BEHAVIOUR, DISCIPLINE AND REWARDS POLICY by bH1nxDE0

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									                     Calverton Primary School
                     Positive Behaviour Policy

Mission Statement
Calverton aspires to provide an inclusive school environment that is safe and
stimulating for the children in our care. We aim to promote the highest possible
levels of achievement for all members of the school community, valuing all
learners equally regardless of their needs and developing within them an
enthusiasm for learning and a desire for personal excellence.

We seek to do this through LEARN together and the 6 Golden Rules.

Listen       }
Enjoy        }
Achieve      } Together
Respect      }
Nurture      }

The 6 Golden Rules are:

Do be kind and helpful                 Do not hurt other people’s feelings
Do be gentle                           Do not hurt anybody
Do look after property                 Do not waste or damage things
Do listen to people and show respect   Do not interrupt or be rude
Do work hard                           Do not waste yours or other people’s time
Do be honest                           Do not cover up the truth

Teachers have a right to teach and children the right to learn.

AIMS
 For the Positive Behaviour Policy to be supported and followed by the whole
  school community – parents, teachers, children and Governors – based on a
  sense of community and shared values.
 To foster a caring, family atmosphere, in which teaching and learning can take
  place in a safe and happy environment
 Through the School Curriculum, to teach moral values and attitudes as well as
  knowledge and skills. (This will promote responsible behaviour, self-discipline,
  self-respect and respect for other people and property)
 To reinforce good behaviour, by providing a range of rewards for children of
  all ages and abilities, rather than simply to punish inappropriate behaviour.
 To make clear to children the distinction between minor misdemeanours and
  serious misbehaviour and the sanctions that will follow any misbehaviour.
   To resolve behavioural problems in a caring and sympathetic manner as they
    occur, in the expectation of achieving an improvement in behaviour
   To promote good relationships with the common purpose of helping everyone
    learn through class rules.
   Whilst this Positive behaviour policy applies to all pupils, careful consideration
    must be taken of individual pupil’s needs e.g those with Autistic Spectrum
    Disorders, Emotional Behaviour Difficulties, Attention Deficit Disorders,
    Behaviour Support Plans and Pastoral Support Plans.

CODE OF CONDUCT
Pupils can expect staff:
 To follow the Golden Rules;
 To address them in a reasonable tone of voice;
 To deal with them fairly, equally and consistently;
 To value all aspects of their achievements and to congratulate them;
 To act as role models and discuss things that go wrong and the reasons why
   we have rules;
 To deal with bullying and racism;
 To ensure a safe learning environment.
Staff can expect all pupils
 To follow the Golden Rules;
 To be punctual and ready to learn;
 To sort out disagreements in a fair manner;
 To understand that it is their behaviour that triggers the system of
   consequences.
 To take responsibility for their own behaviour.
 To know when to apologise and show regard for fellow pupils.
 To report any serious grievances against another child to a member of staff
   who will take appropriate action.
 To walk around the school quietly and calmly.
 To tell an adult if they are being bullied or they know someone else who is.
 Understand that foul or abusive language should never be used.
 To be aware that they should not bring sharp or dangerous instruments to
   school.


Promoting Positive Behaviour
Our emphasis should constantly be on praise.

Incentives and Rewards
These must be promoted by the whole school community. They operate on an
individual basis as well as whole classes/houses working together. The
following incentives and rewards for achievement apply:
 House points awarded for keeping the Golden Rules;
   Star of the Week certificates.
   Class award system;
   Negotiated treats of privilege time;
   Pupils who show good manners and are always well behaved in the dinner hall,
    will sit at the Golden table on Fridays;
   Weekly positive behaviour and good work assemblies;
   Stickers/House points for instant reward for keeping the Golden Rules;
   Verbal praise and reassurance;
   Achievement time given to share achievement with others;
   Weekly attendance cups (winners receive 10 minutes extra play);
   Certificates for 100% attendance (end of term);
   Bronze, Silver and Gold certificates awarded on an individual basis for
    outstanding work/behaviour;
   Special Head teacher/Deputy Head teacher stickers;
   Best class for lining up and sitting quietly in assembly - sit on benches;

House Point System
The whole school is allocated a House which they will be in for their life at
Calverton. The houses are named after trees – Oak, Elm, Sycamore and Beech.
Siblings will be in the same house.
House points are given to children who keep a Golden Rule that needs publically
acknowledging. Children can be given house points at any time of the school day
and by any member of the school staff. No child can earn more than a maximum
of 10 house points at any one time and this will be for doing something
exceptional only.
Children take the house point to their class teacher who will convert it to an
individual stamp/tally on their chart and keeping the house point in a container
ready for the weekly achievement assembly. In this way we are working as a
team as well as promoting individuals positive behaviour and good work.
Each week during Achievement assembly, which all staff are expected to attend,
house points will be collected and displayed in the halls. Each house will have a
tree on which the points gained throughout the week are displayed. 1 leaf on the
tree represents 50 house points earned.
At the end of each term the house with the highest number of points will have
an afternoon of treats.
At the end of the Year the house with the highest number of points gained
throughout the year will have a ‘Special Day’.

