BEHAVIOUR POLICY by xKFZ9e8

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									BEHAVIOUR POLICY

Issued: December 2008
Reviewed: April 2012
Next Review Date: October 2012
(Marked forward for 6 months 30/4/12 due to focus in SIP and need to update in coming year)

Person responsible: Alan Duffy

Introduction

This document is a statement of the aims, principles and strategies for Sevenoaks
Primary School.


DCSF guidelines have been taken into consideration in the formulation of this policy.
It should be read in conjunction with the SEN policy, Anti-Bullying policy, PHSCE
policy, Child Protection policy and the policy for Teaching & Learning to establish the
general ethos of the school.


Vision Statement
Our purpose is to develop our children’s individual talents to their fullest potential by
providing a happy school environment, which promotes high achievement, broad
interests, self-discipline, respect and care for others.


Rationale
This document provides a framework for the creation of a happy, secure and orderly
environment in which children can learn and develop as caring and responsible
people. It is written for all members of the school community to allow each one to
understand the policy of the school and to apply it consistently and fairly.


Aims
   To ensure that appropriate behaviour and language is used throughout the school
   To encourage and praise greater effort in both work and behaviour
   To ensure a whole school approach to discipline which is used and approved by all
    the staff in the school – teaching and non-teaching staff
   To ensure that parents are informed and are aware of the disciplinary procedures


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   To provide a system of rewards to encourage good behaviour and to try and
    reverse continuous and habitual offenders by using positive discipline
   To ensure a safe, caring and happy school
   To promote good citizenship
   To promote self discipline
   To prevent bullying


DCSF definition of Bullying:
it is deliberately hurtful behaviour
it is repeated often over a period of time
it is difficult for those who are bullied to defend themselves
Bullying can take many forms but three main types are:
Physical: hitting, kicking, taking belongings
Verbal: name-calling, insulting, racist remarks
Indirect: spreading unpleasant stories or excluding someone from social groups

Principles
Every child has the right to learn but no child has the right to disrupt the learning of
others.
The establishment of a sound, positive and caring ethos is an essential prerequisite
for learning. It depends upon trusting relationships and a process of cooperative team
work and the school welcomes and encourages the involvement of the LEA,
governors, parents and carers and others in the community.
This policy will apply to all children of statutory school age unless a specific variation is
agreed in the provision maps and all staff informed.


Responsibilities
All members of the school community – teaching and non teaching staff, parents,
pupils and governors, work towards the school aims by:
   Providing a well ordered environment in which all are fully aware of behavioural
     expectations
   treating all children and adults as individuals and respecting their rights, values and
    beliefs,
   fostering and promoting good relationships and a sense of belonging to the school
    community


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   offering equal opportunities in all aspects of school life and recognising the
    importance of different cultures
   encouraging, praising and positively reinforcing good relationships, behaviours and
    work,
   rejecting all bullying or harassment in any form
   helping to develop strategies to eliminate undesirable behaviour both within and
    outside the classroom, and applying these consistently
   caring for, and taking pride in, the physical environment of the school
   working as a team, supporting and encouraging each other


CIRCLE TIME
A regular 'Circle time' takes place in each classroom. This gives a focus to personal
and social skills development, and gives the children a platform where they can air
their views and put forward ideas they have to bring about positive change. A
representative from each class goes to regular SCHOOL COUNCIL meetings to
present ideas and views expressed by the class.

Rules
Our school rules are positive statements from which can be derived acceptable codes
of conduct. All the rules have been devised over a period of time after various
discussions with the children, to hear their opinions. When these rules are given to
the children there must be opportunity to discuss them and ensure that they are fully
understood and accepted. All rules will be displayed in the appropriate place.


The rules are derived from the general principles that all children and adults in the
school have the right to:
    o RESPECT
    o BE SAFE
    o TO LEARN


GOLDEN RULES
Do be gentle, don’t hurt anybody.
Do be kind and helpful, don’t hurt people’s feelings.
Do be honest, don’t cover up the truth.
Do work hard, don’t waste time.
Do look after property, don’t waste or damage things.
Do listen to people, don’t interrupt.


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Each class and/or year group will have its own set of 'housekeeping' rules; these will
be regularly re-affirmed and published. These should be few in number and reflect the
ideals outlined in above.


