|
Positive Behaviour
and Well Being
Policy
Updated: September 2012
School Mission Statement
We aim for excellence, quality and equality for all
We aim to foster an atmosphere where all feel not only valued and nurtured but also happy to work
and play
We aim to actively promote learning for each individual which is both whole and rounded, in
preparation for life in the 21st Century.
1
Introduction
This policy includes a statement of the aims, principles and strategies for the management of pupil
behaviour and well being at Preston Park Primary School.
It was re-developed in September 2012 and will be reviewed regularly with pupils, staff, the
governors and the school community to ensure that it is kept up to date and appropriate for the
needs of the school community.
A schedule for the review of this policy document is set out in the School Improvement Plan.
Why a whole school behaviour/well being policy?
The Every Child Matters agenda confirms that the school community is responsible for creating an
environment within which we are: healthy - physically and mentally; we are safe from harm; where
we enjoy and achieve and make positive contributions to the school community.
We recognise that all adults in the school community are role models. In order to be positive role
models we recognise the importance of looking after ourselves, respecting each other, valuing
difference and celebrating success. The Well Being Committee ensure that staff receive positive
reinforcement and values staff commitment.
Having an agreed policy for managing behaviour and supporting well being in the school means that
everyone knows what is expected (staff, pupils, the community including parents/guardians), a
consistent approach will be used throughout the school and we will promote positive behaviour and
well being and discourage anti-social behaviour.
This policy is written down to ensure that everyone has access to it. It is a reference point for
newcomers and for existing staff, pupils and parents. We have established a Behaviour Steering
Group with members from across the school community. This group will meet regularly to review
and track the progress for pupil well being.
It is our school aim that every child should:
1) Experience school as a happy, secure environment where they are encouraged to develop
physically, morally, spiritually and emotionally
2) Develop a positive self image and show respect for themselves, for others and for their
environment
3) Have access to carefully planned, broad and balanced curriculum
4) Become self motivated, confident, independent learners who fulfil their own potential
5) Experience positive links between the school, home and the wider community
6) Develop tolerance and understanding of their own and other people’s culture, beliefs and
customs and to learn to value diversity.
How do the staff define good behaviour?
Good behaviour means –
 Respecting others’ cultures, beliefs and attitudes
 Showing respect to all people in or out of school
 Showing a positive attitude to learning and contributing to a safe learning environment
We asked the children what they meant by good behaviour
Good behaviour means  Listening to adults
 Getting on with our work
 Having good manners and being polite
 Doing as we are asked
2





Treating others with respect
Being responsible
Helping others
Moving sensibly around school
Being friendly.
How do we encourage good behaviour?
Rewards and Praise (see Appendix B)
 House points (in the form of beads) are used in the school as a means of rewarding good
behavior and good work. In addition to house points, pupil’s names go into a class box.
In each class two pupils a week are selected randomly in the draw to receive a prize in
assembly.
 House points can be awarded by any adult within the school to any pupil. In the case of a
bead being given to a pupil in another class, their name will not go into the class box of
names.
 Smiles, verbal and written positive comments.
 Golden book- each month, teachers can select one (or more) pupils who have shown
excellent demonstration of that month’s value. These children will be announced weekly in
assembly and will receive a golden ticket which will entitle them to have lunch with the
head teacher and/or other members of staff at the end of the month.
 The SMSAs also encourage good behaviour at lunchtime through awarding beads.
 For pupils needing additional support with behaviour and those on Progress Reports
and/or Pastoral Support Plans pupils will work towards regularly (at least weekly) rewards.
These will include time on: the computer, the wii, nurturing the animals, time with art or
any other appropriate activity.
Assemblies
There will be weekly assemblies where the two children drawn from the class box will receive
a prize. Children who are in the golden book will also receive their golden tickets.
Monthly assemblies introducing the Value of the Month are to be followed- these will replace
one of the PSHE lessons per month.
Circle Time
Circle time can be used to enhance self-esteem and positive behaviour.
teachers to use this process.
We encourage
PSHE/SEAL
Teaching through the PSHE and SEAL programmes will ensure that pupils are taught social
and emotional skills. We encourage PSHE to be timetabled for at least 30 minutes per week
by each class and should be planned using the Brent syllabus.
Interventions
Pupils who require specific support with behaviour, anger management and self esteem
building receive support through small group work and individual mentoring. Such support is
provided through SEAL Small Groups, Anger Management Groups and 1:1 mentoring.
