Behaviour Policy
| Behaviour Policy |
| Principles |
| We work together to create an environment where all members of the community feel valued and safe and are empowered to develop self-discipline, self-respect and an awareness of the needs of others. Principles We believe that:- 1. Everyone should treat others as they would wish to be treated themselves. 2. Most children behave well for the majority of the time. 3. Children need to know what the rules are and what is expected of them. 4. Positive reward is better than negative sanction. 5. Parents should be informed and involved in all aspects of the child's social development at school. |
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| Strategies for Achieving Principles |
| In order to develop self-discipline among the children: - There will be a clear expectation of good behaviour from all of the children and we need to positively plan for this and 'catch' them being good. - Children will be reminded of school rules regularly, including Golden Time Assembly and circle time; these will be displayed in the corridors. - Class rules will be agreed at the beginning of each term within individual classes and displayed prominently within classrooms. - Throughout the school, sanctions for breaking a rule will be clear and consistent. The underlying reason for keeping a rule will be explained to pupils. - Staff will separate bad behaviour from the child, who will be made aware that they have made the wrong choices in their actions. - Staff must model the behaviour that they want to see and build a rapport with pupils to engender trust - Our Home School Partnership represents a tangible link with parents. |
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| Code of Conduct/School Rules |
| For each class group, these may be expressed in more detail to be more easily converted into clear targets for good behaviour. In order to engender respect and care for others, these are our whole school expectations of behaviour. We should all:- 1. Show good manners, politeness, courtesy and honesty. 2. Listen and respond appropriately to others. 3. Look after our own and the property of others. 4. Resolve differences amicably, seeking help if necessary. 5. Move around the school in a quiet and orderly way. These rules are the basis of the school code of conduct and are supported by Golden Rules displayed prominently throughout the school and re-enforced regularly through assembly and circle time activities. These Golden Rules are:- 1. Be gentle 2. Be kind and helpful 3. Work hard 4. Look after property 5. Listen to people 6. Be honest |
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| Reward System |
| We consider it important and desirable to recognise and reward good behaviour and have a reward system in place based on merit. Class teachers will keep a record of both positive and negative behaviour in their yellow class folders. These will be reviewed annually to allow pupils an opportunity for reconciliation and a 'fresh start'. Effort on the part of children will be rewarded by: - An approving look, smile or a nod - Gestures and body language such as a wink or 'thumbs up' - Verbal personal praise and words of encouragement from staff or peers - The opportunity to choose activities or take class 'pet' home - Favourable comments written in books or recorded in behaviour folder - Pictorial symbols such as smiley faces and asterisks; may be marked on the board - Points incentive system e.g. marbles in a jar, buttons or team points - Referral to another member of staff to celebrate success; children may also nominate - Good Behaviour 'catch me' stickers or Head/Deputy Headteacher stickers - Other stickers/badges can be given by any member of staff or visitor to the school e.g. voluntary helpers - but these do not count towards other certificate - Golden Time: a chart displayed in classrooms to acknowledge children who do not lose it through inappropriate behaviour; the right to this may have to be earned - Golden Time end of term certificates for those who have not lost any time that term - Lunchtime incentives include stickers, privileges or certificates - Class or unit assemblies and sharing times; child/class of the week will be told that they may qualify for a Golden Apple for our special tree - Public praise in whole school Friday assemblies; Golden Apples will be put on the tree - An end of year assembly will be held in the summer term before invited parents and friends in celebration of those who have achieved a number of Golden Apples, i.e. sustained good behaviour The whole staff discussed whether sweets might be used sometimes as rewards, but the majority vote was that this would not happen for a variety of reasons, especially because of our Healthy Schools status and parental opinions. N.B. 3-5 stamps or stickers = 1 gold star; 20 gold stars = a Commendation certificate ~ these are only to be used for effort or progress in work; not rewards for behaviour |
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| Unacceptable Behaviour |
| Some forms of behaviour are unacceptable, but can be managed relatively easily within the classroom and around the school; other forms are similarly unacceptable but are also unmanageable. These form a continuum from minor misdemeanours and misuse of equipment to violent and destructive actions. The boundaries of what is manageable may shift due to the repetitive nature of incidents or the sheer number of such incidents; thus we must ensure that levels of acceptable behaviour are discussed regularly at staff meetings to share our understanding of this. The continuum of unacceptable behaviour as agreed by all staff is in a later section. |
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| Sanctions |
| Where sanctions are necessary, the procedures followed are in accordance with DfES Circular 8/94 and DfES Circular 10/99, and are on an increasing scale of severity. Sanctions take a variety of forms, as identified below: o A look or a raised eyebrow o A shake of the head or a gesture o A verbal reprimand or warning o Moving a child or standing beside them o Assertive discipline techniques including names on the board (x3) o Stars, buttons or rewards removed o Time out in class or sent out of class for the rest of the session to complete work o Keep in at playtime o Stand out or by the wall at playtime o Parents notified by class teacher at an early stage of concern o Raising specific concerns at unit meetings o Pupil behaviour reports can be effective to track children's behaviour o Withdrawal of privileges such as Golden time or the opportunity to represent the school (these are not sanctions used to respond to bad behaviour at lunchtime) o Sending to another teacher o Sending to senior managers o The third time a child in KS2 is sent out of class with a white form, s/he receives an after-school detention with the Deputy Head o If bad behaviour continues, parents are requested to attend a meeting with a senior member of staff or the Headteacher, at which constructive plans for improvement are discussed. o This may include lunchtime or after school detention in line with DfES guidelines and Section 5 of the Education Act 1997 or may require the maintenance of a pupil report sheet, pastoral support plan and/or home-school book. The child will be asked to consider: what s/he did wrong, why, which rule was broken and how the problem could be rectified. o At lunchtime a record of inappropriate behaviour is kept by the