Class rules
   Keep your hands and your feet to yourself
   Listen to others and take your turn
   Be helpful, kind and polite


Playground rules
   Keep to play areas agreed
   The picnic tables and benches are for sitting and quiet games
   Keep your hands and feet to yourself
   Be helpful, kind and polite
   Respect other people’s games


Indoor dinner time rules
   Line up quietly
   Be well-mannered, use ‘please’ and ‘thank you’ and don’t speak with your mouth
    full
   Talk quietly
   Put your hand up if you want something
   Try to keep the tables clean and tidy and use the cutlery provided
   Walk around school quietly


ASSEMBLY
Assembly is viewed as a very special time of day with its own rules and codes of
conduct. The children should be encouraged to approach and enter the hall quietly.
The expectations during assembly are as follows:

1. Sit still, quietly in your own space, keeping your hands and feet to yourself
2. Keep to the rules for good listening
              Look at the speaker
              Sit still
              Think about the words
3. Only speak when invited to answer a question
4. Listen quietly to the music at the end of Assembly and watch for a teacher to give
you the signal to move.


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REWARDS
As a staff we aim to look for the positive and reward those children who are:
       conforming to the ideals we have stated
       improving
       trying their best.

We avoid the indiscriminate use of stars or smiley faces.

Achievements such as:
      exceptional good work
      notable milestones or breakthrough learning points
      especially kind and helpful behaviour
      successful completion of a behaviour or learning programme

Can be further recognised by referring the child with the appropriate evidence to the

Headteacher, the relevant manager or other member of staff who will praise

appropriately.

SANCTIONS OR CONSEQUENCES
The school's main approach to using sanctions and consequences to modify
behaviour will be known as 'Plan A' and this will be sufficient to target the behaviour
management of 95% of our pupils. Recognising an increased level of difficulty can
trigger planning within the school and possible use of alternative systems - 'Plan B' for
more individually structured behavioural approaches and the sharing of a School
Support Plan (SSP)and 'Plan C' for pupils with more extreme problems whose
inclusion in the school needs multi agency support.

PLAN A
This series of actions is expected to be effective for the majority (95 %+) of the pupils
in the school.

If the behaviour impinges on others and significantly breaks the rules or guidelines for
that situation, then the following escalating scale of negative consequences comes
into play. A decision by the child, at any stage in the process, to modify behaviour and
make reparation, will immediately bring the process to an end and a return to the
positive reward system

We as a school believe in restorative justice and expect a child to do something to
make recompense for any negative behaviour, unless they are on a specific Plan C
programme where to do so would escalate their anxieties.
These consequences will apply to the breaking of any of the rules, not just the
repeated breaking of one rule.

Penalties are non-negotiable.

    1. Tactical ignoring
If observed behaviour does not stop after instruction or causes harm to others, Staff
may decide, on the balance of circumstances, that it is better to tactically ignore the
behaviour and to praise the children around for exhibiting the correct behaviour. This
may prompt the correct behaviour and the child should be praised after a few
moments if they sustain the improvement.
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   2. Positive reprimand
   This serves to redirect the behaviour 'Sit down like the others' rather than 'Stop
   walking around the class!' This may include a restating of the rule e.g. 'You have
   been asked to sit down'. 'We sit to do our work properly'. Remembering to praise
   those who are sitting.

   3. Warning                                     _"
   Given verbally. Positive consequences for the correct behaviour can be outlined.
   e.g. 'If you sit down and finish your work you will be able to...'

   4. Loss of Golden time – Key Stage 1

 Throughout this process staff should endeavour to ensure that other children
          are being praised and rewarded for the right behaviour.

During the 'Golden Time' session, children who have lost 'Golden Time' sit quietly
whilst a timer ticks away (or a sand timer shows the minutes passing) before they join
in. The final 5 minutes of 'Golden Time' is always allowed so that the children have
some experience of what they have missed, to prompt more commitment the following
week.
Excessive loss of Golden Time, week after week should prompt a referral to the
Inclusion Manager and the preparation of an Individual Behaviour Support Plan.

    5. Use of Lunchtime Club
If the teacher has exhausted all other consequences, Lunchtime Club may be
considered. The club should only be used for behavioural reasons, if there is a record
of offences or as a punishment for a sufficiently serious incident. It is NOT to be used
for children to complete class or homework. The behavioural record on KLZ should be
completed before a child attends the club and work provided. Excessive attendance at
Lunchtime Club, week after week should prompt a referral to the Inclusion Manager
and the preparation of an Individual Behaviour Support Plan.