Bullying
Teachers are encouraged to have worry boxes in their classes and to be available to pupils
who may wish to discuss any problems they may be having. We have regular bullying
discussions, which enable pupils to understand the different forms of bullying and how to deal
with these.
3
Provision Map
Pastoral Support
Plan (PSB)
Counselling
BOAT
Exclusion Officer
CAMHS
Behaviour Book
Health Concern
Form
Lunch with the Head
IEPs (SA+ & Stat)
Wave 3
Time Out Area
Wave 21
Wave
SEAL /Anger Management/ Self Esteem
Groups
Nurture Groups
Certificates
Assemblies
IEPs (SA)
Milk & Fruit &
Healthy Food
Circle Time
House Beads
Wave 1
House Points
PSHE/SEAL
Peer Mentors
Fronter
1:1 Mentoring
Healthy Tuckshop
School Council
Small group work from
Teaching Assistants
Non verbal – smiles, positive comments
Pupils of the Week
Year 6 Prefects
Head Boy & Girl
Lunch Bunch
4
How do we discourage inappropriate behaviour?
Sanctions taken by adults to discourage or modify behaviour will depend on the pupil concerned and
the situation leading to the behaviour. There is a stepped process in which staff are to follow should
an incident arise. These steps are clearly described in the Appendix D.

Internal/External Progress Reports and Pastoral Support Plans
Pupils involved in continual defiant behaviours or are involved in steps 2-4 behaviours may be
put onto Behaviour Support Plans and/or Pastoral Support Plans. The primary benefit for
pupils receiving a report/plan is to track and note any trends/patterns of behaviour. This will
give a documented account of the behaviours and incidents and allow trends to be analysed
to ensure the pupil is receiving appropriate support. Pupils on reports/plans will have clear
SMART targets, will be tracked and recorded daily and relevant support programmes
implemented. These will be reviewed regularly and will be based on a reward system.
The Behaviour of Pupils out of School
We expect pupils to behave well in and out of school. When behaviour out of school impacts on
behaviour/relationships within school then we will act by speaking with pupils and parents as
necessary. We also remind pupils that their behaviour out of school is a reflection on the school and
can influence its reputation.
While on a school trip all behaviour expectations of the school remain. The school reserves the right
to deny access to a school trip if they feel that the pupil will be unable to follow these rules, or their
recent behaviour has been poor.
Monitoring the policy
To help identify the effectiveness of the policy:
 The Behaviour Steering Group; consisting of a cross section of staff, will meet regularly and
report back to the whole staff.
 Observations, informal discussion and questionnaires to the children will be used.
 Communication will be via Fronter, assemblies, staff meetings, printed copies sent home to
parents and on the website.
 The policy will be reviewed regularly.
Evaluation
As an indicator of the success of this policy we hope to achieve the following:  Positive behaviour being encouraged throughout the school.
 Fewer incidents of anti-social behaviour throughout the school, with fewer pupils needing
constant reminders of our Golden Rules and Values.
 A greater awareness among adults and children of their own behaviour and its effect on others.
 All staff (teaching & non- teaching) supporting each other in implementing this policy
consistently.
 A noticeably happy atmosphere throughout the school.
5
Appendix A
Guidelines for Classroom Routines
At the beginning of the year pupils will need to establish routines that will enable the pupils to work
independently and follow the Golden Rules. There should include procedures for: 







coming in and going out of the classroom
movement around the classroom
attracting the teachers attention
going to the toilet, or leaving the room for any other reason
what to do when you have finished work
noise levels
wet playtimes
tidying up
Guidelines for Playground Rules
Pupils and staff will need to establish rules and routines that will enable pupils to be safe and happy
at play and lunchtimes. These could include: 




we play together and look after each other
we let other pupils get on with their own games
we share equipment and give it back at the end of play and lunch times
we tell an adult or a peer mentor if we feel sad or lonely
when the bell rings we stand still and then go to our class lines
Guidelines for Mobile Devices
All pupils from years 4 to 6 have access to an iPad. The school has an acceptable use policy which
outlines the rules and structures for using the iPads. Parents, pupils and teachers have all signed
these, showing that they are aware of the acceptable behaviour when using iPads and the
consequences for unacceptable behaviour.
