Behaviour Policy

RAINFORD CHURCH OF ENGLAND PRIMARY SCHOOL

AND RAINDROPS PRESCHOOL

 

Learning and growing together to achieve our best in the love of God’

 

Behaviour Policy 2022

 

For approval by LGB: November 2022

To be reviewed on or before:      Autumn 2023

 

Signed……………………………………………  Chair of Committee

Signed……………………………………………  Headteacher

 

 

               

Our Mission Statement

 

‘Learning and growing together to achieve our best in the love of God’

 

School Aims

 

In order to prepare today’s children for tomorrow’s challenges, Rainford CE Primary Schools aims to achieve the following:

 

  • Every child will be encouraged to understand the meaning and significance of faith, experience God’s love and develop the spirituality to enable them to live out our Christian values of love, joy, peace, friendship, forgiveness, perseverance and justice

 

  • Every child will achieve their full potential through being a highly motivated, resilient and independent learner who embraces new experiences, has confidence to tackle challenges and go onto develop a lifelong love of learning.

 

  • Every child will value themselves as a unique individual with special qualities and strengths developing self-discipline and honesty; taking responsibility for their own actions and appreciating their ability to make a positive difference in the world.

 

  • Every child will appreciate and respect others, celebrate differences between individuals and groups and respect and care for God’s creation and the environment.

 

  • Every child will be encouraged to make healthy choices and appreciate the benefits of a healthy lifestyle.

In order to do this, we will constantly reflect the Christian ethos of our school in our relationships with our children, their families, our staff, the church and the wider community.

 

 

 

 

Behaviour Policy Aims

  • To promote a positive and caring environment in which pupils feel valued and secure, where positive behaviour is celebrated and effort and achievement are valued and rewarded. Where negative behaviour is displayed, it is our duty to try to change this behaviour to a more positive approach.
  • To ensure that pupils are positively motivated in order that they may develop a sense of purpose in all aspects of school life.
  • To create a community in which pupils are considerate and courteous, relating well to each other and to adults.
  • To promote pupils’ self esteem by providing an effective system of rewards and praising effort in work and behaviour
  • To encourage pupils to be responsible for and realise the consequences of their actions within a secure framework which reflects our Christian values and encourages honesty and forgiveness
  • To ensure that all adults show a consistency of approach to behaviour, rewards and sanctions throughout the school and that pupils are made aware of this consistency by reinforcement during lunch and play-times.
  • To ensure that agreed rules, rewards and sanctions are communicated clearly to all concerned and that expectations, boundaries, responsibilities and rules are clearly understood.
  • The school is aware of its duties under the Equality Act 2010, including issues related to pupils with special educational needs/disabilities and how reasonable adjustments are made for these pupils.
  • The school will liaise closely with parents and other agencies.
  • The school will take appropriate disciplinary action against pupils who are found to have made malicious accusations against staff.

 

 

 

 

 

 

 

 

 

Core Beliefs

  • Behaviour can change and every child can be successful.

✓ Positive, targeted praise is more likely to change behaviour than blaming and punishing.

✓ Reinforcing good behaviour helps children feel good about themselves.

✓ An effective reward system and celebrating success helps to further increase children’s self-esteem enabling them to achieve even more.

✓ Understanding each child’s needs and their individual circumstances helps us to act in the fairest way possible for that child, at that moment.

✓ When the adults change, everything changes.

 

We recognise that clear structures of predictable outcomes have the best impact on behaviour. Our school’s principles for behaviour sets out the rules, relentless routines and visible consistencies that all children and staff follow. It is based on the work of Paul Dix and his book ‘When the adults change, everything changes’. Good behaviour is recognised sincerely rather than just rewarded. Children are praised publicly and reminded in private.

 

Core Principles

 

  • Our behaviour policy is applied with absolute consistency by all.
  • Our children need the behaviours that we expect to be a successful learner at our school.
  • We praise our children in public and discuss poor behaviour in private.
  • We do not shout.
  • We know that all behaviour is communication.

 

 

 

 

 

 

 

 

 

 

 

Rules and Routines

 

Our school rules and relentless routines are laid out in our Pupil’s Code of Conduct:

School rules – Be Ready, Be Respectful, Be Responsible

Relentless Routines

 

Sitting like STARS – sitting up, facing forward, tracking the speakers, attention on learning, respectful hands and silence when asked for

 

Wonderful Walking

 

Stop sign – when adults want attention they will use the stop sign be raising their hand. All children will copy the sign, stop speaking and face the adult.

 

PUPIL CODE OF CONDUCT

Always try your best and never give up

Encourage one another

Sitting like STARS

Respect each other and each other’s belongings

Wonderful Walking

Be honest

Find the joy!

