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Behaviour Management Policy
The aim of Nansen Primary School’s behaviour management policy is to create an ethos and environment that will develop children into individuals that are:
- Respectful of their own and others needs and rights
We also aim to:
- Enable the children to make the ‘right choices’ in terms of their actions and reactions;
- Develop a caring and positive attitude towards others, the environment and property;
- Foster an awareness of good citizenship;
- Develop links between home and school, which will provide children with a framework of acceptable
standards of social skills and behaviour.
- Ensure learning and teaching is inclusive and enjoyable.
- Everyone is expected to consistently support the school ethos, routines and policies for the mutual benefit and safety of all concerned. Behaviour management is the collective responsibility of all staff, governors, parents and pupils.
- Good relationships and communication fostered between home and school, staff and pupils are of the greatest importance.
- Everyone must be treated as being of equal value in what they bring to school and contribute, regardless of gender, religion, cultural or ethnic background and positive stereotypes where appropriate should be actively promoted.
- Management of undesirable behaviour, by all members of staff, must be fair and consistent.
- We expect children to accept responsibility for their own actions.
- The school will work co-operatively to provide a relevant supportive curriculum for all pupils where individual and group needs are met.
- At Nansen Primary School we follow the principles and philosophy recommended by the Framework for Intervention (F4i)
- The school employs structures and systems that recognise and praise excellent behaviour i.e. Merit certificates class teachers and/or AHTs, postcards from the Head and Deputy Head Teacher.
- Everyone is expected to be aware of the effects of bullying and racism on the school community. Cases must be reported, investigated and promptly dealt with. Such incidents should be recorded and then dealt with by the leadership team.
- Absenteeism is a key area to tackle in promoting positive attitudes.
- Managing pupil behaviour is not simply about responding to inappropriate behaviour, but about creating conditions which will encourage positive behaviour. Rules, rewards and sanctions should be stated positively; clear and specific; few and comprehensive; understood by all pupils; frequently reinforced in a positive way; devised in consultation with pupils and parents.
The Role of the Staff
- All teachers, support staff and dinnertime supervisors, share a collective responsibility for promoting good behaviour and managing behaviour problems positively.
- The key relationship is between the child and the class teacher. All staff should work positively to support this relationship.
- All staff should work positively to develop a wide range of supportive relationships with children and each other.
- Seeking the help, advice and co-operation of other colleagues is a positive, professional means of ensuring that behaviour management is seen as the collective responsibility of all members of Nansen School. Teachers are advised to seek help and support from the senior leadership or Learning Mentor when they have concerns about the behaviour of a child.
- All staff need to be aware of individuals; rights and responsibilities when dealing with behaviour. All serious incidents must be referred to a senior leader.
- All teachers should ensure that circle time and PHSE is a timetabled part of the curriculum and the content is linked to the needs of the children (SEAL materials)
- We are fortunate to have a team of Learning Mentors. The scope of their role for a pastoral perspective is outlined in Appendix 6.
The organisation of the classroom is fundamentally important in managing behaviour (see Appendix 1 and Framework for Intervention classroom environment checklist Appendix 3). Teaching and learning should be interesting and varied and offer pupils a degree of choice. Account should be taken of pupils’ preferred learning styles. Pupils should feel involved in the learning and teaching process. Well organized, purposeful cooperative learning activities can improve behaviour. Expectations should be regularly enforced and should be realistic but challenging. Teaching should encourage an accurate match between aspirations and ability. The teachers’ every word and action should be based on the assumption that all pupils can achieve whatever is to be learned. Simple non verbal encouragement (smile, thumbs up, etc) is effective. Teachers should model good behaviour patterns and be aware of their own stress control techniques. When pupils arrive in the classroom, initial contacts should be positive. Accusations should be avoided. The certainty of consequences is more important than their severity.