House Captain:
Each house will elect a house captain from the year six pupils. Each campaigning
house captain will draw up a manifesto and will be elected during the formal
school council elections that take place once a year. The house captain will have
the following responsibilities:
      Be a leader for the house.
      Be a good behaviour role model for the whole house and school.
      Represent the house when it comes to prizes and decision making about
       the end of term/year treat.
      Present awards at Sports Day.
      Once a term during assembly house captains give feedback to the whole
       school about positive things regarding behaviour they have seen around
       school and give suggestions about any areas of improvement.
      Organise an inter-house Quiz show for the houses to compete in so as to
       earn house points.

Star of the Week
Each week teachers will nominate 2 children in their class who have kept the
Golden Rules or have shown a marked improvement in working towards achieving
the Golden Rules. The teachers will say in the weekly achievement assembly why
these children have received a Star of the Week certificate. The certificates
will then be displayed in the hall for a week on the Star board. At the end of the
week the certificates will be given back to the class teacher to hand to the
parents/pupil. At the end of each week the Stars of the Week will also be
rewarded with a special star of the week prize from the head or deputy.

Bronze, Silver and Gold Certificates
As well as working together in achieving house points, children need individual
incentives for positive behaviour and good work. This will be achieved through
working towards bronze, silver and gold awards. Each time a child earns a point
for their house they also get a stamp on their individual chart and vice versa. To
achieve a certificate they need to gain the following:
                     Bronze – 100 house points
                     Silver – 200 house points
                     Gold – 300 house points
When a child has achieved the above they will be presented with a certificate in
the weekly Achievement assembly.

Promoting Attendance
At Calverton we feel promoting good, consistent attendance also contributes to
positive behaviour and a good work ethic.
Each week, during Monday assembly, attendance will be promoted and rewarded
with a trophy for the classes and ten minutes extra play supervised by the class
teacher. They will be awarded as follows:
                     Foundation Stage – Attendance teddy
                     KS1 – Attendance cup
                     Years 3 and 4 – Attendance cup
                     Years 5 and 6 – Attendance cup
Weekly attendance for each class will be displayed on the attendance board.
At the end of each term the class with the highest attendance in each phase will
be rewarded with a treat afternoon. Also individuals who have achieved 100%
attendance in the term will get a special certificate and a reward. In this way we
are promoting both individual and class effort.
In Class Award System
Classes can work towards a treat by setting themselves targets to achieve, with
children working together to gain the reward that they have decided on as a
class. Children can also be rewarded individually with a stamp towards their
bronze, silver and gold certificates.


Procedures to follow if rules are broken
Teachers have a right to teach and children the right to learn.
Children who break school rules stop teachers from teaching, and stop others
and themselves from learning.
There are times in every classroom when children disrupt others. The school
procedure begins when a child has been given a chance to correct their behaviour
and they have CHOSEN not to. The behaviour levels and warning system listed
below should be started afresh each morning and afternoon. Warnings and levels
should not be transferred between staff – if a different teacher takes the class
the procedures should start afresh.
Any member of staff working with groups or individuals should apply the
behaviour policy and follow the procedures in the same way as class teachers.
Each classroom and work space should have the Golden Rules displayed.
Unacceptable behaviour should be made explicit and the child continuously
encouraged to re-consider their choices.

In each classroom there is a Positive Behaviour Ladder with 5 steps. At the
beginning of each morning and afternoon sessions all the children’s names will be
displayed on the middle step, in this way they can move up if they demonstrate
good behaviour and work, therefore promoting the behaviour of the children who
always follow the Golden Rules and are in school to learn.
At the same time children can move down steps if they have chosen to behave
inappropriately and not respond to warnings.

If a child at any point changes their behaviour they are able to make steps
up the ladder if the good behaviour continues.

SANCTIONS

 Level 1 – strategies developed in the classroom.
Use refocusing, redirecting, and a reminder before a warning is given.
If the child does not respond they are given a warning and told that the
procedure has begun.
At this point they stay on the middle step.

If another warning is given it takes them to Level 2.

     Level 2 – the child is moved to another area of the classroom and told:
                      “This behaviour is unacceptable.”
The child will be moved down a step on the Learn chart.
Time out here should be for a maximum of 10 minutes and they should carry on
with their work.

If another warning is given it takes them to Level 3.

