This Behaviour Policy has been approved by the staff and Governors of Abercarn Primary School and will be reviewed annually.

 

The importance of encouraging positive behaviour patterns in our children cannot be overstated. It underpins the ethos of the school and is essential in promoting learning. It ensures the safety of the children in our care and the welcome felt by visitors. Good behaviour is essential for the smooth running of the school.

 

It is incumbent upon all staff, both teaching and non-teaching, to provide positive models of behaviour for our pupils. This policy applies equally to all pupils and staff, regardless of race, religion, gender or disability. However, it is acknowledged that some children will have Individual Plans with respect to behavioural targets and that an individual’s needs may differ according to ability, culture or circumstances. It is our aim to encourage and teach appropriate behaviour and to provide a safe and secure learning environment for all pupils.

 

“Good behaviour is a necessary condition for effective teaching and learning to take place”.

D.E.S. 1987

 

‘Catch the Child being Good.’

Our Philosophy is to catch the child being good and reward them appropriately.

 

We believe children should:

ü  Be considerate towards others in every aspect of school life;

ü  Respect the view of others;

ü  Be polite and courteous to everyone they meet;

ü  Be friendly and welcoming;

ü  Be honest, reliable and responsible for their actions;

ü  Be aware that their actions have consequences for others and themselves.

 

We aim to:

ü  Ensure the safety and happiness of all our pupils;

ü  Take appropriate action to deter bullying;

ü  Ensure that our children show consideration for others;

ü  Foster a sense of pride in and loyalty and commitment to the school;

ü  Safeguard the right of all children to take advantage of all opportunities school has to offer;

ü  Treat all children with equal fairness;

ü  Work together with parents to overcome individual problems.

 

Unacceptable Behaviour

The following are some examples of what we would regard as unacceptable behaviour and is not exhaustive: -

 

§  Disregard of requests for co-operative, sensible and considerate behaviour;

§  Threatening or abusive language towards other children and adults;

§  Bullying;

§  Acts which are racist and/or sexist which causes upset to others;

§  Fighting and swearing;

§  Causing damage to the property of others, including the school itself.

 

It is vital that a fair and consistent approach to dealing with problems is understood and used by everyone. Children must not be made to feel that they are being treated unfairly or any differently from anyone else.

 

Ø  When dealing with a situation, it is important not to over-react;

Ø  Avoid confrontation;

Ø  Address the problem;

Ø  Listen to all sides of the story;

Ø  Try to establish the facts (not always very easy);

Ø  Judge only when certain;

Ø  Use sanctions sparingly and appropriately.

 

We implement the “Good to be Green” code at Abercarn Primary School.

The Good to Be Green Code

• Be ready
• Be respectful
• Be safe

 

EVERY MONDAY ALL CHILDREN START ON GREEN, REGARDLESS OF WHAT HAPPENED THE PREVIOUS WEEK.

 

Our aim is always to change disruptive behaviour in a positive way, e.g catch them being good, praise other children to highlight expected behaviour, friendly reminders, moving children to a space where they would be more focused, asking them to be a “helper”, etc.

 

The wall chart will be in a prominent position so any adult entering the room can praise the children on green. Foundation Phase children have a wall sticker chart rather than an individual card (KS2 pupils).

 

The Cards

Every child has 3 cards behind their name which are used alongside positive reinforcement of the ‘Good to Be Green Code’.

 

1) Green Card

The majority of children will have a green card displayed by their name. This is because they have been following the code consistently. It is important to reinforce the good behaviour of these children, reward them with pupil reward points, stickers, privileges and notes home.

 

2) Yellow Card

 

• Occasionally children will need a reminder of behaviour expectations in school.
• A verbal warning should be given: “You need to think about your behaviour and make different choices”.  If a warning is given the phrase “Our rules, your behaviour, you’re better than that” should be said.
• If you say the phrase twice – that equates to two warnings
• If a child receives two warnings, they will be asked to sit closer to the adult and will be asked to reflect on the choices made and improve their behaviour. A timer may be used.
• Before returning to their desk, the teacher will have a brief discussion with the child to ensure the child has strategies to make the right choices.
• However, if the disruptive behaviour continues despite the warning and reflection time, the child will receive a yellow warning card.
• A yellow card is a visual WARNING where the staff member who dealt with the incident explains to the child that they need to change their behaviour and earn their way back to green. Examples of how they can earn their way back to green will be discussed with the child.
• A yellow card means the child will miss 5-10mins of their playtime (not all of the break) to reflect on the expected behaviour for learning at our school. This will involve spending time with the designated break time adult. The child will also move within class to complete their work.

