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									                          Medlock Primary School
                          Behaviour for Learning Policy

Core Values

At Medlock we aim to create a calm, challenging and enriched learning environment where the
whole school community can:

      Seek and embrace opportunities
      Accept and welcome challenges
      Welcome responsibility; accept responsibilities
      Realise their potential
      Have high expectations and aspirations
      Embrace diversity
     and
      Inclusion is central


Definition

Behaviour is the way we act and respond to people and to situations we find ourselves in. In any
scenario an individual always has a choice about how to behave.


Key principles

We want our children to be:

 Successful Learners                                      Responsible Citizens

 To have a love of learning for a lifetime             To be independent and self regulatory
 To be imaginative and creative                        To be compassionate and caring
 To be reflective and self-evaluative                  To be willing and able to contribute to class, school
 To be courageous enough to take risks                 and the wider community
 To be proud of achievements                           To accept responsibility for their own actions
 To be able to stand imaginatively in the shoes of     To be aware of the impact of won actions on others
 others                                                To have an awareness of the needs of others in the
 To be Provision
Currentcurious and open to new ideas                   local, national and global context
 To be self motivated                                  To respect and value the uniqueness of others
 Tobe Specialist teachers for music and sports
        able to work with others                       To be a role model for others
 Tohave high expectations with creative professionals
       Opportunities to work
    Opportunities to develop extended open ended tasks



Our Rights & Responsibilities


1.      We have the right to be treated with respect by all people irrespective of age, gender,
        colour, status or disability.

        We have the responsibility to respect all others within our community.

2.      We have the right not to be bullied in any way, shape or form.

        We have the responsibility not to bully others and to report any bullying we see.
3.     We have the right to feel safe in and around school.

       We have the responsibility to ensure the safety of all pupils by behaving in a reasonable
       manner in and around school.

4.     We have the right to an education and to learn according to our ability.

       We have the responsibility not to ridicule others for the way in which they learn, or disturb
       the learning of others.

5.     We have the right to express our opinions and to be heard.

       We have the responsibility to allow others to express their opinions and to be heard.

6.     We have the right to expect that our possessions will be secure in and around school.

       We have the responsibility not to steal or mistreat the possessions of others and to report
       any theft or mistreatment that we see.

7.     We have the right to choose friends.

       We have the responsibility not to force our friendship upon others or to abuse the
       friendship.

8.     We have the right to play in safety and without interference.

       We have the responsibility not to disrupt, or endanger, the play of others.


Aims of the policy

To promote the core values of the school through ensuring that everybody understands their
rights and fulfils their responsibilities.

To ensure that the code of conduct is followed by all members of the school community, and to
know the procedures when it is not followed.


Code of Conduct

Our expectations are that adults and children will:
-     listen to each other
-     care for all people and treat them with respect and politeness
-     disagree without losing their tempers
-     care for their surroundings and belongings of all
-     ensure that other people are not put at risk by their actions
-     respect other peoples’ views

In learning times/spaces we expect children to:
-       get on with their work responsibly and complete the work to the best of their ability
-       share and use materials sensibly returning them to the appropriate place
-       let others get on with their work
-       listen to, and follow instructions
-       put thumbs up to participate at appropriate times
-       help other children by not distracting them at carpet time
Our Rules

To help children to understand our code of conduct, we follow these simple rules:

   1.   Follow instructions and listen carefully when spoken to
   2.   Keep hands and feet to yourself and objects to yourself
   3.   Use a quiet voice
   4.   Be polite – no teasing or name calling
   5.   Walk – don’t run




                         The Behaviour for Learning System


Classroom Management

Classroom management and teaching methods have an important influence on children’s
behaviour. The classroom environment gives clear messages to the children about the extent to
which they and their efforts are valued. Relationships between teacher and children, strategies
for encouraging good behaviour, arrangements of furniture, access to resources and classroom
displays all have a bearing on the way children behave.

Classrooms should be organised to develop independence and personal initiative. Furniture
should be arranged to provide an environment conducive to on-task behaviour. Materials and
resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays
should help develop self-esteem through demonstrating the value of every individual’s
contribution; working walls should highlight main focuses for Literacy/Numeracy; and overall the
classroom should provide a welcoming environment.

Teaching methods should encourage enthusiasm and active participation for all. Lessons should
aim to develop the skills, knowledge and understanding, which will enable the children to work
and play in co-operation with others. Praise should be used to encourage good behaviour as well
as good work.

Implementation of the Behaviour System

Our Classroom Behaviour System

Children are rewarded throughout the school day for following our school rules. These
rewards reinforce the positive behaviours in class and around school.

Rewards
The children have the opportunity to be rewarded by the class teacher and Head teacher
and when good behaviour and attitude is noticed. This can be done in the following ways:

Verbal praise
Ticks on board daily – leading to certificates, VIP status
Stickers
Certificates
Feedback to parents – positive phone calls, letters
Tokens – collected leading to termly reward for class with most tokens
Raffle tickets
Good work praised beyond classroom – children sent to phase leaders, pastoral
manager, deputy head teacher, head teacher
Good work recognised in weekly assembly
Child of the week nominated for weekly assembly


Consequences for when a child does not follow the expected code of conduct.

Systems are in place at Medlock which must be followed to ensure consistency across
the school.

