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Behaviour Policy

Duck Street, Cerne Abbas, Dorset, DT2 7LA

 

‘The Small School with the Big Heart.’

 

Tel: 01300 341319                    e-mail:office@cerneabbas.dorset.sch.uk                    Website: www.cerneabbas.dorset.sch.uk

 

CERNE ABBAS CE VC FIRST SCHOOL GOVERNING BODY

 

Behaviour Policy

 

Aims of the Policy

 

● To encourage a calm, purposeful and happy atmosphere within the school.

● To foster positive caring attitudes towards everyone where achievements at all levels are acknowledged and valued.

● To encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour.

● To have a consistent and positive approach to behaviour throughout the school with parental co-operation and involvement.

● To make boundaries of acceptable behaviour clear and to ensure safety.

● To raise awareness about appropriate behaviour.

 

Children's responsibilities are:

 

● To follow our school values.

● To learn to the best of their abilities, and allow others to do the same.

● To treat others with respect.

● To listen to and take action from the instructions of the school staff.

● To take care of property and the environment in and out of school.

● To co-operate with other children and adults.

 

Staff responsibilities are:

 

● To be a good role model of our values.

● To treat all children fairly and with respect.

● To raise children's self esteem and develop their full potential.

● To provide a challenging, fun and relevant curriculum.

● To create a safe and pleasant environment, physically and emotionally.

● To use rules and sanctions clearly and consistently.

● To form a good relationship with parents so that all children can see that the key adults in their lives share a common aim.

● To recognise that each is an individual.

● To be aware of each individual’s needs.

● To offer a framework for social education.

 

The Parents' responsibilities are:

 

● To make children aware of appropriate behaviour in all situations.

● To encourage independence and self-discipline.

● To show an interest in all that their child does in school.

● To foster good relationships with the school.

● Make sure their child arrives on time.

● To support the school in the implementation of this policy.

● To be aware of the schools values and expectations.

 

What we do to encourage good behaviour

 

● We expect positive behaviour.

● Use of stickers to encourage good behaviour.

● We discourage unsociable behaviour by promoting our values.

● We encourage children to take responsibility for their own actions and behaviour.

● We set standards of behaviour through example.

● We praise good behaviour both privately and publicly.

● We have a display of our values in each class.

● Daily acts of worship where our learning and Christian values are taught.

 

What we do if your child misbehaves.

 

Whilst there may be all kinds of reasons for unacceptable behaviour by children which have nothing to do with school, teachers should be ready to reflect upon the reasons behind disruptive behaviour:

 

● Is the learning of sufficient challenge and engaging?

● Has the purpose been explained to the children?

● Is there a real purpose for the work?

● Is there a problem with the relationship between child and teacher?

● Has the work been sufficiently differentiated?

 

What can be done about this? 

 

Is the behaviour a demand for attention? If so can you give attention before the disruption?

 

Do not blame the home background: there may be problems but do not stereotype children because of their family situation. All this does is lower expectations. Set high expectations and children will rise to the challenge in behaviour and in work.

 

Children should be taught about appropriate noise levels: there are times when silence is needed and expected. There are times when discussion is allowed or positively encouraged. There are times when talk should be focused on the task in hand.

 

The teacher should ensure that the children know which is expected for each activity.

 

At the end of school, the classroom should be left tidy, the children should leave properly dressed, coats on, bags etc, the cloakrooms should be left tidy and the children should be dismissed in a controlled manner and reminded of the routine if their parent/carer is not there to meet them.

 

Each class has its own reward system:

 

Giant & Duckling Class

 

