Felton C. of E. First School

Policy for Good Behaviour

 Introduction

This document is a statement of the aims, principles and strategies for achieving and maintaining good behaviour at Felton C. of E.  First school.

Rationale

Our school believes the optimal classroom (school) environment is one in which teachers can teach and children can learn.  We believe a positive approach to discipline will raise self-esteem and mutual respect between pupils and staff and through this, achievement will be raised through time on task.  We believe rights bring responsibilities.

Good behaviour at Felton C. of E. First school

 It is reasonable to expect children to behave in a certain way at school.

 Good behaviour is:

·         conforming to established rules

·         keeping control of oneself

·         being punctual

·         respecting school property and the property of others

·        respecting oneself and others

The aims of the Good Behaviour Policy are to:

·         create a school discipline which is fair and consistent for all children

·         ensure all children know the expectations for their behaviour

·         recognise and support positive behaviour with the use of regular praise and rewards

·         establish a safe, orderly, positive environment in which all children and teachers may flourish

·         establish a culture of trust

·         enable all children to make sensible choices about how they behave

·         enable all children to develop self discipline

·         enable all children to develop emotional intelligence

·         encourage understanding and forgiveness of others behaviour

·         enable all children to understand that their actions have consequences

Principles of the Teaching and Learning of Good Behaviour

 Good behaviour is important because

·         it is required and accepted in the wider society, both in every day situations and in the world of work

·         it enables teachers to teach and children to learn

·         it provides a harmonious atmosphere

·         it raises self esteem

Strategies for Achieving Good Behaviour

 An Positive Discipline Plan has been developed by teaching and non-teaching staff in which

·         teaching and non-teaching staff are trained in positive discipline techniques

·         children are expected to adhere to a set of school and classroom rules which are clear and simple to understand and follow

·         children are taught the school  and classroom rules, appropriate to age and understanding by the class teacher

·         the school rules are displayed in school and reinforced by all staff on a regular basis

·         children are expected to adhere to specific rules for work and activities in specific areas of the classroom and outside of the classroom/school grounds

·         children are taught the specific rules by the class teacher

·         children are expected to adhere to a set of playground and safety rules, which are clear and simple to understand and follow.

·         children are taught the playground and safety rules by the class teacher

·         the playground and safety rules are displayed in the school and reinforced by all staff on a regular basis

·         children are expected to adhere to a set of dining room rules which are clear and simple to understand and follow

·         children are taught the dining room rules by the class teacher and lunch time supervisors

·         the dining room rules are displayed in the dining room and reinforced by all staff on a regular basis.

The Rules

 The school rules are

·         We do as we are asked

·         We keep hands, feet and other objects to ourselves

·         We look after our school and each other

·         We walk sensibly and quietly in school

·         We are kind, polite and helpful to everyone

The classroom rules for KS1 are:

·         we listen when the teacher talks

·         we do as the teacher says

·         we are kind to each other

·         we put things back where they belong

·         we talk quietly in the classroom

The classroom rules for KS2 are:

·        we follow directions the first time given

·         we listen carefully when other people are talking

·         we look after our equipment and return it to it’s correct place

·         we ask the teacher if we need to leave the room

·         we work in a safe and caring way

Specific rules will relate to:

·         general safety in and around school

·         technology, art, science and cooking areas etc., where special equipment is required and safe working practices are essential

·         activities such as PE, out of school visits etc.

·         every day situations such as playtimes, the use of the dining room, school assemblies, use of cloakrooms and toilets etc.

·         entering and leaving school

The safety rules are:

·         never leave the school premises without an adult

·         stop as soon as you hear a whistle or bell

·         always follow the adult’s directions the first time given

·         do not go near cars or other vehicles

·         do not throw sticks, stones or snowballs

·         walk to your lines sensibly

·         always tell an adult if you feel frightened or unsafe

·         always tell an adult if you are hurt

The playground rules are:

 What we must do                                 What we must not do

Do be gentle                                         Do not hurt anybody

Do be kind and helpful                         Do not hurt people’s feelings

Do be honest and truthful                    Do not tell lies about yourself or others

Do be respectful                                  Do not be cheeky, swear, or call people names

Do care for your playground                 Do not damage anything, or drop litter

The dining room rules are:

·         walk into the dining room sensibly

·         wait quietly at the serving counter

·         wait for your turn without pushing

·         always say please and thank you to the cook and lunchtime supervisors

·         walk at all times in the dining room

·         use your knife and fork properly

·         do not talk when you are eating or drinking

·         clear away your plate

·         do not leave the dining room until you are directed to do so by an adult

The dining room rules are displayed in the dining room and are taught and reinforced regularly by all members of  the teaching staff, nursery nurses, classroom assistants, dinner nannies and kitchen staff.

Praise and Rewards 

Praise and rewards are important because they:

·         reinforce good behaviour

·         allow children to monitor their progress

·         increase self esteem

·         encourage continued good behaviour

·         celebrate children’s achievement within the school community

Praise and rewards will usually be in the form of:

·         spoken praise

·         letters/messages home

·         special privileges

·         stamps, stickers and certificates

·         choosing an activity or a reward from the box

PRAISE and REWARDS are collected as stickers on each child’s individual reward card

CERTIFICATES are awarded in ‘Special Assemblies’, which are held on a weekly basis. Parents are encouraged to attend the award assemblies each half term when children will share their work and achievements from the topic.

 The criteria for awarding the certificates will be decided by the whole teaching staff prior to the start of each term depending on the length of the term.

