MILLBANK ACADEMY BEHAVIOUR POLICY
Positive behaviour underpins effective teaching. Without a calm learning environment, we would not be
able to teach; therefore good behaviour is essential for learning to be effective.
We want positive attitudes in all members of the school by insistence on:
• Following the 3 school rules
• Mutual respect
• Self discipline
• The ability to evaluate and reflect on the opinions of others
We achieve positive behaviour through:
1.
We have 3 school rules which we expect every member of the school to uphold:
WE COME TO SCHOOL TO LEARN
WE RESPECT EACH OTHER
WE KEEP EACH OTHER SAFE
The rules are referred to in assemblies and revisited weekly in the classroom. Our aim is that all children will
understand the rules, and children in KS2 will know the rules from memory.
The school rules are used as a starting point with the children when dealing with negative incidents.
2.
Classroom rules
At the beginning of the school year, every class writes classroom rules based on the 3 school rules, with detail of
what adherence to the rules looks like in practice, differentiated for the age of the class. Each year group agrees
rewards and consequences.
3.
Rewards and sanctions
Rewards/Merits – see sheet at the end of this policy
Year group teachers discuss and agree what the classroom rewards should be for following the classroom rules.
The reward system is designed to ensure that all children receive positive rewards.
We believe that positive behaviour is reinforced and embedded when children are publicly recognised, therefore
we dedicate time during the day to celebrate achievements in the classroom, and in whole school assemblies.
Sanctions – see sheet at the end of this policy
Year group teachers discuss and agree what the sanctions should be for breaking the classroom rules. These
should be graduated with the consequences reflecting a particular incident.
When dealing with unacceptable behaviour, we are always conscious to always maintain a child’s positive selfesteem, and that it is the behaviour that is unacceptable, never the child.
The following procedures are an outline of the strategies that might be used:
• Check that the child understands what he/she is in trouble for
• Establish that he/she knows that the behaviour is unacceptable
• Explore the effect that the behaviour had on others
• Examine strategies for preventing the same situation from occurring in the future
• Encourage children to think of or offer some alternative strategies
Strategies for minor infringements might include:
• A non-verbal sign
• Ignoring
• Time out (maximum of 5 minutes)
• Home/school books (in cases of repeated negative behaviour)
• A private verbal rebuke
• Repetition of a task if necessary
• Isolation within the classroom
• Removal from class to an alternate supervised area
•
•
Withdrawal of a privilege – eg: loss of a playtime
Informing and discussing with parents if necessary
More serious incidents must be dealt with in a more formal way:
• Logging of incidents in class behaviour diary
• Informing parents
• Withdrawal of a major privilege
• Removal from class for a longer period
• Informing the Deputy Principal or Principal.
4.
Positive behaviour strategies
The following are strategies used by staff at Millbank to manage behaviour in a positive, pro-active way.
We aim to:
• Remain positive
• Always listen to children
• Set personal standards of behaviour and respect for other people
• Criticise the action and not the child, but praise both action and child
• Display expectations, eg: class rules, clearly
• Be consistent in our expectations
• Always warn at least once before a sanction
• Avoid conflict and confrontation by giving choices or alternatives
• Praise good behaviour before criticising inappropriate behaviour
• Talk through conflicts using positive developments while being truthful
• Give children jobs or responsibilities as appropriate
• Value childrens’ ideas
• Develop personal charts etc for individual children where necessary
• Know why the child is behaving in a certain way – know their background and current situation
Playground and lunchtime behaviour – see sheet at the end of this policy
5.
Midday supervisors and teachers work together to monitor both positive and negative behaviour in the
playground.
Playground rules are displayed in the playground and are discussed in assemblies and in class throughout the
year.
6.
Monitoring behaviour :
Monitoring behaviour is an implicit thread in all monitoring activities. However, there are occasions when
behaviour is monitored in isolation:
• Progress check meetings with the head teacher allows teachers the opportunity to raise behaviour
concerns
• The ‘KIT’ meeting allows all staff to discuss children causing concern
• The Deputy Principal or Principal monitors class behaviour diaries termly
• Teachers record any significant behaviour issues in the class pastoral care folder
• Bullying is recorded in the central record.
September 2014
MERITS and REWARD and INCENTIVES
Classroom
F stage
1&2
3&4
5&6
Windmill
Individual children
Stamps in books for good work or effort.
Stamps and stickers for star chart for specific
behaviour or learning or effort - prize/reward on
completion of chart
Special privilege/responsibility within the classroom
(eg special cushion in R class)
Group
Top table- Prize draw at the
end of term (usually
stationery)
Whole class
Whole class top effort
Marbles in a jar, counted at
end of day...overall agreedupon reward when target
number reached
Positive verbal feedback to parents
Top effort, 3points= 1 top effort
Handwriting heroes/ homework heroes
Daily choosing time reward
‘Good work’ – sent to Deputy Principal or Principal
for high level achievement
Play time
General or
whole
school
F stage
1&2
3&4
5&6
Windmill
Dots on star trackers + stars on medal chart
Dots on star trackers
Merit postcards
Two children per week
Use of royal mail so the post card arrives at
home on Saturday
MJC to collect, complete a class tick-list and post in
internal mail on Tues
Years 5&6 – additional pitch
time on Friday can be earned
SANCTIONS
CLASSROOM
Behaviour
Low level
Person responsible
Class teacher
Record kept (*class diary)
No
Yes, shared with parent
Class teacher
Yes – record by child
Parent informed if
necessary
Involvement of Lead teacher (and if necessary, Deputy
head or Head)
Windmill: ‘Sad face’ symbol on medal chart
5 minutes to stand against the wall
Windmill: As above + verbal warning
Class teacher and Lead
teacher
Yes
Parent involved
immediately
Class teacher informed
Repeated or
deliberate
Sent inside (accompanied) to find class teacher
Windmill: ‘Hand’ symbol on medal chart
Class teacher
Yes – record by child
Parent informed if
necessary
Significant
Sent inside (accompanied) to find class teacher, and
lead teacher involved (and if necessary, Deputy head or
Head)
Windmill: ‘Sad face’ symbol on medal chart
5 minutes to stand against the wall
Windmill: As above + verbal warning
Class teacher and Lead
teacher
Yes
Parent involved
immediately
Lunchtime supervisor
Class teacher informed
Repeated or
deliberate
Significant
PLAYTIME
am or pm
PLAYTIME
lunchtime
Low level
Low level
Repeated or
deliberate
Consequence
Warning system (danger zone/ traffic lights)
Repeated red or danger zone 3x per week
Windmill: Redirection / verbal warning
Minutes missed from play time
1&2: up to 5 mins
3&4: up to 10 mins
5&6: up to 15 mins
Windmill: ‘Hand’ symbol on medal chart
Play duty teacher
Yes- record by child
Parent informed if
necessary
Class teacher
Sent inside (accompanied) to find class teacher
Windmill: ‘Hand’ symbol on medal chart
Significant
Sent inside (accompanied) to find class teacher, and
lead teacher involved (and if necessary, Deputy head or Class teacher and Lead
Yes
Head)
teacher
Parent involved
Windmill: ‘Hand’ symbol on medal chart
immediately
Low level: play fighting; misuse of equipment; incidental or off-hand unkindness; irritating or distraction of other children.
Repeated or deliberate: exclusion of other children; deliberate unkindness; rude to child; using physical action eg pushing
Significant: swearing; racist name-calling; sexist name-calling; fighting; rudeness or defiance to an adult; aggression; fighting; bullying; refusal to listen