6
Appendix B
Behaviour Management Strategies
How do we organise the day/classroom to encourage good behaviour?
The most effective influence on behaviour in school are the teaching staff and other adult workers in
the school. Next to parents, teachers could be the most influential role models in a young child’s life.
We recognise that behaviour in school will be influenced by our own attitudes and behaviour. We
have to plan and organise both the classroom and lessons to keep pupils interested and minimise the
opportunities for disruption. We must also promote good behaviour and deal with anti-social
behaviour. This requires attention to areas such as furniture layout, grouping of pupils, matching of
work to ability, pacing of lessons, enthusiasm and the use of humour to create a positive classroom
atmosphere.
Bill Rogers describes three modes of adult behaviour in relation to behaviour management in school:
Over Vigilant
adult picks up on every misdemeanour, publicly tells off, shows child up
(stands up in assembly, shouts at, sends out of class etc.)
Relaxed Vigilant
adult gives quiet consistent reminders of behaviour around the school,
without ‘letting things go’. When possible states the obvious rather
than instructs – gives the pupil a chance to recognise the problem and
put it right. i.e. “ You’re talking when you should be listening.” Rather
than “Stop talking.”, “There’s a coat on the floor.” rather than “Pick that
coat up.”
Non-Vigilant
adult lets things go unless absolutely necessary to intervene. “Not my
class so nothing to do with me.” Consistently turns a ‘blind eye’ to
minor things (children running, lining up badly, litter in the playground,
coats etc on the floor).
Clearly a staff practising ‘relaxed vigilance’ will give pupils a consistent message and help teach good
behaviour as well as control it, particularly if consistent sanctions are used when unacceptable
behaviour does happen.
The adults in the school recognise good practise should include...
 us continually observing or ‘scanning’ the behaviour of the class. We should be aware of, and
control, our own behaviour, stance and tone of voice. We should be positive role models.
 we should always try to emphasise the positive, including praise for good behaviour as well as
good work.
 us be sparing and consistent with the use of reprimands and consequences. This means being
firm rather than aggressive, targeting the right pupil, criticising the behaviour and not the person,
using private rather than public reprimands whenever possible, being fair and consistent and
avoiding sarcasm and idle threats.
 our behaviour policy that is based on a positive approach to pupils and the promotion of mutual
respect, consideration, co-operation, and self- discipline.
 pupils being treated fairly and consistently.
 Recognition that inappropriate behaviour may be an indicator that a pupil has issues in other
areas. We must always be aware of SEN or Child Protection issues that may be affecting an
individual child.
Conscious Choices
When using strategies placing an emphasis to pupils that they are making conscious choices to either
behave or not. This acts as a verbal warning that their behaviour is unacceptable and if they
continue they will be choosing to accept the consequences of their actions.
7
Phrases such as…
“…. if you choose to continue that behaviour it will mean that ……”
“…. if you choose to do that again you will ….” (receive appropriate sanction)
Strategies
 positive praise for pupils showing model behaviour
 tactical ignoring of irritating behaviour can often avoid an escalation of the behaviour.
Adults can often effectively deflect inappropriate behaviour by drawing attention to
appropriate behaviour that is going on.
 waiting
 use of non-verbal communication.
8
Appendix C
Behaviour Consequences
Behaviour
1
Level 1 behaviour is the continual low
level behavior/incidents.
For example:
Pushing
Name calling and general squabbles.
Breaking class rules.
Not following instructions.
Throwing small objects such as
stationery (without causing self/others
damage). General mis-behaviour
including displaying a poor attitude to
learning and/or producing a standard
work that is below the child’s ability.
Strategies
Pre Step- verbal warning.
Step 1- name on board which is marked with a / next to it, (happy
and sad face).
Step 2- If the child continues to misbehave, an additional cross will
be added to the child’s name (resulting in the child having an X
next to their name).
KS1
Teachers are to speak to the
pupil’s parents at home time to
discuss the behavior.
Pupils are to fill in a behaviour
reflection sheet at home and
discus with their teacher the
next day. Reflection sheets are
to be handed into Head teacher.
KS2
Children are to fill in a behaviour
reflection sheet with their
teacher/year group leader at
break/lunch and discuss it in
detail. Reflection sheets are to
be handed into Head teacher.
PRESTON PARK PRIMARY SCHOOL
Next Step
If there are three
occasions of step 1
behaviour within a ½
term, parents will be
invited to a meeting with
class teacher and/or
Head teacher (at the
Head teacher’s
discretion).
