Goose Green Primary School
Life. Learning. Laughter.
Behaviour and Motivation Policy
Our vision and principles
At Goose Green we expect all of our pupils and staff to come to school with positive
attitudes and high expectations. We believe that every child and every adult at our
school has the right to feel happy, valued and to be treated with respect. Our aim is
to create an environment, physically and emotionally where everyone feels safe
and secure and ready to meet challenges that each new day brings.
We encourage children to understand that their behaviour impacts directly on
everyone’s achievement and progress when learning, therefore we expect
everyone in our school to exercise self-control in their actions and the words they
use.
Our behaviour policy is underpinned by Goose Green’s core values. By the time
children leave us we strive to ensure that they are:
Fun-loving
Ambitious
Independent
Resilient, with a strong
Sense of self-worth
In order to achieve these values everyone follows the whole school Golden Rules.
Whole school Golden Rules
We come to school on time every day and ready to learn
We are kind and helpful
We listen to each other and support each other
We are honest and learn from our mistakes
We work hard and challenge ourselves every day
We respect our own and other people’s property
The ways in which we encourage positive behaviour
We are a Growth Mindset school and believe that wherever possible all children
should be working towards developing positive behaviour through a sense of intrinsic
motivation.
Children following the Golden Rules may earn their class a marble for the class jar.
When the jar is full the whole class celebrate with a collective game that they
choose. The expectation is that the jar will be full at least once a week. All staff will
carry raffle tickets to reward children who are not in their own class. The raffle ticket
will be exchanged for a marble for the class jar. This gives children the opportunity to
fill up their jar during lunchtime, assemblies and lessons with specialist teachers. It
also underlines the staff’s collective responsibility for good behaviour to be seen
across the school at all times.
Weekly rewards and sanctions
Each week every child has an hour of Golden Time from 2pm – 3pm on a Friday
afternoon. Golden Time enrichment activities will be chosen by the class each
Monday. These activities will be highly motivating, with a clear learning objective
and reflect children’s interests that week. Any child missing Golden Time will sit out
and watch the activity for the amount of minutes they have lost (to a maximum of
15 minutes per week. 3 minutes lost every time they are on red). Children are able to
earn back time if they manage to turn their behavior around, make positive choices
and return to green. A maximum of 2 minutes can be earned back when they return
to green.
We also encourage positive behaviour through our PSHE curriculum and dedicated
twice weekly circle times.
Unacceptable behaviour
When working with children who consistently make poor behaviour choices we
recognise that a ‘one size fits all’ approach is not compatible. Therefore we ensure
that individual plans for these children are in place and enable them to learn and
progress in a caring environment. Class teachers will work with the SENCO or
Learning Mentors to devise the best strategies for each individual child. These
children are monitored by class teachers and the SENCO and discussed at
vulnerable children meetings.
Children that are not able to manage in class with this level of additional support
may be referred to the Reflective Thinking Class for a fixed period of time (usually
half a term). In this class they will be supported by a specialist teacher and higher
level teaching assistant alongside the SENCO to reflect on and control their
behaviour and develop positive learning behaviours as well as continuing with their
academic lessons.
The vast majority of children are able to access the whole school traffic light
behaviour system where all staff and children are clear about the necessary steps if
expectations for positive behaviour are not met. In EYFS and lower school this takes
the form of visual traffic lights where the children are able to physically move their
names up and down. In upper school a red and amber card system will be used
discreetly to inform children of poor choices. Language applied when using this
system is consistent by all teaching staff across the school. This is a transient system
where children can move up or down throughout the day.
Every day a child starts on green and are encouraged to earn a marble for showing
positive behaviour, effort, kindness or hard work.
Step 1
If there are any issues with behaviour which disturb the learning of others a child is
given a verbal reminder.
Step 2
If poor behaviour choices continue to be made the child will then move to amber
and explicit guidance will be given on how to make it back to green.
Step 3
If the child continues to make poor behaviour choices they will move their name to
red. They will lose 3 minutes of their golden time. Lost golden time will be recorded in
a book by the class teacher.
Step 4
If the child continues to make poor choices they will go to a partnered ‘calm class’
(see appendix 1 for calm class partnerships). They will take work with them and stay
for 10 minutes. The calm class teacher will not interact with the child other than to
tell them when their time is complete. It is expected that the child will talk to their
class teacher about what has happened when they return to class.
Step 5
If the poor choices continue the child will be sent to their phase leader for ten
minutes. A reflection sheet that has already been partially filled in by the class
teacher will be sent with the child for them to complete. The phase leader will not
interact with the child other than to discuss the reflection sheet. Reflection sheets will
be inputted to our Child Protection Online Monitoring System (CPOMS) by the office
staff once a week.
Step 6
If the negative behaviour continues or the initial behaviour constitutes a ‘serious
incident’ (see definition below) the child will be sent to a duty Learning Mentor. The
Learning Mentor will work with the child to reintegrate them back into class if
appropriate or refer the matter to a member of the Senior Leadership Team.
If necessary a member of the Senior Leadership Team will contact parents by
phone/ letter or arrange a meeting in school.
Specialist teachers:
Specialist teachers continue to operate a traffic light system and use a laminated A4
version of this. As it is passed from class teacher to specialist teacher children who
are already on amber or red will have been identified and names written down.
Children are encouraged to earn a raffle ticket to take back to their class and
exchange for a marble.
Definition of a serious incident
Please note that a serious incident is described as follows:
-
Bullying including homophobic, religious and intolerance (see bullying policy)
Any extreme violent action
Stealing
Using an object as a weapon
Or any other action deemed unacceptable by the Head teacher
We are obliged by law to log all incidents of racism and report these termly to the
Local Authority.
Home school links
The positive behaviour policy should be signed by Parents/ Carers to ensure that
they agree to support the school and their child. The policy will be given to the
parent of the child when they are enrolled at the school.
Appendix 1
Calm classes 2016:
Nursery to Reception
Reception to Nursery
Year 1 to Year 6
Year 2 to Year 4
Year 3 to Reception
Year 4 to Year 2
Year 5 to Nursery
Year 6 to Year 1