 

3) Red Card

 

• If a child continues not to follow the code, they will be requested to change their card to red and to leave the classroom for a morning or afternoon session to complete tasks.
• Foundation Phase children will go to Mrs Parry
• Junior Children will go to Mrs Tavas
• Restorative justice discussion must take place with the designated supervisor at break time.
• There will be rare occasions where a child’s behaviour will take them straight to red e.g. physical fighting and verbal abuse.
• Once a child receives a red card they will miss their entire playtime and lose privileges for a set period of time (This may include losing playtimes for a set period – 15 plays including lunchtimes).
• Children will discuss their actions with the designated break time supervisor who will support the child to find a positive solution. The Headteacher should be notified and record the incident. The Headteacher will also encourage the child to make the right choices.
• If a child is on a red card, they will spend their time with the designated supervisor at break times. Missing playtimes will always be supervised.
• Class teachers must inform parents that a red card has been issued and consequences given.
• The child will need to earn their way back to green moving through yellow and then to green. This will be discussed at break time supervision.
• If a child receives a red card more than once in a half term period, parents will be asked to attend school, meet with the class teacher and/or Headteacher and discuss strategies for improving behaviour, further consequences and next steps.

 

Rewarding Good Behaviour

We want to recognise the majority of children who are consistently following the ‘Good to Be Green Code’. There are lots of ways in which this will happen:

• Pupil reward points
• Verbal Praise and encouragement
• Notes / Postcards home
• House Points
• Stickers for their personal sticker card / A2 chart in Foundation Phase. The card is their own responsibility (if lost a new empty card given). A full sticker card will be rewarded with privilege time.
• Good to be Green Prizes at discretion of class teacher.
• Privileges - Every teacher has, with their class, decided on a set of privileges for those children who demonstrate exceptional behaviour. Privileges can range from 15 minutes on the laptop to 20 minutes doing a messy activity etc
• Headteacher notes home / certificates - Every time children are sent to the Headteacher they are given a sticker / note to take home to share with their parents.

Lunchtimes

• Lunchtime supervisors can reward good behaviour by allocating pupil reward points.
• Lunchtime supervisors to use incident / behaviour sheets as normal but for misbehaving give the children a verbal warning “You need to think about your behaviour and make different choices” before writing their name on the sheet.
• Children to be reminded that if their name appears on the behaviour sheet they will have a yellow warning card on their return to class. It is the responsibility of the midday supervisor to inform class teacher.
• Should a child appear on the behaviour sheet a yellow card will be given and children will need to earn their way back to green during the afternoon. This will be recorded on the lunchtime sheets.
• Regular misbehaviour at lunch will involve a lunchtime consequence.
• For severe misbehaviour at lunchtime, children will be sent to the designated supervisor and this will be discussed at staff meetings so all staff are aware.
• Red cards at lunchtime can only be issued by the designated supervisor.

 

Break times

• Incidents at break time should be wherever possible be dealt with by the teacher on duty. Squabbles / arguments must be settled at the time.
• Misbehaving at break time should be dealt with on the yard and appropriate warnings provided as in the class situation.
• If children are warned and behaviour does not improve a consequence card can be given and the class teacher informed by the teacher on duty.
• For serious breaches of behaviour, a red card can be issued and the appropriate consequences issued for red card behaviour (as above).

Classroom Management

 

A great deal of positive behaviour can be achieved and encouraged through the provision of well planned, exciting lessons which engage the interest of all pupils. Children must be encouraged to set themselves high standards and to take pride in their work. Within the class they must learn to listen attentively to others, take turns in speaking and getting their teacher’s attention.

 

The classroom environment gives clear messages to children about the extent to which they and their efforts are valued. Classes which are well organised and have easily understood routines will help to develop independence and self-discipline. Relationships between children and teacher, strategies for encouraging good behaviour, arrangement of furniture, neatness and orderliness, access to resources and classroom displays all influence the ways in which children behave.

                                     

Teaching methods must encourage enthusiasm for the subject and active participation for all. Praise must be used to encourage and reward instances of good behaviour as well as good work. Teachers’ specialist knowledge of individual children will enable them to make appropriate allowances when necessary.

 

Classroom Rules

Classes are also encouraged to devise their own set of agreed classroom rules that compliments the three common rules of the school. This is an agreed list of conditions that the teacher and children believe are conducive to learning, e.g. Listen to each other, help each other when we are stuck, share equipment sensibly etc.

 

Class rules help the teacher and children share the responsibility for achieving desired outcome of good classroom behaviour. They also help increase accountability. The development of a class rules should involve the full participation of all the children and often results in a far more prescriptive set of positive rules than we, as adults would draw up.

