Slater Primary School

POSITIVE BEHAVIOUR MANAGEMENT POLICY

2016/17

Part of the Slater Health & Safety PolicyReview Date Spring 2017

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CONTENTS

2016/17 Slater Behaviour Policy

Appendix 1: Classroom Management Warning System

Appendix 2: Lunchtime Management Warning System

Appendix 3: Children on Report

Appendix 4: White/Yellow/Red Report Cards

This behaviour policy has been adapted in line with the Behaviour & Discipline in Schools February 2014

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INTRODUCTION

This policy sets out to define a code of appropriate behaviour for Slater Primary School. The policy is based on the school’s vision of a safe, caring and harmonious community and it applies to every individual in school. At Slater we aim to create a conducive atmosphere in which staff and parents work together for the welfare of the children, and where we encourage children to be polite, respectful, and helpful to each other. The principle that underpins our approach to school behaviour is that no-one has the right to prevent another child from learning or a teacher from teaching.

From the outset we recognise that there is a distinction between emotionally disturbed behaviour (which may be a Special Educational Needs issue) and poor behaviour. With SEMH children, alternative strategies and procedures may be followed and additional interim sanctions put in place, taking into consideration their special needs, starting point and targets for behaviour.

AIMS OF THIS POLICY For all children to adopt good standards of behaviour and values, to

develop a sense of self-discipline and to accept responsibility for their actions

For all children to feel valued and respected and have mutual respect for others

For all children to be treated equally and fairly and for them to treat others the same

For children to have a shared sense of pride in attending Slater Primary School

For all children to feel that it is a place where they are safe to learn without disruption or fear of bullying

For all pupils to work together with the common purpose of helping everyone to learn

For all pupils to become responsible, mature citizens of the future

POSITIVE BEHAVIOURWe aim to emphasise the positive rather than criticise. We aim to create a hard- working, happy and harmonious atmosphere which will encourage and enable pupils to give their best, both in and out of the classroom. This demands a positive policy of encouraging socially acceptable behaviour and high standards of work and rewarding and praising

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wherever possible. Staff should set good examples and encourage parents to do the same.

At Slater, good behaviour is not rewarded – it is expected. We reward good behaviour or improved behaviour that impacts on learning and achievement (progress or attainment).

Slater Primary School staff support the following:

Acceptable standards of behaviour depend on the example of all of us – everyone has a positive contribution to make

Good order has to be worked for, it does not simply happen We set high standards, apply rules firmly and fairly and expect

acceptable standards of behaviour and work. Everyone is here for a purpose and must be treated as an individual Relationships are vital between everyone at every level We all make mistakes sometimes and we are willing to admit if we

are wrong Problems are normal where children are learning and testing the

boundaries of acceptable behaviour

We encourage all members of staff to praise children in a number of ways, including:

A quiet word of encouragement A positive written comment on a piece of work Stickers to put on tally chart A visit to another member of staff, Phase Leader or the Headteacher A mention in Good Work Assembly or the Star of the Week award Praise in front of the group, class or whole school Acknowledgment via the school newsletter Giving a special privilege Display of work Inviting parents / carers in to share good work (Good Work assembly

and informally after school) A phone call home to share good news A letter/Praize Pad note home to parents / carers A post card home to the family A verbal mention to parents with child after school

Our weekly Good Work assemblies publicly recognise good behaviour alongside other achievement. At the end of each term and academic year, we have a Star of the Term/Year assembly where runners-up and winners receive prizes selected by class teachers. The majority of pupils will respond to encouragement and a good reward system is essential for progress. Behaviour impacts on learning, so by

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promoting positive behaviour and good work we will set the standards that we all wish to see throughout the school.

Consistency

Each classroom has displayed: The school’s core values The school Code of Conduct Agreed classroom rules signed by all pupils

School Code of Conduct

1. Look after yourself2. Look after others3. Look after the school

REWARDS

At Slater pupils are rewarded for achievement, attitudes and behaviours.

