b) Behaviour Policy

Sunnymede Infant School Behaviour Policy

Our aim at Sunnymede Infant School

At Sunnymede Infant School our aim is to learn an increasing sense of self-discipline, so that however old we are and whatever our position, we strive to be happy, caring, secure, truthful and fair to each other. Only then will we all be able to teach, learn and grow together.

Principles

·        Children develop into independent learners by living in an atmosphere in which the rights and dignity of each individual is recognised and promoted. Where positive relationships exist between all staff and pupils.

 

·        The social, emotional and moral development of children is as important as their academic learning and achievements.

 

·        Effective learning depends upon good behaviour and emotional maturity. Effective academic learning contributes to a sense of self- respect and self- esteem.

 

·        Social and interpersonal skills can be taught.

 

·        Everyone needs to agree the high expectations being set otherwise some individuals may be unsure about what behaviour is expected of them. These fundamental expectations apply through out the school, community, including parents.

 

·        Praise is the most effective way to communicate value. A smile costs nothing!

 

·        It is vital to communicate when a Child’s behaviour is unacceptable, showing respect for the child, but completely rejecting the behaviour.

 

·        Consequences need to be seen to be fair.

 

·        Consequences must be fair and commensurate with the seriousness of the misbehaviour and used consistently across the school. There will be a clear hierarchy and range of consequences of which the whole community will have knowledge and understanding.

 

·        An individual behaviour is the result of interactions between what a child brings to the situation and the situation itself.

 

·        Managing behaviour in school will only be effective if there are good parent/school relationships, where all parties work towards the same aim.

 

Why good behaviour is important.

 

Good behaviour is paramount to a good education and the safety of every child. We want to make sure that our children enjoy school, as well as ensuring that every child grows socially, personally and academically.

 

It is important that everyone in the school community promotes good behaviour by being clear about what the children are expected to do.

 

Every member of staff must apply the schools high expectations consistently. This will provide a successful and caring school community for our children to learn and grow.

 

All staff and children must:

 

·        Be courteous and polite at all times

 

·        Show respect for themselves and others

 

·        Value and look after property, our own and others

 

·        Move around the school sensibly and quietly

 

·        Take responsibility for own actions

 

·        Only demonstrate positive behaviour

 

·        Avoid doing what we know is wrong

 

·        Always try our best.

 

Factors leading to positive behaviour

 

Pupil’s involvement in academic activities. Differentiation of the curriculum is vital so that all pupils are involved and working at their full potential.

Positive high expectations in terms of work and behaviour.

 

A disciplinary system based on positive relationships between all staff and pupils.

 

Good parent/ school relationships where both parties work towards the same aim.

 

All staff and governors demonstrating the high standards of behaviour and conduct we expect to see in the pupils.

 

All staff to be fair and consistent at all times.

 

Promoting good behaviour

 

At Sunnymede Infant school we aim to promote good behaviour by commending positive behaviour and rewarding this.

New parents will be given ‘A guide for parents’ on our  behaviour policy

 

Class systems are set up i.e. line leader, star of the week, achievement awards, star charts.

 

 

Every child is rewarded with a sticker for good effort in behaviour and work. In Reception if 10 stickers are achieved they may collect a head teacher award sticker from Mrs Eades. Year one must collect 15, and year 2 must collect 20 .

 

 

Head teachers award. One child per week to be nominated by Class Teacher and child is then awarded with a badge and the reason is made clear i.e. good behaviour, effort, work, manners, kindness.

 

All staff use stickers to give the child reason to celebrate and promote good work, behaviour, courtesy, improvement.

 

Superstar, one child per class per week nominated by the MDA’s to receive a certificate and badge for good behaviour.

 

Super class, one class per week nominated by MDA’s to receive Sonny the dog for the week for a given reason.

 

Trustworthy, sensible, reliable children chosen to be monitors, helpers, year 2 lunchtime and playtime play leaders, librarians, door monitors, assembly role models..

 

Verbal praise is given to individuals groups and whole classes when and where necessary.

 

Discouraging inappropriate behaviour.

 

We realise that we need to use rewards and some sanctions in order to maintain a healthy balance. While we promote positive behaviour through rewards we need to have firm disapproval in some instances and a variety of sanctions in place. Every member of staff must follow the same procedure and it is vitally important that the children and parents are also aware of these steps.

 

Staff should follow these sanctions in order:

 

·        Verbal reprimands in a polite manner, while the child is reminded of appropriate behaviour

 

·        Non – verbal responses, eye contact, frown, body language

 

·        Disregard attention seeking behaviour and highlight peers who behave sensibly and are on task

 

·        Place the Childs name on the board and if it appears twice then the child will need time out in the classroom.  If the name then appears for a third time that child will miss playtime. This will be supervised by the deputy head or the senior teacher.

 

·        Time out – child to sit out by themselves for a short time to think about their standard of behaviour during class lesson time.

 

·        Speak to the child on their own to find out what the cause of the unsatisfactory behaviour is

 

·        If inappropriate behaviour continues send the child to another teacher for a short time so that the learning of the rest of the class is no longer interrupted

 

·        Remove privileges, playtime, lunchtime

 

·        Refer the child to the Deputy Head

 

·        If inappropriate behaviour still continues the child will need to be: referred to the Head teacher (who will use discretion, if and when to use permanent exclusion from school at lunchtime.)

 

·        Involve parents in monitoring and target setting to raise self esteem and behaviour

 

·        Inform the parents and use a behaviour book or individual behaviour management plan, implementation of individual behaviour plan for specific children.

 

·        Contact external agencies, EWO, Educational Psychologist, Social Services

 

·        Place on Essex Stages to monitor and asses the child behaviour.