 

Children who continually find it difficult to control and manage their behaviour appropriately will be placed on the SEN register and given an IBP. The issuing of an IBP follows the same graduated response as and IEP.

 

The graduated response

a.     Teacher (or SENCo) identifies that a child has special educational needs or behaviour difficulties.

b.     Teacher (or SENCo) provides interventions that are additional to or different from those provided as part of the school’s usual behaviour strategies, discussing the provision for the child with his / her parents and record strategies employed to enable the child to progress within an IBP – School Action.

c.     If progress is not adequate, the SENCo may seek the advice and support from external agencies – School Action Plus.

 

Bullying – (Please see the school’s Anti-Bullying Policy for further detail and guidance)

 

All staff should be aware that bullying does take place and it is something which we do not countenance.

 

Bullying can be defined as the wilful, systematic desire to hurt another and will not be tolerated in school. It can take the form of verbal, physical or psychological abuse such as name-calling or spreading ‘stories.’ It is the basic entitlement of all pupils at school that they receive their education free from humiliation, oppression and abuse. We should ensure that the school enjoys an atmosphere which is caring and protective.

 

All incidents where ‘bullying’ is reported are taken seriously and are always thoroughly investigated, following the procedures outlined in the school’s Anti-bullying Policy.  The appropriate action will be taken to deal with the bully and help the victim.

 

Guiding Principles at School.

* Bullying is completely unacceptable

* If you are being bullied tell someone

* If you witness bullying tell someone

* People who help stop bullying will be given full support

* Every reported incident will be investigated

* Victims will be given full support

* Bullies will be given guidance to modify their behaviour

Communication and Parental Partnership

Parents have a vital role to play in their children’s education. It is very important that parents support their child’s learning and co-operate with the school. We are very conscious of the importance of having strong links with parents and good communication between home and school. Thus, the school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school. Where the behaviour of a child is giving cause for concern, it is important that parents/ carers are made aware of those concerns at an early stage.

We explain the school’s “Rules” in the School Prospectus and Home School Agreement, and we expect parents to read these and support them.  

We expect parents to behave in a reasonable and civilized manner towards all school staff. Incidents of verbal or physical aggression to staff by parents/guardians/carers of children in the school will be reported immediately to the Headteacher who will take appropriate action.  

If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. The Headteacher may then be involved.

The Role of the Class Teacher

Abercarn Primary School is aware that good classroom organisation is a key to good behaviour and that the provision of a high quality curriculum through interesting and challenging activities influences behaviour.  

Teachers at Abercarn Primary School are positive, enthusiastic and have high expectations of both learning and behaviour. They foster a sense of self esteem in all children, linked with an understanding of the needs of others. They encourage a calm and responsive atmosphere, avoiding shouting.  

Teachers contribute to the Open Door policy for parents and carers. They deal with parental concerns in a timely, respectful, sympathetic and professional manner, involving the Headteacher / Deputy Headteacher as appropriate. Teachers expect that parents will behave in a reasonable manner towards them, as professionals, and that issues will be dealt in an atmosphere of trust and mutual respect.  

It is the responsibility of the class teacher to ensure that the School Rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.

The Role of Non-teaching Staff

All school staff have a responsibility to uphold the behaviour policy.

Non-teaching staff should ensure that children move sensibly and quietly through the school at all times helping to ensure a calm atmosphere in the corridors, classrooms and other school areas. 

Children should be made aware that rough play and potentially dangerous behaviour in the playground is unacceptable.  

Lunchtime Supervisors are in close touch with the class teachers and communicate with them about incidents of unacceptable behaviour at lunchtime. At staff discretion, poor behaviour may lead to a pupil spending up to 30 minutes of their lunchtime in a classroom under the supervision of an adult.

Role of the Governors

The governing body has the responsibility of setting down general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.

The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher must take this into account when making decisions about matters of behaviour.

Role of the Headteacher

It is the responsibility of the Headteacher to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.  

The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.  

The Headteacher keeps records of all reported serious incidents of mis-behaviour and has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehavior. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child. (Following LA guidance).

Implementation, Monitoring and Evaluation of the Behaviour Policy

The implementation, monitoring and evaluation of this policy is the responsibility of the whole school community but the particular responsibility of the Headteacher and Deputy Headteacher. It is achieved through:

·       Discussion with staff on behaviour both formally (Staff Meetings) and informally.

·       Regular observation of classrooms and playgrounds.

·       Monitoring of any recorded incidents.

·       The annual review of standards when considering priorities for the School Development Plan.