William Shrewsbury Primary School to inspire a love of learning
RRSA Links: This policy links to Articles 19, 28 and 36 of the RRS Charter. Our Golden Rules Aims of the behaviour for learning policy: To develop a trusting and caring environment based upon mutual respect and understanding where all people are treated fairly. To enable children to develop reasoned self-discipline and socially acceptable behaviour, demonstrating good manners, respect and helpfulness towards each other and all adults. To allow all pupils at the school to reach a high level of self-esteem and ensure children are happy, feel good and enjoy each others company. To maintain high standards of tidiness and orderliness around the school, encouraging children to take a pride in their environment and the wider community. To outline rewards and sanctions and how they will be fairly, flexibly and consistently applied. To teach, through the school curriculum, our own school values and British values which will promote responsible behaviour, encourage self-discipline and foster in children a respect for themselves and others. To encourage good behaviour for children of all ages and abilities through a consistent and positive reward system. To provide procedures to deal with inappropriate behaviour when it does occur. Underlying principles: All members of the school community have a right to feel safe All members of the school community have a right to respect All members of the school community have a right to learn
The behaviour for learning education programme will reflect William Shrewsbury Primary School s ethos and demonstrate and encourage the following key values: respect for self self-discipline and regard for authority good behaviour and respect for others responsibility for ones own actions responsibility to ones family, friends, school and the wider community. The staff are responsible for ensuring this policy and procedures are followed. They also have responsibility, with the support of the SLT, for creating high standards of classroom management and behaviour expectations. All staff have the opportunity to be actively involved in the development of our Behaviour for Learning Policy. Responsibilities Children are expected to: Behave in an orderly, purposeful and sensible manner Show courtesy and respect to all members of the school and visitors Be thoughtful, helpful and understanding to each other Parents are expected to: Be aware of the school s Behaviour/ Anti-Bullying Policy and actively support it, discussing any problems with the staff, Headteacher or Chair of governors if necessary Support the Home/ School Agreement Be polite and reasonable in dealings with the school Staff are expected to: Set high standards of social behaviour; be polite, well-disciplined and thorough Listen to children, making it clear through their response that children s comments and reactions matter Seek every opportunity to explain and reinforce the code of acceptable behaviour, dealing fairly and firmly with those who do not maintain the high standards expected of them Governors are expected to: Refer all matters regarding discipline to the Headteacher or Chair of Governors who will discuss these matters together and with the staff if necessary Be familiar with the school policy and actively support it Acceptable behaviour Children s behaviour is acceptable when they carry out their everyday school lives in accordance with the agreed policy and show respect and tolerance for others and follow our Golden Rules and School Values. All members of our school are expected to follow the Golden Rules and each class also create a class charter which reflects selected articles from UNCRC which are negotiated at the beginning of each year. Parents and children sign a home/school agreement which makes expectations of behaviour clear. Playtime Behaviour In order to ensure a high standard of behaviour during playtime the following should be observed. 1. The teacher on duty should dismiss their class promptly and ensure that they are outside
as soon as possible in order to supervise the children. 2. It should be ensured that all children are outside and not inside unless supervised. 3. The member of staff on duty should keep a close eye on children and manage behaviour to avoid possible problems. 4. The member of staff on duty should try to help children who find it difficult to mix and join in with others (encourage the support of Perfect Pals). 5. Behaviour problems should be dealt with according to school procedures. 6. When the bell goes at the end of play the children stop their games and walk quietly inside ensuring they are in class promptly and ready to learn. Wet Playtimes During wet playtimes, teachers should stay with their own class. Non-teaching staff will distribute drinks and help to supervise the toilets and cloakrooms. It is the responsibility of the class teacher to provide wet play time activities. Awards and methods used in William Shrewsbury to encourage good behaviour and to raise pupils self esteem Rewards (see Appendix A) How our Pupils Help Maintain Discipline throughout School Prefect Systems The Year 6 pupils have the opportunity to become a Prefect, Play Leader, Perfect Pal, Colour Family Ambassador or Lead Ambassador, School Council Leader, a Cool Kid or a member of the Student Leadership team. All these positions are considered special within William Shrewsbury and pupils are expected to carry out their responsibilities within these roles judiciously. Play Leaders Play Leaders are selected in the summer term when in Year 5. These pupils then attend training. They give up their playtimes to work with dinner supervisors and teachers when they are on duty. However their main aim is to assist pupils who experience some worry, problems or need a friend during playtimes and support with games or activities to play co-operatively. They help children learn games they can then play with their peers and supervise resources to use for outside play. They are also able to assist with games on wet days in the Year 3/4 classrooms. Play Leaders can be easily identified by the children because of their caps. Play Leaders have duties on a timetable to help direct them to areas of the playgrounds where children and staff need assistance. Perfect Pals Perfect Pals receive peer mediation training. They help throughout the playground, supporting children at playtimes and lunchtimes and assist with bullying issues within school. Perfect Pals are also timetabled but often work with teachers to support children who are having some problems at breaks or lunchtime. Sanctions Key Stage 1: Class Rules: All KS1 classes have class rules that should be devised through discussion with staff and children. These should be agreed and displayed in each class as a Class Charter linked to the UNCRC.
