We aim to promote positive behaviour, raise expectations and encourage children to be responsible for their own behaviour. Our overall intention is to develop a safe, happy and caring environment in which every child can learn, and every teacher can teach effectively.
We believe that a well-behaved school is a more enjoyable, safe and secure place for everyone. An orderly and purposeful environment is an important precondition for effective teaching and learning and is necessary if children are to have the opportunity to achieve their potential. Effective behaviour management together with high quality teaching and a caring atmosphere lies at the heart of an effective school.
Quality relationships between all members of the school community are most important. It is the relationship between the teacher and child, which is vital in influencing a child’s behaviour in school.
The policy reflects our overall positive approach and the importance attached to being
Our approach can be summarised as being based upon consideration, care and respect
- For oneself and others
- For property
- For the school
- For the environment
Our Behaviour Policy is an integral part of all aspects of school life. The document states how we approach managing behaviour in the school and how we guide, teach and encourage children within a clear framework of rights, rules and responsibilities.
Wensum Junior School follows the Golden Rules rewarded by Golden Time once every two weeks. The rules are discussed with all children at the beginning of every year and should a rule be broken it will be referred to in discussion with a child following a relevant incident. The Golden Rules are
Be Gentle Hurt anyone
Be Kind and Helpful Hurt people’s feelings
Be Honest Cover up the truth
Work Hard Waste Time
Look after the school environment Waste or damage things
Listen to people Interrupt
A class code will be drawn up at the beginning of the year in discussion with each class teacher and their children. The code should not have more than five items on it and all the children should sign a copy of their agreed list. The class code should be easily accessible and reviewed once a term.
This is a timetabled session to which every child is entitled. As a consequence of a reminder and a second warning during lessons for inappropriate behaviour, time can be deducted from Golden Time in five minute slots on an individual basis up to a total of 40 minutes. All school staff can use this sanction. A record of this must be kept by the teacher. An on-going record is kept through the year. At the end of the year, a letter is sent to the parents of children with no lost Golden Time and to those children who have significantly improved.
Promoting Good Behaviour
Praise and rewards for good behaviour and attitudes will be far more frequent than warnings and reprimands. Rewards can be given in the form of verbal comment, written words or signals of behaviour.
- Encourage appropriate behaviour
- Reward good behaviour
- Model the behaviour we wish to promote
- Make sure that criticism is sensitively imparted and helpful
- Let parents know about their child’s good behaviour
Marking and feedback will occur regularly. They will refer to the teaching objectives, provide constructive criticism and suggestions for improvement. Achievements will be recognised.
Attractive displays demonstrate the value placed on children’s work and celebrate achievement. Teachers are expected to keep classrooms and corridors attractive with well mounted and regularly changed displays.
Each class will have a wall chart with children’s names. At the side of each name a ‘stamp’ can be placed for good work, behaviour or thoughtful action. At the end of each week the child with the greatest number of stamps is awarded a ‘Star of the week’ certificate and sticker. A text message is sent home.
At the end of each term children with 50 stamps are awarded a bronze certificate, if they have 100 stamps they receive a silver certificate, for 150 stamps they have a gold certificate, 200 diamond, 250 diamond and 300 emerald.
When a child has achieved something which is extra special a merit mark is awarded. This is placed on an individual merit card.
Merits can be given for
ü Work achievements- work completed to a particularly high standard or showing significant improvement in meeting individual targets
ü Caring for others- when children show particular consideration, care or concern for others and put themselves out to help or support others in a practical way.
ü Getting involved- for actions of children who have devoted time, effort and energy in any area or way which leads to the life of the school community or environment being enhanced.
Once a child has achieved five merits a text will be sent home from the Headteacher and a small prize – a bookmark, a pen etc. given to the child.
If a child has completed a particularly good piece of work they may come to show the Headteacher. They will then be given a Headteacher’s award sticker.
At lunchtime MSA’s reward positive behaviour with sticker. These can be translated into stamps once the children return to the classroom.
