Great Hollands Primary School. Behaviour Policy

Great Hollands Primary School Behaviour Policy Great Hollands Primary School is a safe and stimulating environment where children encounter positive, ...
2 downloads 2 Views 506KB Size
Great Hollands Primary School Behaviour Policy Great Hollands Primary School is a safe and stimulating environment where children encounter positive, challenging and creative learning experiences. Each member of the school community is motivated to be a life-long learner. We will equip everyone with the skills to achieve their full potential in a climate of mutual respect and personal responsibility.

Our behaviour for learning policy is centred around our 5 core values: 

Generosity … for ourselves and others



Resilience … we learn from our mistakes



Empowerment … I have the power!



Ambition … to be the best we can be



Teamwork … together we are stronger

Our behaviour for learning policy is delivered thorough the principles of the 4 Rs.

1. Rights According to the UNICEF convention on the rights of children, ‘All children have a right to be educated’ and ‘All children have a right to a childhood (including protection from harm). Through our behaviour for learning policy we aim to assert both these rights on behalf of the children we teach.

2. Responsibility At Great Hollands we believe that all members of the school community should take responsibility for learning. The ultimate responsibility lies with the headteacher to ensure that the aims of the school are met so that learning can happen successfully at the school.

3. Rules The school rules take the form of Class Charters which are created and signed by the children and displayed in the classrooms. The charters are reviewed termly and form an open and transparent contract. Classes are expected to display these rules and explore with children what each of these rules look s like in positive terms so that positive behaviour for learning can be supported.

1

4. Routines Routines are the way that both adults and children ensure that behaviour has a positive impact on learning. Classes use their class charters and the behaviour policy guidelines to support routines in school. We follow these clear guidelines calmly, consistently in a caring and positive way. We use the guidelines for both positive and negative behaviour to guide our expectations and everyday practice. Parents in Partnership Parents and carers will be encouraged by the school to fully share the responsibility of managing their child or children’s behaviour throughout their time at the school. We ask parents to contribute to consultations and attend meetings with professionals to develop individual plans to support positive behaviour in their children. We ask parents to engage with outside agencies if and when necessary to enable their child or children to better engage with learning and social behaviour. Behaviour guidelines to support learning At Great Hollands we believe we should help children to become independent and be able to take on responsibilities so that they are increasingly able to take control of their learning. We offer staff a range of guidance to identify and reward positive behaviour and make clear what constitutes negative behaviour and how we sanction this at school. The following sections outline our school systems and guidance to staff. They are to be used alongside teacher’s own professional skills in promoting positive behaviours.   

Behaviour guidelines to encourage positive behaviour Behaviour guidelines to challenge negative behaviour Six Behaviour Management Mistakes by Andy Vass

This policy was ratified on February 2016 and will be reviewed on January 2017 Signed by the Headteacher …………………………………………………. Chair of Governors …………………………………………………. Designated Person (if appropriate) ………………………………………….

2

Behaviour guidelines to encourage positive behaviour Rewards At Great Hollands we believe that positive behaviour supports learning and will make clear to children what that behaviour is and how it helps them and their classmates to learn.

This reward strategy has been arranged to support the school’s work in developing good or better learning behaviour and social behaviour. The arrangements have come about through discussions with staff, pupils, parents/carers and members of the governing body.

The Behaviour Chart Each classroom displays a behaviour chart. Great Hollands has high expectations for ALL to ‘Think and Learn Together’. We always look to praise good behaviour to nurture their ability to make good decisions. Children start the day on green. If a child is noticed behaving well they are praised and get to move up on the behaviour ladder. If a child is noticed behaving below expected standards, they are told and move down on the chart. All children continue to move up and down the ladder throughout the day. If a child has been moved down, they will be encouraged by an adult using positive language such as “I am really looking forward to moving you back up when….” Rewards and sanctions are discussed in class at the end of the day. Children are encouraged to highlight out both their own good behaviour as well as that of their peers.

Children on gold at the end of the day receive an ‘Awesome’ certificate to take home.

All children start the day on green and remain there unless better/worse behaviour is noted.

Children on red at the end of the day lose their good day tick

3

House Teams The school staff and pupil community is divided up into four house teams: Sapphire

Amber

Emerald

Ruby

Pupils can be awarded with house points throughout the school day for any action that is deemed positive. House points are given in 1s and 2s verbally and up to 5 can be given for a piece of exceptional work. House points are counted up on a weekly basis and results are announced in the whole school celebration assembly. The winning house for the week and half term are displayed on the House Captain’s Board in the hall. The House trophy will be awarded to the half termly winners. Each term, the house with the most points will be given a reward which the school council will recommend to the school leadership team.

Good Day Ticks Good Day Ticks (GDT) are awarded to pupils who have behaved well throughout the school day. It rewards our ‘unsung heroes’ – the children who come to school do the right thing each day. Each school phase, EYFS, Yrs. 1-2, Yrs. 3-4 & Yrs. 5-6 attach varying conditions for receiving a GDT. These are communicated to children and families at the beginning of the school year in the welcome meetings and Year Group newsletters. GDTs are collated each day and certificates are awarded for set numbers of GDT achieved. A certificate is awarded in the celebration assembly once a pupil has achieved the following levels: 20 GDTs equates to a Bronze Certificate 40 GDTs equates to a Silver Certificate 60 GDTs equates to a Gold Certificate At Gold Certificate level pupils can choose a prize from the Awards Cabinet

Celebration Awards Certificates for positive learning, linked to the school values, are awarded each week in the Celebration Assembly. Other, wide ranging, certificates are awarded in the Celebration Assembly including attendance , sporting achievement, targets met, challenges completed and overcoming barriers

Class level Rewards Teachers are encouraged to use a variety of rewards linked to the school values to encourage good behaviour of the whole class. These rewards may include but are not limited to: Golden time / additional play sessions / additional sports sessions / addition time on ICT equipment

4

Behaviour guidelines to challenge negative behaviour It is a fact that children learn through making mistakes. At Great Hollands we believe that by challenging negative behaviour we are offering children the choice to learn from their mistakes and take positive steps to address their learning in a more positive fashion. We respond to negative behaviour using the following sanction strategy which has been arranged to support the school’s work in developing good or better learning and social behaviour. The arrangements have come about through discussions with staff, pupils, parents/carers and members of the governing body. The sanction strategy works alongside the reward strategy.

