Believe and Achieve Together Cippenham Infant School Behaviour Management Policy Aims To develop a whole school behaviour policy supported and followed by the whole school community: parents, teachers, children and governors, based on a sense of community and shared values. To apply positive policies to create a caring, family atmosphere in which teaching and learning can take place in a safe and happy environment. To teach, through the school curriculum, modern British values and attitudes as well as knowledge and skills. This will promote responsible behaviour, encourage self-discipline and encourage in children a respect for themselves, for other people and for property. This will be done through Personal, Social and Health Education. To encourage good behaviour rather than to simply punish bad behaviour by providing a range of rewards for children of all ages and abilities. To make clear to children the distinction between minor and more serious mis-behaviour and the range of sanctions that will follow. To treat problems when they occur in a caring and sympathetic manner in the hope of achieving an improvement in behaviour. Expectations Our school motto Believe and Achieve Together ensures that children are always encouraged to: Move sensibly, taking care not to disturb others Respect everyone and everything Ask for help when we need it Tell the truth Have kind hands and feet Use kind words Do our best listening at all times Use good manners Rewards A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. This is for all children. Our reward system is based on awards, such as incentive stickers and Co-Headteachers Commendations through which children can be rewarded for academic and non-academic achievements, for effort and for being caring, and for all aspects of good work and behaviour. In addition, each adult in the school gives verbal or written praise as often as possible. Class certificates are presented each week for the most stars gained from sensible walking around school and lining up, lunchtime behaviour and attendance. Individual attendance certificates are given each term for bronze, silver and gold attendance. Most children respond to this positive approach where their efforts are seen to be valued, and make considerable efforts to improve their work, and, where necessary, their behaviour. 1
Sanctions Believe and Achieve Together Sadly, there will be times when children do not behave in line with our expectations. Children need to discover where the boundaries of acceptable behaviour lie, as this is a part of growing up. These boundaries fall into three categories: minor, major and extreme and can be found in Appendix 1. Implementation The whole school operates an apple system for behaviour management. There are four apples gold, green, yellow and red. Every child has a worm with their name on and all children start each day on the green apple. Minor breaches of behaviour result in the child moving themselves to the yellow apple. Major breaches of behaviour result in the child moving their name to the red apple. Extreme breaches of behaviour will result in withdrawal from class and potentially an exclusion (dependent on child and any SEN issues). Any child being placed on the red apple three times in one week will be entered into the Co-Headteachers Unacceptable Behaviour Book. Children who have been placed on the yellow apple have time though the day to earn their way off the yellow apple. Children who are consistently on green apple will be placed on the golden apple and will receive an additional reward of the class teacher s choosing. If a child is placed on red apple a sanction will follow as immediately as possible and when this sanction has taken place the child will return to the green apple to start afresh. 1. A warning is given to the child and reference is made to the School Behaviour Rules flower visible in every classroom and working room in the school. 2. When placed on a yellow apple, the child is reminded that they are one step away from red and if they do not improve a sanction will follow. 3. If the child is placed on the red apple a sanction will apply and the child s name will be noted by the staff member. This sanction will be of the staff member s choice from Appendix 1 dependent on where the child is in the school at that time. 4. Should the child s name be on the red apple three times in one week, he/she will go to see the Co-Headteacher with a completed slip from the staff member indicating what the three incidences have been. The Co-Headteacher will enter the child into the Unacceptable Behaviour Book and explain to the child why this is happening. Parents will receive a follow up notification each time the child is entered into this book. 5. Should the child be entered into the book three times a formal letter will be sent to the child s parents asking them to follow through suitable discipline at home. Copies of all letters will be held in the Co-Headteachers office in the Behaviour File. Each case is treated individually. Children with statements for SEN, including Autism and Communication Difficulties will also be disciplined in line with their understanding of this policy. Generally children are made aware that they are responsible for their own actions and that breaking rules will lead to punishments. All staff must be vigilant and consistent in their approach to implementation of the Behaviour Management Policy to ensure that it is delivered fairly and equally. This policy will be brought to the attention of and made available to all supply teachers to ensure consistency of approach. 2