 

 

Visible Adult Consistencies

 

Children are greeted at the classroom door and/or in the classroom, daily by their teacher and/or teaching assistant. This enables everyone to start the day positively and with a smile. Members of the Leadership Team and/or support staff will also meet and greet children and parents at the gate or in other areas of the school.

 

Staff will be calm, consistent and fair in their treatment of children, parents and colleagues. Adults in school will avoid shouting at children or becoming  emotionally charged. They will model self-control through their calm approach and will deal with individuals fairly.

 

Staff will ‘pay first attention to the best conduct’ and will endeavour to catch children ‘doing the right thing’ in order to praise and recognise desired behaviours. This encourages children to be role models and makes expectations on behaviour clear for all.

 

Staff accompany children to the playground at playtimes and the end of the day. At playtimes, there must be an adult on duty before children are left.

 

Staff intervene whenever incidents occur, following Restorative Approaches where possible.

 

All staff challenge children who are not keeping school rules in a nonconfrontational way

 

Above and Beyond Recognition

 

At Rainford C.E. children will be recognised for their good behaviour in a number of ways:

 

Recognition Boards

 

Children’s names will be moved onto recognition boards when they have exhibited the target behaviour for that day or week. The aim should always be for the whole class to get on the board in order to create the feeling of a team effort with the target chosen to reflect a behaviour which the class need to practise. A child’s name will not be removed from the board once it is on.

 

Good News Notes

Class Dojos, Certificates, good news postcards and other positive messages will be sent home regularly by class teachers and members of SLT to inform parents of good behaviour.

 

Social Media

At Rainford C.E. we use Facebook and Twitter to share good news about our pupils.

 

Hot Chocolate Wednesday

Children who consistently show our behaviour values may be invited to hot chocolate and biscuits with Mrs Richardson

 

Practical steps in managing and modifying poor behaviour

Engaging with learning is always the primary aim. For the vast majority of learners, a gentle reminder or nudge in the right direction is all that is needed. Although there are occasions when it is necessary, every minute a learner is out of a lesson is one where they are not learning. Steps should always be gone through with care and consideration, taking individual needs into account where necessary. Staff should always and consistently in every lesson be praising the behaviour they want to see.

Learners are held responsible for their behaviour.

Staff in the vast majority of situations will deal with behaviour without delegating. Staff will use the steps in behaviour for dealing with poor conduct and wrong choices. All learners must be given “take up time” in between steps. It is not possible to leap or accelerate steps for repeated low-level disruption.

Staff will use the Stepped Sanctions for dealing with poor conduct.

Stepped Sanctions

Gentle approach > use child’s name > down to child’s level > make eye contact > deliver message > walk away!

 

 

Step 1: Redirection/Reminder

Gentle encouragement, a ‘nudge’ in the right direction.

A reminder of our simple rules - delivered privately wherever possible. Repeat reminders if necessary.

I noticed you chose to … (state the noticed behaviour). This is a REMINDER that we need to be … (state relevant rule:). You now have the chance to make a better choice. Thank you for listening.

(Give the child ‘take up time’ and DO NOT respond.)

Example - ‘I notice that you’re running. You are breaking our school rule of being responsible. Please walk. Thank you for listening.’

Step 2: Final Warning

I noticed you chose to … (state the noticed behaviour).

This is the second time I have spoken to you. You need to speak to me for two minutes after the lesson. (Insert child’s name) … if you choose to break our school rules again, you leave me no choice but to ask you to move to … / go to the quiet area / thinking mat, etc.

Do you remember when … (model of previous good behaviour)? That is the behaviour I expect from you.

Think carefully. I know that you can make good choices. Thank you for listening. (Give child ‘take up time’ and DO NOT respond.)

 Example - ‘I have noticed you are not ready to do your work. You are breaking the school rule of being ready. You have now chosen to catch up with your work at playtime. Do you remember that yesterday you started your work straight away and got it finished? That is what I need to see today. Thank you for listening.’

Step 3: SPACE TO COOL OFF: IN CLASSROOM > 2. IN ANOTHER CLASS > 3. SOMEWHERE ELSE

 (5 minutes after class for restorative conversation/10 minutes in reflection time)

I noticed you chose to…(state noticed behaviour). You need to…(describe appropriate place in classroom e.g. reading corner, quiet desk etc) I will come back to speak to you in two minutes.

Child sent to designated area of classroom 5-10 minutes sitting alone in order to reflect, calm down etc without causing further disturbance

Child to complete an appropriate task e.g. reflection sheet, continue with work, watching sand timer

 If behaviour improves, return to class. If not or child refuses, move to step 4

Example - ‘I noticed you choosing to use rude words. You are breaking the school rule of showing respect. You have chosen to go and sit in the quiet area. I will come back and speak to you in 2 minutes. Thank you for listening.’

