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Markington CE Primary School Behaviour Policy

 

Policy adopted by Governing Body on 8th January 2019

 

Review Date January 2020

 

Rationale:

This policy sets out an approach throughout school and across the curriculum, to encourage positive behaviour, through the establishment and development of pro-active behaviour strategies. Our school is an inclusive learning environment which welcomes all individuals. However we recognise that some individuals, for a variety of reasons may have difficulty following rules and present challenging behaviour. We recognize that all forms of bullying (physical, verbal or indirect) are inappropriate and are included within our Behaviour policy.

 

Aims

 

Our school aims to provide an effective teaching and learning environment in which all learners feel valued, cared for and safe. This will happen most effectively if everyone is behaving to contribute to the positive learning environment.

 

That all children should be able to ;

  • treat other children and adults with respect
  • speak politely to other people
  • have self confidence and high self-esteem.

All adults will model and implement the Behaviour policy.

Objectives

Definitions

·  Social and Emotional Aspects of Learning (SEAL)

Social and emotional aspects of learning are qualities and skills which help is to manage life and learn effectively. There are five social and emotional aspects of learning;

·  self-awareness

·  managing feelings

·  motivation

·  empathy

·  social skills

·   Inappropriate Behaviour

We will not accept the following behaviour from children or adults:

  • Behaviour that prevents the learning of other children
  • use of rude or unkind language
  • hitting, kicking, biting or other such physical responses
  • racist or sexist remarks.

This policy also includes Bullying which is defined in Appendix 1.

Positive Behaviour and rewards

 

To support our core values, of co-operation and inclusivity we have a whole school approach to rewards using teams and awarding team points. These can be awarded for:

-       effort

-       achievement

-       positive social behavior

 

Team points are collated and announced weekly (by the children) in our Friday afternoon Celebration Assembly – which parents and friends of the school are invited to. Weekly (and cumulative totals) are announced and the totals are part of a visual display in the school library.  The team cup is decorated with a ribbon announcing the current winning team and this is displayed in the school porch.  Current totals are published in the weekly newsletter.

At the end of the school year, the whole school will participate in a special event which is linked to the current team names – and extends the children’s learning.

 

Individuals

Pupils are recognised for achievement through a range of approaches.  We recognise the importance of  praise – both in the short and longer term.  Children who have completed an outstanding piece of work will be sent to the Headteacher for recognition.  Stickers, Headteacher Award Certificates, Star Pupil Award and team points will also be used.

Celebration Assembly on Friday Afternoons is a time for the whole school to come together and celebrate events and achievement from across the school.  Parents and the wider school family are welcomed and we celebrate achievement and reinforce the school’s Christian vision. 

The weekly newsletter is emailed to parents and the wider school community and the names of recipients of the weekly Headteacher’s Award and the coveted ‘star pupil’ award (for recognized achievement ‘above and beyond’)are published.  Working parents who are unable to attend Friday Celebration Assembly are therefore able to celebrate their child’s achievement with them, through the newsletter. 

 

Groups

Individuals may be grouped into teams or intervention groups to promote co-operation or mutual support. These groups may be rewarded.

 

Negative behaviour and sanctions

 

If such behaviour occurs we will use the following steps to identify the level of behaviour and consequences that will apply;

Behaviour Ladder

A1

A

An initial verbal warning

A2

A second verbal warning and the child’s name will be recorded on the board.

A3

If behaviour continues to be challenging, then the child’s name will be recorded on a reflection sheet to complete at break or lunch time.

A4

If behaviour continues, the child will be removed from peers to work in isolation within the class. Child will complete reflection form at break or lunch.

B

B

Child is removed from classroom or playground for the remainder of the session to complete work in another classroom. Reflection form completed at break or lunchtime. Parents contacted by classteacher at end of day.

C

C

Child is removed from their class for ½ a day to work in seclusion. Child has a behaviour book for a week, to be reviewed by headteacher, classteacher, child and parents. Child completes reflection form and apology.

D

D

Parent meeting held with classteacher and headteacher. Child completes reflection and apology. Headteacher will inform the parents that the next step will be a fixed term exclusion.

 

A

B

C

D

·   Playtime incident – falling out with friends

·   Accident or minor injury as the result of a game

·   Conflict during a game

·   False allegations about a child

·   Cheeky or disrespectful responses to staff

·   Swearing – including the use of terms such as ‘gay’

·   Children who are repeatedly unkind to other children: physically or emotionally

·   Name calling

·   Isolating someone

·   Not letting them join in

·   Disruption in class

 

·   Persistent misbehavior

·   Persistent name calling

·   Disrespect to staff

·   Racist or sexist remarks

·   Tampering with school equipment

·   Vandalism

·   Aggressive physical behaviour

·   Persistent disruption in class

·   Stealing

·   Violent or intended physical violence

·   Leading a group in persistent harassment of another child/children

·   Vandalism

Roles and Responsibilities

 

Headteacher

The headteacher has the responsibly for management of all aspects of the school’s work, including behaviour management. Responsibilities concerning behaviour;

·   Model expectations through their own conduct

·   Promote high standards of behaviour at all times

·   Ensure the quality of accommodation is welcoming, stimulating and well-maintained

·   Support colleagues and pupils by listening to concerns regarding behaviour and responding accordingly

·   Ensure pupil voice is heard – through assemblies, School council and pupil questionnaires.

·   Keep the Governing body fully informed of significant behaviour issues

·   Act upon any serious incidents or concerns which may arise

·   Provide additional training in managing and improving behaviour of more difficult pupils

·   Monitor and evaluate behaviour management strategies

·   Ensure new staff are familiar with behaviour management policies and procedures.