 The children will receive the certificates for collecting a given number of stamps or stickers on their reward cards.  Class teachers will keep a separate record of rewards given.

 They are usually awarded as follows, based on a 14 week term :-

·         Bronze        -           30 stickers

·         Silver         -           50 stickers

·         Gold           -           70 stickers

 Children who are absent are not able to collect a good behaviour stamp or sticker during their absence. But are still awarded a certificate if they have achieved 90% attendance.

In addition to stickers for good behaviour on a daily basis children are also awarded reward tickets for special effort, kindness etc which are collected to allow the child to choose from the special rewards box or to gain special privileges.

 Consequences

Consequences are important because they:

·         empower the teacher

·         help children to make sensible choices about the way they behave

·         inform parents of unacceptable behaviour

·         encourage parental support

·         promote consistency and fairness

The consequences of choosing not to follow the rules will usually be in the form of warnings – ALL children should be reminded of the school rules and given the chance to change their behaviour before the teacher moves on to the sequence below:

All children should also be given the chance to discuss their behaviour with an adult and or supportive group of their peers to reflect on the causes for their actions and helped to suggest strategies for dealing with similar situations in the future.

A system is in place specifically to deal with unacceptable behaviour during large gatherings, such as playtimes, lunch times, collective worship assemblies and all other whole school assemblies. The card system conveys to the children that their behaviour has been noticed and a warning has been given, without disruption to the purpose of the gathering.

Cards are given as follows:-

·         first warning          -           child is handed a yellow card

·         second warning       -           child is handed a red card

The following behaviour will cause a RED card to be given automatically

·         violence against another person

·         using foul language

·         refusing to accept a yellow card

 After receiving a yellow card outside of the classroom the child will hand it to their class teacher on return to the classroom. The child will explain why the card was given. A warning will be recorded in the class warning book.

 After receiving a red card outside of the classroom the child will report to the Head Teacher or senior teacher. The child will explain why the card was given. The Head Teacher will decide on the action to be taken depending on the nature of the behaviour

Fast Track

We recognise that there will be occasions that the system of warnings will

be unsuitable, such as:-

when a child is wilfully abusive (verbal or physical)

when a child's behaviour is considered dangerous.

At such times the child will be taken straight to the Head Teacher

 Special Educational Needs

 Children with special educational needs or emotional/behavioural difficulties may need to follow a specific/individual behaviour programme from time to time. Usually this will be drawn up by the Class Teacher/SENCo and/or Head Teacher. Parents/Carers will be consulted and informed of individual programmes and targets. Any programme will be carefully structured to mirror the framework followed for the majority of children so as to be as inclusive as possible

Foundation Stage

Nursery children follow a set of “We can do” statements.

The “We Can do” statements are taught to the children and reinforced regularly.

Children who have difficulty in managing their behaviour from time to time are given the opportunity to calm down, away from the group, with the support of the teacher or the nursery nurse.

Parents/carers are informed of problematic behaviour when their the children are collected from school.

If the children are not collected by their parents/carers they will be contacted by telephone or letter and invited to school to talk about the behaviour with the nursery teacher.

 Non-Teaching Staff

Non-teaching staff will follow the same guidelines as teaching staff and have the same power to give rewards and consequences.

 Lunch Time Supervisors

 Lunch time supervisors will undergo training in positive discipline techniques.

They will be issued with

·         good behaviour stickers

·         notebooks to record good and unacceptable behaviour

·         yellow and red cards

On a weekly basis, the child who is considered to have shown the best behaviour, consistently, will be chosen to the half termly ‘Dine In style’ where they will receive special attention

Equal Opportunities

This policy is in line with the school’s policy for equal opportunities in that it promotes consistency and fairness, with regard to behaviour, regardless of race or gender.

 Teacher Resources

Teachers are supplied with:

·         achievement stickers

·         laminated classroom rules, rewards and consequences

·         warning books

 The Positive Discipline Leader

The Positive Discipline leaders are the Head teachers, Mrs. S. Connolly / Mrs. N. Brannen

The responsibilities of the Positive discipline leaders are

·         to set an example to staff through good positive discipline practices

·         to train teaching and non-teaching staff in positive discipline techniques

·         to give advice to staff on request

·         to organise and distribute resources

·         to monitor progress

·         to report to the head teacher and governors

·         to review the policy for good behaviour each year

Appendices

School Rules Poster

Nursery “We Can Do” Statements

KS1 Classroom Rules Poster

KS2 Classroom Rules Poster

KS1 Consequences Poster

KS2 Consequences Poster

     Resources                                          Location

·         Staff Training Packages                                         Positive Discipline Leader

·         Yellow and Red Cards                                             Staff Room/Dining Room

·         Warning books

·         Certificates                                                                                                                                                                                                     Resources Room

·         Stamps and pads                                                    Classrooms

·         Stickers                                                                 Classrooms/Headteacher

·         Proformas for messages home                                Positive Discipline Leader

·         Information to Parents Leaflets                             Positive Discipline Leader

Resource Books and Manuals

·         Lee Canter’s New and Revised                                

Assertive Discipline

·         Lee Canter’s Assertive  Discipline

Elementary Workbook                                                             

·         Positive Discipline In-service

Training and Materials                                                            

·         Lee Canter’s New and Revised

Assertive Discipline In-service

Video Package (Leaders Manual)                                         

Felton C. of E.  First school

Foundation stage – ‘We can do………’ Statements

·        We can tidy up

·        We can listen

·        We can help

·        We can say please

·        We can walk sensibly

·        We can be kind to each other