Consequences of inappropriate behaviour
If a child chooses to break a rule there will be consequences to their actions. By knowing the consequences children should learn to accept responsibility for their own behaviour and to develop self-discipline. Children will be helped to understand why they are facing consequences and how they might avoid them in the future.
Discussion with the child will focus on
‘What rule have I broken?’
‘What can I do to put it right?’
When a child continues to break the rules they will
- Receive a warning in the form of a reminder e.g. sit silently please, move to another place.
- If poor behaviour continues
- A second warning will be given in the form of a choice. Either stop talking or lose 5 minutes of your Golden Time.
- The child loses five minutes Golden Time and is warned that the next step will be a ‘sending out’ for ten minutes.
- The child is sent to a different class with a yellow card for 10 minutes to cool down. The child then makes up 10 minutes in detention at lunchtime.
The yellow slip is then sent to the office and a record is kept of the incident.
- On returning to class if the poor behaviour continues the child is sent to the Assistant Head until the end of the session. A red card is issued and this is also recorded in the office. Children have to make up lost work in lunchtime detention.
- If a child continues to misbehave he/she is referred to the Headteacher who will contact parents.
If challenging behaviour is a persistent and serious problem the child will be referred to the SENCO and an individual behaviour programme put in place. This should consist of a small number of specific targets and rewards which the child can achieve. The child should then experience success and ‘being good’.
Should this intervention not bring about a change in behaviour and attitude it will become necessary to involve the Behaviour Support Team from the LA. It is important to keep parents/carers in contact and informed at all times.
This system of consequences does not and should not prevent an individual teacher from using low-key sanctions when the need arises e.g. completing an unfinished task in breaktime. Children must never be left unsupervised.
Loss of permission to take part in a school trip must be negotiated with the Headteacher and based on a Health and Safety risk assessment.
These are held daily from 12.40 pm with a teacher in charge. Children who fight, swear, are racist, bully or defy adults will be placed in detention. Fighting is not allowed and has a sanction of up to five days lunchtime detentions. This sanction is for playground behaviour.
Similarly play fighting and rough physical play is not allowed and could lead to detention. During detention children should complete an appropriate self-reflection sheet which is then discussed with the member of staff.
Children who are sent out on a red card also have detention where they should spend their time catching up on the work they have missed by being sent out of class.
When the school has continuing concerns about a child’s behaviour we will involve and alert parents to those concerns at an early stage. We believe that the early involvement of parents is of great importance. Parents will be invited into school to discuss their child’s behaviour as soon as possible.
In rare cases it may be necessary for a child to be excluded for a fixed period of time. The period of exclusion may be up to six days at any one time. Work is set to be completed at home. For periods longer than six days an alternative educational establishment must be made available.
Total number of possible days for exclusion in one academic year is forty five.
Reasons for exclusion include
- Verbal or physical abuse
- Persistent disruptive behaviour
Permanent exclusions will be carried out in extreme and very rare circumstances. The legal procedure for exclusions will be followed at all times.
Physical punishment is illegal however adults are permitted to restrain children who are likely to cause harm to themselves, others or property.
Only reasonable force can be used and should only occur as a last resort. It is advisable to restrain a child with another adult present.
A member of staff will be on duty for ten minutes after the school day. It is important that children enter and leave school in calm manner and that they are safe. A rota will be drawn up for such duties. The member of staff should position themselves so that as many children as possible can be observed. The member of staff will be outside promptly at 3.15 pm. If events occur to detain that person they must make arrangements for another member of staff to cover them. This is vital even if it is an unplanned delay.
Staff roles and responsibilities
All staff share responsibility for promoting positive behaviour and dealing with inappropriate behaviour at all times. A member of staff will deal promptly with any inappropriate behaviour whenever possible without referring it on. If behaviour persists or its nature causes concern, the staff member will make a referral to an appropriate colleague.
Within class the class teacher will be responsible for contacting parents in the first instance. If it becomes necessary for a behaviour contract or individual behaviour programme to be considered, discussion with the Headteacher and/or SENCO is advisable. It is important that all staff including MSAs and TAs are afforded the respect professional staff would expect.
Date policy reviewed September 2013
Date of next review September 2014