Behaviour Management Policy

Reviewed Spring 2009, 2011 To be reviewed Spring 2013

Related policies
Anti Bullying Policy
Race Equality Policy Disability Equality Action Plan e-policy Educational Visits Policy

Child Protection Policy

BEHAVIOUR MANAGEMENT POLICY

Introduction At Highwoods School we value our children and believe they deserve to learn in a stimulating environment. The quality of learning, teaching and behaviour are inseparable issues and the responsibility of all staff, students and parents. We believe that good behaviour can be learnt and poor behaviour is not an inevitable consequence of past experience. However, poor behaviour cannot be tolerated as it is a denial of the right of pupils to learn and teachers to teach. Our school should be the key to a successful and fulfilling life free from bullying, racism and other forms of social intolerance. Our expectations of behaviour are intended to ensure that we create the kind of culture of respect and mutual regard embodied in our aims. School aims: To provide a broad and balanced curriculum which develops the whole child To provide access to the curriculum for all levels of ability, based on a partnership between pupils, staff and parents To inspire enthusiastic and inquisitive children with an appetite for life long learning To develop confident, independent and articulate individuals with a strong sense of self fulfilment and high self esteem To ensure children and staff enjoy full mental and physical health To enable children to take responsibility for their actions and decisions so that they will become responsible members of the community To enable children to develop spiritually and engender tolerance and respect for one another, the school environment and the wider community To ensure that a variety of reviewing and monitoring strategies are employed to enable reflective self evaluation and challenging target setting To respond positively to changes in the curriculum and the changing needs of the children

Rules Our Golden Rules Be kind and helpful Work hard Look after things Listen carefully Be honest These rules have been agreed by the children and the staff. They are displayed prominently throughout the school and will regularly be discussed during Circle Time and Assemblies. Class rules and individual teacher expectations for the coming academic year will be negotiated and established during Moving Up Day in July. Often taking the form of a signed contract, these rules should be displayed ready for the start of the new term.
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Rights Our behaviour policy therefore attempts to ensure each childs right to: Work in a calm, supportive and purposeful atmosphere in which effective teaching and learning can take place Be treated with respect Feel safe and come to school without fear of being bullied

Responsibilities All members of the school community have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as our example has an important influence on the children. Modelling the Golden Rules will permeate the delivery of both the hidden and formal curriculum, not only in each classroom, but also in the playground and throughout all areas of the school. Senior Leadership Team& Governing Body Head teachers and governors have a critical role in identifying and developing values and expectations that are shared by pupils, parents and staff. They should: ensure senior leaders use opportunities such as assemblies to articulate their expectations and reinforce them by their visibility around the building during the day
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ensure senior leaders model the behaviour and social skills they want pupils and staff to use ensure staff are sufficiently trained and supported and know how to exercise their individual responsibility in the implementation of the schools behaviour policy monitor the effectiveness of the behaviour policy and ensure that it is consistently applied

Teaching staff & Non-teaching staff Staff are expected to set the right example to pupils in matters of dress, punctuality and commitment. They should consider themselves responsible at all times for the behaviour of pupils within sight or sound of them. The teacher is the main influence in creating a positive environment in class by: clearly explaining and teaching the class and school rules to the children setting high but achievable standards for childrens work and behaviour sharing learning intentions and success criteria prior to teaching encouraging active participation and responsibility for own learning which includes opportunities for self-evaluation offering a balance of appropriate differentiated learning experiences for all positively reinforcing good work/effort/behaviour establish baseline consistency in learning and teaching practices, including Assessment For Learning ensure positive and smooth transition arrangements between Key Stages Parents / carers We believe that it is important that parents are involved in the reinforcement of positive behaviour. On enrolment in our school parents sign a Home / School agreement which clearly sets out expectations of behaviour, attendance and punctuality. Children should be encouraged by parents to come to school with a willingness to co-operate with others and accept responsibility for their own behaviour. Parents should ensure that their children know the standard of behaviour expected of him/ her in school and understand the consequences of breaking school rules. Parents will be made aware of any problem with behaviour as early as possible. The Head Teacher will contact parents should a serious problem arise. The school works in close partnership with Family Learning and other agencies which provide information and classes for parents wishing to learn more about how they can support behaviour and attendance from home. Pupils Pupils should understand the school rules and their corporate responsibility in making Highwoods Primary School a happy and secure place to work. Pupils should understand the standard of behaviour we expect and the consequences of breaking these rules. Our Golden Rules are displayed in each class and around the school.

The curriculum and learning We believe that an imaginative and creative curriculum, quality first teaching and effective learning contribute to good behaviour. Thorough planning for personalised learning, the active involvement of pupils in their own learning, structured feedback, opportunities for reflection and reasonable adjustments for disabled pupils with challenging behaviour all help to avoid the disaffection and frustration which can lie at the root of poor behaviour. Marking, record keeping and target setting can be used both as a supportive activity, providing feedback to the children on their progress and achievement, identifying next steps and as a signal that the childrens efforts are valued and that progress matters.

Classroom management Classroom management and teaching methods have an important influence on childrens behaviour. The classroom environment gives clear messages about the extent to which their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave. Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide and environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility for all students. Displays should develop self esteem through demonstrating the value of every individuals contribution. Teaching methods should encourage enthusiasm and active participation for all. Framework 1. Ways of Recognising and promoting Good Behaviour Rewards A traffic light system is used throughout the school to highlight the positive behaviour of the majority of children. All children start the day with their name on the green light they are good to go. Notably good behaviour can be recognised by moving a name to the gold star. An instance of poor behaviour results in a name being moved to the amber warning light. A further instance of unacceptable behaviour results in the childs name being moved to the red light and further sanctions / consequences are applied at the discretion of the teacher. This system has the advantage of showing children when their behaviour is giving cause for concern, while always leaving open the chance to improve their behaviour and move their name out of the danger zone.