Each pupil will have 7 awards charts to complete over the year. Each completed chart will earn pupils an acetate badge. Each completed chart earns pupils a different coloured badge as follows:

Chart 1: When completed earns a RED badgeChart 2: When completed earns a YELLOW badgeChart 2: When completed earns a GREEN badgeChart 2: When completed earns a BROWN badgeChart 2: When completed earns a BLUE badgeChart 2: When completed earns a PINK badgeChart 2: When completed earns a BLACK badge

As per the colours of snooker balls.

Should any pupil, over the year, achieve all the above, a bronze, silver and gold enamel badge will be the next steps.

Group or whole class rewards are personal to each teacher.

Lunchtime Organisation and Facilities

In order to maintain good behaviour and attitudes and for the children’s well-being, a programme of activities are offered at lunchtimes (ball court football/kwik cricket/rounders with sports coach, other sports activities such as badminton, games, D & T/drama resources on staging, recorder club, chess club, choir, e.t.c.) for all children. It is expected that pupils

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should be able to find something to interest and occupy them at unstructured times.Staff are expected to run a lunch-time or after-school club for half a term duration as part of their directed hours to enhance the wider curriculum.

Some children may be required to attend certain activities, organised by the SENCo, as part of their Personalised Behaviour Plan.

NEGATIVE BEHAVIOURIt is important that we all understand what acceptable behaviour is. Equally, unacceptable behaviour and the consequences of such behaviour must also be clearly stated.

The general standard of behaviour is the collective responsibility of the whole staff.

Every time a child displays unacceptable behaviour it must be challenged and addressed or it will be seen as being condoned.

Unacceptable behaviour, such as the following, will have consequences:

X Bullying in any guise, including racism and homophobiaX Rudeness, including answering staff backX Fighting or play-fightingX Deliberately damaging school property or the property of othersX Breaking school/class rulesX Failing to follow instructionsX Not completing work/not completing work to an acceptable standard X InsolenceX Throwing objects at/assaulting/swearing at a member of staff or another pupil

Dealing with negative behaviour

When dealing with unacceptable behaviour, all staff will always:

Keep calm Listen and try to understand reasons for the behaviour Be positive Build relationships Follow through with sanctions

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Be consistent and fair Follow up problems to their conclusion Always apply and refer to school rules Follow sanctions as per this policy

Staff will avoid:

X Ignoring unacceptable behaviour X Humiliating pupils – it breeds resentment X Shouting at pupils – it diminishes you X Over reacting – the problems grow X Blanket punishments – the innocent will resent them and you X Over punishment – things get out of perspective X Sarcasm X Leaving pupils outside rooms (NOT in this policy) X Sending pupils to another class for more than 15 minutes (NOT in this policy) X giving a sanction that cannot be carried out or you have no intention of carrying out

SANCTIONSLOW-LEVEL UNACCEPTABLE BEHAVIOUR

For low-level behaviour, sanctions will follow the school warnings system:

It is effective practice for staff at the beginning of each session to outline high expectations regarding behaviour and attitudes to learning.

Each class has a wall chart displaying each child’s name/photograph. Every morning and afternoon each child starts on this chart

Should a child exhibit low level inappropriate behaviour during a morning or afternoon session they will receive a verbal ‘friendly reminder’ of acceptable behaviour.

The child is given a chance to make a fresh start

Should this continue the child will be given Formal Warning 1.

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Their name/photo will be moved to the Step 1 sheet displayed (STEP 1).

This will give the child another chance to make a fresh start

Should the unacceptable behaviour continue further a Formal Warning 2 will be given. The child will be removed to sit and work on their own in the classroom for 5 minutes (STEP 2) The child’s name/photo will be moved onto the Step 2 card.

Should the unacceptable behaviour continue further a Formal Warning 3 will be given. The child will be removed from their class and taken by the TA to sit and work on their own in the Year 2 Phase Leader’s classroom for 15 minutes (STEP 3). Should she not be in class the child should be taken to the Y6 Lead Teacher.The child’s name/photo will be moved onto the Step 3 card.