Step 4 . IN ANOTHER CLASS

 I noticed you chose to … (state the noticed behaviour). You are breaking the school rule of…..You need to go to … (state the classroom or other space you need them to go to). I will come and speak to you at the end of the lesson.  Thank you for listening.

*DO NOT describe the child’s behaviour to other adults in front of the child*

Example - ‘I have noticed you chose to continue to use rude words. You are breaking the school rule of showing respect. You have now chosen to go and sit in ****’s classroom. I will come and speak to you at the end of this lesson. Thank you for listening.’

 

- Child escorted to designated colleague / follow up to check child has arrived.

 – Remainder of lesson working alone without causing further disturbance.

– Possible removal of privilege / playtime.

 – Teacher must provide work / activity for the child to complete and communicate this to colleague. –

If behaviour improves, return to class. If not or if child refuses, move to Step 5.

– Record on CPOMS

For regular occurrences:

- Discussion with SLT and/or SENCO: consider Behaviour Intervention and/or additional support.

- Begin monitoring to identify areas of concern / possible causes/ appropriate targets.

- Parents contacted by teacher to inform them that behaviour is a cause for concern.

5. SOMEWHERE ELSE

 I noticed you chose to … (state the noticed behaviour). I will now contact … and you will need to go to … / with them (tell the child who you will contact and where they will go (if previously arranged).

 I will come and speak to you at the end of the lesson / next break / end of the day.

 *DO NOT describe the child’s behaviour to other adults in front of the child*

 Example - ‘I have noticed you have chosen to continue to use rude words. I will now contact Mrs Richardson and you will need to complete your learning outside her office. I will come and speak to you at the end of the day. Thank you.’

Child escorted to / collected by appropriate adult.

 - From remainder of lesson through to a half day working alone without causing further disturbance.

- Possible removal of a privilege / playtime.

- Teacher must provide work / activity for child to complete as soon as possible after removal.

- Record on CPOMS.

For regular occurrences: - Discussion with SLT / SENCO as soom as appropriate.

- Parents informed of withdrawal by teacher or Key Stage Leader/ SLT depending on nature of incident.

- Meeting with parents to investigate possible causes / alternative strategies.

- Referral to multi agencies i.e. Behaviour Support / Mental Health Practitioner, etc.

FOLLOW UP, REPAIR AND RESTORE

Use the restorative questions to follow up the incident, repair relationships and enable the child to learn what to do next time.

1. What happened? (Neutral, dispassionate language.)

2. What were you feeling at the time?

3. What have you felt since?

4. How did this make people feel?

5. Who has been affected? (use age/stage appropriate language e.g. ‘hurt / upset’ for KS1 children) 6. How have they been affected?

6. What should we do to put things right?

7. How can we do things differently in the future?

The number of questions to be used MUST depend on the age of the child. Those in BOLD should be used with the youngest children.

*Remember that it is not the severity of the sanction that is important; it’s the certainty that this follow up will take place.

Serious incidents

Depending on the age of the children these incidents will be dealt with at the discretion of the school staff. All serious behaviour matters must be referred immediately to the Headteacher or SLT. Such incidents could include:

  • Fighting
  • All forms of bullying
  • Racist, sexist, sexualised or homophobic comments
  • Inappropriate name calling
  • Defiance/rudeness towards any adult
  • Using abusive/offensive language
  • Stealing
  • Swearing
  • Spitting

However, it is important to note that serious behaviours can be dealt with by all staff

 

Exclusions

Fixed Term Exclusions

We believe that, in general, exclusions are not an effective means of moving behaviour forward. However, in order for children to achieve their maximum academic potential in the school they must feel safe from physical and verbal aggression and disruption. If a child seriously breaches the school’s behaviour policy and if the pupil remaining in school would seriously harm the education or welfare of the pupil or others in the school, the Headteacher may take the decision to exclude for a fixed period. If this decision is taken, work will be set for the pupil to complete at home. Following fixed-term exclusion the pupil will meet the Headteacher to discuss the pupil’s reintegration to school. Each day is a new day and where a child has transgressed it is expected that they will be welcomed and treated without any resentment when they return.

Permanent Exclusion

The Secretary of State for Education feels that permanent exclusion should be seen as a last resort and that a school should be able to show that it has taken all reasonable steps to avoid exclusion (See Exclusion Regulations). The governors agree with this stance and all policies and procedures are in place to support inclusion of all pupils. Permanent exclusion should only occur when risk assessment indicates that to allow the child to remain in school would be seriously detrimental to the education or welfare of the pupil concerned, or to other pupils at the school.