Reception Each class has three face boards yellow (smiley), orange (neutral), red (sad) with children s moveable names on as well as a Thinking Time cloud. 1. Verbal warning. 2. Move name from yellow to the Thinking Time cloud. 3. Move name to the orange face. Please note that children can move back to the smiley face for good behaviour. 4. Move name to sad face (the child may then miss out on certain activities). Staff may move through the sanctions more quickly should an incident be more serious. Staff and/or SLT will contact parents if they feel it is beneficial to the child. Each day all children are to start again on the smiley face and have a fresh start. Year 1 and 2 Year 1 and 2 operate a Golden Time system. Children remain on the chart and receive their full Golden time. However, this time can be taken away for poor behaviour. Please note the following procedures: 1. Verbal warning given and name written on the board 2. Mark next to name 3. Another mark next to name 4. Move name on chart (2/5 mins) 5. Move name on chart (4/10 mins) etc. Key Stage 2 Class Rules: All KS2 classes have class rules that should be devised through discussion with staff and children. These should be agreed, signed by everyone concerned and displayed in each class as a Class Charter linked to the UNCRC. We run a Behaviour Diamond system (see Appendix B). If there is a serious incident, such as physical violence or abusive language, then the child will be accompanied to the member of the Senior Leadership Team responsible. E.g. Mrs. Pearson - Early Years, Mrs. Hayden - Years 1 and 2, Mrs. Curtis - Years 3 and 4 or Mr. Runacus - Years 5 and 6. Mrs. Hunter may be used if other Managers are not available or the behaviour is considered serious enough to warrant being sent to the Headteacher. In extreme cases of behaviour where the class behaviour system has been used fully the following may occur: Red Card A red card may be used anytime a member of staff feels further help is needed within the class. This may be for behaviour problems that may escalate, medical situations or anytime when an extra adult would allow the situation to become safer or calmer. E.g. If a child refuses to go to an SLT member, a red card will be sent requesting help. Leaders in consultation with staff and/or parents will decide if pupils need further sanctions, behaviour targets, programmes or any other further support. Year 5 and 6 Class teachers use expectations of good behaviour from the eldest and most responsible pupils in school. At this stage pupils are beginning to be encouraged to be more conscientious and accountable for their own behaviour in preparation for secondary education. Pupils misbehaving in Year 6 classes are dealt with quickly to allow as little disruption to their lessons as possible (see Appendix B)
Further disruption would lead to a behaviour report, removal of their prefect badge/badges and personal targets being set to achieve the prefect badge again. At this stage Mrs. Hunter/Mr. Runacus and/or the class teacher would have discussed the child s behaviour with their parents and would organise a programme/plan to suit the individual situation. Behaviour Reports A pupil may also be put on a behaviour report that is signed by the teacher taking each halfmorning and half-afternoon teaching sessions. A dinner supervisor or teacher also signs the lunchtime/ break section. At the end of five days the Head teacher or a member of the SLT signs this behaviour report. At this time a decision is made whether to continue monitoring the pupil s behaviour for a further week or to allow the pupil to demonstrate that they no longer need a behaviour report. Support for Pupils with difficulties Behaviour groups may be established to help support pupils who may have social difficulties relating to other children, low self esteem or may appear to consistently need assistance with behaviour. These will have been reviewed and acknowledged as important when considering the varying behaviour in different cohorts and age groups. These groups may be: A Friendship Group: A circle of friends/ support group organised by the school staff may be used with the older pupils when necessary. Small behaviour support groups to help pupils understand and control their actions may be structured by SLT to meet individual pupils needs. These groups may be in the form of nurture groups where pupils feel safe or small groups where individual needs are addressed (sometimes with the help of peer mediators). Individual support meetings to provide opportunities for pupils to communicate effectively, reflect on behaviour, learn coping strategies or have an adult to listen to their problems may also be used. Lunchtime behaviour groups: Games Club to pre-empt issues that occur at a time when pupils are stressed and need adult attention. Games Club is organised at 1 p.m. to 1.25 p.m. (KS2 lunch hour) and provides KS2 pupils with constructive activities that also direct energy into creative production, allowing pupils time to socialise with older pupils and have an adult to communicate with besides their teacher. HOPE drop in sessions. Positive Play sessions held in the Positive Play room. The LA Behavioural Support Team may be asked to observe children to address individual needs. Individual Behaviour Plans These are developed for each individual child s specific needs with advice from our school SENCO. William Shrewsbury s SENCO or Children s Welfare Leader, the class teacher and or support staff/camhs worker/parents develop an appropriate IBP. An IBP may contain a wide variety of programmes relevant to pupils behavioural needs and/or learning needs and just like an PLP should be discussed with the parents and child. Exclusion from Midday Break/ lunchtime If a pupil continues with poor behaviour, parents will be asked to remove their child during midday break or lunch for a fixed period of five days. This exclusion may become progressively longer, starting at a day and progressing to 5 days.
