Moorland Primary School
Positive
Behaviour
Management
Policy
February 2014
Introduction
Moorland Primary School is a multicultural school in Splott, close to the
centre of Cardiff. We admit children from the age of 3 – 11, from a
variety of social, cultural and religious backgrounds. We aim to provide a
broad and balanced curriculum tailored to individual pupil needs, which will
enable all children to achieve their maximum potential. We also strive to
ensure that all pupils develop an enthusiasm for and a love of learning.
Every child has the right to an education and we believe that all
approaches to discipline must respect children’s human rights and dignity.
Developing positive behaviour is an essential foundation for creating an
effective learning and teaching environment in which all members of the
school community can thrive and feel respected, safe and secure.
Equal Opportunities and Race Equality
The school is committed to working towards equality, promoting positive
approaches to difference, and fostering respect for people of all cultural
and social backgrounds whatever their age, race, sexual orientation, faith,
ethnicity, gender, appearance, language, disability or additional learning
need. Developing positive relationships between pupils of all backgrounds
is an essential aspect of the work of the school. Staff are committed to
ensuring that all pupils achieve the highest possible standards in an
inclusive environment. We are pro-active in tackling and eliminating
discrimination and providing positive, non-stereotyped role models for all
pupils. Any racist incidents are recorded and the parents or carers of the
pupils concerned are informed. Through monitoring and evaluating our
provision within the school improvement planning cycle, we aim to minimise
the potential for discrimination and ensure that equality is at the centre
of our policy and practice.
Aims and objectives
We expect each child to behave in a way that is respectful towards each
other and all who work in or visit the school. We do all we can to promote
this by developing a school ethos in which positive behaviour is expected,
encouraged and celebrated. Staff act as positive role models for pupils in
the way they manage pupil behaviour in a calm and respectful way.
We aim, as a school, to produce a happy, caring, safe and secure
environment in which the academic, social and emotional needs of each
individual pupil are met. We recognise that a child's behaviour is often a
reflection of their broader life experiences and we work closely in
partnership with parents and outside agencies to secure the best possible
outcomes for every pupil. This policy aims to produce a consistent school
approach to the development of positive behaviour.
We aim to make all those connected with the school aware of our
approach to positive behaviour management and how we encourage all
members of the school community to react in a positive, caring way.
Learning and Teaching
Our school’s learning and teaching policy supports staff in teaching
approaches which help to promote positive behaviour, not least through
the development of a genuine love of learning. Our pupils’ social, emotional
and behavioural skills are developed through the teaching of explicit
lessons in the curriculum, collective worship centred around positive
values, Circle Time and Philosophy for Children sessions.
Positive Encouragement
Good behaviour is encouraged at all times both in the classroom and the
playground in the following ways:
•Instant recognition with frequent praise and encouragement, both verbal
and written, encouraging gestures, house points, stickers or certificates
from class teachers, other staff members, the deputy or headteacher.
•Nomination for weekly good bench during Friday assembly for good work,
good behaviour or attitude.
•Privileges, such as being monitors, going on messages, spending time in
other classes.
•Opportunities to participate in extra curricular activities such as visits,
residential weeks and after school clubs.
•Nomination for ‘Star of the Term,’ ‘Star of the Year,’ with certificates
and prizes awarded.
•Discussion and reinforcement during assembly time and circle time of
expected behaviours.
•Display of classroom rules agreed with pupils at the start of the school
year, expressed in positive terms.
•Pupils’ attention to be drawn to playground rules and role of playtime
buddies/young leaders.
•Incentives such as Punctuality Week and extra playtimes for good
attendance.
All staff are to keep a list of pupils who win rewards and prizes in order
to ensure that as many pupils as possible are recognised for good
behaviour and effort.
Expectations
Pupils join our school community with a broad range of individual needs and
we recognise that some pupils will find it much more challenging than
others to meet our expectations.
We aim to give children the
encouragement and support they need in order to be able to succeed at
the following aims:
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remain on task in the classroom
show respect for all others and the school
be polite and show good manners
be punctual and attend school regularly
display a positive attitude towards school
develop self discipline and motivation
be honest and co-operative with others
show respect for others when outside the school environment, on
school trips and travelling to and from school.
Sanctions
Sometimes pupils find it very difficult to comply with our expectations
and we need to ensure that they receive every possible means of support
to be able to do this. We may use sanctions as part of this process when
we believe that this will act as a deterrent for the pupil.
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A sanction or warning is issued by class teachers and a reference
made to class rules.
An exclusion from the activity for a limited time is imposed. The
child may return to the activity when he or she is ready.
Time out with another teacher.
Children may be withdrawn from a playtime or activity and given
time to reflect on their behaviour.
A report is made to the Deputy or Headteacher.
The parents are informed and may be asked to come to school
Pupils may be excluded for a fixed term or even permanently if they
deliberately harm others or repeatedly disrupt the learning of other
pupils.
Support available for pupils
We recognise that for some pupils their behaviour can reflect significant
learning, social or emotional difficulties and we support these pupils by
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Ensuring work is appropriately differentiated to ensure that every
child achieves success
Working with the ALNco to produce an Individual Education or
Behaviour Plan
Liaising with parents
Liaising with appropriate medical professionals
Making a referral to Place2Be
Liaising with the LEA’s behaviour support services
The role of governors
The governing body supports the Headteacher in all attempts to promote
positive behaviour within our school.
The governing body reviews the effectiveness of the school policy
regularly. The governors require the Headteacher to report to them on
request about the effectiveness of school behaviour management
strategies. There is a sub-committee responsible for Pupil Discipline and
Exclusions if needed.
The role of the Headteacher
It is the responsibility of the Headteacher to implement the school
behaviour strategy and to ensure that all staff (both teaching and nonteaching) are aware of the school policy and that it is implemented
consistently across the school.
The Headteacher ensures that all children know the standard of
behaviour that is expected and the sanctions for unacceptable behaviour
in Moorland. She ensures that training in positive behaviour management
is available for all staff.
The Headteacher sets the school climate of mutual support and praise for
success, ensuring that our friendly and supportive school ethos has a
positive impact on the behaviour of all pupils.
The role of staff
Staff in our school use teaching approaches which help to promote
positive behaviour. If staff witness an incident of inappropriate behaviour
around the school they will intervene if necessary. Positive behaviour is
instantly recognised.
Classroom rules are agreed with pupils at the start of the school year,
these are expressed in positive terms and displayed in the classroom.
Staff often spend time talking to children whose behaviour is
inappropriate, recognising that this behaviour is often a result of their
experiences but helping children to recognise that we cannot accept this
type of behaviour in our school.
Staff attend training as required, which enables them to become equipped
to deal with incidents of more challenging behaviour and to be able to
remain calm and consistent in all their interactions with pupils.
Teachers encourage good behaviour at all times both in the classroom and
the playground. They establish a climate of trust and respect for all, by
praising, rewarding and celebrating success in all areas.
The role of parents
The school works in partnership with parents to maintain high standards
of behaviour. Parents who are concerned about any inappropriate
behaviour should contact their child’s class teacher or the Headteacher.
Parents have a responsibility to support the school’s behaviour policy and
to actively encourage their child to be a positive member of the school
community. A Home/School Agreement is signed by all parents when their
child starts at the school.
Monitoring and review
This policy is reviewed regularly through discussion with the Headteacher,
staff, governors, pupils and parents both formally and informally. A
serious incident in the school or the admittance of a pupil with extremely
challenging behaviour might trigger an earlier review.
Jane Jenkins
February 2014