George Dixon Primary School
Behaviour Policy
Consideration
Commitment
Care
Courtesy
Co-operation
Rationale
At George Dixon we place strong emphasis on promoting and recognising good
behaviour through positive reinforcement. The ethos of the school and the
planning through the creative curriculum, leading to engaging lessons, promotes
the attitudes and values necessary for individual children to flourish. This policy
underpins the Values (5C’s) and vision we uphold.
Aim
To create and sustain a school whereby children understand that their good
behaviour will be recognised and rewarded. In addition, children will develop an
understanding that they are accountable for their actions, and should they make
a decision that impacts negatively on themselves, peers or adults in our school,
there are clear repercussions for these actions.
School Rules
We all have a responsibility for ensuring we provide opportunities for children
to flourish. The senior leadership team, teachers, teaching assistants, pupils,
lunchtime supervisors, parents, governors and all other adults working within our
school have a role to play and will work collaboratively to ensure the following
rules are followed.
Our school rules are all based around the 5 C’s:
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Consideration
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Co-operation
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Care
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Commitment
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Courtesy
The 5 C’s are integral to everything we do in our school alongside the British
Values of democracy, individual liberty, tolerance, mutual respect and rule of
law. The 5C’s are referred to consistently and were agreed by staff and
children.
1. We will be considerate of others.
2. We will show co-operation with everyone at our school.
3. We will be caring towards everyone and everything at our school.
4. We will show commitment to our learning and each other.
5. We will be courteous at all times.
Behaviour System
Every class has a behaviour chart. This looks like a traffic light system. Children
will begin each session on green.
Strategies to support the positive reinforcement of good behaviour
In the first instance, verbal praise will be given to the children. This will be
given consistently and regularly throughout the day by all adults working in our
school to all children who are showing good behaviour. The adults are
responsible for setting the tone for behaviour – insisting on and encouraging the
best from children. We will be clear and explicit about what behaviour we
expect and consistently comment when we see it.
In Key Stage 1, children who have demonstrated positive behaviour which goes
above and beyond the expectation may be put on the ‘Golden Star’.
If the whole class follows the 5C’s or shows outstanding behaviour they may be
rewarded with a Golden Ticket. The class with the most Golden Tickets will
receive a box of games to play with at lunch time on Friday.
In Key Stage 2, a teacher may then wish to give children who are showing good
behaviour house points. There are two reasons children want to earn house
points;
1. They are in a house point team (Liberty, Honesty, Hope, Friendship).
Everyone in that team will try to collect house points throughout the
week. They are collected on a Thursday. The winning team (as a collective)
get a special reward on a Friday lunchtime. They can either go to the cage
where games will be in place for them or go to the library where they can
take part in art, games and technology activities.
2. They are collecting house points on an individual basis. When a child gets
two ‘bonuses’ on their card, they can take a prize from the prize box. The
teacher will highlight these to show a prize has been given.
If a child has been on green all day, and have not moved their name, they will
have their name put into a special raffle box. This means their name can be put
into the box up to five times a week. On a Friday afternoon, a name will be
drawn at that child will win a prize.
Should a child not move their name for a whole week, a text message will be
sent home on a Friday to explain to parents how fantastic their child has been
that week.
In addition to the above, teachers might choose to use:
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Stickers
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Certificates
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Dojos
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Photo on a wall of fame
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Other ideas individual class teachers have
Consequences of unacceptable behaviour
In line with our behaviour system above, there are clear procedures in place for
children who choose to not show good behaviour.
1. In the first instance, the teacher (or adult in school) will give the child a
verbal warning. If the child rectifies their behaviour, no further action is
needed.
2. If the poor behaviour consists, the child will move their name off the
green traffic light and on to the amber one. This is a child’s final warning
before further action is taken.
3. If the poor behaviour consists, the child will move their name to the red
traffic light. At this time the child will go to a partner class. They will sit
at the reflection table to consider how they can improve their behaviour.
They will complete the ‘Time Out’ form about. Once they are ready to
return to class, give their teacher the sheet and the child is given a fresh
start in the lesson. Their name will move off the red traffic light at
placed in a box titled ‘I am thinking about my behaviour’. A note of this is
made on the behaviour tracking sheet.
After each lesson, all of the names are placed back onto the green traffic light,
giving all children the chance to rectify any bad decisions they have made.
If a child is moved to the red traffic light twice in a 24hr period (from
lunchtime to lunchtime) they will receive a lunchtime detention. The detention
will be supervised in the Community Room by either the Head Teacher, Deputy
Head Teacher or Assistant Head teacher. The child will be asked to explain why
they are there and will not be allowed to eat or play with the other children. All
detentions will be tracked on the tracking sheet and a text will be sent to the
parents informing them of it.
If a child receives two detentions in a half term, their parents will be asked to
come and meet with both their teacher and the Deputy Head Teacher. The
fourth detention will require a meeting with the Head Teacher and the class
teacher.
Severe Unacceptable Behaviour
In some instances, staff might override the above list of consequences. These
are incidences such as:
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Bullying (see policy)
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Fighting or assaulting an adult (verbal or physical)
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Racist / Homophobic comments
In such incidences, the child will be dealt with on an individual basis and
consequences such as internal / external fixed term exclusion or permanent
exclusion could be put in to place.
Role of the learning mentors
The role of learning mentors is to remove ‘barriers to learning’. The learning
mentors, through a variety of strategies, encourage children to develop positive,
social and emotional understand of acceptable behaviour. They work
strategically with the Family Support Worker and Class Teachers to provide
children with strategies to manage their behaviour; however, they are always
available to support children in need.
Special Educational Needs and Vulnerable Pupils
As an inclusive school, all staff will make reasonable adjustments in the
application of our school ethos and behaviour strategies. When dealing with
behaviour, all staff will make provision for all children, especially those with
SEN, ASD and Speech & Language difficulties.