POSITIVE RELATIONSHIPS AND BEHAVIOUR POLICY

Portree Primary School

Building foundations for the future…

Positive Relationships and Behaviour Policy - Dates This document is a statement of the aims, principles and strategies for encouraging positive behaviour at Portree Primary School. It was adopted during the autumn term of 2017 in line with Highland Education Positive Relationships and Bullying Prevention Policy, Guidance and Toolkit. It will act in conjunction with both Highland Council guidance and school’s policies on tackling bullying, e-safety and equality. This policy will be reviewed in the summer of 2019.

Rationale/ statement of intent At Portree Primary we wish to create a happy, safe and fair environment where behaviour for learning allows all pupils to fulfil their potential. We believe that this will best be achieved where staff, children and parents work together with a common purpose.

Aims AIMS OF PORTREE PRIMARY SCHOOL

1) To have a school that: Provides excellent learning and teaching Celebrates pupils’ successes Involves parents and the community Has a positive, inclusive ethos.

2) Encourages pupils to be confident individuals, successful learners, responsible citizens and effective contributors

3) Encourages pupils to do their best and behave well4) Carries out assessment and reports and gives feedback to pupils and

parents5) Pupils, staff, parents and the community are proud of 6) Has a safe, stimulating environment where pupils learn skills for learning,

life and work7) Has good relationships with other schools and the local community.8) Provides learning that is relevant to both local and wider contexts and an

ever changing society

Objectives All pupils should know that they have a responsibility to ensure

That learning is the priority They show respect, courtesy and consideration towards all members of

the school community They are honest and co-operative with others They follow the rules and procedures of the school.

Teachers/ support staff will Teach effectively without disruption. Address the needs of all pupils. Make positive contact with parents. Act as positive role models. Develop personally and professionally.

Parents will Feel confident that their children are growing personally, socially and

academically. Know that their children will receive support when they need it. Feel welcome in school to discuss their children’s progress in a positive

atmosphere.

All members of the school community are expected to contribute positively to the wider community by:

Promoting a positive image of the school Respecting members of the wider community and their property

Rights At Portree Primary EVERYBODY has rights:

Children – have a right to be HEARD, a right to LEARN, a right to be treated equally and a right to be SAFE.

Teachers/Staff – have a right to teach in a friendly, safe and fair school that is supported by the school community.

Parents/Carers- have a right to feel welcome and to know that their children learn and achieve in a friendly, safe and supportive school.

Responsibilities These are the positive behaviours that are required if the rights are to be upheld. Here are some examples:

To show good manners - being polite, saying please and thank you To listen To understand other people’s needs (caring) To treat everyone fairly regardless of race, culture, religion, or gender To share and take turns To cooperate To show respect for others and property To follow instructions To speak respectfully to each other To use appropriate language / speaking at the right time, not shouting

out To deal with anger by using strategies to manage emotions To tell the truth and be honest and fair To say sorry and accept consequences To smile and be kind To help others and be a good friend To have a positive attitude To be ready to learn

Rules Rules should support and protect everyone’s rights.

Rules should reflect the social and emotional skills that underpin effective learning and positive behaviour.

Rules are based on our principles.

Rules are common throughout school.

Our school rules are: Do be gentle – do not hurt anybody

Do be kind and helpful – do not hurt other people’s feelings

Do work hard – do not waste yours or anyone else’s time

Do look after property – do not waste or damage things

Do listen to people – do not interrupt

Do be honest – do not cover up the truth

Promoting positive behaviour

Positive behaviour in the classroom: We believe that EVERYONE in the classroom has the right to learn and achieve. We expect you to:

Listen, without interrupting

Follow instructions the first time

Do your BEST and let others do the same

Encourage others to do well

Be polite

Request help by putting your hand up

Respect other people at all times

Positive behaviour around school : We all want to work in a school which is clean, pleasant, and safe. We expect you to help by: Walking not running

Line up quickly and quietly when the bell goes

Wear your uniform

Using litter bins

Looking after the building

Respecting displays

Not hanging around on stairs, stair wells or the cloakrooms

Not eating or drinking on corridors

Chewing gum is not allowed in school

Fizzy drinks are not allowed in school

Behaviour in the Playground at Break and lunchtimesThe same standards of behaviour are expected at break and at lunch as in school. All staff working with children are aware of the school rules and how to deal with inappropriate behaviour on the yard.

Minor IncidentsStaff would intervene for minor incidents at break and lunchtime. These include;

Pushing, not playing in right areas, arguing, ignoring instructions Discuss what children are going to do Children choose and agree on solution Children put solution into effect.

Prefects have specific roles at break and lunchtimes to monitor corridors and stairwells. They are to be respected and their instructions followed.

Behaviour and Attendance out of school

Our aim is for pupils to take part in regular offsite school activities which are a rich part of a child’s learning experience

However, there are occasions when the participation of a particular pupil may be considered unacceptable risk to themselves and other.

If this is a possibility then the following questions would be considered;Is there logged evidence of previous poor behaviour?Have the parent and child been forewarned that there are doubts about the child’s participation?Will there be/has there been an opportunity for the child to prove and earn their right to participate?Have there been regular updates to parents?Following the risk assessment does the teacher still feel that their control and supervision may be compromised and that the child’s behaviour may constitute an unacceptable risk?

Pupils Behaviour in the CommunityOn the way to and from school, off site or on visits pupils are expected to

Follow the school rulesPromote a positive image of the schoolRespect memebers of the community and their propertyDispose of litter properly

ParentsWe strongly believe that school and parents need to work together to support a child. We believe that parents need to know – indeed have a right to know-if things are not going right at school. Parents have a key role in our School Behaviour Policy and we value your understanding and support.

We ask that if you have any concerns about your child’s work or behaviour then you make an appointment with the class teacher or Head Teacher to discuss your concerns.

Rewards and Recognition At Portree Primary we have a variety of rewards that we can use to encourage and reinforce appropriate behaviour in line with the behaviour framework. It is vital that adults respond to appropriate behaviour, that we acknowledge it and that we reward it.

Rewards House Points – given for effort and excellent work or behaviour. House points can be awarded by any adult in the school, up to 5 house points at a time.These are recorded in class and collected monthly. The house with the most points at the end of a session receive medals and House cup.

Canteen Stars of the Week – one awarded for P1-3 on a weekly basis.

Classroom Rewards – many classes have individual reward systems to recognise efforts within the classroom.

Success and Achievement assemblies take place on a regular basis to recognise excellent effort.

Inappropriate behaviour Dealing with Inappropriate Behaviour There is a need for consequences, in order to inhibit behaviour which is

below the expectation. Sanctions are hierarchical. There are three initial responses to unacceptable behaviour

Tell Warn Sanction

Tell: tell the pupil what is the expected behaviour and reflect on what they are doing which does not comply. E.g.

Simple, brief directions, rule reminders, simple choice

Warn: the adult has noticed a continuation in the unacceptable behaviour and informs the pupil that if it continues action will be taken.

Sanction: an action, which emphasises that continuation of the behaviour will not be tolerated. Loss of choosing time/ golden time or break in 5 minute intervals. Once this time has been lost, it cannot be earned back.

Consequences of Inappropriate Behaviour Serious incidents include :

Major tantrums Any violence Bullying of any kind including name-calling, threats and intimidation. Racism or sexism including name calling and any type of harassment. Running out of school grounds. Swearing in class Damage or property, including graffiti Dishonesty Threatening Behaviour Repeated insolence, defiance or refusal to follow instructions

The school will contact parents in each case of serious incident.

Please note that consequences can be escalated for serious incidents and certain procedures by- passed