Behaviour & Conduct Policy

Hindsford CE School

Name of Policy: Behaviour & Conduct

Statement of Intent

Hindsford CE Primary School expects ALL pupils to display high standards of behaviour at all times.  In doing so, we believe that the school environment will be more conducive to high quality learning and will have an ethos of respect and community.  The following rules are applied by all pupils and adults to all aspects of school life:

  • We show respect for other people and their property at all times
  • We listen when someone is speaking to us and follow instructions first time
  • We always use an appropriate level of noise for the activity we are involved in
  • We will always walk in and around school in a quiet, orderly manner ans ask before leaving the classroom
  • Bad language, name calling and hurtful comments are not acceptable
  • We keep hands, feet and objects to ourselves

Within class we will also aim to meet our TEAM expectations. TEAM stands for Targetting Effort, Attainment and Motivation. The TEAM expectations and TEAM reward day have been conceived in order to ensure that all children are incentivised and rewarded regardless of age, gender, ability or SEN status. It also enables children to understand the importance of making an effort and being motivated to acheive results, whether this is in school or beyond.

The TEAM expectations are as follows:

  • We show respect for other people and their property at all times
  • We listen when someone is speaking to us  and follow instructions first time
  • We always use an appropriate level of noise for the activity we are involved in
  • Bad language, name calling and hurtful comments are not acceptable
  • We keep hands, feet and objects to ourselves
  • We will always try our best to complete work on time
  • We will always aim to complete or work carefully, neatly and to the best of our abilities

The TEAM expectations are embodied in the class rules agreed  by the children in each class at the beginning of the school year.

REWARDS AND SANCTIONS

(a)   REWARDS

Hindsford CE Primary School believes in positive reinforcement as its primary behaviour management strategy.  The main rewards used at this school are:

TEAM Stamps/TEAM Reward Day

  • Each Friday every child who has met the TEAM expectations in class will receive a TEAM stamp in their planner
  • There will be at least 1 week per term in which children may be awarded double stamps for continued good behaviour (these weeks will be communicated by SLT as soon as possible  at the beginning of each term)
  • Each term a minimum required number of stamps will be communicated in advance. Every child who achieves this minimum by the agreed cut-off date ( usually the pentultimate week of term) will win a place on the TEAM reward day (which will usually be held in the last week of term)
  • The TEAM event wil be organised by SLT and paid for by the school at no cost to the pupils or their families
  • The minimum target, exact details of the TEAM event and the date upon which it will take place will be communicated by SLT as soon as possible at the beginning of each term

Class Dojo Points

Class Dojo is a web based merits system – www.classdojo.com. Every child will receive a username and password for their own Dojo character which will be assigned to their year group. Parents and carers will be invited t register their own e mail details with thier chid’s login in order that they can see the rewards their child receives in school.

Class Dojo points will be awarded at the teacher’s discretion for many forms of good and outstanding behaviour, including:

  • Paying attention in class/giving good answers
  • Outstanding classwork/homework
  • Exceptional effort
  • Excellent teamwork
  • Displaying exemplary behaviour
  • Modelling good manners
  • Special stripy/silver book entries
  • Winning the lining up challenge at the end of break (worth 2 dojos per child)

The number of class Dojos awarded will be at the class teacher’s discretion.

Pupils and parents have access to their online profiles in order to see how/why/when Class Dojo points have been awarded.

The Class Dojo reward system works as follows:

  • all students start the academic year with 0 dojos
  • dojos are not reset until the end of the academic year
  • when a student attains 150 dojos they are awarded a Bronze certificate in assembly and a Bronze sticker in their planner
  • when a student attains 300 dojos they are awarded a Silver certificate in assembly, a Silver sticker in their planner and an own clothes day
  • when a student attains 450 dojos they are awarded a Gold certificate in assembly, a Gold sticker in their planner, parents are invited to assembly, a medal and a pencil and an own clothes day

 

Special Stripy Book

Children may be placed in the Special Stripy Book at any time if they complete an outstanding piece of work in class (for any subject). They will receive a sticker, a note in their planner and an extra Dojo.

