Behaviour Policy
GREENFYLDE CHURCH OF ENGLAND FIRST SCHOOL
BEHAVIOUR MANAGEMENT POLICY
The principles
This policy should be taken as part of the overall strategy of the school and operated within the context of our vision, aims and values as a Church of England School.
The staff and governors of Greenfylde School believe that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. It seeks to create a caring and learning environment in the school by:
· Promoting good behaviour and discipline;
· Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;
· Ensuring fairness of treatment for all;
· Encouraging consistency of response to both positive and negative behaviour;
· Promoting early intervention;
· Providing a safe environment free from disruption, violence, bullying and any form of harassment;
· Encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the school's policy and associated procedures.
Roles and responsibilities
The Governing Body will establish in consultation with the headteacher, staff and parents the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to pupils and parents, is non-discriminatory and the expectations are clear. Governors will support the school in maintaining high standards of behaviour.
The headteacher will be responsible for the implementation and day-to-day management of the policy and procedures. Support for staff faced with challenging behaviour is also an important responsibility of the headteacher.
Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff is essential. Staff have a key role in advising the headteacher on the effectiveness of the policy and procedures. They also have responsibility, with the support for the headteacher, for creating a high quality learning environment, teaching good behaviour and implementing the agreed policy and procedures consistently.
The Governing Body, headteacher and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of pupils are listened to and appropriately addressed.
Parents and carers will take responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the school in maintaining high standards of behaviour and will have the opportunity to raise with the school any issues arising from the operation of the policy.
Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Pupils also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.
Procedures
The procedures arising from this policy will be developed by the headteacher in consultation with the staff. The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved and will have a clear ratationale which is made explicit to staff, pupils and parents. The procedures will be consistently and fairly applied and promote the idea of personal responsibility and that every member of the school has a responsibility towards the whole community.
We believe that the best way to achieve good standards of behaviour is to be positive and praise/reward good behaviour. This is backed up with sanctions where behaviour is less than acceptable.
Rewards
A school ethos of encouragement is central to the promotion of good behaviour. Rewards are one means of achieving this. They have a motivational role in helping pupils to realise that good behaviour is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups.
At the simplest level, these will include:-
· A smile
· A comment; "Well done" etc.
· Being sent to another person to tell them about what you have done
· Being sent to the headteacher to receive a sticker and mention in a 'special assembly'.
'Golden Time'
The principles of Golden Time are set out below. This is a system where all children are rewarded regularly for behaving well.
· The children and teacher in each class agree a number of 'Golden Rules' that all class members will be expected to follow.
· They will also agree a number of activities that can go on during Golden Time. These may be educational games, reading, playing football (supervised) in small groups, using the computer, etc.
· Every week there will be a timetabled 30-minute Golden Time when children can do these activities. Children will 'sign up' for the activities beforehand. ALL CHILDREN have the opportunity to take part in this time.
· If a child, during the course of lessons, breaks a Golden Rule, they will be warned by the teacher about losing some Golden Time. If they repeat the behaviour, they lose 5 minutes of Golden Time
· Children can, of course, lose more than 5 minutes, but will lose time in 5-minute chunks.
· However, the teacher will give the child chance to earn the time back by proving that they can behave well at some other time or in some other way. If they do earn it back, they get the full Golden Time.
· If a child has to lose some Golden Time, they sit and watch the others during the session, for however long they have missed.
· Once time has been lost the 'slate is wiped clean' and everything starts again from a fresh start.
A flow chart explaining this is also attached. Golden Time is very effective in promoting and maintaining good behaviour.
Lunchtimes
We also have a system of behaviour management at lunchtimes. This is briefly as follows:-
· Unacceptable behaviour (i.e. kicking, punching, swearing at any adult, defiance, spitting, biting or violent temper) results in the child being sent to the teacher or to me. The parents may be contacted if appropriate or if the behaviour is being repeated.
· Where children show other, less severe, unacceptable behaviour they receive a warning from one of the lunchtime supervisors on duty. If they carry on a 'Yellow Card' is written for the child by the supervisor. This will state the child?s name and their behaviour.
· The Supervisor will discuss this with the child and will give the child opportunity to redeem the Yellow Card by proving that they can behave well. If they do, the card is destroyed.
· If they do not redeem the card it will be given to me and placed in a 'Lunchtime Book'
'. I discuss the Yellow Card with the child, and what they need to do to improve the behaviour.