OFFENSIVE LANGUAGE (Exemplar LETTER attached)
Incidents of offensive language will be recorded and a letter will be sent home
detailing the language and the circumstances in which it was used. (See Appendix B)

SANCTIONS FOR EXTREME BEHAVIOUR
Certain totally unacceptable behaviours bypass the Golden Time scheme or the
Lunchtime Club, these are:
1. Pre-meditated attack
2. Unprovoked attack
3. Using a weapon with intent to harm
4. Repeatedly leaving the care of the adult in charge, and not responding to warnings.

These behaviours result in a letter being sent to the parent, outlining the behaviour
that has taken place. The action/incident may warrant a straight exclusion. The Head
Teacher will investigate the whole incident, prior to sending out the letter. The parent
will be invited in to discuss the situation and to develop, with the school, a behaviour
improvement plan. Ultimate sanctions for non-cooperation or non-compliance with the
behaviour improvement plan could result in exclusions of some kind.

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  If the behaviour of a child or children becomes a danger to the class, the Class
  Teacher should remove the class for their own safety and take them to another room
  and let the Headteacher or Inclusion Manager know.

  PLAN B (INDIVIDUAL BEHAVIOUR SUPPORT PLAN
  This stage is for children for whom Plan A has not been effective in changing their
  behaviour (e.g. 5% of the school population), for example excessive loss of Golden
  Time, or frequent attendance at Lunchtime Club week after week. This plan will be
  developed by a referral to the Inclusion Manager and the preparation of an Individual
  Behaviour Support Plan.

Aims of this plan are to:
  . Inform and engage the whole school
  . Reduce anxieties surrounding the behaviour
  . Keep to an absolute minimum manual handling of pupils
  . Ensure that observations and evidence for further analysis of behaviour is available
  to develop an understanding of the behaviour
  . Identify situations in which challenging behaviour is most likely to happen, situations
  in which it is less likely to happen and what the very early signs of difficult behaviour
  are
  . Choose a target behaviour that can be systematically rewarded. (Immediate, tangible
  rewards are most effective)
   Ensure other pupils are supportive of behaviour modification and feel secure e.g.
  Rewards will go towards class reward system to give class an opportunity to support
  the individual's plan

  Pro-active - planned steps

  Timetable changes
  Staffing
  Differentiation
  Use of key adults - the whole school informed
  Consistency of staff (actions and words). Plan action to support changes: _ tell the
  child and walk away
  _ Offer help
  _ Allow take up time
     _ Use key words and simple sentences
  Teach consequences/boundaries

  Re-active - Be aware of early signs and take immediate action (Unexpected
  behaviours}

  Scripted steps (allowing time and space in between steps)
  1. Direct instruction
  2. Instruction and reminder of reward
  3. State choice of consequence (target behaviour & reward or no reward)

      1. Carry out consequence (Iow level, consistent, will take time)
      2. Time out directed

  Ensure action is taken to avoid escalation and handling:
        Adopt a positive approach time-out

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       Plan distraction
       Offer clear boundaries e.g. yes, when.
       Transfer to a different adult if appropriate
       Individual Behaviour Support Plan Sanctions should be as Iow-level as
        possible and short term. Low-level action that is consistent and certain is more
        effective that higher level action. Sanctions should be planned and fair, they
        must not in any way damage the relationship between pupil and staff.
       Consequences should be short term.

TIME OUT
Time out is recommended to de-escalate patterns of behaviour. Time out should be
planned and this plan should include the pupils as far as possible. Ideally pupils
should move toward identifying their own need for time out. Time out should be
managed with Iow key approaches. Use of symbols or signs can indicate that time out
is recommended or needed. Time out should be used as close to the classroom as
possible to avoid any need for positive handling.

If the time-out space is to be used for calming and as a directed sanction, staff action
and words will need to make the difference very obvious. Visual support can also
demonstrate difference (objects, pictures, gestures). If being used as a sanction, staff
should avoid interaction and no activities/toys should be available.

If it becomes obvious that pupils enjoy going to the time-out space, ensure it is
available to them subject to good behaviour. For some pupils, it could be included on
a visual timetable and the 'Yes... when...' script used.

