Behaviour Policy

Purpose

Guidelines: 1) Code of Behaviour

Guidelines: 2) Rewards

Guidelines: 3) Sanctions

Guidelines: 4) Persistent Unacceptable Behaviour

Purpose

To create a harmonious atmosphere where all children recognise and respect the rights of others and are then, through self - discipline, able to gain as much from the school as possible.
If the school is to be successful in fulfilling its aim of providing a secure, happy and effective learning environment, there must be some basic rules encompassed in a code which applies to all. Back to top

Guidelines: 1) Code of Behaviour

1) Code of Behaviour
a) To be drawn up following discussion with children, staff, parents and governors.
b) The code should be concise and couched in positive language. The following code applies at present;
i) I will not hurt anyone in the things I do or say
ii) I will follow instructions first time
iii) I will take care of our school and the things in it
iv) I will walk and talk quietly in school
v) I will enter and leave the Hall silently
c) Awareness of the code should be promoted through regular discussion and publication in classes and around the school. Back to top

Guidelines: 2) Rewards

2) Rewards
a) In the Classroom:
In order to promote good behaviour in the classroom a positive atmosphere should be created in which children are praised for behaving well and rewarded with the following types of incentive;
- smiley faces drawn on books
- stickers / stars from teachers
- stickers / certificates from the Head Teacher
- good news messages in home/school books
- extra choosing time
- special treats
In addition to these individual incentives, each class works towards targets which will mean that the whole class is rewarded in some way when the target is reached. A simple example of this could be by the teacher dropping a marble into a jar when a class comes in from play quietly. In this way, marbles are used until a previously agreed target is achieved and then the class receives a reward, e.g. 5 minutes extra play.
b) Around the School:
The whole school has a good behaviour mascot, namely ?Horfield Henry? to act as an incentive for good behaviour and to act as reminder of how to behave. The children were involved in creating this mascot.
All members of teaching and non-teaching staff should carry stickers for rewarding good behaviour around the school. These can be awarded either to classes or to individual children. All stickers count towards a weekly reward for the class with the highest number. Back to top

Guidelines: 3) Sanctions

3) Sanctions
Although our approach to discipline has a positive base there also needs to be a clearly understood set of sanctions which will apply when rules are broken. These should be agreed with staff and governors.
a) In the Classroom:
i) If a child misbehaves, his/her name will be written on the chalkboard. This serves as a warning that poor behaviour has been noted.
ii) If the same child misbehaves again that day, his/her name on the board has a cross put next to it and some internal class sanction will apply, e.g. sit on their own for 5 minutes.
iii) Further poor behaviour that day will mean that a second cross is put against the child's name on the board and this will be followed by the next level of sanction, eg work in another class for a short period of time.
iv) A further demonstration of poor behaviour that day will lead to a third cross against the child's name, and then an immediate visit to the Head Teacher. When a child is sent to the Head, his/her name is recorded in an orange folder and a letter to parents is drafted in the presence of the child. At that time an appropriate sanction is given. If the child misbehaves again that day the letter will be sent home. If the child does not misbehave again that day, the letter is torn up in the presence of the child.
N.B. Sanctions i-iv all take place in one day. At the end of the day the boards are cleared and the process starts from the beginning again.
v) If a child is sent to the Head a total of three times for having three crosses against his/her name, then the parents will be informed and invited into school to discuss the matter.
vi) In certain circumstances, e.g. excessive violence, some or all of the progressive stages will be by-passed and immediate action by the Head Teacher might become necessary. In such cases, parents will be informed of action being taken.
b) Around the School and playtimes.
i) Any incidence of unacceptable behaviour noted by a member of staff leads to the child being warned that the behaviour should stop.
ii) A further display of unacceptable behaviour by the child or demonstration of aggression will mean that the child is escorted to the "Recovery Room" (lunch times only) or to the Head Teacher during other play times. The Recovery Room will be one of the classrooms, on a rota basis, and one of the teachers or general assistants will be present to supervise any children.
iii) In the Recovery Room the member of staff will ascertain the reason for the child's presence with the adult and the child, record the details in the orange folder and mark the Recovery Room register. The adult will also fill in the information memo to be passed on to the child's teacher and then the child is provided with materials for an easy task which will occupy the child as well as giving him/her the opportunity to calm down if necessary.
iv) At the end of the lunchtime the Head Teacher will talk to the children who have been in the Recovery Room and inspect the register and the orange folder.
v) If a child is sent to the Recovery Room more than three times the Head Teacher will inform parents and possibly request a meeting to discuss the child's behaviour. At the meeting it might be decided that a period of close monitoring might be necessary and consideration of behaviour improvement strategies would be considered. It might also be necessary to detail school sanctions that could be applied, e.g. extended periods in the Recovery Room, home dinners, temporary and permanent exclusions.
vi) If an incident is regarded as particularly serious the Head teacher will inform parents anyway.
vii) Unacceptable playtime behaviour at break times may lead to detention in the Recovery Room at the next available lunchtime. Similarly, late arrival in the Recovery Room on any particular day may mean that it will be appropriate for the child to report back at the next lunchtime session. Back to top

Guidelines: 4) Persistent Unacceptable Behaviour

4) Persistent Unacceptable Behaviour
Children that regularly display unacceptable behaviour may require a specific Individual Education Plan (IEP)to address their difficulties. This will normally be drawn up by the class teacher and will involve discussion with the Head Teacher, SEN Coordinator and parents.
Two unsuccessful IEPs will lead to a referral to the school Educational Psychologist and Education Welfare Officer.
The Bristol Exclusion Procedure could be brought into operation for excessive or persistent unacceptable behaviour. The school governors (Chair of Governors) will be informed when exclusions take place.
It is worth repeating that the emphasis of our approach is to praise and reward good behaviour and we are hopeful that the consistent application of rules, rewards and consequences will contribute significantly to creating a climate where all children can come to school confident that their educational progression will not be hindered by the unacceptable actions of someone else. Back to top