    Level 3 – the child is sent to their agreed buddy class and told:
“This behaviour is unacceptable. Here is the work I expect to be done.”
The child should be sent with a level 3 form with the message section completed
for the receiving teacher. The Level 3 child should be sent, where possible, with
another adult or a sensible child.
The child should remain in the buddy class for the rest of the session completing
any work given.
Buddy Classes for 2011 – 2012
5T buddy with 6SL
5B buddy with 6KL
3W buddy with 4BM
3M buddy with 4E
If the work is not done they should complete it in the sanction room at playtime.
All children getting to Level 3 will miss their playtimes in the sanction room
where their names will be recorded. If a child’s name is in the sanction room
book 5 times they will be referred to the Head or Deputy. It is the job of the
Key Stage Leader to monitor this on a weekly basis.
It is the class teacher’s responsibility to let the parents know that their child
has missed a lesson and the behaviour that led to this. Contact with parents
should be recorded.
At this point the child will stay on the same step on the Positive Behaviour Chart.

 If another warning is given it takes them to Level 4.

     Level 4 – (Violent behaviour is totally unacceptable and comes in at level 4
      as does racism.)
Children who get to level 4 because of an isolated serious incident or because
they have not responded at level 3 are still choosing not to try and manage their
own behaviour will be sent to a Senior Manager. They will stay with the senior
manager who will investigate the incident and take appropriate action. The child’s
name is written in the Level 4 file and the parent will be told what has happened
in a letter. If three letters are written in one term this will result in an
automatic fixed term exclusion.

Class teachers should check the Level 4 file for outcomes of reported level 4
incidents.

Children gaining a level 4 will attend the lunchtime sanction room with the Key
Stage leader.
Where appropriate/necessary the learning mentor will work with a child on
aspects of their behaviour through such activities as Anger Management.

This does not affect the Senior Leader’s right to take immediate action in
the case of any serious incidents.



For a list of major and minor disruptions in class see appendix ‘a’ for
definition.

Lunchtime behaviour

See lunchtime Behaviour Policy




The Role of Parents

   The school works collaboratively with parents, so children receive consistent
    messages about how to behave at home and at school.
   We explain the school rules in the school prospectus, and we expect parents
    to read these to the children and support them.
   We encourage parents to support their child’s learning, and to co-operate
    with the school, as set out in the home-school agreement. We inform parents
    immediately if we have concerns about their child’s welfare or behaviour.
   Parents should be aware of sanctions for inappropriate behaviour and are
    expected to support the school when sanctions are applied to their child. If
    parents have any concern about the way that their child has been treated,
    they should initially contact the class teacher. If the concern still remains,
    they should contact the Key Stage Co-ordinator and then contact the Head
    teacher / Deputy, finally the school governors. If these discussions cannot
    resolve the problem, a formal grievance or appeal can be implemented. Any
    meetings with parents will be recorded on the parent teacher contact form.
    Classroom rules/code are reviewed regularly and sent home to parents
   Encourage parents to read behaviour policy and be role models to children
   To have consistency of behaviour in school and at home



The Role of the Class Teacher

   The class teachers in our school have high expectations of the children in
    terms of behaviour, and they strive to ensure that all children work to the
    best of their ability.
   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 times. The class teacher discusses the school rules with
    their class. Each class also has its own classroom code, which is agreed by
    the children and displayed on the wall of the classroom, so every pupil in the
    school knows the standard of behaviour that is expected.
   Each child should be treated fairly and the class teacher is expected to
    enforce the classroom code consistently. The teacher treats all children in
    their class with respect and understanding and speaks to them in a calm
    manner.
   Establish a link with parents/carers, meetings/discussions between teachers
    and parents both formally and informally
   High expectations of children’s behaviour
   Follow procedure/policies that are set in the classroom
   All staff must carry out set procedures to all children
   To produce a ‘Behaviour Support Plan’ when necessary for some pupils with
    additional behaviour needs.
   Where necessary the AHT will discuss concerns about pupil behaviour at
    Inter agency meetings held termly.



The Role of the Learning Mentor/Pastoral Manager

 The Learning Mentor/Pastoral Manager are trained to deal with behavioural
  issues in a systematic and professional manner.
 Children who present challenging behaviour may be referred to the Learning
  Mentor who will seek to trace the issues back to their root cause.
 The Learning Mentor/Pastoral Manager will work with children both on a
  collective and individual level to investigate the children’s concerns, fears and
  anxieties.
   The Learning Mentor/Pastoral Manager may engage the support of parents to
    assist with setting up strategies with children and teachers to work on
    situations until they improve.



Intervention

If a pupil attacks another pupil or compromises his own or the safety of
everyone else, then physical restraint may be necessary inline with our Positive
Handling Policy. The pupil will be removed and taken to a member of the Senior
Management who contacts the pupil’s parents.

An Incident Form is completed and the situation discussed with the Senior
Leader, who will work with the member of staff and parents to devise an action
plan to meet that child’s needs. This might include the involvement of other
agencies – Social Services, Psychological Service, Behaviour Support Team.




Policy Agreed by Staff: September 2011

Policy Agreed by Governors: September 2011

Parents notified of Policy: September 2011 – put on website

Policy to be reviewed:   September 2012

								
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