Behaviour Policy for Northwick Park Primary and Nursery Academy Principles and purpose of the policy This document provides a framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring, responsible people and to their full potential. We require that children take an active and responsible role in the school and the wider community. This policy is designed to involve all pupils, staff, parents and governors and underpin the ethos of the school. We aim to provide a framework for behaviour that is mutually beneficial to all, and is applied consistently across the school. We recognise that every child has the right to learn and behaviour that is detrimental to the learning of others will not be tolerated. Aims of the policy. At Northwick Park Primary Academy we aim: to provide a caring, stimulating environment which will instil in children the desire to learn, the will to succeed and the wish to share their talents and experiences with others; to set and achieve the highest standards of quality in work, behaviour and relationships; to value each child as an individual and help them realise their full potential; to be positive, sensitive and supportive in seeking to develop a community in an atmosphere of mutual respect and harmony.
Northwick Park Primary Academy children are expected to: be polite and to have good manners to everyone at all times be kind and thoughtful to others respect others and their property let others have their say with no interruptions when someone is talking do as asked the first time hold doors open for others be as helpful as they can be respectful and not answer back be able to say sorry tell the truth if they have done something wrong line up outside classrooms quietly speak quietly in school walk on the left walk one behind the other have respect for all adults and visitors to the school always knock on doors before entering walk around people who are talking and not through the middle walk in and out of assembly quietly listen carefully in assembly and not talk care for the school and its environment keep school books neat and well presented no writing on the covers take pride in their school, their work and their classroom use standard English Language look smart (not wear their jumpers around their waist) wear school uniform and appropriate PE kit at all times - (watches and studs or sleepers are acceptable items of jewellery except for PE lessons))
Parents and children can expect staff: to be consistent and fair to be clear and to inform children of the common school rules and classroom rules to allow children to take part in the rule making process to make sure that there are clear guidelines for all children relating to individual, group, class and the school expectations to care about the children, to show an interest in their needs and to respect their individuality to discuss problems regarding poor behaviour at an early stage to avoid misunderstandings. Staff can expect parents: to show an interest in their child s education e.g. by attending parentteacher meetings and valuing the work their child takes home to ensure that their child attends regularly and arrives punctually at school with all the appropriate equipment for the day (book bag, PE kit, homework etc) to discuss problems or differences of opinion at an early stage with the class teacher or head teacher to avoid misunderstandings to support the school s approach on behaviour to value the professional judgement of teachers to ensure that their children are polite and respectful of others to help their children understand the school rules and values
Promoting Positive Behaviour We recognise that promoting positive behaviour is the most effective way of ensuring good behaviour. The teachers and support staff constantly praise children when their behaviour is good. Teachers and support staff may encourage good behaviour by: Being positive and building relationships with the children Modelling good behaviour and speaking politely to the children Highlighting and praising good work or behaviour Writing positive comments in the children s books Using positive comment stamps in their work Having a circle time in class Using children as a model of good behaviour Giving the children team points/well done tickets (upper school) Timetabling Golden Time Giving the children stickers Promoting whole class unity e.g. Star Class Award Giving the children a class responsibility Involving pupils in the rule making process. The school has a special assembly every week to hand out achievement awards the awards are given to one child in every class who has been chosen because of their good work or specific good behaviour that week. The awards are displayed on the Achievement Board in KS2 or the Achievement Tree in KS1/FS. From Year 3, there is also a special chart in every classroom to record achievement Well-done chart and team points chart - this may also relate to good or improved behaviour.