In our mixed Early Years setting we believe all pupils have the right to learn in a safe and secure environment where they feel listened to, appreciated and valued. To encourage and support positive behaviour in the classroom all adults will; provide clear expectations and boundaries for acceptable behaviour, praise children’s efforts and achievements as often as possible, explain what a child should have said or done when they get it wrong, provide strategies to help children manage their feelings/behaviour and communicate children’s efforts and achievements with parents. At the beginning of the school year the children are involved in creating our Class Charter for behaviour in the classroom, playground and around the school. The Charter specifies our rights, ‘to feel safe and happy’ alongside our responsibilities e.g. to use kind words, to look after our toys, to share with our friends, to listen to our teachers etc. The Charter is created jointly with the children so their suggestions and ideas are embedded. It is explained that it is everyone’s right to feel safe and happy at school, therefore everyone has the responsibility to follow the rules agreed in our Class Charter. The consequences for breaking our Class Charter are explained and made clear. If the Class Charter is broken, then the child loses their right to play during choosing time/join in with the activity for a short period. Children then ‘sign’ our Class Charter to show their agreement (by sticking up a thumbs up with a photograph of their face around the Charter). Our Class Charter is revisited and discussed frequently throughout the year and is always discussed when children join our setting for the first time. Adults are continually supporting and facilitating behaviour choices during continuous provision in our EYFS classroom. Adults will support children to negotiate and problem solve when issues arise, particularly when sharing/turn taking. Children will be taught specific strategies to address conflict resolution in a safe and respectful way; using positive behaviour choices to come to a solution that ensures everyone is happy. When undesirable behaviour choices are made, that break our Class Charter, the adult will give one verbal warning before removing the child from the activity/play. They will lose 2-5 minutes of their ‘choosing time’ or play activity and will be involved in a private conversation with an adult who will explain why the behaviour was not acceptable and what they need to do next time. The child is then encouraged to make more positive choices and is quickly praised when they do so. Adults will closely observe and anticipate situations during which behaviour could deteriorate and will redirect their attention, ensuring everyone has the best chance to feel successful and to engage positively in the classroom.

 

Positive behaviour management strategies are used continually to reward and praise positive behaviour, efforts and achievements in the classroom. Children earn stickers, certificates and ‘post-it note’ nominations on our values wall to celebrate and praise positive choices. Children also earn marbles for our class ‘Marble jar’. Marbles are given to children who are demonstrating positive learning behaviours and our school values. When the jar is full we vote on a whole class treat!

 

Trendle Class

 

We have a marble jar where we aim to earn marbles for following instructions and showing positive learning behaviours as a whole class quickly and quietly. When the jar is full the class vote on a treat.

 

Abbey Class

 

The main behaviour system in place in Abbey Class is a behaviour chart. On this behaviour chart, there is scope for rewards and consequences. If you go up the behaviour chart you can become ‘Star of the Day’ and also get your picture on one of the seven tiles that represent the learning values. If you go down the behaviour chart, there are different consequences. Firstly, you lose 10 minutes of playtime, next comes your lunchtime play and lastly you go to see Mrs Cresswell. There is a warning given to the child before these consequences are carried out. Also, there is an emphasis on redemption, meaning the child should be encouraged to make their way back up the behaviour chart.

 

Furthermore, Year 4 children can achieve a truly trusted status. Once they have been awarded a sticker 5 times, they are entitled to multiple privileges. This includes wearing a badge, sitting on a chair when others are sitting on the floor, standing at the front of the line, receiving a Truly Trusted Certificate, bringing in Show and Tell etc.

 

Lunchtimes

 

The Lunchtime Supervisors deal with any misbehaviour by initially giving a child a warning and explaining why the behaviour is unacceptable, then if a second warning is needed the child has 1 minute out of play. If the behaviour continues after this the child will is sent to the head Teacher or the class teacher if the Head Teacher is unavailable.

 

The class teacher is always informed if they needed a second warning

 

How adults manage children a child who misbehaves:

 

● A look

● A gesture

● A word

● A visual reminder

● move closer to them

● Encouragement

● Focus on the learning rather than comment on misbehaviour (i.e. what's the next thing you have to do)?

● Name and question

● Humorous (de-escalating response)

● Reminder of the expectation /value

● Repeat the instruction

● Clear description of desired behaviour

 

Please note sanctions that are not acceptable:

 

● physical admonishment: please note that staff open themselves to disciplinary and/or criminal proceedings if this is used. But ... see section on Use of Force to Restrain Pupils.

● withdrawal of a particular lesson e.g. PE

● punishment of a whole group for the behaviour of an individual or a group

● punishment which belittles, demeans or bullies

● failure to follow instructions or to produce work when the SENCO agrees this could be a direct result of a special educational need

● lines or extra work (we do not want children to see work as a punishment) 

● although detention of pupils after school is legal (previously giving 24 hours notice, but now no longer requiring parental consent or notice), it is the policy of the school that this sanction will not be used.

