Positive Behaviour Policy

Transcription

1 Positive Behaviour Policy

2 AIMS 1. To promote the whole ethos of the school - to encourage a happy, healthy, safe and secure learning environment where everyone feels valued and is treated equally. 2. To develop positive relationships with all involved in school by: caring for and respecting each other and property co-operating and sharing with each other listening to and supporting others in work and play developing trust for others being well mannered communication between children, teachers and parents 3. To foster a sense of belonging and responsibility towards the school by: encouraging involvement in school activities developing a sense of self-esteem, self-discipline and responsibility for own actions. 4. To work towards the Every Child Matters outcomes to: Be healthy Be safe Enjoy and achieve Make a positive contribution Achieve economic well-being 5. To promote a caring and responsible attitude towards the environment and the local community. Parents and teachers can work together in promoting the aims of the positive behaviour policy by: modelling and encouraging good manners including table manners being fair and consistent so children know what is expected of them developing each child s self esteem providing a supportive environment encouraging independence promoting respect and trust for others encouraging children to have a sense of responsibility and accountability for own actions helping children to care for their own and other people s property discussing and supporting the Home-School Agreement

3 The rewards for good behaviour agreed by the children are: praise from teachers - verbal or written presenting certificates for achievements, behaviour, citizenship and special nominations made by their peers badges and stickers, star charts to recognise personal successes good work stamps leading to bronze, silver and gold awards in KS2 being sent to show good work to other classes and teachers individual and group rewards Free choice Golden Time I am special and Citizenship assemblies whole school well done assembly to celebrate good work/behaviour well done assemblies attended by parents giving favourite jobs as responsibilities in school representing school on visits, sports activities visiting Headteacher or another member of staff for praise individual rewards when appropriate e.g. Golden Book informing parents when something is done well receiving points towards lunchtime trophy lunchtime trophy awarded to a table every week We want to work together in creating a caring school and have therefore developed a list of jobs of responsibility and privileges which children agreed they would like. library jobs lunchtime duties helping with reception children at playtimes as Playtime Buddies representing school on visits, sports activities caring for a specific area in school e.g. playtime games, music trolley, music for assemblies

4 Agreed sanctions for unacceptable behaviour eye contact appropriate verbal warning - remind child of expected behaviour in a positive way strike on class record sheet (1 strike = 1 minute off Golden Time) time out - move to a quiet place to finish work/calm down time out in another class time out at playtimes - being sent to stand against the wall (=1 strike) complete work at playtime/home (letter to parents) individual monitoring by teacher - set personal targets with child name in school behaviour book - inform parents, withdrawal of privileges individual monitoring of child by Head teacher name in school behaviour book - third entry formal meeting with Headteacher, class teacher, parent and child to discuss problem and form behaviour plan sent home from school at lunchtimes for persistent unacceptable behaviour during lunchtimes this is classed as an exclusion exclusion from school for particular periods as laid down by LEA* If a child s behaviour is causing concern at any stage, parents will be informed. After each half term the child s name is removed from the behaviour book and the child is able to start with a clean sheet. Children may enter the sanctions list at different stages depending on the seriousness of the behaviour, e.g. stealing, damage to property, or injuring others would mean immediate entry in the behaviour book. Parents will be informed in writing of a child s wilful damage to property belonging to another person or the school. Dangerous or abusive (including verbal) behaviour will be recorded on the education authority s CF50 form and returned to them. We wish to promote a sense of trust and understanding and therefore seek parental co-operation at an early stage in order to reinforce our positive approach to behaviour in school. In this way parents and teachers are working together to support children in meeting the standards of behaviour expected by the school. Together we need to give children the opportunity to develop high standards of behaviour which will enable them to make a success of their lives as they move from the school community into the wider world. Parents, children and staff agree to this policy by the signing of the Home School Agreement which is sent home with every child. * Exclusions ChildrenLeeds guidance will be followed for all exclusions. If the length of the exclusion is more than 5 days, the case will be referred to the NW AIP and appropriate provision found within the NW. This could include the Learning Support units (LSU) at The Gateway at Broadgate Primary, The Orchard at Otley Ashfield Primary, or Learn2Learn at Little London Primary. The aim of this provision is to enable the child to re-integrate successfully back into our school. If this is not possible then a meeting will be called through the AIP of the Fair Access Panel to find a suitable placement for the child. A leaflet explaining this process will be given to parents/carers. See appendix 8 All exclusions will be monitored and reported to Children Leeds.

