Behaviour Policy

Aims

To develop a whole school behaviour policy supported and followed by the whole school community, parents, teachers, children and governors, based on a sense of community and shared values.
By applying positive policies to create a caring, family atmosphere in which teaching and learning can take place in a safe and happy environment.
To teach, through the school curriculum, values and attitudes as well as knowledge and skills. (This will promote responsible behaviour, encourage self-discipline and encourage in children a respect for themselves, for other people and for property)
To encourage good behaviour rather than to simply punish bad behaviour by providing a range of rewards for children of all ages and abilities.
To make clear to children the distinction between minor and more serious misbehaviour and the range of sanctions that will follow.
To treat problems when they occur in a caring and sympathetic manner in the hope of achieving an improvement in behaviour

Home-School Agreement

The Home school Agreement is a three-way contract between parents, children and the school. All parties must accept their responsibility in ensuring that Pippins is a happy and safe place in which to work. It is important that both parents and children discuss the contents of the Home-School Agreement with the children. There are two separate versions of the agreement (Appendices 1 and 2) depending upon the age of the child. It is signed by the Headteacher, the child and the parent and then kept at school.

Children are expected to:

This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning.

Parents

An effective Behaviour Policy requires close co-operation between parents, teachers and children. Parents also sign the Home-School agreement and agree to:

See that their son/daughter goes to school regularly, on time and properly equipped.
Make the school aware of any concerns or problems that might affect their son’s/daughter’s work or behaviour.
Support the school’s policies and guidelines for behaviour.
Support their son/daughter in homework and other opportunities for home learning.
Attend parent’s evenings and discussions about their son’s/daughter’s progress.
Get to know about their son’s/daughter’s life at school.
Inform the school as soon as possible if their child is going to be absent.
Take holidays outside term time

Incentive Scheme

A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. Praise is far more effective than criticism in motivating children and it is important that children are 'caught being good' as often as possible. This is the responsibility of all adults working within Pippins School.

The Pippins School scheme is based on merit awards through which children can be rewarded for academic and non-academic achievements, for effort and for being caring, and for all aspects of good work and behaviour.

The children in The Foundation Stage and Key Stage 1 may be given incentive stickers. The children in Key Stage 2 have been divided up into four houses (Britannia, Comet, Trident and Viscount), with family groups remaining in the same houses. Children are awarded houses for thoughtfulness, being helpful, good work etc. The total number of points for each house are counted up at the end of the week, and the winning house is announced in assembly. A chart will show the progress of all the houses each week.
The children in Key Stage 1 will start the House System in the Summer Term 2009.

Also individual merit certificates celebrating achievements will be awarded in assembly each week, for example, for outstanding work, for consistently good behaviour or for sporting achievement. Children will also have the chance to share their achievements from both home and school during the merit assembly.

Most children respond to this positive approach where their efforts are seen to be valued, and make considerable efforts to improve their work, and, where necessary, their behaviour.

Sanctions

Sadly, there will be times when children are badly behaved. Children need to discover where the bounds of acceptable behaviour lie, as this is a part of growing up.

Minor breaches of discipline are generally dealt with by the, class teacher in a caring, supportive and fair manner, with some flexibility regarding age of the child, as far as sanctions are concerned.

Each case is treated individually. Generally children are made aware that they are responsible for their own actions and that there will be a consequence for breaking rules.

Normal sanctions include a verbal reprimand and reminder of expected behaviour, loss of free time such as playtimes, moving to sit alone, sending work home, letters of apology and loss of responsibility.
It must always be made clear why the sanction is being applied and what changes in behaviour are expected. Group punishment is avoided as this can lead to resentment. It should always be the behaviour that is punished and not the child.
Parents will be involved at the earliest possible stage, if problems are persistent or recurring. A behaviour modification plan may be drawn up to address the issues that are causing concern with parents’ support.
Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving the school premises without permission, verbal abuse, refusal to work and disruptive behaviour in class.

This type of behaviour is rare and it is the responsibility of the Key Stage Leader in the first instance and then the Headteacher to deal with it appropriately.

Care and Control of Children in the Classroom

At all times staff should encourage good behaviour through praise and rewards. No member of staff must in any way physically chastise a child.

If there is a need for sanctions then the following may be used, depending on each
child’s needs:

Redirect to another activity
Talk to the child – discuss what has happened
Discussion in groups or whole class
Move the child from the group to work on his/her own
Time out in the classroom – a set area in each class is designated where the rules are visually displayed. The child spend an agreed period of time to reflect and calm down

Reflection sheets – In the case of time out, the child completes a reflection sheet which ranges from drawing a picture of what they would do differently next time to a written reflection for the older/ more able children. If a child has to complete 3 reflection sheets, the parent is called in by the class teacher, supported by the Key Stage Leader if required

Repeat work
Miss playtime (but must be supervised)
Behaviour modification programme – setting targets

Pre-arranged Internal exclusion – child spends time in another class, undertaking activities set by their own class teacher

Incorrect behaviour must be discussed, the school rules and Home School Agreement referred to and the correct behaviour in the given situation talked through.
The Home School Agreements should be kept in the classroom and referred to at the start of each new term.

Lunchtime Supervision

At lunchtime, supervision is carried out by the Supervisor and a team of Dinner Ladies. The Supervisor can refer to the Headteacher or the Deputy Headteacher if necessary. The Supervisor and Dinner Ladies are expected to maintain order. Usually this consists of reminding children of the standard of behaviour expected. The Headteacher or Deputy Headteacher will be available at lunchtimes to deal with any incidents that may arise. Children who misbehave may be sent in from the playground to the time out bench to take the heat out of the situation. The Supervisor and Dinner Ladies must be treated with the respect expected by all adults at Pippins School. Verbal or physical abuse will not be tolerated.
If a child has to be sent to the bench on more than three occasions in a week, their parent will be informed.

Care and Control of the Children in the Playground

At all times staff should encourage good behaviour through praise and rewards. No member of staff must in any way physically chastise a child.

If there is a need for sanctions then the following may be used, depending on each
child’s needs:

Non-verbal cues, looks, gestures
Verbal warning
Time out on the bench
Child has to walk around with the adult on the playground for a fixed time
Child sent in to the library – their name is recorded and if sent in three times in a week, the parents informed
Persistent or serious misbehaviour at lunchtime may result in loss of privileges and playtimes.

Procedures for Dealing with Major Breaches of Discipline

A verbal warning by the Headteacher or Deputy Headteacher as to future conduct
Withdrawal from the classroom for the rest of the day
A letter to parents informing them of the problem
A meeting with parents, and either a warning given about the next stage unless there is an improvement in the child’s behaviour

If the problem is severe or recurring then exclusion procedures are implemented after consultation with the Governing Body

A case conference involving parents and support agencies
Permanent exclusion after consultation with the Governing Body and the LEA
Parents have the right of appeal to the Governing Body against any decision to exclude

NB A very serious problem may result in the normal procedure being abandoned and a child being taken home straight away.

Incident Book

This is used to record:

Any incidents involving a child, or anyone employed in school which results in personal injury or damage to property
Loss, theft, or damage to property
Any other incidents or matters of a serious nature

These incidents are ones which may give rise to disciplinary or legal action or become a matter of public interest (for example confrontational incidents, absconding etc).