Powers to Search

The school has the power to search pupils’ belongings for prohibited items including (but not limited to) knives or any kind, items that could be used for personal injury or damage to property, items that have been banned by the school (or allowed by the school in Y5 or Y6 with permission) e.g. mobile devices, and pornographic images.  Searches will follow guidance as laid out in DfE guidance for Behaviour and Discipline in Schools.

Positive Handling

When a child puts themselves, other children or staff at risk, staff can use ‘reasonable measures’ in accordance with our Positive Handling Policy and call for additional support if needed. Staff will have the full support of the Leadership Team and the Local Governing Body, as long as their actions are in line with our policy and do not use excessive force. Only staff who have been trained in physical restraint should restrain a child unless there is an immediate risk to that child or another person.

The power to discipline beyond the school gate

Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Headteachers a specific statutory power to regulate pupils’ behaviour in these circumstances "to such extent as is reasonable." The school will respond to any inappropriate behaviour which occurs anywhere off the school premises and which is witnessed by a staff member or reported to the school; such reports should be made to the Headteacher or other senior member of staff, who will apply appropriate sanctions in relation to the general principles laid down in this Behaviour Policy.

The Role of the SENCO

Disruptive behaviour can be an indication of unmet needs. Where the school has concerns about a pupil’s behaviour, it will try to identify whether there are any causal factors that can be mitigated.  The school may consider whether a multi-agency assessment that goes beyond the pupil’s educational needs is required.

It is the role of the SENCo to advise teachers regarding strategies that can be used in the classroom to meet a child’s needs and reduce the likelihood of disruptive behaviour.  The school may consider a Behaviour Plan which would be shared with parents and if necessary  the school may consider the involvement of outside agencies including the Behaviour Improvement Team.

The Role of Parents and Carers

Parents and Carers agree to a Home School Agreement when enrolling their child at the school.

✓ Ensure that children attend school regularly, arriving on time, alert and ready for the tasks ahead and are collected, promptly, at the end of the day;

✓ Understand and reinforce the school language as much as possible;

✓ Share in the concern about standards of behaviour generally;

✓ Support the work of the school as staff seek to support the whole family.

Monitoring and Evaluation

The school’s Leadership Team will monitor the effectiveness of the policy at least once a year and report back to the Governing Body. The Leadership Team will also monitor the visible consistencies around the school and the use of language and personal follow-up. Records will be kept by the Leadership Team in order to monitor and evaluate any changes brought about by the policy.

This policy should be read in conjunction with the following policies:

The Governing Body’s Statement of Behaviour Principles

Exclusion Policy

Positive Handling Policy

Anti-bullying Policy

Child Protection and Safeguarding Policy

Online Safety and Acceptable Use Policies

SEND policy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

Managing Behaviour Positively - Recognition Boards

“The advertising of poor behaviour to the rest of the class doesn’t help, but routinely advertising the behaviour that you do want does” Paul Dix

Each class will have a Recognition board.

The teacher will write at the top of the board the behaviour they are focusing on.

Examples could include “One voice” for classes who constantly talk over each other,” speak politely” to emphasise manners or hands and feet to yourself, for those who give them to others too freely. The focus can also relate to learning behaviours “Accurate peer feedback” persuasive language” or “show working”

When the teacher sees children demonstrating the behaviour well, they will write their name on the board. The recognition board is not intended to shower praise on the individual. It is a collaborative strategy: we are one team, focused on one learning behaviour and moving in one direction. At the end of the lesson /session/day (depending on context) the aim is for everyone to have their name on the board.

 

Nine ways to sharpen use of recognition boards – Paul Dix

  1. Target your recognition board at learning attitudes not just functional behaviours. Make sure that the behaviour you choose raises the expectation for the children and is not “simply something they can already do well.”
  2. Name or tallies go on the board to recognise pupils who are demonstrating the desired learning attitude.
  3. Names or tallies are never removed from the board. Learners who disrupt are dealt with privately. Once a name is on the recognition board for good conduct it cannot come off for poor conduct.
  4. Learners can nominate others to be put on the board. Try stopping an activity after 15mins and ask them to write up 2 names of other children who have been consistently demonstrating the desired behaviour.
  5. Emphasise peer responsibility. It is not a competition between individuals, rather a whole class helping everyone get their name on the board.
  6. Recognition boards need to be refreshed regularly; daily or weekly depending on age of children and context in which you are working.
  7. Pupils are recognised for effort not achievement.
  8. When everyone’s name is on the board a collective “whoop” is appropriate. Large rewards are not necessary
  9. Use the recognition board to persistently and relentlessly catch learners demonstrating the right behaviours.