 

 

All staff at Sunnymede Infant School support each other in dealing with any forms of inappropriate behaviour. It is important for the children to know that whatever happens that day, a fresh start can be made the next day.

 

Organisational Factors

Well thought out organisation can help to prevent behaviour difficulties. These include;

Routines established in every class for the smooth running of everyday activities.

Classroom organisation- furniture, lighting, ventilation, resources, groupings, storage, tidiness, and displays

Playground and space management – use of voice, adult role models.

Classroom management- materials and equipment prepared lessons well planned, varied methods of curriculum delivery, differentiation.

Staff support – Welcome booklet, NQT induction, INSET

Behaviour in School

We all should expect all the children to demonstrate high standards of behaviour all the time irrespective of where in the school they are or at what time of the day.

 

Different parts of the school environment will possibly require different expectations to apply.

In the classroom

Children should be:

 

·        Responsible for their own belongings. Children must have name tags on all personal items clothing or equipment

 

·        Respect their own property and other property. Children should be taught to be responsible for school resources

 

·        Be polite when talking to all others, adults and children

 

·        Be kind and considerate to others

 

·        Use an acceptable level of noise appropriate to the task in line with noise levels posters displayed around the school

 

·        Children should put their hand up before asking or answering a question in a group situation

 

·        Do not interrupt while someone else is talking peer or adult

 

·        Ask permission before leaving the classroom

 

·        Conform to the class rules including the ‘ Give me five ‘ code displayed in each classroom

 

·        Conform to the school rules and ‘Golden Rules’ displayed around the school.

 

In Assembly

 

Children should:

 

·        Enter the hall silently and stand until the whole class is ready to sit

 

·        Sit boy/ girl to avoid chatting

 

·        Leave a space down the centre of the hall

 

·        Children to remain silent and wait for assembly to begin

 

To show thought and respect during assembly and not talk

·        Children to leave the hall in a silent, orderly fashion and return to classrooms

 

·        Year 2 monitors will stand at given points to supervise the children going back to class after assembly.

 

Moving around the school

Everyone must show respect and consideration for others, school equipment, buildings and the environment. It is our aim at Sunnymede for everyone to:

·        Walk around the school in an orderly way

 

·        Display good manners and courtesy i.e. holding open doors, using polite greetings

 

·        Take pride in the school

 

During Lunchtime

Good standards of behaviour and discipline must continue through lunchtimes. Each class has a MDA that is responsible for that class on a termly basis when it is reviewed and changed as necessary.

MDA’s and teachers liase about children and their behaviour targets to ensure continuity and consistency.

 

MDA’s promote positive behaviour by following the superstar and super class reward system as outlined in “ Promoting Good Behaviour”

 

Children must:

 

·        Listen and follow instructions given to them by all MDA;s

 

·        Observe acceptable noise levels in the dinning hall

 

·        Children should show good table manners

 

Dinning Hall Rules

 

·        We walk and line up sensibly and quietly in the hall

 

·        We eat our lunch quietly and sensibly and stay in our seats

 

·        We put our hand up and wait quietly when we need to speak to an adult

 

·        We keep the hall tidy

 

Wet Play Rules

·        We stay in the right place at wet play

 

·        We play quietly and sensibly together sharing the equipment from the wet play box

 

·        We walk sensibly and quietly around the school

 

·        We only use the equipment from the wet play box

 

·        We keep the classroom tidy

 

Playground Rules

·        We play together sensibly keeping our hands and feet to ourselves

 

·        When we hear the whistle we stand still

 

·        We line up quietly and sensibly

 

Children in the large playground should be taught and encouraged to play playground games utilising the year 2 play leaders.

 

By developing and encouraging playground games and appropriate use of small play equipment it will promote positive behaviour by giving the children a focus and purpose to lunchtime.

 

Developing Self-esteem

As a way of promoting positive behaviour it is felt that raising self-esteem in the child will help that child achieve a higher level of acceptable behaviour. Some children may benefit from a planned self-esteem programme; others will succeed in activities linked to PSHE.

 

Sunnymede Infant School uses a system of circle time to raise self-esteem through whole class and group activities using guidelines from ‘ The Essex Approach Promoting Positive Behaviour ‘ chapter 8

 

Working with parents

A letter will be sent to parents each September in a format accessible to all, which sets out the schools procedures for informing them of inappropriate behaviour. The same information will be included in the school prospectus.

It is the role of the class teacher to meet with parents/carers and discuss concerns over a Childs behaviour difficulties and share knowledge of the child along with possible strategies to be used.

If the problem persists a meeting may then be arranged with the parents, class teacher and behaviour co-coordinator.

 

Roles and responsibilities

All staff working within the school have a corporate responsibility to maintain good order and discipline through the schools management of behaviour policy. Roles and responsibilities in this respect are clearly laid out in the relevant job descriptions.

 

Advise and support for all staff in managing behaviour is sought from the Behaviour co –coordinator. In addition they can seek support from the senior management team or any member of staff who have a role of pastoral support.

 

Training in the basic principles underpinning the schools policy will be given annually.

 

Outside agencies. Children are referred to outside agencies for support as deemed appropriate by the class teacher , behaviour co-ordinator, SENCO and head teacher.

 

Governors The chair of Governors is informed of all exclusions. The behaviour co-ordinator will have a link governor.

 

Exclusions and Restraint.

 

The school follows county policy for restraining and excluding children when necessary.

Monitoring and Evaluating the Policy

Monitoring the impact of the policy is carried out in a number of ways:

 

-          numbers of pupils receiving awards of different types

 

-          number of incidents in the playtime/lunchtime incident book

 

-          feedback from pupils via the school council and questionnaires

 

-          lesson observations and general observations around school

 

-          feedback from parents and governors

 

 

The Head teacher will feedback regularly to Governors on the various aspects of behaviour through the Head teacher.

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