The school has also adopted the Essex Approach that contains a wealth of information, charts and rewards etc. that may be used with groups or individual children. Golden Time The school timetables Golden Time once per week. This is a special time when children are rewarded for good behaviour during the week. There is a golden time display in each classroom. At the end of each day, children are awarded four minutes of golden time if they have behaved well throughout the day, children who have not behaved well are not awarded their time. Children can gain up to twenty minutes golden time per week; all children participate in the last ten minutes. Children who have not been awarded golden time sit and watch the other children but do not participate. From Years 3-6 a golden time sanctions board operates showing children who have lost golden time. If children are behaving inappropriately, they are given two reminders of the expectations before losing golden time. Golden time reminders are bypassed if behaviour is severe. Sanctions Whilst good behaviour is praised and valued, it is necessary to have a clear set of sanctions to ensure that all children are treated consistently and fairly. Children are expected to behave well for all members of staff and at all times within the day. Our sanctions are age appropriate. When deciding on a sanction, it is left to the teacher s discretion as she will be able to take into account any previous incidents, issues at home that may cause behaviour which is out of character and any other factors which may need to be considered. Within the Classroom: The class teacher will deal with unacceptable behaviour in an appropriate manner, (for example removal of playtimes, lunchtimes or the repetition of work).
In some cases, behaviour charts and monitoring logs are appropriate. These are generally agreed with parents so that they too are able to monitor and praise or sanction their child s behaviour in school. When a child has a behaviour target on their IEP, the Senco will work alongside the class teacher to devise a possible effective strategy to use and how this might be monitored. If there is no improvement in behaviour, the child concerned will be sent to the head of year, deputy headteacher or headteacher. A meeting may be arranged with the child s parents to discuss next steps. Playtimes and Lunchtimes At playtimes and lunchtimes inappropriate behaviour is dealt with by MDAs and senior teachers. Inappropriate behaviour can include: fighting, bullying, name calling, swearing, refusing to comply with a request from a member of staff, being rude to members of staff or eating inappropriately. Any child seen doing any of the above will be excluded from the playground and will be supervised in a classroom for the rest of lunchtime on that day, or if the incident takes placed at the end of lunchtime, then on the next day. Any child who has to stay in for the third time in any half-term will be excluded from the playground for a week. A letter will be sent by post informing parents that their child will not be allowed in the playground for lunchtime for a week. They will be supervised in a classroom. Any child who reaches the above twice in a half-term will be excluded from school during lunchtime for five days. The parents will be informed by letter sent through the post. The child will not be allowed to stay on the school premises for the lunchtime either 12.00-12.45 or 12.30-1.15. Children in receipt of free school meals will eat early in isolation. If the unacceptable behaviour continues on returning to school the matter will be referred to the Governing Body and may result in a fixed term exclusion from school.
If any incident is felt to be serious enough, it is the head teacher or deputy head teacher s decision to go straight to keeping the children in for five days, or excluding at lunchtimes. Monitoring Lunchtimes Incidents of inappropriate behaviour are recorded in writing which are kept in a log book. Letters are sent to parents as above (see appendix). Severe Behaviour We recognise that all staff and pupils have the right to feel safe and secure within the school environment. If a child displays any of the following behaviour the child will be sent directly to the headteacher or deputy headteacher. Unacceptable behaviour includes: Swearing at a member of staff Using physical violence (against a member of staff or another pupil) Stealing Vandalism Continually refusing to comply with a member of staff s request Exclusions In extreme cases if poor behaviour is prolonged or severe, the child will be excluded for an agreed amount of days. The decision to exclude a child rests with the head teacher and governors. Parents will be invited into the school to discuss the child s behaviour. A letter will be sent home to inform the parents of the school s decision and their rights of appeal.
Parental Involvement We aim to provide a situation where school and home work in partnership and this is particularly important when considering behaviour. Teachers use their discretion when deciding whether or not minor or infrequent incidents need reporting to parents. There are parent consultation evenings every term, where parents can be given an overview of their child s achievement, but teachers should not wait until these interviews to report problematic behaviour. Parents who are very concerned about their child s behaviour and need help beyond that which the class teacher is able to give, should be referred to the headteacher or deputy headteacher. Parents who feel a sanction is inappropriate for their child should also be referred. We do, however expect parents to support the school with regards to their child s behaviour. Outside Agencies The school consults the Behaviour Support Team if a particular child is experiencing difficulty conforming to expectations for behaviour. The Educational Psychologist or Assistant Educational Psychologist may also be consulted. The Education Welfare Assistant who works in school is available to conduct Bubble Time and counselling sessions and will work with individual parents to develop parenting skills where requested. Policy Review This policy was reviewed in December 2014 and will be reviewed again in 2017.