POSITIVE BEHAVIOR POLICY
ETHOS and Vision Statement: WE ARE HERE TO LEARN AS MUCH AS WE CAN.
At Mill Dam we celebrate our diversity and achievement. Children enjoy and get the best out of learning opportunities in a caring and
positive environment. Through imaginative and flexible focussed learning, children strive to achieve well within the guidance of a
Spiritual, Moral, Social and Cultural Framework.
We aim to create reflective, confident learners. Our child centred culture enables children to develop, grow and establish positive
attitudes. Children learn to respect themselves, others and the world in which we live.
Mill Dam is a forward thinking Community School. We adapt to evolving technologies and global developments. Our children are prepared
for challenges of the future and aim to be economically independent and make a positive contribution to society.
To achieve this we share a collective responsibility to ensure that the guidance and procedures stated in this policy are applied
consistently across the whole school.
Guidelines and Procedures for Classrooms
We follow The Golden Rules. These rules are displayed in every classroom and around the school.
L Listen
E Everyone caring and helping each other
A Always do your best without losing time
R Respect everything and everyone around us
N Never say can’t
Working with Children
The children operate within the policy on a daily basis, through feedback from systems such as Classroom Dojo and the Golden Time
Tracker. The children also support this policy by becoming House Captains and Playground Partners. The policy is supported by clear
rewards and consequences.
Working with Staff
All staff must see themselves as essential to the achievement of these aims and must feel confident to deal with all pupils. Staff must
model the behaviour we expect.
Expectations are met by:1.
Providing a stimulating, organised classroom.
2.
Being well prepared with appropriate resources ready for use.
3.
Having clear rules of when and how to work appropriately or collaboratively.
4.
By being positive and leading by example.
5.
Using a voice and manner which fosters mutual respect.
6.
Supporting children through personalising learning and those who have Individual Education Plans
(IEPs) to improve their behaviour by following procedures as agreed in their IEP.
7.
Giving clear consistent whole school messages
8.
Being able to pre-empt situations.
9.
Arranging classroom furniture with the needs of the children in mind.
10. Using monitors to encourage children to take responsibility.
11. Having a notice board in class where information such as class timetables, monitors, class
rules/contracts, routines, visual timetables etc so that children have the means to check. (This will
also provide essential information for anyone covering the class).
12. By catching children being good, rewarding and celebrating good behaviour, effort and achievement.
13. By expecting good attitudes, manners and respect.
14. We also expect good attitudes for learning which we actively teach through the Learning Skills and
within our integral Social, Moral, Spiritual and Cultural Ethos.
Working with parents
The school shares this policy with parents by involving them in the rewards and sanctions follow up. The policy is published on the
website. A leaflet of the key points is sent home.
Visiting Staff
Visiting staff are made aware of the policy and sanctions which are displayed in each classroom, in the hall, in the staffroom and in the
induction pack.
Monitoring
The implementation and effectiveness of this policy will be monitored by the Head Teacher through the monitoring cycle and on a daily
basis. This Policy will be reviewed by the governors annually. Records of behaviour incidents are kept. The types of behaviour which are
recorded and monitored are bullying, serious behaviour incidents and racial abuse. These are reported to the local authority. The Head
teacher includes this information in her termly report to governors. This enables governors to monitor and have an overview of the
school.
Playtime and Lunchtime Procedures
At the end of playtimes: First bell ring means stand still quietly. Second bell means children walk into school. Teacher/support staff lead
children back into school or wait in the classrooms to receive them.
During playtimes children should ask the permission of the supervising adult to go to the toilet, have a drink or leave the playground for
any other reason. During playtimes no child should be allowed to go inside the classrooms unless accompanied by a member of staff.
If an accident occurs a child/ren should be sent in to see a member of staff.
The procedures and rules are simple to follow. The appendices following set out how to ensure we apply the system fairly.
Rewards
Verbal Praise
Golden Time during Friday afternoon when children can chose their own activities.
Raffle tickets can be given by any staff.
At the end of each week there is a raffle and a prize for the chosen ticket.
Classroom Dojo is also used within the lesson to increase pace and motivation.
Particularly good effort receives a certificate and these children are invited to sit on the ‘Golden Bench’
during the Friday AOW (Act of Worship). A ‘Star of the Week’ is chosen from these children and a cup is taken home for the week to
mark this achievement.
We send home special golden letters to those children who complete something extraordinary.
If a child behaves inappropriately the sanctions are:
Consequences
Step 1: Verbal Warning
Step 2: Name on the board
Step 3: Time out in shared area
Step 4: Time out of break or Golden Time.
There is an expectation that all children finish the tasks set in every lesson and all teaching staff
record this. Staff reward good effort and treat each child individually.
Step 5: Report to the headteacher (The child will also be discussed at weekly staff meetings and pupil profile
meetings for each cohort).
Step 6: Parents and/or other agencies are invited to make a contribution to supporting the child.
Step 7: Formal detention
Step 8: Suspension and Exclusion for severe cases of violence or abuse, (including verbal).
EACH DAY IS A NEW START.
However children who persistently need reminders and sanctions are mapped on a timeline and further support is sought.
Rules and consequences are identical at Lunchtime, Playtime and the Extended Day, (Breakfast Club, After School Care Club,
Activities and The Ducklings Pre School Provision).
We operate a wrap around continuum of learning and all adults have equal status. This also applies when children are working off site.
Updated January 2016