Rewards Instant positive comments written or spoken. Sharing work with another member of staff e.g. Previous classteacher, Deputy Headteacher or Headteacher Stickers and certificates awarded on an individual, group, whole class or whole school basis and sponsored by various adults within the school community (caretaker, MDA, TA, HT, governor). KS2 House points. Themed assemblies weekly celebrations of effort and achievement, termly recognition of attendance and punctuality. Parent contact through positive comments in the reading journal / during Early Bird / class assemblies / written reports / fortnightly news letter. Making sure good, acceptable behaviour is highlighted and used to motivate others through use of photographs, posters and roles and responsibilities such as Buddies, PALs and Prefects. Rewards such as leaving the classroom first, being trusted to work away from the classroom, taking responsibilities. Displays of inspirational work and class Golden Rules. Social and emotional methods of motivation such as Special Child, WOW person, Star Changers, Class Captain and Lesson Champions. Individual reward systems as deemed suitable by the classteacher or learning support assistant (e.g. behaviour chart for particular children or incentives to individuals) that make reasonable adjustment to our stated policy.

Pupil voice The School Council helps to give pupils a sense of involvement and citizenship and gives pupils a vehicle through which their views and suggestions on behaviour can be considered. The School Council is consulted on modifications to the behaviour policy and their opinion is sort when problems concerning school rules and routines arise. 2. Improvement of Poor Behaviour - Sanctions We are committed to developing Positive Behaviour for Learning and raising the self-esteem for all pupils through specifically teaching aspects of SEAL and PSHE and by implementing interventions such as SEAL nurture groups, Time to Talk sessions, lunchtime clubs (KATS Kids Are Totally Special) and play therapy. However, we recognise that, from time to time, there will be recourse to sanctions when behaviour is deemed unacceptable and not conducive to learning.

In all disciplinary actions it is essential that the pupil understands that it is the behaviour which is not acceptable and not the pupil as a person. Staff will use the Levels of Intervention when assessing and dealing with situations involving poor behaviour. Positive correction is encouraged as the preferred method through rule reminders and by referring pupils to the behaviour that they should be aiming for, rather than emphasising the poor behaviour. Group punishments should be avoided as they breed resentment. There should be a clear distinction between minor and major offences. Sanctions Rule reminders Sitting by themselves in class Being sent with work to a buddy class time out Verbal / written apology Being sent to the Headteacher or Deputy Headteacher

Children whose ongoing behaviour causes concern beyond that being dealt with by the levels of intervention.

Detention including missed playtimes and attendance at Head / Deputy Heads Sanctions session details of reason for detention to be kept in the sanctions diary so patterns of behaviour can be examined and an evidence base created Class teacher to draw up an individual behaviour improvement plan in consultation with parent, child and SENCo Being placed on Essex Stages Letter / phone call to parents from Headteacher requesting them to come into school to discuss behaviour. Advice may be sort from other agencies as appropriate and a behaviour plan is drawn up between all parties strategies, reasonable adjustments and methods of monitoring are agreed Concerns are put in writing to parents warning of internal exclusion, lunchtime exclusion or fixed term exclusion

Fixed term exclusion Permanent exclusion

Unacceptable behaviour Refusal to accept the authority of a member of staff Causing physical abuse to a person or property (e.g. vandalism, hitting, kicking, biting, punching, spitting, fighting) Causing verbal abuse (e.g. swearing and offensive name calling) Harassment of a reportable nature (including abuse directed by reason of another individuals race, gender, disability and sexual orientation) Bullying Stealing Using offensive hand signs Being in possession of harmful or unsafe substances or items Leaving the premises without permission Abuse of E-folio and internet privileges / cyber bullying Causing major disruption

Absconding from School If a child runs away from the school premises parents and police will be informed immediately. It is not appropriate for staff to attempt to chase or retrieve them. Exclusion In the case of a child behaving in such an exceptionally abusive or disruptive manner it will be at the discretion of the Headteacher to engage the exclusion procedure immediately. This may follow single or multiple occurrences of the following behaviours:
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Actual or threatened deliberate physical violence by the pupil towards others Dangerous behaviour such as would lead directly or indirectly to serious injury to the pupil or to others, or to serious damage to property Extremely serious disruptive behaviour such as would prevent the proper conduct of a class or classes, or lead to a breakdown in school discipline Immoral or delinquent conduct of such a serious nature that other pupils or staff might be imperilled

Particularly serious breaches of the school rules Persistent bullying either physically, psychologically or by electronic means Harassment of a reportable nature (including abuse directed by reason of another individuals race, gender, disability and sexual orientation)

Behaviour Management and SEN Children with SEN and disabilities have a high profile at Highwoods we ensure appropriate support to enable them to succeed, including action to address any behavioural difficulties. Within the need to maintain good discipline, we have the confidence to treat incidents of bad behaviour on an individual basis, making reasonable adjustments where necessary and differentiating our behaviour policy to take account of disability and SEN. The 4 levels of intervention

(In the rare case of a child behaving in such an exceptionally abusive manner as to put staff or pupils at risk it will be at the discretion of the Head to engage the exclusion procedure immediately)

Reporting to governors
The Headteacher will keep the governing body updated regularly on general behavioural issues. Review: Spring 2009