The class teacher must record the incident asap the same day on TEACHERSHARE/BEHAVIOUR LOGS/3 and 4 WARNINGS LOG 2016

Should the behaviour/attitude continue or should it be an isolated serious incident, the child will be given a 4th Formal Warning:

The Headteacher must be informed by the teacher The child will miss 15 minutes of their break or lunchtime,

depending which is the sooner, to be supervised by the class teacher giving the 4th warning (unless the HT or Deputy decide otherwise).

The class teacher should phone the parent at the next available break and inform them of their child’s behaviour and sanction given. (STEP 4)

STEP 4 MUST BE RECORDED ASAP THAT DAY BY THE TEACHER GIVING THE WARNING ON TEACHERSHARE/BEHAVIOUR LOGS/3 and 4 WARNINGS LOG 2015

Sanctions at Playtimes/Lunchtimes

Sanctions at play/lunchtimes are the same procedure as class procedures but will be recorded separately.

Friendly reminder Formal Warning 1 – reminded of consequences if continues

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Formal Warning 2 – 5 minutes time out on own on picnic bench

Formal Warning 3 – 15 minutes time out. If break-time: Staff on duty to quickly take child to child’s class (to be supervised by TA hearing readers) for a total of 15 mins. This may overlap into the next break session. Staff member giving warning 3 to record on T/Share.

If lunchtime:child to be quickly taken by a member of staff to HT or DHCAH to record Warning 3 on T/Share.

Formal Warning 4 – child to be quickly taken by a member of staff to HT or DHCAH to record Warning 4 on T/Share.

After the morning session the slate is wiped clean and all children’s names/photos go back onto the first card. Similarly, the afternoon session is wiped clean the next day.

A child may be asked to stay in over part of a break or lunchtime to complete or redo work if it is not completed to an expected standard. The child must be supervised by a teaching member of staff at all times.

PARENTS

School promotes an honest and open relationship with parents and working in partnership with parents in order to obtain the best outcomes for all children.Low level concerns should be mentioned to parents after/ before school as part of the on-going dialogue between home and school to find triggers/circumstances at home or school to resolve the behaviour.

ON-GOING LOW-LEVEL BEHAVIOUR

If a child displays on-going low level behaviour in class it is effective practice for staff to keep an ongoing class behaviour book (or a section for one particular child) to use as evidence during meetings with staff and/or SLT.

Step 1: Teacher arranges a meeting with parent/s (NQTs or difficult parents with support)Step 2: Teacher liaises with Phase Leader. Phase Leader arranges a meeting with parent/s with class teacherStep 3: Phase Leader liaises with HT or DH. HT/DH arrange a meeting with parent/s and class teacher and phase leader as necessary

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SERIOUS UNACCEPTABLE BEHAVIOURSerious unacceptable behaviour, such as on-going bullying, throwing objects at/assaulting/swearing at a member of staff or another pupil or on-going low level behaviour over time must be reported to a member of the School Leadership Team immediately.

Pupils on Report

Children who continue to exhibit unacceptable behaviour over time may be put on report to monitor their behaviour more closely.

1. If a child is sent to the Phase Leader twice in one week they get sent to the Phase Leader who will put them on White report.

2. Three visits to a Phase Leader in one week results in that child going on Yellow report.

3. If a child fails 3 times (reached Step 3+ warnings) whilst on report, a red report will be issued.

Some incidents lead to immediate red report such as; fighting, hurting another child, abusive or threatening behaviour towards other children or adults.

The Report SystemSee Appendix 2This is a five-day monitoring sheet split into the sessions for each day. A child on report must get each session (including playtime and lunchtime) signed by an appropriate member of staff. The Phase Leader will inform parents that their child is on report and explain why. A child is on report for a week in the first instance.

After passing a report (A maximum of two Step 3+ warnings the child will step back a level i.e. from red to yellow then to another yellow then off report (see flowchart in appendix 1 for more detail). Phase Leaders make the decision about who is on report.