· After two weeks I will see the child again and the reason for the card is discussed. The card will be removed from the book. The child has a fresh start.
· Once every half term there is a 'Yellow Card Treat'. Every child in the school will receive a small treat, except those with Yellow Cards in the Lunchtime Book. The timing of the treat will vary, so those who happen to be in the book may just be unfortunate!
· If a child receives three Yellow Cards in one week (i.e. five days) I insist that parents take the child home for lunch the next day.
Again, this is a system that rewards all children for good behaviour, but is fairly simple to administer. It is easily understood by the children. A flow chart is attached.
Sanctions
Sanctions are needed to respond to inappropriate behaviour. Other than the use of the above, the following sanctions may be used if deemed necessary:-
· Various measures within the classroom, e.g. being 'told off', being moved to another seat or working on your own.
· Being asked to go to another classroom to work for a short period.
· Being sent to the headteacher.
· The teacher or the headteacher may contact the parents if the behaviour is serious or repeated.
· As a very last resort, a child might be excluded. There have been no official exclusions in the last three years.
There are two types of exclusion:-
· Temporary - a child is excluded for a fixed number of days, up to a maximum of 15 per term.
· Permanent - the child is not allowed to return to the school. There are parental appeal procedures that can be made against these exclusions.
A range of sanctions are clearly defined in the procedures and their use will be characterised by clarity of why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. The procedures make a clear distinction between the sanctions applied for minor and major offences.
Training
The Governing Body will ensure that appropriate high quality training on all aspects of behaviour management is provided to support the implementation of the policy.
Interrelationship with other school polices
In order for the behaviour policy to be effective, a clear relationship with other school policies particularly equality of opportunity, special educational needs and anti-bullying, has been established.
Involvement of outside agencies
The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all pupils are met by utilising the range of external support available.
Review
The head, in consultation with the staff, will undertake systematic monitoring and conduct regular reviews of the behaviour management policy and procedures in order to evaluate them to ensure that the operation is effective, fair and consistent. The head will keep the Governing Body informed.
The Governing Body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the headteacher, staff and parents.
The outcome of the review will be communicated to all those involved, as appropriate.
BEHAVIOUR MANAGEMENT POLICY
The principles
This policy should be taken as part of the overall strategy of the school and operated within the context of our vision, aims and values as a Church of England School.
The staff and governors of Greenfylde School believe that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. It seeks to create a caring and learning environment in the school by:
· Promoting good behaviour and discipline;
· Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;
· Ensuring fairness of treatment for all;
· Encouraging consistency of response to both positive and negative behaviour;
· Promoting early intervention;
· Providing a safe environment free from disruption, violence, bullying and any form of harassment;
· Encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the school's policy and associated procedures.
Roles and responsibilities
The Governing Body will establish in consultation with the headteacher, staff and parents the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to pupils and parents, is non-discriminatory and the expectations are clear. Governors will support the school in maintaining high standards of behaviour.
The headteacher will be responsible for the implementation and day-to-day management of the policy and procedures. Support for staff faced with challenging behaviour is also an important responsibility of the headteacher.
Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff is essential. Staff have a key role in advising the headteacher on the effectiveness of the policy and procedures. They also have responsibility, with the support for the headteacher, for creating a high quality learning environment, teaching good behaviour and implementing the agreed policy and procedures consistently.
The Governing Body, headteacher and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of pupils are listened to and appropriately addressed.
Parents and carers will take responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the school in maintaining high standards of behaviour and will have the opportunity to raise with the school any issues arising from the operation of the policy.
Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Pupils also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.
Procedures
The procedures arising from this policy will be developed by the headteacher in consultation with the staff. The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved and will have a clear ratationale which is made explicit to staff, pupils and parents. The procedures will be consistently and fairly applied and promote the idea of personal responsibility and that every member of the school has a responsibility towards the whole community.
We believe that the best way to achieve good standards of behaviour is to be positive and praise/reward good behaviour. This is backed up with sanctions where behaviour is less than acceptable.
Rewards
A school ethos of encouragement is central to the promotion of good behaviour. Rewards are one means of achieving this. They have a motivational role in helping pupils to realise that good behaviour is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups.
At the simplest level, these will include:-
· A smile
· A comment; "Well done" etc.