senior lunchtime supervisor and class teachers are informed at the end of the session o If the inappropriate behaviour persists a senior member of staff is informed; parents are then notified and invited to discuss their child's behaviour with a member of staff - this is known as a 'strike'. Please refer to Strike Letters 1,2 & 3 for clarification o Three strikes in one half term will be accompanied by a letter to the child's parents warning them that a lunchtime fixed term exclusion will be initiated if this inappropriate behaviour continues o If no improvement is seen, the child will be excluded from school or at lunchtime for a fixed period, depending on when or where the disruption occurred and the nature of the disruption. o The final sanctions of temporary or permanent exclusion will always be reported to the governors Discipline Committee regardless of duration and for exclusions for more than five days and permanent exclusions the committee will arrange a meeting involving all parties and a representative from the LEA to consider the exclusion. Parents and LEA will be informed in line with DfES and Borough guidelines. Following a fixed term exclusion a pupil will be placed on a revised behavioural/pastoral support contract/agreement designed to support their successful re-integration back into school. Staff must refer to the Relationships with Pupils Policy to clarify exactly what action is appropriate when children refuse to do as they are told, or become abusive, violent or destructive. Statement Agreed by All Bournemouth Primary Headteachers: All Bournemouth schools will work to support children to behave in such a way that learning is promoted and physical and emotional well being for all children is protected. In an effort to provide all the children in Bournemouth with the highest quality education, it is considered that the following behaviours are unacceptable and may result in exclusion - Threatened, actual or violent physical assault on any child or adult - Persistent victimisation of another child - Carrying an offensive weapon - Continually refusing to co-operate with staff - Persistent disruption of the smooth running of the class or the school - Vandalism to school property - Racial abuse to any child or adult - Sexual abuse to any child or adult - Possession of or supplying illegal substances - Children leaving the school site without permission of a member of staff - Any behaviour perceived to be detrimental to the education, learning and welfare of the school or which may place any child or any other person in danger Decisions in individual cases will be taken in the light of the school's behaviour policy and Government guidance. -This statement is agreed/supported by all the staff and Governing Bodies of all Bournemouth schools and Bournemouth Education Directorate in accordance with Government guidance. |
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| Roles of Responsibility in Our School Community |
| Values and standards are transferred to children through the way in which adults in the school community (i.e. staff, parents, visitors) communicate with them and each other. To achieve high standards in this area, the adults will endeavour to: - Treat all people with equal respect - Create a warm, secure and ordered atmosphere where good behaviour is the norm - Build in opportunities for raising children's self-esteem - Listen to children's views - Be polite and considerate in all dealings with the children - Ensure 'fair play' - Speak in a calm but firm manner - Deal with each child as an individual - Work as a team to promote good behaviour - Communicate the school policy to parents so that they can support it. This would take place at the beginning of a child's time at Kinson Primary School and after that at any appropriate forum which would give parents the opportunity to discuss the policy, including at the Governors' Annual Report to Parents. |
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| Bullying |
| Bullying may be distinguished from other unacceptable forms of aggression in that it involves dominance of one pupil by another, or a group of others, it is pre-meditated and usually forms a pattern of behaviour rather than an isolated incident. (DFE circular 8/94). Bullying will not be tolerated. Pupils troubled by bullying should tell staff and/or parents about it. Staff will take the matter seriously, carefully investigate, log the incident and, if substantiated, act promptly and firmly against it. Please refer to our Anti-Bullying Policy for information. Similar considerations apply to racial and sexual harassment which we consider to be forms of bullying. Please refer to our Racial Equality and Equal Opportunities Policy for more detail. |
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| Review Procedures |
| The Behaviour Policy should be read in conjunction with the Special Educational Needs Policy and will be reviewed annually by staff and modified as necessary. This policy was agreed in September 2003 after consultation with parents/ guardians, pupils through the School Council, all teaching and support staff, the Governing Body, as well as Bournemouth LEA inspectors and the Behaviour Support Team. This policy has been reviewed and amended as a response to an increasing problem of episodes of challenging behaviour. Liz Thomasson Headteacher - October 2003 |
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| Response from Parents & Guardians |
| I am the parent/guardian/carer of _________________ and I am in agreement with the aims and guidelines expressed in Kinson Primary School's Behaviour Policy. I will try to support Kinson by encouraging his / her good behaviour whilst at school. Signed............................................................. Date............................................ Print Name........................................................................................ Comments: |
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| Behaviour continuum |
| MANAGEABLE Behaviour which can be modified using strategies in the school behaviour policy. These behaviours would be expected to improve folowing intervention. Parents informally notified. - low level disruption in lessons - answering back - calling out, silly noises, interruptions - sulking, goading, provoking other children - throwing small items, eg pencils - spitting on ground - stealing, lying, cheating, telling tales. dishonesty BORDERLINE Behaviour which can be 'manageable' in some contexts at staff discretion. Generally persistent. Can develop into behaviour which is 'beyond'. Parents informed by letter that their chidren have lost their right to Golden time. Children now earn their Golden time daily. - crawling under tables and refusing to come out - destroying other children's work - damaging property - taunting - tantrums - persistent disruption of other children's learning BEYOND Behaviour which cannot be managed at Kinson and could lead to exclusion Parents working very closely with school to improve their child's behaviour. In some cases children given their own special reward and sanction system. - spitting at adults and children - pulling down displays - climbing out of windows - running out of school or class - throwing furniture etc. - swearing at people in an abusive way - constant defiance - violent behaviour - hitting, kicking, biting staff or children - kicking or banging doors and walls |
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