If children are making wrong choices and not following our school rules every class uses
the cross system:


                    Sanction                                      Member of staff involved
Name’ up on the     1
                    This acts as a warning for the child to       Adult working in leaning space
board               remind them that their attention or
                    behaviour must improve.
‘x’ next to name    2                                             As above
                    This is used if the behaviour or attention
                    has not improved.
‘xx’ 2 crosses      3                                             As above
                    This is thinking time. Child has still not
                    improved; child moved to sit on their
                    own and continue work (IEP targets for
                    appropriate children).
                    At this point it may be beneficial in some
                    situations for certain children to share
                    with teaching assistant/other adult the
                    difficulties they are having.

                    4
‘xxx’ 3 crosses     Child goes to ‘time out’ in a partner class
                    room, completes think sheet and
                    finished class work if possible.
                    The expectation is that the child will sit
                    at designated area and not disrupt the
                    learning of others.
                    Time out determined by teacher but is
                    usually remainder of session or suitable
                    equivalent—at least 30 mins is
                    recommended so that child can calm
                    down and reflect.

                    Parents must be informed that the child
                    has missed a learning opportunity.
                    5
‘xxxx’ 4            If, after returning from xxx, behaviour
                    does not improve, children must again
crosses   Phase     leave the classroom. They must go to
Leader involved     Phase Leader. Phase Leader will
                    require details about their behaviour. 2
                       hour sessions out of classroom (a
                       ‘morning’ or ‘afternoon’ ). Children miss
                       break/lunchtime accordingly.

                       Phase Leader will send letter home
                       and/or talk to parent and/or see
                       Deputy/Headteacher/Pastoral Support
                       as appropriate.


Pastoral Files:
Tracking sheets are used by all teachers and displayed in classrooms
Teachers record the rule number broken by a particular child and action taken
The head teacher, Phase Leaders and Pastoral manager monitor the Pastoral files on a half
termly basis and send out positive letters.

‘Time Out’ in a partner class:
A child who has not made the most of his or her time during a particular session and consequently
They spend this time thinking about the choices that they made and are encouraged to consider
how they can improve their behaviour and make better choices in the future.

‘Reflection’:
Children are encouraged to consider and take responsibility for their own actions and encouraged
to think about how to deal with the situation better next time. In addition, further work can be
completed (for example, handwriting practise). This form has been designed and trialled by the
children.

A Consistent Approach:
There is a consistent approach to dealing with behaviour during lesson time and lunchtimes.
Procedures are followed by teachers, teaching assistants and mid-day assistants so that children
can adhere to the routines and rules within the school.

On arrival, supply teachers are also informed of the reward strategies, rules and procedures of the
behaviour system.

Keeping Parents Informed:
As a school, we understand the importance of working in partnership with parents. We will keep
parents informed of the progress of their child with respect to the behaviour system. This will be
done through phone calls, formal letters and meetings with Phase Leader/Headteacher.

What happens if a child does not respond to the whole school behaviour system?
If a child is struggling to make the right choices, this may be because the behaviour system is not
meeting the child’s individual needs.
If this is the case a meeting will be held with the phase leader, deputy head/head teacher and
where appropriate the special needs coordinator. Targets will be set within an individualised
programme which is reviewed at least every 4 weeks.

During the initial meeting, parents to be informed by head teacher that their child’s behaviour is
serious and the ‘child’ is losing a lot of learning time. The current system is not ‘helping’ the child
and is therefore being replaced.

Following the meeting, the class teacher discusses with the child the new rules, reasons for new
system etc and what this will mean, e.g. no clubs, responsibilities, involvement in ‘fun’ extra
things. This talk is followed by a short circle time discussion with the whole class. This is to
explain the new system and ask for children to ‘help’ the child to get back on track.
Child will remain on the targets for 4 weeks. There then needs to be a formal review of their
behaviour, including analysis of the Pastoral Files. Parents will then be informed if their child will
remain on the system in for another 4 weeks or go back onto the ticks and crosses system with
their peers.
If parents don’t attend the review meeting, action is taken without their presence and a letter is
sent home explaining the results of the review meeting.

What will happen if all of the above procedures don’t work?
If the procedures appear to be not meeting the needs of the child’s control of his or her behaviour,
a further meeting will be arranged. This meeting may also involve the Head teacher, Special
Needs Co-ordinator, Lead Behaviour Professional, Educational Psychologist. At this meeting a
Pastoral Support Plan will be established for the child. This is means that the child is at risk of
being excluded from school and significant changes to behaviour and attitude must take place
before a child is removed from this level.


What happens in the event of a serious incident e.g. a fight or a child who does not
respond to Step 5 of the cross system?

In these incidences a child will skip stages within the behaviour system and be sent directly to a
member of the senior leadership team.

The incident will be investigated and an appropriate consequence will be decided.

The following consequences are used:

      Removal from class
      Removal from unstructured times e.g. playtimes and lunchtimes
      Removal of OOHs opportunities
      In school exclusion – where the child concerned works in isolation under the supervision of
       a teaching assistant for a specified time
      Seclusion – where a child works offsite in a local primary school
      Fixed Term exclusion

In all the above cases members of the senior leadership team and a member of the pastoral team
will ensure that appropriate emotional provision is provided to prevent a repeat of such incidents.

Exclusion
In rare cases it may be necessary to exclude a child. This is only ever considered after all other
avenues have been explored. At all times, the LA’s procedures are followed. Any child returning to
school following exclusion is reintegrated with a plan.

Monitoring and Evaluation
This policy will be monitored by the Head Teacher, Special Educational Needs Coordinator and
Inclusion Manager and Lead Behaviour Professional, with the support of Phase Leaders.

The policy will be reviewed ____________

								
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