2
Level 2 behaviour is also continually
defiant, however, incidents are at a
higher level.
For example:
Using inappropriate language
Being disrespectful to adult (minor
incidents such as ignoring)
Kicking chairs, tables etc.
Silly behaviour on a school trip.
3
Step 3 behaviour is also continually
defiant or could be one-off incidents.
These are at a high level.
For example:
Fighting with other child
Racial and sexual swearing at anybody
Stealing
Vandalising school property (permanent
damage)
Dangerous behaviour during school trip
Swearing or use of offensive language at
a teacher/adult.
KS1
KS2
Pupils are to fill in a
behaviour reflection sheet
and discus with their
teacher the next day.
Reflection sheets are to be
handed into Head teacher.
Teachers are to speak to
the pupil’s parents at home
time to discuss the
behavior.
Children are to be sent to their year
group leader to fill in a behaviour
reflection sheet. They need to
discuss this with the reporting
teacher that day or the next at the
latest during their free time.
Reflection sheets are to be handed
into Head teacher.
KS1
KS2
Child to be taken to a meeting at
12pm with a member of the SMT.
Children to be sent
immediately to Head teacher’s
office who will consider the
incident and the circumstances
surrounding and decide upon
an appropriate strategy e.g.
missing lunch time; internal
suspension; exclusion.
All pupils sent to the Head
teacher need to fill in a
behaviour reflection sheet.
They need to discuss this with
their teacher/SMT upon
completion. Reflection sheets
are to be handed into Head
teacher.
A phone call home to be made by
a member of SMT as soon as the
incident occurs.
All pupils need to fill in a
behaviour reflection sheet. They
need to discuss this with their
teacher/SMT upon completion.
Reflection sheets are to be
handed into Head teacher.
PRESTON PARK PRIMARY SCHOOL
If there are two incidents
of level 2 behaviour twice
in a ½ term, parents will
be invited to a meeting
with class teacher and/or
JRP.
It may be applicable for
the pupil to go onto a
Behaviour Support Plan.
If there are two incidents
in a ½ term, parents will
be invited to a meeting
with class teacher and
JRP.
If the behaviour
continues, and another
meeting with parents is
required, a behaviour
support plan will be
implemented by SP.
Step 4 behaviour is more likely to be
one-off incidents. This behaviour is at a
very high level.
4
For example:
Being in possession of a weapon or
bringing a weapon into school
Causing physical harm to anybody
Throwing tables and chairs
Causing harm to self, others and/or
property.
Suspension; external. On the day of the incident, the
parents/guardians will be informed, and will be expected to pick up
their child immediately and meet with a member of the SMT. The
terms of the suspension will be decided according to the severity of
the incident. The pupil will be given work to complete during the
suspension period. Prior to the pupil returning to school, a meeting
will be held with the pupil, the teacher, a member of the Inclusion
team and the parents/guardians. If necessary a Pastoral Support
Plan will be developed and implemented.
If a pupil is suspended
Brent exclusions team
will become involved.
The support plan will include the identification of any further
support that the pupil may require. This could be internal supports
such as; SEAL groups, social skills groups etc… or external agency
support such as; CAMHS, Counselling, CAF etc…
After any suspensions the Pre Exclusion Officer will become involved and Support Plan initiated
5
Step 5 behaviour is more likely
to be a one-off incident. This
behaviour is at the highest level.
Permanent exclusion.
Serious bodily harm to any
person in school.
Notes on terms:
Inclusion team: Shital Patel (SENCO), Sam Boni (Parent Liaison Officer).
Pastoral Support Plan: Exclusions officer, parents and school draw up a support plan to avoid permanent exclusion. This may include strategies which
are personal to the child.
Behaviour Support Plan: Plan drawn up by pupil and teacher to help support positive behaviour. To be monitored either daily or weekly by a member
of the SMT.
CAMHS: Child and Adolescent Mental Health Support. This agency can diagnose ADHD, Autism and various other behaviour and emotional issues.
They also provide counseling and strategies to support the school and parents.
CAF: Central Assessment Framework. An early intervention strategy, where members of the CAF team can provide support for a family.
Pre-Exclusion officer: Provided by Brent to help prevent a child being permanently excluded.
PRESTON PARK PRIMARY SCHOOL