Silver Book

Children may be placed in the Silver Book if they receive 95% or greater in their spelling test, they achieve their weekly improvement target for Big Maths Beat That tests (the weekly improvement target for BMBT is worked out on an individual class basis by class teachers) and also if they complete a level for their school reading book. They will receive a sticker, a note in their planner and an extra Dojo.

Postcards

Postcards will be sent home to inform parents/carers of exceptional or outstanding behaviour and/or performance in school

Stickers

Stickers will be given out throughout the day by adults when appropriate. This can be inside or outside of the classroom.

Free Choice

Free choice will take place for 30 minutes each Friday lunchtime for children who have displayed good behaviour all week and have not had their name entered in the yellow, blue or red book.

(b)   SANCTIONS

Good discipline is essential for children to learn.  In order to maintain a safe and effective working environment, we offer a ‘blue’, ‘yellow’ and ‘red’ book system. It is hoped, at any stage that prior warnings will be enough to allow children  to adjust their behaviour such that they do not require further sanctions.

The yellow book is used only at break and lunchtimes for children who cause potential issues on the playground through answering back, not following instructions, fighting or rough play, etc. The procedure for the Yellow Book is as follows:

  1. Verbal warning – if negative behaviour persists:
  2. Final verbal warning (name placed in warning book) – if negative behaviour persists:
  3. Time out (children asked to spend time , at the discretion of the Pastoral Team, at the side of the playground to reflect upon their behaviour – if negative behaviour persists:
  4. Yellow Book entry (loss of that weeks Free Choice and loss of that weeks TEAM stamp)

The blue book is used for children who cause low level disruption.  (ie. children who are not meeting the TEAM expectations). The procedure for this is as follows:

1. Verbal warning – if negative behaviour persists:

2. Amber warning (name written on Woops board) – if negative behaviour persists:

3. Red warning (name written on whoops board); 10 minutes  of next available playtime spent in the time out zone for reflection. Class teachers will also intervene at this time. They will spend a few minutes with the child, in private, to explain why they have been placed in the Red warning and what they need to do to ensure they do not escalate poor behaviour any further. The child should be given an opportunity to discuss their frustrations/reasons for their behaviour. It may be useful at this stage to discuss the child’s emotions on the Three Point Scale in order to help them manage their behaviour for the rest of the day. – if negative behaviour persists:

4. Blue Book (name written on whoops board); loss of that week’s Free Choice; loss of that week’s  TEAM stamp)

Entry into the Blue Book may on occasion also be used as a short, sharp warning for poor behaviour (eg. refusal to listen to instructions) when the offence is serious enough to bypass any prior warnings but not considered to necessitate a red book entry. In such instance the blue book entry will still incur the loss of that week’s Free Choice and TEAM stamp.

The red book is used for children who cause frequent (as defined by 3 blue or yellow book entries in a single term) disruption or for isolated yet serious incidents.  (eg. physical aggression towards staff). If a child has their name entered into the red book, this will trigger the PATHS process.

PATHS (Partnership Agreement to Help Students)

If a child receives an entry in the Red Book, Mr Wigman will be informed and he will set up a meeting between school, parents and the child. Members of staff to attend the meeting will ususally be the Mr Wigman and the Class Teacher, although this may vary according to the child’s and/or the issue that has led to the PATHS process being implemented. The meeting will be set up as sson as possible (ideally the same or next working day as the Red Book entry) and will be an opportunity to openly discuss a child’s behaviour and  what can be to support the individual to make a positive change.

The PATHS meeting will be a formal but private matter, chaired by Mr Wigman, during which a range of historical behaviour issues (as documented by the Blue Book) and their triggers can be discussed in non-confrontational environment. This is very much an opportunity for the child and parents to share their views with school in terms of what behaviour patterns may be sen at home, or what concerns may be ongoing of which school needs to be aware. At the same time, school will be clear with parents and the child as to what the issues have been and what expectations are moving forward.