 

Incidents involving violence and extreme rudeness and stealing must be passed on to parents. The headteacher must be involved.

 

Bullying which is not just an isolated incident must involve the parents and withdrawal of playtimes/lunchtimes for a week.

 

Supporting Guidelines

 

● Pupils need to feel safe and secure, both physically and emotionally - towards this we use Jigsaw times, our values and activities to promote a caring, supporting atmosphere throughout the school.

● This policy should be read in conjunction with the relevant statutory and other guidance documents issued by the DfE and Home Office as well as other related school policies (see Appendix 1 of this policy).

 

Positive Approaches

 

● We aim to ensure that pupils experience success through their efforts.

● We aim to ensure that pupils feel recognised as individual and unique people who have things to offer as well as to learn.

● We primarily use positive responses and consequences are used if the child is unresponsive to the former. Strategies for Positive Encouragement

● Showing others their learning

● Praise/ Achievement Worship

● Positive feedback to parents (verbal and written)

● Team points collected each week

● Learning stickers

● Use of written praise etc

● Headteacher Award / Special Mention

● ‘Fun on Fridays’

 

Encouraging Good Behaviour

 

Emphasis on encouragement and motivating pupils.

 

● Positive feedback – we praise effort not ‘getting things right’ or ‘cleverness’.

● Descriptive, specific and meaningful praise

● Give attention for success, not failure e.g. "Catch them being good"

● ‘Fun on Fridays’

 

Appropriate and meaningful learning

 

Respect for all individuals

 

● Including their culture and background

● Modelling desired behaviour

● Listening to children and communicating that you value and have heard what they have said.

 

Creating safety - physical / emotional.

 

● Clear and consistent use of expectations and consequences.

 

Raise self - esteem

 

● By communicating a sense of importance

● Ensuring pupils experience and have a sense of their own success

● Maximising opportunities for pupils to take responsibility for themselves in their behaviour by, for instance, providing choices wherever possible following the 7 Cs.

● Ensuring that 'feelings' are part of the overt and hidden curriculum (SMSC).

 

Peacemakers

 

Children are trained in peer mediation to help sort one another’s conflicts. The trained mediators wear yellow Friendship Squad hats and other children go to them for help if they are having friendship problems. Children also go to the friendship stop if they are unhappy about anything. There is a rota of children who take on this role on a weekly basis. Regular training takes place with the Peacemakers.

 

The Use of Force to Restrain Pupils

 

See circular “Use of Reasonable Force: advice for headteachers, staff and governing bodies.” This replaces “The use of force to control and restrain pupils-Guidance for schools in England.”

 

This Guidance explains:

 

What is reasonable force? Who can use reasonable force? When can reasonable force be used?

 

When might it be acceptable for a member of staff to use “Reasonable force” at our school?

 

● to separate children found fighting - to remove a disruptive or emotionally upset child from a classroom when other strategies have failed - to prevent a child putting themselves in danger, for example, when crossing a road

● Staff need to be sure that they feel able to restrain, control or remove a child without hurting the child or themselves.

● ALL incidents of “Use of Reasonable Force” must be logged onto My Concern.

 

This would include occasions where a member of staff has deemed it necessary to remove a child from a situation by holding their hand and leading them away.

 

Date policy agreed – February 2020

 

To be reviewed – February 2021

 

APPENDIX 1 

 

POLICIES AND OTHER DOCUMENTS TO BE CONSIDERED AND READ IN CONJUNCTION WITH THE STAFF CODE OF CONDUCT

 

Policy/Procedure/Guidance
Allegations of abuse against staff and volunteers
Child Protection Policy
Data Protection Policy
Disciplinary Policy and Procedure
Equal Opportunities Policy
E-Safety/InternetUse/Social networking/ICT Policies
Guidance for Safer Working practice
Health and Safety Policy
Intimate Care
Keeping Children safe in Education – DfE statutory guidance
Use of Reasonable Force, Advice for headteachers, staff and governing bodies. July 2013
School Record Keeping
Whistleblowing Policy

 

A positive, purposeful and enthusiastic atmosphere

Useful Information

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