 

Governors

·  Agree and review the Behaviour Management Policy on an annual basis

·  Ensure consultation with children, parents and staff

·  Form a sub-committee to respond to any critical incidents should the need arise.

 

Teachers and support staff

It is the responsibility of al staff to promote high standards of behaviour in line with the principles and statements set out within this policy.

Teachers and support staff will;

·  Model appropriate conduct

·  Ensure the quality of teaching engages all pupils

·  Adapt the curriculum creatively to motivate and engage pupils

·  Develop emotional and social skills through Personal, Social and Health Education (PSHCE), circle time and SEAL

·  Establish and reinforce class expectations at the start of the year and display these in the classroom.

·  Recognise and reward positive behaviour on an individual, group and class level

·  Identify negative behaviour and enforce sanctions in line with the policy

·  Communicate with parents and carers and develop positive relationships

 

Parents or Carers

Parents are key to working effectively with children at Markington CE Primary. Parents are encouraged to be involved in all areas of school and are fully informed of school’s polices, actions and events. Parents are partners in managing behaviour and they are encouraged to support us in the implementation of our behaviour policy.

 

Parents are consulted when the Behaviour policy is reviewed.

 

Complete an individual risk assessment for children with behavior concerns covering the school site and day and also school trips.

 

Support Arrangements

 

Offender

As appropriate;

-       complete reflection form – KS1/KS2 (Appendix 2)

-       apologise to the victim, verbally or in writing (make a card)

-       Classteacher or Headteacher will contact parents

-       the opportunity to discuss the event and tell their side of the story with a teacher or teaching assistant.

Further support may include;

·   Individual Behaviour plan – including behavior protocol and risk assessment. A home-school communication book for behaviour

·   Intervention (Wave 2 – see Special Needs Policy)

·   Parent support referral

 

Support will be offered in order to discuss what happened and discover why the child behaved that way.

 

Victim

Pupils who have been identified as the victim in an event will be supported by

- reassurance

- the offer of support from Intervention to restore self-esteem and confidence

- the opportunity to discuss the event and tell their side of the story with a teacher or teaching assistant.

- receiving an apology from the Offender

- informing their parents with information about the event and how the school is supporting their child and sanctioning the actions of the offender

 

 

Procedures/practice

Advice may be sought from external agencies including;

·  Enhanced Mainstream Provision – Behavioural, Emotional and Social Difficulties; Starbeck Primary School

-       A Behaviour protocol and risk assessment will be completed with support from EMS as part of the child’s IEP.

 

·  Educational Psychologist

 

 

Inclusion and Equal Opportunities

 

Markington CE Primary strives to ensure equality of opportunity in all that it does. However equality does not include the application of rewards and sanctions in a universal manner. We recognize that some children will require different strategies and approaches, and as such we treat children and their behaviours individually to enable them to have inclusion and equality.

 

Monitoring and Evaluation

 

Policy written and consulted with staff and governors January 2019

 

Review Annually

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Glossaries and Appendices

 

Appendix 1; Bullying

 

Markington CE Primary School has a caring and supportive environment, in order to secure this it is the responsibility of the whole school community to work together to prevent and address bullying.

 

Definition of bullying

Behaviour is considered to be bullying when;

-       the behaviour is repeated, over a prolonged time

-       there is an imbalance of power

It can include physical, verbal, written, emotional, rascist or sexual factors.

 

Identifying the problem

Children who are being bullied at school are not always able to share their concerns with adults. Therefore it is important for all members of staff and parents to be vigilant and recognise signs of bullying;

-       unwillingness to come to school

-       withdrawn, isolated behaviour

-       complaining about missing possessions

-       refusal to talk about the problem

-       easily distressed

-       damaged or incomplete work

 

Staff will remind children regularly that their problems can be discussed confidentially. General concerns and issues will be raised in classes during circle time or in assemblies when appropriate. However individuals will not be discussed.

 

How do we prevent bullying?

Markington CE Primary School does not tolerate bullying and any incidents will be seriously and rigorously investigated through;

o   Talking to bullies and victims separately

o   Obtaining supporting information from witnesses

o   Written records of the incident, investigation and outcome

o   Use of SEAL materials in lessons and assemblies to develop strategies for children to use if they are bullied or they see someone else being bullied.

 

 

 

 

 

 

 

 

Appendix 2; Reflection form KS2

 

As appropriate the following is used to log a pupil’s record of events. Younger children may be asked to draw what they were doing for an adult to annotate.

 

Reflection Sheet KS1

Date:

Name:

 

 

How were you feeling?

Sad

frustrated

worried

angry

left out

Image result for emoji sad

Image result for emoji frustrated

See the source image

Image result for emoji angry

Image result for emoji angry

 

What happened? Draw a picture.

 

 

 

 

 

 

How did your behaviour make other people feel?

Who?                                         How?

 

 

 

 

What would Jesus have done?

See the source image

 

Do you need to apologise to anyone?

 

 

 

 

 

 

Completed with …………………………………………………. (adult)

 

Completed independently

 

 

 

 

 

 

Reflection Sheet KS2

Date:

Name:

What happened?

 

 

 

 

 

 

 

What would Jesus have done?

 

How were you feeling?

Sad

frustrated

worried

angry

left out

Image result for emoji sad

Image result for emoji frustrated

See the source image

Image result for emoji angry

Image result for emoji angry

 

How did your behaviour make other people feel?

Who?                                         How?

 

 

 

Which of these Christian Values could you have used?

Compassion

Friendship

Generosity

Responsibility

Peace

Generosity

Wisdom

Trust

Empathy

Respect

Perseverance

 

 

What would Jesus have done?

 

 

 

 

 

Do you need to apologise to anyone?

 

 

 

 

List 5 positive things about yourself.  How can these help you to make better choices in future?

 

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