Framework for Intervention (F4I) Level 1
This is the starting point of the Framework process. Any member of staff raises a concern about behaviour. This triggers the process and support is given straight away. Level 1 does not involve individual programmes/ plans for pupils. It is based entirely on addressing environmental factors where the behaviour occurs. The concerned member of staff becomes the lead person and writes a Behaviour Environment Plan (BEP) with the support of a chosen senior leader. The BEP runs for 6 weeks. The baseline check should be completed before (this does not need to shared at this point) and at the review of the BEP. If there is no success then further intervention is needed, if the BEP has not been implemented then more time is needed to complete.
Framework for Intervention (F4I) Level 2
At level 2 the Behaviour Coordinator takes responsibility for planning and shares responsibility for action with the concerned staff. Work at this level involves running Individual Behaviour Plans (IBP) alongside BEPs. The parents / carers are involved wherever possible in the planning. The IBP is implemented for at least 6 weeks. The baseline check needs to be repeated prior to reviewing the IBP. The IBP is reviewed with the parent/ carer and pupil if appropriate. At level 3 responsibility will be shared with the SENCO. Reviews should focus on whether there has been a change in behaviour, whether the IBP has been implemented, how this is linked to the BEP, the views and feelings of the participants and any future action.
Framework for Intervention (F4I) Level 3
Level 3 will mean much more detailed work and maybe more intrusive interventions. It is important to ensure that any move has taken all factors and alternative into consideration. Level 3 includes the involvement of outside agencies. E.g. Behaviour support. As at level 2 the BeCo will take the lead on baselining behaviours, designing and implementing the Behaviour Plan. The headteacher should be informed of all interventions before sanctioning. The headteacher may wish to inform the governing body. At level 3 responsibility will be shared with the SENCO and the head teacher. Parents and carers must always be involved in the decision to move to level 3.
Orderly behaviour is important to maintain a calm secure atmosphere and ensure safety for all concerned. It is the collective responsibility of all members of staff to consistently praise appropriate behaviour and to address inappropriate behaviours they may encounter around school (see appendix 2).
All teachers and teaching assistants (as at 20th May 2011) have received Team Teach Training. This training enables those staff to undertake physical intervention when necessary in the safest way possible, for all involved in that eventuality. All incidents involving physical intervention are recorded in a bound and numbered book which is held by the Deputy Head Teacher. Training for staff will be revisited and undertaken as necessary i.e. when new staff join our school.
To promote positive behaviours on the playground the following actions should be taken:
- Staff on duty, be on the playground at least two minutes before the start of playtime to receive children from other classes;
- All classes should be supervised onto the playground and staff should stay with their classes, if staff members on duty are late;
- Staff members on duty should patrol their designated area of the playground;
- All teaching staff should be available before the end of playtime to supervise the children walking into school and to reinforce this expectation;
- Most minor misdemeanors can be adequately dealt with by the teachers on duty. However, more serious behaviour problems may be reported to the class teacher, an assistant head teacher, the deputy head teacher, the head teacher, and a learning mentor as necessary.
Wet Break Times
To promote positive behaviours during wet break times the following actions should be taken:
- Children should be supervised at all times by staff;
- Break times should be kept within normal times so as not to cause disruption;
- Children should be adequately occupied e.g. having their snack or playing games, or reading etc;
- A ‘wet play’ activity box with designated games, activities and equipment, supervised by sensible monitors, should be in use;
- Children should be sent to the toilet a few at a time;
To promote positive behaviours during dinnertimes the following actions should be taken:
- The class teacher and the children should know the name of the dinnertime supervisor designated to their class and play areas;
- The children should be regularly reminded about expectations of behaviour at dinner times;
- KS2 home dinner children should be supervised by TAs to the office area
- Home dinner children should be reminded of the correct time to return to school for the afternoon session;
- Wet dinnertime arrangements should be made clear to the children and to the dinnertime supervisors.
