BEHAVIOUR POLICY

Kings Park Primary School
Behaviour Policy

October 2009

Aims & Objectives

To work in partnership to create a safe secure and happy learning environment with a positive ethos

To encourage children to develop self discipline, self control and independence

To ensure that everyone adheres to the school code of conduct

To ensure equal opportunities and fairness for all

To encourage the support of parents and develop open communication to establish a consistent approach to behaviour

Code of behaviour
The code of behaviour should be simple but accessible to all. It must be easy to understand and cover the whole way we interact with each other in school. Children will not understand the full meaning of the rules just by being told them. The rules must be explained and demonstrated and must be modelled by adults.

School Golden Rules
1) Be polite and respect each other
2) Look after our school
3) Move around the school safely and quietly
4) Always try your best

These rules will be displayed around the school and discussed, explained and reinforced in assemblies and other whole school; events.

Class behaviour agreement (‘rules or charter’)
At the beginning of each year all classes will discuss and agree and class code of conduct. This will be displayed prominently in the class and referred to regularly

Behaviour categories
These behaviour categories are useful because they provide guidance

General Naughtiness More serious incidents Very serious incidents Incidents that may lead to exclusion
Unsociable behaviour at lunchtime Misuse of classroom equipment (eg scissors) Inappropriate touching Physically violent behaviour (fights or physical attacks on others)
Wasting resources Name calling Theft Bullying (ie repeated and persistent threatening, intimidating or harming behaviour)
Crude behaviour (Passing wind, belching) Doing no work Swearing at another person Extreme vandalism
Wandering around the classroom Throwing or flicking objects in the classroom or out of windows Threatening or intimidating behaviour Abusive behaviour (physical or verbal)
Irritating noises Spitting Name calling related to gender, race or appearance
Interfering with other peoples property Repeatedly telling lies Stone throwing or any dangerous play
Chewing gum or eating sweets Unhelpful, uncooperative behaviour Vandalism
Calling out or shouting Teasing or deliberately ‘winding up’ other children Refusal to follow safety instructions
Telling lies Pocking, pushing or prodding Answering back or arguing with an adult
Lateness into class/ lesson Leaving classroom without permission Racist or minority group remarks or behaviour
Lolling over desk/ swinging on chairs Misuse of toilet and wash area Refusing to go to the Head or Deputy
Fidgeting Leaving school premises
Abrupt one word responses (Yeh! No!) to adult
Dropping litter
Wearing a cap or outdoor coat in school
Talking while teacher is talking

Good Class management supports good behaviour
Children who behave poorly often exhibit chaotic and unorganised behaviours. They find changes in routine and uncertainty difficult to cope with. They often display other learning or social difficulties. Knowing what they have to do, and what they need to do next, help children to take control of their behaviour.

A well organised class with good routines supports good behaviour. Timetables and targets help children understand what they need to do next and reduce uncertainty. Orderly and tidy environments with things in familiar places promote a feeling of security. Routine, clear instructions and learning objectives support good behaviour. A class seating plan for older children ensures a secure personal space. Clear expectations and clear rewards and sanctions consistently applied are essential. Setting time-constrained activities and mini targets during lessons help children to focus and reduces distractions. Ensuring that the level of the work set meets the needs and ability of the child ensures good motivation and concentration.

All teaching staff maintain a positive atmosphere in lessons through praise and encouragement. Most low level behaviour in the class (General naughtiness – see above) will be dealt with by the Teacher or Teaching Assistant by a look or comment. Rewards and praise should be frequent and varied to suit the activity. Children should be made aware of the nature of the reward how they win rewards.

More serious incidents (see above) need to be dealt with seriously with clear sanctions.