At Great Hollands we strive to give children TIME to improve their behaviour. We see TIME as:

Think, Improve, Move, Exit

Think: Give children time to consider their behaviour and have an opportunity to improve. Improve: Note and give praise for any improvements in behaviour no matter how small to encourage the desired behaviour. Move: Give the child the opportunity to move away from the situation – this is presented as a positive option for the child so that may have every opportunity for success. Exit: Exit the situation – move to a different class to give opportunity to reflect on their behaviour and to complete learning tasks without distractions.

5

Think, Improve, Move, Exit Overview of the sanction system After each box you can revert to the start if your behaviour improves. If behaviour does not improve then you move onto the next box. Warning by staff member through non-verbal means e.g. eye contact or hand movement Quiet verbal warning 2nd Quite verbal warning Staff member and pupil/s discussion about inappropriate behaviour & agreed consequence Removal of privileges: i.e. apology / time out / missing playtime. For more serious incidents – internal exclusions or time outs. Pupil/s must attend a discussion outside of learning time with school staff Strategy meeting school staff / class teacher & pupil Repeated incident or more serious incidents: Class teacher to involve the support of Year Group Leaders (YGL) / Assistant Headteachers (AHT) to discuss strategies for improvement and the creating of an Individual Behaviour Plan (IBP) Parents / Carers asked to come in and discuss issues & strategies with Class Teacher / YGL / AHT Individual Behaviour Plan (IBP) reviewed and new targets set or repeated Parents / Carers asked to come in: referral to outside agency Outside agency contacted for support Family Support Advisor consulted Internal exclusion (for subjects / agreed time or days) can be arranged at any time throughout the sanction trail if learning opportunities of others are seriously being disrupted. Involvement of Headteacher or Deputy Headteacher External Exclusion: Fixed term Permanent Exclusion

6

Six Behaviour Management Mistakes by Andy Vass “If teachers get it right, children pick up on this, often unconsciously, and this tells them that this teacher is authentic and interested in their success,” he adds. From this, a sense of trust and rapport begins to become established, and the teacher’s influence is significant, says Vass. He outlines the most common mistakes: 1 . Attempting to control a class You cannot control anybody else’s behaviour but your own. Highly effective teachers seek to influence and manage children’s behaviour. If teachers are determined to control a class they often find that classroom interactions become more hostile and they, in turn, become increasingly demanding with a heavy reliance on punishment. The other end of the attitude spectrum is the teacher who needs to be a ‘best friend’ to children, which can lead to blurred boundaries and some children will feel socially excluded. 2. Taking poor behaviour personally All behaviour is purposeful in the sense that it attempts to either gain something, usually peer kudos or attention, or not lose something, usually saving face in front of their friends. You can avoid this by:    

Modelling the behaviour you want rather than react to the behaviour you’re getting. Looking to find solutions to behavioural issues in a professional and measured way as part of the challenge of the job. Managing your emotions and being optimistic that a way forward will be found in time. Keeping things in perspective; remember the things you do well and avoid focussing on things that have gone badly.

3. Criticising the person rather than the behaviour Really effective relationships are built on distinguishing what someone does - their behaviour -from the actual person. For example, if a teacher says: ‘Don’t be so spiteful!’ the child will feel personally attacked. Criticising the specific behaviour is a more effective strategy as it gives pupils an opportunity to learn and modify their behaviour. The same teacher could say instead, ‘Calling Rebecca names is hurtful behaviour.’

7

4. Not giving children a second chance If a child behaves poorly give them a chance to start afresh. If you don’t allow children to make amends it can limit their relationship with you and damage their self-esteem. It’s also unlikely that there will be any positive change. “I learned this the hard way,” says Rana Siddique, secondary school teacher. “I had a ‘I’ll say it once” type approach, followed by an appropriate punishment, such as missed playtime. But I know it was too harsh, as there were some children who really would have modified their behaviour had I given them a second chance,” she says. 5. Making threats If you make threats of any kind or personal, derogatory remarks, this can only lead to a hostile relationship, damaged self-esteem, and worsening behaviour. Threats tend to have an intimidating and bullying tone and are often said in an emotional way. For example, if a teacher says: ‘Nathan if you talk ONE more time that’s your playtime gone!’ it sets up both a threat and a challenge whereas ‘Nathan if you continue to interrupt you’ll be choosing to lose three minutes of playtime’, makes the request and consequent action fair and clear. 6. Inconsistent approach Often this presents as giving warnings or sanctions but not carrying them through or applying sanctions and then letting children off. Children of all ages need to know where they stand and that the adult is consistent and cares enough to say no, mean no, and follow through when necessary. “I tried to improve the behaviour of my class by constantly giving warnings,” says Maria Taylor, primary school teacher. “But I failed to follow them through. Needless to say, they ran amok,” she says. Andy Vass is co-author of ‘The Behaviour Management Pocketbook’ (Education Resource of the Year 2005), and other titles. He has worked in education for the past 31 years as teacher, headteacher and latterly coach, trainer and consultant. Andy has worked as a consultant to the DfES and has contributed to the Government’s National Behaviour and Attendance Strategy. www.andyvass.net

8