BEHAVIOUR CHART. Centre for Autism

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1 BEHAVIOUR CHART All children will set their learning values at the start of the year. These are to be followed at all times and set out the expectations for great learning to take place. In class all children follow the same behaviour chart which allows their name to be moved up towards the trophy when they exhibit great behaviour and their name to move down toward the time out bench if they exhibit behaviour which does not follow the class learning values. We have a behaviour hierarchy that we follow in school for all children that we follow in order to track children s behaviour over time. Insert chart- see additional sheet Centre for Autism Children in the Centre for Autism are expected to follow school expectations to ensure their safety and the safety of others and to ensure that teaching and learning is not disrupted. Clear expectations and boundaries are set and staff are consistent in their approach in dealing with behaviour issues. Expectations are explained in a way that is accessible to each child. However, there many situations where children with autism are not able to control their responses to situations and this can result in challenging behaviour. Some reasons for heightened anxiety may be due to :- difficulty with communication and understanding not being able to predict what will happen in a new or changing situation sensory sensitivities e.g. noise, texture, smells, lighting desire to engage in favoured, repetitive or restricted activity transitions from one activity or place to another After carrying out a functional behaviour analysis we are able to put strategies in place to alleviate stress for the child and thereby reduce incidents of challenging behaviour. Our aim is to anticipate situations that may challenging. If a child regularly displays challenging behaviour a personal support plan (PSP) is put in place. This gives information about the child s likes and dislikes, mode of communication and triggers for behaviour. It also outlines procedures and strategies for managing the behaviour. This will be shared with parents and we will work closely with you to ensure a consistent approach is used at home and school where possible. In the Centre for Autism all staff are trained in Team Teach Positive Handling which is updated every 2 years. Children in the Centre for Autism will be regularly reminded of playground expectations but expectations will be set individually for children according to their level of need. Centre

2 children will have a high level of adult support at playtimes to help them cope with the social demands. HOME SCHOOL EXPECTATIONS School Expectations We all agree the success of a child s education is a direct result of home and school both working together in mutual respect; the teaching staff as the professionals and parents as first educators. At Lark Hall we believe all of our children s talents will be nurtured, all of their best efforts will be rewarded and all of their successes will be celebrated. We will create a special place for our children, where they can have a love of life, where learning is irresistible, fun and full of exciting ideas to explore. Everyone will have high expectations of them and their achievements. It will be safe and caring where they will be encouraged to go the extra mile and where we will support them if they find things difficult. In our community we will passionately welcome life s challenges and positively seize these moments as opportunities to improve and grow. We will give our children the confidence to believe in themselves, in their own ambitions and in a better future for everyone. Belonging to our family our children will learn to embrace an ever changing world, free their imagination and be inspired to achieve excellence in all that they do. Children develop best in a Loving environment Aspire to be your best Doing your very best will always bring Rewards Have a thirst for Knowledge High expectations for every child Where all children will Achieve their potential Enjoy Learning in a safe environment Ensure children become Lifelong learners The 4 key strands of our school curriculum, known as the Lark Hall Curriculum Drivers, are Communication, Aspiration, Knowledge of the World and Enquiry. A signed copy of this will be in the home- school diary.