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Interventions and possibly outside agency support will be considered for children continually on report or unsuccessful on report. Consequences for being on report include:

Behaviour at playtimes and lunchtimes are closely monitored Serious consideration if there are any trips/visits because of H & S

risks Child not allowed to attend any clubs or after school activities whilst

on report Consideration of where the child sits in class and where they stand

in line order

RECORDING BEHAVIOUR

In Class:For Warnings 3 and 4 it is the responsibility of the class teacher to record the incident on TEACHERSHARE/BEHAVIOUR LOGS/3 and 4 WARNINGS LOG 2016/17

For on-going low level behaviours/attitudes, which may warrant Formal Warning 1 or 2, class teachers should keep a class behaviour log, recording date, time and a brief description of behaviour exhibited. This is useful when meeting with the child and parents to discuss inappropriate behaviour and when reporting to the Phase Leader/SLT.

At Playtimes

The class teacher/s on duty are responsible for dealing with and recording behaviour incidents on the playground. Incidents warranting a Formal Warning 3 or 4 should be recorded on a separate TEACHERSHARE/BEHAVIOUR LOGS/3 and 4 PLAYGROUND WARNINGS LOG 2016/17

Relevant class teachers should be informed of any playground incidents when they collect their class from the playground at the end of play. ALL teachers and TAs need to be on the playground at the end of play just before the whistle goes, to support staff on duty and receive feedback if relevant.

At Lunchtimes

For on-going low level behaviours/attitudes, which may warrant Formal Warning 1 or 2, dining supervisors should record brief details of the behaviour displayed in the PLAYGROUND BEHAVIOUR BOOK.

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Behaviour warranting a Formal Warning 3 or 4 will be dealt with and recorded by the Deputy Headteacher/Headteacher. All incidents will be reported to the relevant class teacher/s.

Persistent, inappropriate behaviour may result in exclusion at lunchtimes.No pupil/s should be inside school at lunchtime without adult supervision. No pupil must leave the playground to use the toilet or for any other reason unless permission is given by staff on duty.

All behaviour logs/records will be monitored half-termly by the SLT and outcomes will be reported to the Safeguarding Governor, Margaret Gillespie

WORKING WITH PARENTS

When a child is placed on report parents are always informed by in person ideally or by telephone by the Phase Leader

Parents are encouraged to sign their child’s report at the end of each day and may wish to comment on behaviour at home. Reports should be discussed with parents at the end of each day, signed by parents and kept in school for use the next day

Phase Leaders keep completed reports and at the end of the year place them in the child’s personal file

A failed red report may lead to a fixed-term exclusion. The Headteacher can take the decision to exclude a child, and in her absence the Deputy Headteacher can take the decision. In the absence of both Head and Deputy another senior member of staff may decide to exclude a child. The LA National Exclusion Guidelines are followed at all times.

RESTRAINING PUPILS

The vast majority of the school team are ‘Team Teach’ trained and these staff will intervene in a situation where a pupil is displaying unacceptable behaviour whereby they may injure themselves or others, or damage property. This power enables teaching staff to use proportionate, reasonable force when necessary.

Necessary means any situation that puts that child, or any other person (adult or child) at risk of harm or to prevent damage to property (that child’s or another’s).

All staff will be aware of children with special medical needs and may adjust restraints accordingly.

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Restraint may occur during the school day, on school trips or outside of school when staff have a duty of care for pupils.

GUIDELINES ON INTERVENING IN FIGHTS / DISPUTES

Through the implementation of this policy we expect fighting to be an extremely rare occurrence. However if a child does lose his / her temper and become involved in a fight it will be taken extremely seriously.