PLAN C (PASTORAL SUPPORT PROGRAMMES – PSP guidance attached)
A small percentage of children whose behaviour and responses can be difficult to
predict or manage as a result of their individual additional needs, could be into a
pattern of exclusion within a few days if the main behaviour policy is applied to them.
These children will therefore be subject to a Pastoral Support Programme (PSP) and
the whole school will be informed and know who they are. Their individual programme
will be drawn up through multi-agency working and will involve the parents. It will be
reviewed regularly and all staff given a synopsis of outcomes.

For children subject to this programme it will be necessary to undertake a Risk
Assessment to inform the management of their challenging behaviours. This process
may identify that Positive Handling could be needed to prevent the child from harming
him or herself, others or property, or committing an offence. In this case a Positive
Handling Plan (PHP) will need to be drawn up involving all staff concerned, the
parents and the child if appropriate. The school's policy for Positive Handling will be
followed in all instances.

For pupils with ASD
All children need to have boundaries and comply with school rules.
Children with an Autism Spectrum Disorder [ASD] experience difficulties with social
communication, social interaction and rigidity of thinking, imagination. These
difficulties can mean that they misinterpret situations and that they find it difficult to
explain their own behaviour and that of others.

There is a need to make reasonable adjustment to support their lack of understanding
and skills with their behaviour and to teach what appropriate behaviour is. Staff to


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have autism awareness training to ensure that adjustments are made and pupils are
not disadvantaged.

Each pupil is unique with their own needs. A profile needs to be developed of each
pupil to identify their individual needs, in consultation with the parents / carer, pupil,
staff and other supporting agencies.

School rules need to be presented visually.

Each pupil should have a positive behaviour plan which identifies strategies and
rewards to be used when working with the pupil and is discussed with all staff working
with the pupil and jointly agreed by the school and parents/carers.
These plans should be reviewed termly.

Some rewards will differ from whole class rewards as they will be pertinent to the pupil
using their special interests and may be offered more frequently to reinforce
appropriate behaviour.

Pupils need to be taught to understand consequence. Kar2ouche and comic strip
conversations can be used to explain situations to the pupil.

Pupils need to be given access to:-
   Time out cards from the lesson.
   Calm area.
   Box with relaxing activities / suggestions.
   Access to a member of staff to talk about their worries and any incidents.
   Structured activities during break and lunch times.
   Access to a structured social skills programme.

Exclusion
Parents will be notified of the reason for the exclusion. Before the child is re-admitted
to school, a meeting between the parents and the school will be arranged. The
purpose of the meeting will be to discuss strategies and a way forward to ensure that
the risk of a repetition of the offering behaviour patterns is not repeated.

A written record of the discussion, and commitments to the agreed plan, by both the
parents and the school, will be made. One copy will be kept in the school’s record and
one sent to the parent.


Logging behaviour concerns
A ‘Behaviour File’ is kept for both Key Stages and is to be used to report incidents
during the playtimes. The Key Stage Managers monitor the file on a regular basis to
identify patterns/trends and follow up any action that is required. It is important that all
staff complete the file to ensure consistency. Any other class based behavioural
incidents should recorded on KLZ.

Lunchtime Club
Lunchtime Club has been established to provide a ‘time out’ for those children who
find the long lunch break a challenge. It can be used as a punishment but any child
included should be referred through the Key Stage Manager, Head Teacher or


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Inclusion Manager. If the inclusion is to be more than a ‘one off’, then the
parents/carers, should be notified.


Procedures for providing children with opportunities to discuss appropriate
behaviour
   Talking to a senior member of staff
   Allocation of a ‘named adult’ (Child Liaison Officer if deemed appropriate)
   A programme of personal social and health education set in a moral framework
    designed to promote mutual respect, self discipline and social responsibility (see
    PSHCE policy)
   A clear focus for work on relationships and feelings as part of the PSHCE work
    throughout school
   A programme of religious education which includes ethical issues (see RE policy)
   Circle time – an opportunity for open discussion held in class groups at regular
    intervals
   The agreement of a set of rules by each class at the beginning of the autumn term.


Liaison with parents
Parents will be kept informed about their child’s behaviour. If it appears that this has
to be monitored on a regular basis a ‘home/school contact’ book may be started. The
book is written in by the teacher or the teaching assistant at the end of each day and
sent home.