At the end of the PATHS meeting a number of behaviour targets (one or more as applicable) will be agreed towards which all parties will work for a period of between one and three weeks (depending on the issues and the targets involved). An agreement will also be made as to what privilege will be at stake  dependent on the outcome of the PATHS process. The privilege can be one that is held in school or that is normally carried out at home – what matters is that it is valued by the student  and therefore is of significant consequence. It must also be a fair choice of privilege that must be agreed jointly by school and the parents on behalf of the child. Ultimately  it will be agreed that if the child alters their behaviour successfully, they will receive their privilege; conversley if they are unable to make significant, positive change, then they will have the privilege removed.

During the course of the PATHS process, school, parents and child will meet weekly to check and review progress and make comments in the PATHS document accordingly. In this way the pupil’s progress can be monitored closely and it will be clear what the next steps need to be. A week long PATHS process will therefore have a total of two PATHS meeting; a two week long PATHS process will have three meetings and so on. At all times, all parties (home, school and child) will be open, honest and non-confrontational – the process is one of support and nurture rather than one that is destined to finish with a negative consequence.

This noted, it should be made clear that at the end of the agreed PATHS process, there are a number of potential outcomes:

  1. The pupil has successfully adapted their behaviour and they can be released from the PATHS process with their privilege in tact.
  2. The pupil has not fully met their behaviour targets and it may be agreed to run a further PATHS process for another period of up to three weeks (the privilege from the the first PATHS process may or may not be kept – this will be agreed in the review meeting.
  3. The pupil has not met their behaviour targets and shows no significant engagement. This will result in a referral to the SLT/Headteacher who will then consider a fixed term exclusion depending on the severity or frequency of entries.

Please note that PATHS can also be used independently  of a Red book entry if the process would benefit the child and/or child’s family in some way (ie. it does not have to be solely triggered by a red, yellow or blue book entry but can be designed to meet other needs as appropriate.

Time Out/Thinking Time

If an instance of disruption occurs (e.g. if a child is momentarily angry or upset in class) the class teacher may ask the child to take some time out (a few minutes of reflection) in the classroom, before necessarily continuing with sanctions as per the behaviour policy. For younger children this may take the form of a ‘Time Out’ area or chair where the child will be asked to reflect on their behaviour for a short time before re-joining their classmates with the ongoing activity. For older children this reflection can still be achieved within the normal setting of the classroom. If the child’s issue persists beyond a short period of reflection, the class teacher may decide to take appropriate action. This may be through the use of a warning on the Whoops board (i.e. following behaviour policy) or it may be decided that a Blue or Red Book entry may be appropriate (depending on the situation). Another option available to class teachers in this situation is to ask the child to be withdrawn from class for a short period of time (to be defined by the class teacher) with a supervising adult in order that any underlying issues or concerns can be discussed in a more private manner. Please note that such action is only to be undertaken in exceptional circumstances and should the need arise more than a few times over a term then it should trigger an intervention/support for the child through the pastoral team.

EXCLUSIONS

Any exclusion will be reported in writing to the Chair of Governors and reported to the full governing body via the headteacher’s report. After any fixed term exclusion, parents and the pupil will be expected to attend a reintegration meeting.

REASONABLE FORCE

All members of school staff have a legal power to use reasonable force.  The power applies to any member of staff at the school.  It can also apply to people whom the head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying children on a school organised visit.  School can use reasonable force to:

  • Remove a disruptive pupil from the classroom where they have refused to follow an instruction
  • Prevent a pupil behaving in a way that disrupts a school event or a school visit
  • Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others
  • Prevent a pupil from attacking a member of staff or another pupil, or to stop a disturbance in the playground
  • Restrain a pupil at risk of harming themselves through physical outbursts

In writing this policy, it is acknowledged that reasonable adjustments will be made for pupils with Special Educational Needs.

Any event in which reasonable force has been deemed necessary, will be recorded and logged in writing and parents will be informed.

VALUES

At Hindsford CE Primary, pupils and adults adhere to a set of core values.  These are the values which our whole school community endeavour to refer to in everyday exchanges.  Each class has been assigned a value which they will be responsible for promoting in and around school and identifying in others. Children will be praised and rewarded for showing these values in their behaviour throughout the school day.

This policy will be reviewed annually.

 

 

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