Health and Safety Issues
Children whose behaviour is a danger to themselves or other children either in the classroom, around school or in the playground, need to have urgent intervention. A red ‘alarm card’ system will operate to alert other staff. This alarm card must be kept in a prominent, safe but accessible place in the classroom. During session time, the teacher should send for a senior member of staff for support. During dinnertime, the dinner supervisor should send for help and support from the senior dinner supervisor and/or senior leadership. All incidents are to be logged /recorded and dated by a Learning Mentor or the members of staff involved.
Out of School Activities
Children whose behaviour is unpredictable and of concern should have an Individual Behaviour Plan (I.B.P.). These children will more than likely have had 3 incidents logged in the Behaviour system. If it is felt that a child will have difficulty demonstrating safe behaviour during a school outing then staff must invite parents into school to discuss their concerns. The Head Teacher needs to be informed about this. This meeting should be arranged at least two weeks prior to any out of school event. During this meeting, parents should be reminded that they have a legal duty to ensure that their child attends school, even though they are unable to go on a trip. At the discretion of Class Teacher parents may be asked to accompany children whose behaviour is unpredictable.
Rewards and Discipline Strategies
Children should be taught to make the right choices.
Children should realise that misbehaviour will be dealt with and that their undesirable actions will have consequences, which they must accept.
Pupils should expect fair and consistently applied sanctions for unacceptable behaviour.
Positive behaviour should always be recognised and highlighted as a good role model.
For extreme and potentially dangerous behaviour incidents please refer to the Phase Behaviour Coordinator or Head Teacher.
Staff must treat each day as a new start and unacceptable behaviour will be dealt with as follows.
- Firstly use positive praise of children around the disruptive child; followed by a visual or auditory reminder
- A second visual/auditory reminder may suffice for low/mild level disruption;
- If disruption continues sit the child to work alone for the remainder of the session in the ‘quiet area’ or at the discretion of the teacher (minimum 10 minutes);
- If the disruption continues while working alone send child to quiet zone in year leader’s class, where possible.
- If poor behaviour continues, send child to a member of the leadership team with work and an adult if possible to explain the circumstances. A referral slip should accompany the child and/or adult (Appendix 4).
- For serious breaches of behaviour within class e.g. racist language the child will be sent to the Head Teacher or Deputy Head Teacher with a referral slip.
- A visual/auditory warning may suffice for low/mild level disruption.
- For continued disruption the child will be sent to a time out wall for five minutes (not recorded).
- For serious breaches of behaviour the child should be sent to a senior leader i.e.AHT/DHT/HT.
- A visual/auditory warning may suffice for low/mild level disruption.
- For continued disruption, the child will be taken to the senior lunchtime supervisor who will decide on whether the offence is serious enough to be entered into the lunchtime behaviour book.
Strategies for dealing with disruptive behaviour
The following strategies should be used by Lunchtime Supervisors when dealing with behavioural problems:
- Watch for signs of trouble or distress – huddles of children, facial expression, tempers rising, jeering, hanging onto clothing, chasing and being chased, play fighting, someone lying down, rough games, a child on their own looking lost and lonely.
- Listen carefully to both sides of a dispute, moving into the children’s space and dispersing those not involved.- If necessary find a quiet place to talk and encourage children to reflect on their behaviour and its effects on others.
- Encourage children to discuss and solve own problems; use peer mediators or a learning mentor.
- Be sure to carry out any agreed action
- Suggest ‘time away’ from each other as a ‘cooling off’ period.
- Ask child/children to walk around with the supervisor for an agreed period of time.
- Consistent or serious behaviour problems must be recorded.
The Exclusion Policy can be found in Appendix Four of this policy.
At KS1 and 2 the supervisors operate a lunchtime behaviour book. Children’s names are entered into the book for a minor misbehaviour – Lunchtime Supervisors are to give a warning first and then if child continues, their name goes in the book - if names occur in the book on 3 occasions see Sanctions below.