Exclusion from William Shrewsbury School for a Fixed Period For Fixed Period Exclusions we will follow the set procedures set out in the DfE 2012 guidance which came into effect from 20 th June 2012 and updated 10 th February 2015. For pupils having a fixed period exclusion of four days or less the school will make efforts to provide school work for the exclusion. Before the exclusion the pupil will also have targets that will need to be met when the child restarts the school day. Visit for further detail: https://www.gov.uk/government/publications/school-exclusion The Pastoral Support Programme A PSP is a school based intervention designed to help an individual pupil whose behaviour is deteriorating or who is at risk of permanent exclusion in order to manage their behaviour better. A PSP may be used to provide Governing Bodies with a detailed record about the nature and outcome of interventions with pupils when permanent exclusion is being considered. PSPs are designed to meet the specific needs of those pupils who have failed to respond to other school behavioural strategies. A PSP should also be set in place for pupils with two or more fixed term exclusions or whose attendance is failing to improve. Rather than set up PSPs for pupils already on the SEND register, William Shrewsbury ensure their PLP reflects appropriate strategies for meeting behavioural needs. Physical Restraint Refer to William Shrewsbury Physical Restraint Policy. Anti-bullying/ Cyber-bullying Refer to William Shrewsbury Anti-bullying Policy. Misbehaviour of a pupil outside of the school day See Appendix C Record Sheets for incidents and meetings. The Leadership and Management team use a system of incident record sheets and behaviour logs to record incidents with children, meetings with children and meetings with parents. Review and Development This policy is constantly being reviewed and improved as William Shrewsbury s whole school develops and expands the wide variety of strategies used to maintain behaviour and learning to aid our pupils welfare. It is up-dated annually. Next up-date: Autumn 2017 M. Runacus (Assistant Headteacher)
Appendix A Rewards: Special Celebration Reward Head teacher Award (Certificate/ Sticker) Learner of the Week certificate in weekly assembly See a member of SLT for a reward Tokens, Stickers, Class incentives, Class Points, Raffle Tickets Verbal Praise
Appendix B KS2 Behaviour System Our KS2 system uses the following model: Gold Outstanding Behaviour: GOLD Silver Bronze SILVER BRONZE Dark Green Ready to Learn Thinking Time Time out of class or moved to another place in the room. Time out at break to complete work missed. Name put in the behaviour book. Sent to the HT/ DHT All children begin on dark green and are Ready to Learn. If they display excellent learning behaviour, they will move up into the Outstanding Behaviour section (Bronze). This child then gets the opportunity to move up to Silver, Gold then Platinum. The following behaviours might be examples of Silver level: consistently excellent attitude to learning, supporting other children with their learning, and Gold/ Platinum level: making contributions to whole class learning or projects, exemplary behaviour and role modelling to others etc. However, if a child misbehaves (e.g. shouting out, talking when the teacher is talking etc.) they will be given a verbal warning (e.g. Your name will be moved if this behaviour continues. ). If they fail to listen, they are then given a second warning and moved to
light green (Thinking Time). Each colour is met with a sanction. If a child continues to misbehave the following will happen: Orange Time out of class or moved to another place in the room. The child will be sent to stand outside class or to another place in the class to continue their work. Yellow Time out of break to complete work missed and name put in behaviour book. The child will be sent to stand outside the HT office for a set period of time or stay in at break in the classroom with the teacher to complete work. Their name will also be put in the class behaviour book (all classes to have a behaviour book hanging by the colour-coded system. This will be checked weekly for persistent offenders). Red Sent to the DHT/ HT. The child will be sent to the DHT or HT. In cases where neither are present the child will be sent to an AHT. Please note that children can be put straight on yellow/ red for extreme behaviour. Once they are on a particular colour, children have to earn the right to be moved back up to green. However, every day is a fresh start. Therefore if they finish the day on orange they are moved back up to dark green at the start of the next day. * Lollipop Day Children are encouraged to EARN a lollipop and they are given to children who have moved into the Outstanding Behaviour section (e.g. at least bronze) by the end of the half term. There is a class list next to each chart and a tally mark put on when a child achieves Outstanding Behaviour. If a child gets at least five marks next to their name they will achieve a lollipop. * Raffle Tickets For children who move up to the Outstanding Behaviour section, they are given a raffle ticket every time this happens. At the end of the term they are entered for a prize draw. Therefore, the more tickets they achieve the greater chance they have of winning. * Super Class Each class selects a target for the week (e.g. no more than 5 children moved from green on the behaviour chart). If the children manage to achieve that target, they are awarded with a bronze letter S. The aim is that over several weeks this will spell Super Class. The children will then receive an award before moving on the spell Super Class in silver and then gold throughout the year.
Appendix C Misbehaviour by a pupil outside of the school day, when they are not on the school premises and are not under the lawful control or charge of a member of staff of the school (Education and Inspections Act 2006 s.89 (5)) The school will impose a sanction, where the school is satisfied it is reasonable to do so, upon any registered pupil, whose behaviour when they are not on the school premises or under lawful control of a member of staff, could, in the opinion of the school: *have repercussions for the orderly running of the school *pose a threat to another pupil, a member of staff or member of the public *could adversely affect the reputation of the school