· Being sent to another person to tell them about what you have done
· Being sent to the headteacher to receive a sticker and mention in a 'special assembly'.
'Golden Time'
The principles of Golden Time are set out below. This is a system where all children are rewarded regularly for behaving well.
· The children and teacher in each class agree a number of 'Golden Rules' that all class members will be expected to follow.
· They will also agree a number of activities that can go on during Golden Time. These may be educational games, reading, playing football (supervised) in small groups, using the computer, etc.
· Every week there will be a timetabled 30-minute Golden Time when children can do these activities. Children will 'sign up' for the activities beforehand. ALL CHILDREN have the opportunity to take part in this time.
· If a child, during the course of lessons, breaks a Golden Rule, they will be warned by the teacher about losing some Golden Time. If they repeat the behaviour, they lose 5 minutes of Golden Time
· Children can, of course, lose more than 5 minutes, but will lose time in 5-minute chunks.
· However, the teacher will give the child chance to earn the time back by proving that they can behave well at some other time or in some other way. If they do earn it back, they get the full Golden Time.
· If a child has to lose some Golden Time, they sit and watch the others during the session, for however long they have missed.
· Once time has been lost the 'slate is wiped clean' and everything starts again from a fresh start.
A flow chart explaining this is also attached. Golden Time is very effective in promoting and maintaining good behaviour.
Lunchtimes
We also have a system of behaviour management at lunchtimes. This is briefly as follows:-
· Unacceptable behaviour (i.e. kicking, punching, swearing at any adult, defiance, spitting, biting or violent temper) results in the child being sent to the teacher or to me. The parents may be contacted if appropriate or if the behaviour is being repeated.
· Where children show other, less severe, unacceptable behaviour they receive a warning from one of the lunchtime supervisors on duty. If they carry on a 'Yellow Card' is written for the child by the supervisor. This will state the child?s name and their behaviour.
· The Supervisor will discuss this with the child and will give the child opportunity to redeem the Yellow Card by proving that they can behave well. If they do, the card is destroyed.
· If they do not redeem the card it will be given to me and placed in a 'Lunchtime Book'
'. I discuss the Yellow Card with the child, and what they need to do to improve the behaviour.
· After two weeks I will see the child again and the reason for the card is discussed. The card will be removed from the book. The child has a fresh start.
· Once every half term there is a 'Yellow Card Treat'. Every child in the school will receive a small treat, except those with Yellow Cards in the Lunchtime Book. The timing of the treat will vary, so those who happen to be in the book may just be unfortunate!
· If a child receives three Yellow Cards in one week (i.e. five days) I insist that parents take the child home for lunch the next day.
Again, this is a system that rewards all children for good behaviour, but is fairly simple to administer. It is easily understood by the children. A flow chart is attached.
Sanctions
Sanctions are needed to respond to inappropriate behaviour. Other than the use of the above, the following sanctions may be used if deemed necessary:-
· Various measures within the classroom, e.g. being 'told off', being moved to another seat or working on your own.
· Being asked to go to another classroom to work for a short period.
· Being sent to the headteacher.
· The teacher or the headteacher may contact the parents if the behaviour is serious or repeated.
· As a very last resort, a child might be excluded. There have been no official exclusions in the last three years.
There are two types of exclusion:-
· Temporary - a child is excluded for a fixed number of days, up to a maximum of 15 per term.
· Permanent - the child is not allowed to return to the school. There are parental appeal procedures that can be made against these exclusions.
A range of sanctions are clearly defined in the procedures and their use will be characterised by clarity of why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. The procedures make a clear distinction between the sanctions applied for minor and major offences.
Training
The Governing Body will ensure that appropriate high quality training on all aspects of behaviour management is provided to support the implementation of the policy.
Interrelationship with other school polices
In order for the behaviour policy to be effective, a clear relationship with other school policies particularly equality of opportunity, special educational needs and anti-bullying, has been established.
Involvement of outside agencies
The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all pupils are met by utilising the range of external support available.
Review
The head, in consultation with the staff, will undertake systematic monitoring and conduct regular reviews of the behaviour management policy and procedures in order to evaluate them to ensure that the operation is effective, fair and consistent. The head will keep the Governing Body informed.
The Governing Body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the headteacher, staff and parents.
The outcome of the review will be communicated to all those involved, as appropriate.