Rewards and Sanctions

It is important that there is consistency across the school in the way we sanction poor behaviour and reward good conduct. As much as is possible, systems for sanctions and rewards should remain separate. If a child displays poor behaviour the sanction should be carried out to fit that behaviour. We should not allow a good choice in another context to ‘win back’ and reverse that sanction. For example if a child calls another child a rude name and is sanctioned, that sanction must be carried out – even if the child is then good and says they are sorry. The child who is hurt must see justice being carried out or they will see no reason to adhere to the system. Reward must be plentiful and clearly linked to good acts. Under this system there is no problem for a child to receive a reward for good things on the same day as they have a sanction.

Rewards

Whole school
- House points
- Certificates in celebration assembly
- Stickers
- Send to head/ deputy for reward

Class
There are a variety of rewards currently in use in the class. These vary from a golden time at the end of the week to daily rewards, merits, beads in a jar, stickers on a chart. There is no agreement as yet as what system is used. It is not necessary that there is absolute consistency across the school – however it was clear that different key stages approached rewards in different ways and should agree on the same systems.

Reception – names on the rainbow and stickers

Key stage 1 – names on the sun and stickers

Key stage 2 – variety of approached including golden time

Sanctions

Foundation
Event Action Sanction
1st Verbal Warning
2nd Name on rain cloud Time out
3rd & serious Name on thunder cloud Time out in another class and talk to parents
4th & serious Sent to Head/ Deputy Parents informed
5th & serious Parents to see Head

Key stage 1
Event Action Sanction
1st Verbal Warning
2nd Name on grey cloud 5 mins time out in class
3rd Name remains on black cloud Miss play time (supervised by teacher)
4th (or more serious) Name on Black cloud 15 mins time out in another class (informal talk to parents)
5th (continual) Sent to head Parents contacted & possible exclusion
Teacher will keep a behaviour book and keep a daily record of children who require time out or detention.

Key stage 2
Event Action Sanction
1st Name in book Warning
2nd Cross on name Time out table in class
3rd Further cross Playtime detention (Lower KS2) or lunch detention (Upper KS2)
4th Further cross Sent to Head/ deputy
5th Further cross Parents contacted and possible exclusion

Teachers will keep a behaviour book and keep a daily record of children who receive sanctions.

Lower KS2 detention will be supervised by the teacher in the class. Upper KS2 Lunch time detention will be carried out in a classroom and supervised by teachers on a rota.

Morning and afternoon playtime
This will be covered with the same sanctions system as in the classroom.

Lunch time

Lunch time is a time for children to be more relaxed and socialise with others in their age group. Key stages are generally separated during lunch time so that they can play with children of the same age. Each playground has a climbing frame appropriate to the needs of that age group and a range of structure equipment to stimulate play. MDSA’s encourage children to access this equipment and ensure children are constructively occupied. This structure ensures that children generally play without conflict and are fully occupied during lunch. It also means that children have the opportunity to engage in vigorous physical activity and practice physical and coordination skills in a safe and stimulating environment.

Rewards
MDSA’s reward children with stickers and certificates for good behaviour in the dinner hall and in the playground. Certificates for good lunchtime behaviour are also awarded weekly during celebration assembly.

Sanctions
Poor behaviour in the playground is treated as seriously as class room behaviour. MDSA’s use the same behaviour categories (see above) as used by teachers in the class

Event Action Sanction
1st Warning
2nd (or 1st serious) Name in book Time out (5 – 15 minuets depending on incidents)
3rd (or 1st very serious) Name in book Take to senior staff available

MDSA’s will record incidents in a behaviour book.
.
Appendix 1
A model of rights and responsibilities that could be used as a basis for the class rules/ charter

Rights Responsibilities
- To be safe

- To be treated with respect
- To be listened to
- To share opinions
- To be treated courteously by all others in the school community

- To be made fully aware of the school’s systems /policies/ expectations
- To have concerns taken seriously - To behave in a way that keeps themselves and others safe
- To behave respectfully towards other
- To listen to others
- To give opinions constructively
- To model courteous behaviour
- To recognise and acknowledge positive behaviour in others
- To seek information and use lines of communication
- To share concerns constructively

Agreed by Governors December 2009 Review Date: December 2011