5 Appendix 1 Policy for rewards and sanctions Children are rewarded for good work and behaviour with smiley faces and stickers. Individual classes have their own reward charts and star charts. When children have reached a certain point on these charts they may receive a dip in the bag which involves a small reward appropriate to their age group. Good work may also be shown to other classes. Children may also be sent to the Head teacher and have their names put in the Golden Book. Children in Years 4, 5 and 6 work towards bronze, silver and gold awards for excellent work. 10 stamps = a bronze, a further 10 = silver, and a further 10 = gold. If a further 10 are achieved a special Headteacher s certificate will be awarded. There are weekly Well Done, I am Special and Citizenship assemblies where certificates are awarded to children who have demonstrated positive attitudes and consistently good behaviour. At the end of a half term the whole school has a special certificate assembly. These are awarded to children who have made significant achievements and are not necessarily linked to academic attainment. Golden Time takes place twice in a half term. Children choose from a variety of activities suggested by the classes. Children with a clean sheet (no strikes) get first choice of activity. If a child breaks a rule they get a warning then a strike. A strike means one minute off their Golden Time. If they persist they get time out in class. They may go on to receive additional strikes or time out in another class. If unacceptable behaviour continues a child may have personal targets set with their teacher. If unacceptable behaviour persists or there is a serious incident where another child is injured or property is damaged, a child s name may be put in the Head teacher s behaviour book and parents will be informed. During assembly anyone not listening quietly will receive a warning. If they are spoken to again in the same assembly they will be moved. At the end of the assembly they will receive a strike. At the end of playtime when the bell goes the children will stand quietly on the playground. When told they will line up without speaking. If they do not they will be sent to stand against the wall and they will receive a strike.

6 Appendix 2 School rules These rules were devised by the children and address areas they felt were important in creating a positive learning environment. They are displayed in all classrooms and shared areas. Each class will discuss and agree their Class Rules at the beginning of each school year. 1. I will treat everyone with respect and consider their feelings. 2. I will do as I am asked straight away. 3. I will always be in the right place at the right time. 4. I will work quietly and allow others to work quietly too 5. I will walk and speak quietly and calmly when I am in school. 6. I will take care of my own and other people s property. 7. I will take responsibility for my actions and tell the truth. Playground Rules These are discussed with all children, and displayed in the playground. We play together and look after one another. We respect the grown-ups on duty. We let other children get on with their games. We stand still when we hear the signal and walk sensibly into school. We look after school equipment. We put our litter in the bin. Lunchtime behaviour We expect the children to: 1. Follow the school rules. 2. Eat quietly and sensibly. 3. Leave all areas clean and tidy. 4. Stop talking and listen when the whistle is blown. 5. Seek a member of lunchtime staff if there is a problem. 6. If we do not respond to a request or subsequent warning we will be given a strike.

7 Appendix 3 Safety in and around school o Children are expected to follow the rules of Internet safety and E safety as taught in ICT lessons. o Children are taught the rules of safe behaviour in PE and Games lessons including the safe use of apparatus and the importance of listening to instructions. o During activities such as baking and Design Technology children are expected to follow the rules of safe behaviour as explained by the responsible adult. o On trips out of school children are expected to follow the school rules in terms of behaviour and safety. o All staff are expected to remind the children of the rules when working away from their class base. Risk assessments on all such activities are the responsibility of the Lead Teacher and are given to the Head teacher before any trips or out of school activities take place. o All children and parents are aware of areas in and around school that are out of bounds and will keep away from these areas at all times, including before and after school. Children must not:- Use the trim trail or the football area before or after school. Climb on walls or trees at any time. Go down the banking or retrieve footballs from the bushes without asking a member of staff. Go behind the After School Club. Enter the staff car park area at any time we also ask that parents do not use the staff car park to pick up and drop off children for the After School Club as it is a safety issue.

8 Appendix 4 Curriculum Maintaining successful relationships, building positive attitudes, and conflict resolution strategies are taught through Personal, Social and Health Education (PSHE) lessons and reinforced through other areas of the curriculum: R.E., Citizenship, SEAL materials and other resources promoting positive behaviour, Road Safety, visitors promoting safe behaviour e.g. Police, Fire service. Other opportunities for teaching and reinforcing positive behaviour include establishing rules in the Autumn term, weekly assemblies, circle time, and out of school activities such as sports, visits, residentials and outdoor pursuits. Discussion of the Home-School Agreement and the roles of the children, parents and school in supporting it. Children can communicate their ideas or concerns with teachers, or use the pupils views boxes in KS2. They can feedback to the School Council and bring up issues for discussion in Circle Time. Children can nominate other children for certificates through the I am Special and Citizenship assemblies. Nurture Provision is available in school. This is a group run to support children with specific needs in terms of their behaviour. External agencies such as the Pupil Development Centre (PDC) may contribute to the curriculum by providing workshops for pupils and teachers, and running PDC Groups within school for small groups of children. Children s achievements in relation to Emotional, Social and Learning Conduct are included in the end of year report.