3 Parent Expectations As your child s first educators, it is important that you play a fundamentally positive role and agree to uphold the principles within the following four areas: Attendance I will make sure my child attends school each and every day. I will ensure my child arrives for school on time; starting the day between 8:15am and 8.30am and I will collect my child at the end of the school day at 3:00pm. I will inform the school immediately of my child s absence before 8:30am. I will provide a note detailing my child s absence on their first day back at school. Communication between home and school I will attend the regular Parent Evening appointments on every occasion. I will attend all meetings about my child s education, at the agreed time specified by the school. I will immediately attend the school in the event of the school contacting me for an emergency. I will ensure I read my child s diary each day and sign it each week. I will read all letters sent out by the school and reply when appropriate. I will inform the school office if my phone number or address changes. Etiquette I will ensure I am on time for all meetings. I will ensure I always treat all school staff with the respect they deserve. I will ensure I always treat other parents with the utmost respect. I will always set the correct example to my children and other children. Parents as First Educators I will also support the school s decision about my child s behavioral expectations. I will ensure my child has a suitable night s sleep ready for each school day. I will ensure my child eats a healthy breakfast and, where appropriate, a healthy lunch. I will ensure my child is dressed appropriately and has all the equipment necessary. I will ensure my child s internet use, T.V. and games console use are all monitored. I will ensure my child does not use social networking sites. I will ensure my child reads each and every day for at least 30 minutes. I will ensure my child completes their homework on a weekly basis. I will ensure I take my child on as many cultural visits as possible. I will ensure my child works hard towards achieving their academic targets. I will ensure I will collect all confiscated items at the end of each term. A signed copy of this will be in the home- school diary.

4 Children Expectations My Learning Behaviour Expectations I will always do my best work in all that I do. I will always follow the expectations of all adults. I will always work with other children in a positive manner. I will always use classroom resources in the correct manner. I will demonstrate the Lark Hall character traits when I m in class. I will always look back at the end of each day and realise I have done my best. I will always try to achieve a Pastoral Reward. I will always accept the consequence for my actions when I make mistakes. My Playground Expectations I will play games in a friendly manner. I will accept defeat in a positive manner. I will always use appropriate language in every situation. I will always share equipment with other children. I will never be physical to anybody; if I do, I know there will be serious consequences. I will always try to achieve Playground Rewards Cards and understand the reasons when I don t. I will always accept the consequence for my actions when I make mistakes. I will always follow the instructions of adults on the playground. Items Prohibited from School I will not wear any jewellery, except ear studs. I will not bring in any chewing gum, sweets or fizzy drinks. I will not wear make- up of any kind. I will not wear nail varnish or false nails. I will not have any temporary tattoos. I will only wear Lark Hall baseball caps. I will not bring in mobile phones unless I am in Year 6 (and hand it into the office). If I am a girl, I will not wear hair dye or coloured hair extensions. If I am a boy, I will not wear shaved motifs in my hair. A signed copy of this will be in the home- school diary.

5 Positive Pastoral Report Child s name: Class: This card is for teachers to use to refer children to the phase/year group leader or SLT for meeting one of the statements below. Children will receive a certificate to take home and house points. All positive behavior is also recorded on SIMS, using a points system. These statements are adapted from the Home- School Expectations which all parents/carers and children sign at the start of the academic year. Positive Statements I have done a fantastic piece of work. I have shown outstanding commitment to developing my character traits. I have worked well with other children. I have been to the trophy 3 times today. I have been a great role model for others in the playground. Points Recorded Details: Class Teacher: Phase/ Year Group Leader: Senior Leader:

6 Negative Pastoral Report Child s name: Class: Dear Parents/carers, This card is for teachers, phase leaders and the Senior Leadership Team to record any incidents of concerning behavior. Please read the comments below and follow the matter up with your child at home. Do come and speak to your child s class teacher, phase/ year group leader, or a member of the Senior Leadership Team if you would like to discuss the incident. All behavior incidents are also recorded on our school database, using a points system. These statements are adapted from the Home- School Expectations which all parents/carers and children sign at the start of the academic year. Negative Statements I have brought a prohibited item into school. I have not accepted a consequence for my actions. I have had 3 time- outs today. I have used inappropriate language. I have reacted violently to a problem. Points recorded Class Teacher Follow- up Notes Class teachers to record how the incident has been dealt with so far. Phase/Year Group Leader Follow- up Phase/ Year Group Leader to record any further actions or consequences. Senior Leader Follow- up Senior Leaders to become involved at the request of the Phase Leaders for ongoing concerns and serious incidents.