a certificate in assembly. These will be displayed in the classroom. Children will be nominated by class teachers for a termly Head Teacher reward. The children are selected for representing qualities of the school values. Respect, Kindness, Creativity, Friendship and Kindness. At lunchtime: Playtime values We are Kind, responsible, safe and imaginative. Children will be given stickers or class points for improved or consistently positive behavior, e.g. lining up quietly and calmly. Year groups of children who gain 10 points will be rewarded with an additional 10 minutes playtime. Children who are particularly well behaved in the canteen will be rewarded by the lunchtime staff with a sticker.

3 Consequences When the playtime rules are not followed this will be recorded in the lunchtime behaviour book. This book is monitored weekly and incidents are followed up by SLT. Parents will be informed. Significant behavior incidents will be recorded in the behaviour monitor folder where clear actions will be identified. The Foundation Stage A range of positive reinforcement will be used to develop appropriate behaviour such as verbal praise, stickers and whole class reward. It is important to acknowledge when a child is feeling angry or upset and give them the support that they require. The Foundation Stage classrooms will have displayed a visual reward chart to support individual rewards and consequences within the class. The visual reward chart is made up of four parts. The children all begin at the same stage and have the opportunity to move up the chart throughout the day. Children receive stickers and certificates when reaching different parts of the chart. However, where children persistently display inappropriate behaviour the following consequences will apply: Consequences The consequences of inappropriate behaviour in the Foundation Stage will be dealt with having due regard to the age and understanding of the child. A range of strategies will be used appropriately. If a child is not meeting our expectation of behaviour they will be given: 1. A verbal warning. 2. Moved down on their individual class chart. 3. Thinking time within the classroom environment minutes. 4. Sent to another classroom for a period of time. Parents will be informed by the class teacher. 5. If after this, inappropriate behaviour continues, the child will be sent to the Head Teacher. The behaviour will be recorded and parents will be informed. KS 1 & 2 Consequences Children should have clear expectations, which have been established through the whole class charter. Class rules will be displayed in the classroom and agreed by the children. Each classroom will have displayed a visual reward chart to support individual rewards and consequences within the class. The visual reward chart is made up of four parts, the children all begin at the same stage and have the opportunity to move up the chart throughout the day. Children receive stickers and certificates when reaching different parts of the chart. If a child is not meeting our expectation of behaviour they will be given: 1. A verbal warning. 2. Moved down on their individual class chart. 3. Working on their own in a designated area within the classroom environment minutes. 4. Sent to another classroom to continue work set by their class teacher for a period of time. Parents will be informed by the class teacher. 5. If after this, inappropriate behaviour continues, the child will be sent to the Head Teacher. The behaviour will be recorded and parents will be informed.

4 Serious Incident When a child has a serious behaviour incident, immediate action is required. Children using bad language, swearing or using physical violence will be sent to a member of the Senior Leadership Team. The incident will be investigated and the Head Teacher will be informed. This will be recorded on a behaviour record sheet and put on SIMS. Parents will be contacted and asked to meet with the Head Teacher to discuss the child s behaviour. Home school Partnership The school collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school. The school s expectations for behaviour are set out within the behaviour policy which is published on the school website. Parents will be informed of policy updates through . Parental cooperation in supporting and implementing the behaviour policy is vital. The school expects parents/carers to support their child s learning and to cooperate with the school. The school strives to build a supportive dialogue between home and school and parents are informed immediately if there are concerns regarding their child s welfare or behaviour. If the school uses reasonable sanctions on a child, parental cooperation in supporting the actions of the school is needed. If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Head of school. If these discussions cannot resolve the problem a formal grievance or appeal process can be implemented. Fixed term and permanent exclusions Fixed Term Exclusion The Head Teacher can decide to exclude a child from school for up to 45 days in a school year for serious breaches of the school s behaviour policy. If the Head Teacher is absent then the Deputy Head Teacher can make this decision. All Fixed Term Exclusions will result in an immediate phone call home to explain the incident that has occurred. This will then be followed up with a letter from the Head Teacher explaining, in detail, the reasons for the exclusion and inviting parents/carers to a reintegration meeting following the exclusion. Fixed Term Exclusions will be carried out in accordance with Government guidance. Permanent Exclusion This represents the ultimate sanction. It is recommended by the Head Teacher and authorised by the Governing body. The decision to permanently exclude a child is a very serious one. It is the final in the process of dealing with disciplinary offences when other strategies have been tried and failed. It may also be used for one-off cases when the offence is deemed serious enough. Permanent exclusions will be carried out in accordance with Government Guidance. Policies Linked to Behaviour Management Policy Anti-bullying policy E-Safety policy Attendance policy Exclusion Policy Appendix 1. School Rules 2. Playtime Values 3. Examples of Behaviour Record/ Monitoring Sheets 4. Photographs of Classroom Visual Reward Charts

5 Appendix 1: School Rules

6 Appendix 2: Playtime Values

7 Appendix 3: Behaviour Record & Monitoring Sheet

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9 Appendix 4: Classroom Visual Reward Charts Reception Class (March 2016) Year 1 and Year 2 (March 2016)