Care and Control of Children Believe and Achieve Together At all times staff should encourage good behaviour through praise and rewards. No member of staff must in any way physically chastise a child. However, if a child is presenting staff with challenging behaviour then a range of de-escalation techniques will be used. These techniques consist of the following: Verbal advice and support Calm talking Distraction Step away Negotiation Physical intervention (not positive handling) i.e. presenting a physical barrier Humour Reassurance Options offered Support systems Non-threatening body language Instruction Warning If at any time there is the possibility of injury to the pupil, other pupils, staff, damage to property or good order prejudiced then positive handling could be used, whenever possible by staff who have received Team Teach training. Team Teach training is provided every three years for all staff. Where possible staff who join the school at other times will receive Team Teach training if available; this is all funded through the school s budget for staff development. Staff who have dealt with violent incidents will receive time out, the opportunity to recover from the stress caused, if needed in the most serious incidents the school s Educational Psychologist can also provide counseling support to staff. All staff involved in such incidents will be required to make a full written report for the Co-Headteachers. The Curriculum Children will be taught one of the behaviour rules each week over the course of the first eight weeks in every school year; this will take place through the PSHE lessons (see above). Each class will have a Behaviour Rules Flower and each petal will display one of the rules. As children are taught each rule there will be a relentless focus on this rule throughout the school and Co-Headteachers commendations will focus on children who have achieved this rule successfully for the first eight weeks. A large version of the flower will be centrally displayed in the school hall and will be used as a focus for assemblies. Thursday staff briefing sessions will routinely discuss any issues linked to behaviour, which may then be followed up in the assembly. Playtimes and Lunchtimes Any child misbehaving at playtime or lunchtime should be asked the school s conflict resolution questions - What happened? How do you feel? What needs to happen next? 3
Believe and Achieve Together Sanctions could include one minute of time out alongside an adult or sitting in the school hall for periods of 5 minutes up to 15 minutes, depending on the severity of the incident (see Appendix 1). For any serious incidents the member of staff dealing with the incident must complete a slip in the duplex book stating the date, what happened, what consequence followed and the duty staff name. The top copy must be handed to the class teacher or teaching assistant when the break is over. This will be kept and reported to the parent at the end of the day. Behaviour Support Plans (BSPs) See Appendix 2 BSPs include a child s strengths up to 3 difficulties up to 3 strategies to support the child Targets using the School Rules Flower wording what does the child need to improve? Rewards and sanctions to be managed by the class teacher Have a 6 week review. If the BSP is not working though this must be reviewed sooner and the child moved to Yellow. Green Children will, be placed on a Green Behaviour Support Plan (BSP) to monitor their behaviour should their names be entered into the Unacceptable Behaviour Book three times. A letter will be sent to parents to inform them that the class teacher will approach them to organise a time to set up a BSP. The BSP will be supported with a Behaviour Chart to be used in class and monitored by child and parents over a 6 week period. The SENDCo, Year Leader and Co-Headteachers will be kept informed and must be emailed a copy of the BSP. Yellow Children will be placed on a Yellow BSP if their behaviour is not improving after 6 weeks on a Green BSP or during the 6 week period. The Year Leader will be notified and will attend a meeting to set this up with the teacher and parents. The SENDCo and Co-Headteachers will be kept informed and must be emailed a copy of the BSP. Red Should poor behaviour continue or behaviour escalates to major and extreme breaches the SENDCo will make a referral to Services Supporting Behaviour and set up a Red BSP. The Co- Headteachers will be informed and will formally meet with parents alongside the other staff involved. A Red BSP brings with it the sanction of fixed and permanent exclusions for which Co- Headteachers retain the power to exclude and is supported by the Governor with responsibility for Safeguarding. Any child being placed on any BSP will be taken around the school to meet teachers as part of our Secret Squirrel system to alert staff to children whom we need to look out for. Parents in Partnership Parents can help: By recognising that an effective school behaviour policy requires close partnership between parents, teachers and children 4
Believe and Achieve Together By discussing the school rules with their child, emphasising their support of them and assisting when possible with their enforcement By attending Parents Evenings, parents functions and by developing informal contacts with school By knowing that learning and teaching cannot take place without good behaviour being in place By remembering that staff deal with behaviour problems patiently and positively Parents will be involved at the earliest possible stage in the management of their child s behaviour; this will enable us to monitor whether problems are occasional, persistent or recurring. The Home School Contract identifies a working partnership between the school, the child and the family. Parents sign this contract each year and should abide by it, fully supporting the school in managing their child s learning, development and behaviour. As noted previously, parents will: Be told at the end of the day if their child has been on the red apple. Receive letters about their child s behaviour when they are entered into the Unacceptable Behaviour Book. Be partners in managing their child s Behaviour Plan. Be pro-active in following through school