If a member of staff witnesses a fight they must remember:

Our first duty is to prevent any harm to any pupil and themselves Assess the severity of the situation Set an example to pupils as to how to handle difficult situations send a reliable child for additional help if necessary Verbally to move other children away Verbally to separate the children involved – tell them to stop in an

assertive voice Big gestures/guiding pupils/physically restraining pupils may/may

not be appropriate to stop the fight (see the school’s Restraint policy)

Give pupils involved time out, separately if necessary, to calm down before discussing the incident

Quiet discussion away from the scene will follow and the opportunity will be given for pupils to give their side of the story

We will always listen to children All staff will follow the 6 Stages of a Crisis as per Team Teach

guidelines

PUPILS ABSCONDING FROM THE CLASSRROOM

If a pupil runs out of a class the teacher/TA will establish where he or she has gone. Staff must not run after them but will send a message to the office for further adult support. The Head or Deputy must be informed. It is advisable to keep a watchful eye on any child who has taken him or herself out of the class/school building and possibly out of school grounds, unless this provokes the child to run further.

The school grounds are secure and children cannot leave the premises. However, if for some reason a child is no longer on school premises, parents will be contacted immediately. If they are not at home the police will be informed immediately that a pupil has left school and is at risk.

Parents will be informed if their child has run off from the classroom and asked to come into school immediately. The Behaviour Support Team will be notified and a Pastoral Support Meeting arranged.

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EXCLUSIONS

In rare and extreme circumstances pupils may be excluded for a fixed period or permanently. Only the Headteacher may exclude a child. In her absence the Deputy Head will communicate with the Headteacher who will make the decision as to whether to exclude and for how long. The Headteacher/DH will let the parent(s) know about the exclusion as soon as possible and follow up asap with a letter including information about how long the child is excluded for and why. Exclusions can start the same day but if parents are not available to collect their child straight away the child will remain in school until the parent arrives. It is the school’s (class teacher’s) responsibility to set and mark work for pupils who are on a fixed term exclusion.Pupils are only excluded as a last resort at Slater when all other appropriate avenues of sanctions and support have been exhausted, including the involvement of outside agencies.

OTHER POWERS

Teachers have the power to confiscate property if it is impacting upon behaviour or learning. Parents and children are informed at the beginning of the year that mobile phones in school are not permitted. If a child does bring one to school it will be kept in the office and handed back to the pupil or to the parent at the end of the day.

PARENTAL INVOLVEMENT

As part of our behaviour policy parents / carers will be fully informed abouttheir child’s behaviour. Every effort will be made to ensure that there is good communication between home and school. Should a child’s behaviour be cause for concern their parents will be contacted and the matter discussed.Our school is a community and children need to be taught as early as possible to appreciate that school is a workplace in which a certain code of behaviour has to be adhered to for the good of the whole community. We use an assertive discipline policy that is based on respect for all members of the school community.

PUPIL SUPPORT SYSTEMSWe have Personalised Behaviour Plans to support children with specific needs. These are formulated by the SENCo in liaison with outside agencies and shared with staff.

OUTSIDE AGENCIES

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The Behaviour Support Team will be requested for children who display consistently challenging behaviour and will liaise with the school to offer advice on behaviour. This advice is often extended to parents.

RACIST INCIDENTSSlater Primary School takes a no tolerance view to racism (see our anti-racism policy). All incidents are recorded, reported and investigated according to the school’s Racist Incidents Policy.

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The Slater Behaviour Policy 2016/17

Appendix 1: Classroom Management Warning Systems

A verbal reminder of expected behaviours & school

rules

Warning 1A verbal warning

To make choices

Warning 25 minutes time out

Moved to sit & work on own in classroom to review choices

Staff DO NOT NEED TO RECORD 1st or 2nd warnings, unless they become a regular occurrence. Then, record in the CLASS BOOK. Refer to Phase Leader if frequent/pattern.

Warning 315 minutes time out

TA to accompany child to Phase Leader.Class teacher will record on t/share

Warning 4To miss the next playtime

Class teacher will: record on t/s; inform parents for info only in person/by phone; supervise the next missed playtime; inform the Phase Leader.

ON-REPORTAny child sent to the Phase Leader two times in one week on Warning 3 or 4 is put on WHITE REPORT by the Phase Leader.

