St Mary Redcliffe Church of England Primary School

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Behaviour Policy

Philosophy

St Mary Redcliffe Primary School is a community where everyone is:

  • valued
  • respected
  • feels safe
  • and is treated fairly.

 

We are all responsible for our community and accept responsibility for our own behaviour. We want to demonstrate positive attitudes, relationships and communication.

 

Rationale

We believe that everyone:

  • has the right to learn in a safe, stimulating and purposeful environment
  • should take responsibility for their own words and actions
  • should be responsible for developing and supporting the school ethos through their expectations and actions

 

Aims

We aim to:

  • have a shared understanding of what good behaviour is, with everyone actively responsible for their own
  • establish a clear system for consistent recognition and reward of expected behaviours
  • establish a clear system for consistent sanctions when expected behaviours are not achieved
  • teach children how to manage and take responsibility for their own actions and words

 

Expectations for our School Community

We expect everyone to:

  • show kindness and care
  • show respect for people by treating them as we would like to be treated ourselves i.e. be polite, considerate, thoughtful, tolerant and understanding
  • look after our property and resources
  • make choices, learn from them and be responsible for our actions

 

We expect children to:

  • come to school every day, on time and ready to learn
  • speak to each other and to adults with respect

 

We expect staff to:

  • model and teach the expected behaviours
  • speak to each other, children, parents and visitors with respect
  • provide high quality learning in an environment which is engaging, supportive and stimulating

 

We expect parents to:

  • send their children to school every day and on time
  • send their children to school prepared for the day
  • understand and fully support our behaviour policy

 

How the adults in school teach positive behaviour and promote good learning

Motivation : We value and celebrate appropriate behaviour and attitudes by recognising it when it happens and using a consistent approach to rewards and sanctions.

 

Ownership: We provide opportunities for children to have ownership of the rules identified by developing class charters

 

Learning: We teach positive learning behaviours by teaching Core Learning Skills; and by providing opportunities for all children’s needs to be met in learning which is inspiring and motivating.

 

Roles: We teach children be responsible citizens through roles such as monitors, play leaders and being members of pupil teams.

 

Rewards and Sanctions

Rewards

Children from Nursery through to Year 6 will receive a Superlearner sticker for demonstrating positive learning behaviour. They will also add to their class reward system which is individual to the class. Once the class has completed their class reward system the whole class will earn a reward. Children who exhibit great learning behaviour may receive a Superlearner behaviour note to take home. For outstanding learning behaviour children will go to the Headteacher or Deputy Headteacher and receive a Superlearner postcard to take home. Every week in celebration assembly, one child from each class will be awarded a Superlearner certificate; and one child from each class will be awarded a Values certificate for demonstrating the term’s value. Children's names will be placed on the yellow circle in the class traffic light system for exceptional behaviour.

 

SMSAs will be given lunchtime supervisor award stickers. These stickers will be given for children demonstrating positive playground behaviour.

 

All these measures will focus attention on rewarding positive behaviours.

 

Sanctions

The orange traffic light, verbal warning and red light system will be used. This works as follows:

  • Children will be asked to place their name on orange for displaying unacceptable behaviour. This is a non-verbal warning. If the behaviour improves they will move back to green..
  • If the child continues with the unacceptable behaviour they will be given a verbal warning that reminds them that they need to start making the right choices in terms of their behaviour. If the behaviour improves they will go back to green.
  • If the unacceptable behaviour continues, the child will go on red. This means they will have time out to reflect on their behaviour. Time out may take place in their own classroom or in the classroom of another teacher in that phase, usually the phase leader. This will be followed up by the child making up the lost learning time at the beginning of a playtime or lunchtime in the reflection zone. This time may be used to complete outstanding learning and/or for the adult to talk to the child to encourage them to reflect on their behaviour and to learn how to make different choices, in future.

 

Red cards need to monitored by the class teacher and parents/carers informed as follows:

  • One red card would result in the class teacher talking to the parent/carer at end of the day for Reception and KS1 children. KS2 children will be asked to explain to their parents what happened and what they learned through that.
  • Two red cards would result in the class teacher talking to the parent/carer at end of the day for either KS1 or KS2 children.
  • Three red cards in a week would result in the parent/carer being invited in to a meeting with the class teacher and member of SLT.

 

  • In the rare event of extreme behaviours, a member of the SLT will be called for to deal with the situation immediately. Relevant action will be taken as a result. A pink behaviour form must be completed by the class teacher for all incidents involving level 3 behaviours and the children sent to the relevant phase leader. A purple form will be completed by the HT or DHT for level 4 behaviours and parents will be informed.

     

  • During lunchtimes, the SMSAs on duty will first discuss the unacceptable behaviour with the child. If the behaviour continues to be unacceptable the daily designated SLT member will talk to the child. This may mean the child has to miss all or part of their lunchtime reflecting on their behaviour.

 

Procedures for children with behavioural difficulties

Any child with behavioural difficulties will have a separate plan which may be linked to an Individual Education Plan, Personal Education Plan or Individual Behaviour Plan. Relevant staff and SMSAs will have notified about how to respond to this child according to the agreed plan. This might involve one member of staff or SMSA being allocated to respond to this child in the case of any difficulty occurring. As soon as a child shows behaviour which puts themselves, other children or staff at risk then a risk assessment will be drawn up and a specific behaviour plan, which may require positive handling from trained staff. These documents will be shared with parents, carers and relevant staff and reviewed on a regular basis. The responsibility for maintaining and updating these documents lies with the class teacher and the school SENDCo.

 

Exclusions

In certain cases of extreme behaviour, internal exclusions may be deemed an appropriate course of action in which case parents will be notified in writing of the reasons and date(s) for the exclusion.

 

Exclusions from school may be considered as a last resort.

 

  • All pupils who are at risk of exclusion will have a clear action plan, or an IBP, to support them.  This plan will be discussed with the parents or carers.
  • Assistance for pupils at risk of exclusion will be sought from the behaviour support team.
  • Mentoring may be provided by older pupils, teaching and non-teaching staff and volunteers (only those appropriately trained will be involved in this process)
  • Disapplication of the National Curriculum will be considered where a pupil would benefit from a more diverse curriculum.

 

Monitoring and evaluation

This policy will need to be reviewed and updated regularly.

 

This will be done by reflecting on evidence from observations, records of children’s behaviour, interviews with groups of pupils and staff within the school community.  A planning group will then draft any revisions to this policy.

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