The parent writes in it each evening and returns the book to school. This can be an
onerous task for the class teacher and it may be that when the behaviour improves the
contact book can be reduced to a weekly contribution.


A ‘good behaviour’ book is also effective. The teacher only records the good things
that the child has done or achieved that day and makes no comments about the bad
things.


Outside agencies
Any worries about any pupil should be discussed with the Key Stage Manager (KSM)
who will liaise with the (SENCO) and maybe with the visiting LSS teacher. There are
times when the advice of outside agencies will be required. This will be the result of
discussion between the class teacher, KSM, SENCO and Headteacher, or as the
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result of discussion at in-school review, which takes place termly. Any outside agency
will need information. Therefore teachers need to document evidence of behaviour
carefully so that it can be collated when required. Outside agencies include:


       Learning Support Service
       Educational Psychologist
       Behaviour Support Service
       Teacher for Hearing Impaired
       Teacher for Visually Impaired
       Speech Therapist
       Physiotherapist
       Pre-School Advisor
       School Doctor
       Social Services


Monitoring
In light of this policy the Operational Team will continually monitor the behaviour
throughout the school.


After twelve months the effects of this policy will be evaluated through consultation
with all the parties involved, i.e. children, parents, staff and governors.


Agreed changes to this policy will then be incorporated as necessary.


Guidelines for effective control of behaviour
Around the school:
   Greet pupils and others in a friendly manner
   Start a dialogue
   Always deal with misbehaviour – ignoring means condoning!
   Set high standards of speech, manner and dress
   Enjoy your relationships with pupils.


In the Classroom:
   Arrive before the pupils and begin on time
   Always be prepared
 Keep everyone occupied and interested
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   Ensure pupils are motivated and extended
   Respect pupils work when marking
   Set achievable goals in class and homework
   Encourage all pupils to contribute in discussions
   Maintain a clean and attractive working environment
   Address pupils correctly

Things to avoid:
   Humiliation
   Shouting
   Over reaction
   Blanket punishment
   Sarcasm


Things to strive for:
    Use humour
    Keep calm
    Listen attentively
    Be positive
    Get to know your pupils
    Always carry out any consequences
    Be consistent
    Establish your authority firmly and calmly
    Separate the problem from the person
    Reprimand the action not the child ie “The way you behaved was uncaring” not
    “You are uncaring”

Ways to encourage pride in the school:

   Involve pupils in taking responsibility for their working environment
   Insist on a clean room
   Teach in tidiness
   Encourage tidiness in others
   Leave the room neat and tidy
   Clear any graffiti immediately
   Deal firmly and fairly with offenders
   Keep displays neat and fresh
   Keep your desk, shelves tidy
   Insist on a litter free site
   Report damage immediately




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Maintenance of order in the school:

The Playground:

The teacher or supervisors on duty should be vigilant and concerned for the welfare
and safety of all pupils.

Always be alert for signs of bullying, verbal or physical and deal with these
immediately.

Give clear signals, with a whistle and insist on attention from all pupils to the
instructions.

Ensure all pupils walk into the building in an orderly manner.

Ensure pupils are aware of supervisors at all times.

For persistent or serious misconduct, pupils should be referred, in order to:
              1.     Class Teacher
              2.     Key Stage Manager
              3.     Headteacher

Behavioural incidents should be recorded in the Behaviour Files (one for each Key
Stage). The senior midday supervisor records the incidents on KLZ.

Ensure pupils use the corridor and toilet areas in an orderly manner.

Pupils should not run in corridors.

Movement around the school:

All movement should be in a quiet and orderly manner.

Children should move in single file and respect the movement of others and adults
should be allowed to pass freely.

In the Halls

Arrival in halls should be quiet and orderly.
In assembly pupils should enter and sit in silence.

In the dining hall two claps or taps on a table should gain pupils attention.

Serious or persistent misbehaviour in the dining hall will result in removal for at least
one lunch period.

Children should leave the hall in a quiet and sensible manner and in silence if music is
playing or requested to do so.

Wet Play Periods:

Pupils should have access to materials for quiet games.

Pupils should not be allowed to run around the classroom.
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No pupil should enter a classroom unless the teacher is present.

All pupils must stay in classrooms unless given permission to be elsewhere by the
class teacher.

At all other playtimes, pupils must leave the classroom unless the teacher is present
or they have a particular duty in the school.




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