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Any child sent to the Phase Leader 3 times in one week on Warning 3 or 4 is put on YELLOW REPORT by the Phase Leader.Any children: hurting others; fighting; displaying abusive or threatening behaviour or bullying/racism in any form will go straight to the Headteacher & will be put on a RED REPORT

The Slater Behaviour Policy 2016/17

Appendix 2: Lunchtime Management Warning Systems

A verbal reminder of expected behaviours & school

rules

Warning 1A verbal warning

To make choices

Warning 25 minutes time out

on own (on picnic benches or with walking with TA, NOT facing wall) to review choices

Dining supervisors DO NOT NEED TO RECORD 1st or 2nd warnings, unless they become a regular occurrence. Then, record in the PLAYGROUND BEHAVIOUR BOOK (with 1st Aid kit)

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Warning 315 minutes time out

Dining supervisor to accompany child to CAH.CAH will record on t/share

Warning 4To attend social skills group the

next lunchtimeCAH will record on t/s & take social skills group

ON-REPORT

Children can be put on report by the Phase Leader/HT for a period of 1 week. Children will be responsible for carrying their reports and for asking a dining supervisor to sign it each day with appropriate comments, if any. Should the child have received a 3rd or 4th warning that lunchtime – IT MUST BE RECORDED ON THE REPORT SHEET as this is deemed a failed session. Dining supervisors must check with other lunchtime staff before signing the report sheet to ensure the information is accurate.

Any child sent to the HT twice in one week will go on a WHITE REPORT

Any child sent to the HT 3 times in one week will go on a YELLOW REPORT

Any children: hurting others; fighting; displaying abusive or threatening behaviour or bullying/racism in any form will go straight to the Headteacher & will be put on a RED REPORT

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The Slater Behaviour Policy 2016/17

Appendix 3 : Children On Report

CHILDREN ON REPORT AT SLATERA child may be put on report by a Phase Leader or the Headteacher.

The report system may not be appropriate to use for children with special needs (e.g. EBSD & autism). See the SENCo /outside agencies for guidance on relevant strategies for behaviour issues.A child may be put on report by a Phase Leader because:

They have been sent to the Phase Leader on 3 or 4 warnings twice in one week (WHITE REPORT)

They have been sent to the Phase Leader on 3 or 4 warnings 3+ times in one week (YELLOW REPORT)

They have been sent to the Phase Leader for a single episode of unacceptable serious behaviour (hurting others; fighting; displaying abusive or threatening behaviour or bullying/racism)

Reports are white, yellow and red – depending on seriousness. Reports are split into sessions (before/after break, afternoons, playtimes and

lunchtimes). Children are put on report for 1 week & reports are reviewed weekly. At the end of the week, if children, whilst on report, fail 2 sessions during the week

(fail = in 2 sessions during the week get to Warning 3) they will move up to the next colour report for the next week (e.g. if on white report go on to yellow).

If children successfully complete a week’s report then they will move down a colour or off report (e.g. red to yellow, yellow to white, white to off report).

Children will continue the weekly process until off report.

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The Phase Leader will be responsible for: ringing or speaking in person to the parent/carer & informing them of the reasons

for the child being on report giving the child the report card keeping records on each child on report closely liaising with & supporting the class teacher with the process supervising the process until the child successfully comes off report

The child will be responsible for: writing the reason that they are on the report on the top of the card the report during the school day & getting it signed at the end of every session taking the report to their parent/carer at the end of the school day to sign it/make

comments to return the card to the class teacher once signed by parent/carer to report back to the Phase Leader at the end of the day on Friday until off report

REPORT CARDS WILL NOT GO HOME, THEREFORE WILL NOT BE LOST OR FORGOTTEN.The class teacher will be responsible for:

liaising with the Phase Leader and parents re child’s behaviour & attitudes checking that sessions are signed by relevant staff getting the report signed by parents at the end of each day ensuring that reports are given to them at the end of each day sending the child to the Phase Leader at the end of the day on Fridays until off

report COMING OFF REPORT

The PHASE LEADER is the only person who can tell a child that they are off report so that they can keep a track on who is on report

Parents will be informed that a child is off report by the Phase Leader

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The Slater Behaviour Policy 2016/17

Appendix 4 : White/Yellow/Red Report Cards

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