9 Appendix 5 Support and Training Support for children is available in school. Class teachers may develop a set of personal targets in discussion with a child to help them modify their behaviour. Mentoring and Nurture provision supports and encourages pupils positive behaviour, and is provided by specially trained staff in school. Support for parents is available through school. Parents may wish to discuss their child s behaviour with the class teacher, SENCo and/or Head teacher Support for parents is also available through outside agencies see Appendix 6 Staff and parents are expected to be seen as positive role models in order to support and reinforce the messages in our Behaviour Policy. This includes areas such as respecting others regardless of gender, race or religion; safety, and manners e.g. table manners, polite behaviour Children and staff may receive training in strategies such as dealing with conflict (Restorative Justice), Behaviour Management, and Anti-Bullying Initiatives, and will be involved in reviewing and updating our curriculum and policies. Good practice is shared and new initiatives are incorporated into teaching and learning, Policies and expectations are reviewed to ensure consistency throughout the school

10 Appendix 6 External Agencies There are a range of External Agencies who can support children, parents and staff. Some agencies may work in school to support individuals or small groups of children. Others may visit as part of the school curriculum and work with whole classes or Key Stages. Others may support staff and parents or provide external training. These can be accessed through school or The Children s Centre. The Children s Centre a range of professionals supporting schools, parents and children Pupil Development Centre (PDC) Learning Support Units (LSU) School Nurse Police and Fire services, Road Safety Team SILC (Specialist Inclusive Learning Centres) specialist teachers who do outreach work CAMHS (Child and Adolescent Mental Health Service) Family Doctor

11 Appendix 7 Anti-bullying Policy Definition of bullying Bullying (as a repeated action) is the wilful, conscious desire to hurt or threaten or frighten someone else. Statement of intent Bullying in one form or another is present in all schools and we have no reason to suppose that our school is any different. It is our intention to work hard to prevent bullying behaviour and to stamp it out. Within our school we wish to create an environment that does not tolerate the oppression of one person by another. As a caring community, we call on all partners: teaching staff, non-teaching staff, pupils, parents and governors to support us in our campaign against bullying. Expectations of pupils As part of the School code all children should: Have safe hands and feet Respect other people s feelings and property Be polite to others. This is part of our Positive Behaviour Policy and plays a fundamental role in our Home-School Agreement. Please see Kidscape Anti-bullying Policy.

12 KIDSCAPE SAMPLE ANTI-BULLYING POLICY FOR SCHOOLS Statement of Intent We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff. Bullying can be: Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures) Physical pushing, kicking, hitting, punching or any use of violence Racist racial taunts, graffiti, gestures Sexual unwanted physical contact or sexually abusive comments Homophobic because of, or focussing on the issue of sexuality Verbal name-calling, sarcasm, spreading rumours, teasing Cyber All areas of internet,such as & internet chat room misuse, mobile threats by text messaging & calls, misuse of associated technology, i.e. camera &video facilities Why is it Important to Respond to Bullying? Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving. Objectives of this Policy All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is. All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported. All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises. As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported. Bullying will not be tolerated.

13 Signs and symptoms A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child: is frightened of walking to or from school doesn't want to go on the school / public bus begs to be driven to school changes their usual routine is unwilling to go to school (school phobic) begins to truant becomes withdrawn anxious, or lacking in confidence starts stammering attempts or threatens suicide or runs away cries themselves to sleep at night or has nightmares feels ill in the morning begins to do poorly in school work comes home with clothes torn or books damaged has possessions which are damaged or " go missing" asks for money or starts stealing money (to pay bully) has dinner or other monies continually "lost" has unexplained cuts or bruises comes home starving (money / lunch has been stolen) becomes aggressive, disruptive or unreasonable is bullying other children or siblings stops eating is frightened to say what's wrong gives improbable excuses for any of the above is afraid to use the internet or mobile phone is nervous & jumpy when a cyber message is received These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated

14 Procedures 1. Report bullying incidents to staff 2. In cases of bullying, the incidents will be recorded by staff (see monitoring sheet appendix 8) 3. In serious cases parents will be informed and will be asked to come in to a meeting to discuss the problem. 4. If necessary and appropriate, police will be consulted 5. The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly 6. An attempt will be made to help the bully (bullies) change their behaviour Outcomes 1. The bully (bullies) may be asked to genuinely apologise. Other consequences may take place. 2. In serious cases, suspension or even exclusion will be considered. 3. If possible, the pupils will be reconciled. 4. After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place. Prevention We will use a variety of approaches including KIDSCAPE methods for helping children to prevent bullying. As and when appropriate, these may include: writing a set of school rules signing a behaviour contract and Home-School Agreement writing stories or poems or drawing pictures about bullying reading stories about bullying or having them read to a class or assembly making up role-plays and a variety of activities throughout PSHCE lessons and other curriculum areas having discussions about bullying and why it matters in circle time, and informally in response to children s needs and identified priorities see the PSHE and Citizenship Policy and Appendix 4 of the Positive Behaviour Policy for an outline of the curriculum Kidscape 2005 HELP ORGANISATIONS: Advisory Centre for Education (ACE) Children's Legal Centre KIDSCAPE Parents Helpline (Mon-Fri, 10-4) Parentline Plus Youth Access Bullying Online Visit the Kidscape website for further support, links and advice.

15 Appendix 8 Monitoring Sheet name: w/c observations child s comments action Monday Tuesday Wednesday Thursday Friday