discipline and sanctions at home. Receive a letter to acknowledge when their child s behaviour has improved following the successful completion of a Behaviour Plan. All classes will keep a log book to record when they have spoken to a parent / carer about a child s behaviour. Accountability The School Leadership Team will routinely monitor the Behaviour File and analyse patterns of children s poor behaviour. They will check that systems are correctly followed and that all staff and parents are involved in positive behaviour management. Reporting to Governors A report on school behaviour, including any communication with parents and the success of the policy will be made to the Governing Body via the Governor with responsibility for Safeguarding. No names of children or parents will be shared with governors. Equal opportunities This policy applies to the whole school community regardless of their gender, colour, ethnicity, ability or disability, religion or nationality. Links to other policies Teaching and Learning Special Educational Needs Abuse Against Staff Modern British Values Anti-bullying Safeguarding Child Protection Whistleblowing Physical Restraint Single Equality 5
Believe and Achieve Together Reviewed: February 2011, December 2012, October 2013, June 2015 Appendix 1 Guidance for behaviour types and strategies for management Minor behaviours Name calling Calling out in class Disruptive talking Disrespectful language, including back chatting Not following instructions including reminders not to swing on chairs or fiddle unnecessarily Lack of effort in lessons Inappropriate responses including huffing and puffing Unsportsmanlike behaviour booing and jeering Walking away from adults Disrupting the learning/enjoyment of others Inappropriate sexualised behaviour Making fun of other children Strategies/actions Adult Behaviour reminder Verbal warning Move child Time out Praise desired behaviour Discuss behaviour with parent/carer Agree behaviour support plan and behaviour chart Child Apologise for poor behaviour Moves from green to yellow apple Loss of time at play/lunch times = 5mins for every yellow Loss of Golden Time = 5mins for every yellow Major behaviours Continuation of any of the above Racist name calling Insinuating race in any form Drawing on furniture/resources deliberately Hurting others kicking, punching, pushing, slapping, pinching Spitting Refusing to comply with instructions Refusal to work Insulting language including swearing Bullying or victimising of others Damage to property including messing about in the toilets Stealing Making others feel threatened Adult Inform parents of any misdemeanour at this stage Inform SLT SLT enter in Unacceptable Behaviour Book Phone call to home Complete red apple slip of paper Secret Squirrel child for other adults to make note of child Behaviour support plan yellow Child Moves directly to red apple Moves to another class (where appropriate) or office of SLT Time out Loss of Golden time = 10mins for every red Loss of time at play/lunch times = 10mins for every red 6
Home-school diary Extreme behaviour 3 episodes of any of the major behaviours / 9 of minor/or any combination of these Violent behaviour fighting, loss of control Physical assault to another person Serious damage to property Putting others in danger through their actions Inciting racist behaviour Refusing to comply with instructions from SLT Severe undermining of authority Using insulting language directly to adults Leaving the school premises without permission Throwing items with the potential to cause damage Adult Completes red apple slip and has child escorted to Co-Head teachers office or member of SLT in their absence. Enter child in Unacceptable Behaviour Book Letter home Meeting with parents Behaviour support plan red Referral to Services Supporting Behaviour Fixed term exclusion half day to 3 days depending on frequency and severity Permanent exclusion (when other avenues exhausted or if action causes severe harm) Child Loss of playtime Loss of lunchtime Sits alone in class Internal exclusion Eating lunch in SLT office Exclusion from class Work in SLT office Fixed term and permanent exclusion Follows guidance in Exclusion Policy 7
Appendix 2 - example Cippenham Infant School Behaviour Support Plan Green level Pupil s name: Class: * s strengths Enthusiastic and likes to please Has lots of ideas and a great imagination * s difficulties Social skills knowing appropriate times to contribute Switching off/disengaging if s/he s not interested Lacks pride in his work Strategies to support the child Wear a green apple badge as a visual reminder to behave teacher to give a quick verbal reminder at start of morning and afternoon sessions about appropriate behaviour Use a behaviour chart consistently for 6 weeks; this must be monitored by (child & parent) Time out when behaviour is inappropriate (however, if working will have to continue in his own space) Lots of praise for doing the right thing Targets 1. To use kind hands and feet at all times 2. To always do his best listening during carpet times Rewards * will receive stickers for making good choices * will be able to choose.to play with at Golden Time Sanctions Immediate time out from any activity if * s behaviour is inappropriate Minimal attention given for making the wrong choice Time out from the playground Teacher s signature Child s signature Parent/Carer s signature Plan to be shared with: Date of next review: 8
Appendix 2 - master Cippenham Infant School Behaviour Support Plan Green level Pupil s name: Class: * s strengths * s difficulties Strategies to support the child Targets Rewards Sanctions Teacher s signature Child s signature Parent/carer s signature Plan to be shared with: Date of next review: 9
Cippenham Infant School Behaviour Support Plan Review Meeting Name: Date: Present: Child s comments: Teacher s comments: Parent/Carer s comments: Other comments: Conclusion: 10