Children who choose not to follow the playground rules will be referred to a learning mentor or senior leader so that the remaining children can enjoy a peaceful and productive playtime.
- There is a time out session organised at lunchtimes for any pupils who consistently display poor behaviour. The Learning Mentors keep a record of these children.
- For children that continually make poor choices at lunchtime, parents will be invited in to discuss their child’s behaviour and how best they can be supported.
The Phase Assistant Head Teachers will monitor the books on a weekly basis. Class teachers also alert the mentors if they are aware that a child’s name has gone into the book on 3 occasions.
- FOUNDATION STAGE - ‘Happy tickets’ given out by dinner supervisors/play leaders
- Lunchtime awards/prizes distributed in class by Learning Mentors on Fridays
- KS1 - ‘Happy tickets’ given out by dinner supervisors/play leaders
- Lunchtime awards/prizes distributed in class by Learning Mentors on Fridays
- Smiley face on class dinnertime behaviour chart
- KS2 - Stickers
- Weekly lunchtime award/prize in Congratulations assembly
- The Top Table
House point system
Each of the classes are split into five possible teams, these are mixed ability and children are to remain in the same team as they progress through the school. This system operates from year 1 onwards as in foundation stage the children are already in family groups. The teams are currently named after animals; it is under discussion with Senior Staff to alter these names.
Team points can be awarded by any member of staff to any child by using the star system. Children are issued with a star (bronze = 5 points, silver = 10 points and blue = 15 points); these stars are given by the child to the class teacher.
Each class has a marble jar. Marbles are put in as a class reward and this develops class unity. This reminds children that they are responsible as individuals and can each make a contribution towards the class’ achievements. Marbles can be awarded by any member of staff not just the class teacher. The class teacher organises a suitable reward for the children once the marble jar is full.
Please refer to Rewards and Sanctions Appendix 5.
There is a weekly congratulations assembly when the following successes are shared;
- Individual children’s behaviour/achievements are celebrated by class based staff
- Attendance award- acknowledgement for class(es) with the highest attendance
- lunchtime awards-from senior lunchtime supervisor for lunchtime behaviour
Golden time is a PRIVILEGE TIME used to emphasise with all the children the importance of keeping to/within the school boundaries can have the privilege of golden time if they adhere to the boundaries.
Teachers operate additional reward systems within their classrooms and across school; we believe that the systems used should be shared within the year group so there is a degree of consistency.
Role of Behaviour Coordinator
At Nansen, the AHTs are the BeCo for their phase. The BeCo is responsible for monitoring and reviewing, coordinating all staff and other agencies involved, and involving the pupil’s parents or carers. Behaviour Coordinators are not necessarily ‘experts in behaviour’ with all the answers but they need to be able to address the concerns presented to them in such a way that their colleagues feel listened to and feel empowered to move the situation forward. The BeCo should meet regularly with the Senco and Learning Mentor Team to discuss cases regularly and ensure there are clear goals for each pupil. The BeCos keep detailed records on incidents and children who have been referred to them.
Monitoring and Record –keeping
All class teachers will be issued with a Behaviour Folder, containing the policy and relevant support documents. This documentation will also be stored on the Shared Server in the folder ‘Behaviour’. In consultation with the behaviour coordinator and teacher, a child may be asked to have a Daily Progress Record Sheet. This represents more formal identification of a behaviour issues with the child; targets will be set. The Learning Mentor Team will monitor and produce reports on behaviour for the teachers and governors as required. Regular audits will help to identify patterns and identify key problems.
Communication and Parental partnership
We give high priority to clear communication within the school and to a positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour. Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response. The key professional in this process of communication is the classteacher who has the initial responsibility for the child's welfare. Early warning of concerns should be communicated to the Behaviour coordinator so that strategies can be discussed and agreed before more formal steps are required. A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour. The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.
Last reviewed and updated – September 2011 Date of next review – September 2013
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