BEHAVIOUR POLICY
NOVEMBER 2014
WRITTEN BY:
Name: Ms Zena J Lines
Position: Acting Headteacher
APPROVED BY:
Name: Mr Les Hall
Position: Chair of Governors
Signed:
Date:
Review Date: November 2016
Introduction
This updated policy is a reflection of a lot of hard work and development by
the whole staff of South Walney Community Junior School. Over the last few
years, excellent progress has been made - with standards of behaviour
greatly improved and academic attainment above national averages, and
expectations are now high for both. As a result of this success, behaviour
remains a priority for school, to ensure the good standards achieved are
maintained in the future.
We encourage all children to work and behave to the best of their ability
showing consideration and respect for others as well as good manners. We
strive to ensure they develop caring attitudes and good moral values so they
can take their place in society as responsible adults who have understanding
and respect for others and who care for the world in which they live.
Aim:
To ensure good standards of behaviour and learning by:
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Maintaining a consistent approach to teaching good behaviour.
Working closely with parents in maintaining good standards of
behaviour both in and out of school.
Supporting all staff in adopting effective classroom organisation and
teaching styles in order to promote good behaviour.
Providing a structured curriculum framework as this allows better
continuity and progression of skills.
Identifying each child’s strengths and weaknesses, in order to support
children in achieving good behaviour.
Staff setting a good example in the way they behave with each other.
Staff using a consistent approach to the way they manage and deal
with behaviour.
Providing a support system for staff for dealing with challenging
behaviour in a positive and constructive way for every one involved.
Guiding personal development and attitudes so that core skills can be
introduced or developed.
All members of the school’s community are expected to work towards the
school’s policy by:
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Actively developing the self esteem of all pupils.
Developing an atmosphere of safety and confidence, this will help
promote mutual respect and consistency.
Using Circle-time to develop skills and attributes.
Highlighting a weekly behaviour focus the school which is included in a
whole school assembly and followed up in PSHE
Focusing on good or improved behaviour at the weekly “Celebration
Assembly” and work of the month recognising children’s achievements.
Following the school’s approach to challenging behaviour, including
verbal warnings and cooling off time.
2|P age
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By informing the SENCO of any concerns they may have about individual
children and their behaviour.
Participating in Pastoral Staff Meetings to highlight concerns about
individuals, or to discuss appropriate approaches to behaviour.
Seeking advice and support from fellow professionals, when encountering
challenging behaviour.
By following a scheme of work which provides opportunities for the
development of knowledge, skills and understanding.
Providing opportunities for children to study in school, at a weekly
homework club.
By assessing and completing levels of development for behaviour, for
each individual. This will be completed at the end of the year.
Rights and Responsibilities.
Children
Children have the right and responsibility:
 To experience good standards of behaviour so that their learning and
welfare are safeguarded.
 To learn in a classroom where the teacher is willing and able to set
consistent limits for unacceptable behaviour whilst providing warmth
and support for positive behaviour.
 To learn in a classroom where pupils value firm but fair discipline.
 To have school rules and expectations clearly defined and consistently
upheld by all staff.
 To support the school’s positive ethos and accept responsibility for
their behaviour.
Staff
Staff have the right and responsibility:
 To ensure good standards of behaviour by having consistent, clearly
defined expectations.
 To maintain a consistent approach in managing children’s behaviour in
school.
 To maintain a consistent approach to teaching good behaviour.
 To seek assistance from parents, senior staff and other agencies in
managing children’s behaviour.
 To ensure respectful treatment of all children and to receive respect in
return.
Parents
Parents have the right and responsibility:
 To be informed of any significant issues concerning their child’s
behaviour.
 To be consulted regarding the involvement of other agencies in
managing children’s behaviour and to be closely involved in any
decisions made.
3|P age
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To support school in improving children’s behaviour in line with the
school’s ethos.
Teaching Skills for Good Behaviour and Learning
Core skills:
A scheme of work for teaching good behaviour is outlined in the school’s
Behaviour Curriculum Document. During Key Stage 2, the following
skills/attitudes are to be worked on:
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Independence.
Organisational skills.
Realistic self-image.
Respect of self and property.
Positive self image.
Empathy for feelings of others.
Motivation.
Reflection.
Self-control.
Conflict resolution.
Listening skills.
Honesty and justice.
Accepting consequences.
Autonomy.
During their time in school teachers and children will work on the following
areas to develop relationships and improve each individual’s abilities to cope
with the demands of adult life:
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Co-operation.
Collaboration.
Teamwork.
Assertiveness.
Sociability.
Friendships.
Empathy.
Conflict resolution.
Family break-up.
Early Intervention
School is committed to helping children develop respectful attitudes and good
behaviour involving parents from the start. Where children display poor
behaviour, levels of attendance or punctuality, school believes in early
intervention in order to help children adapt to the expectations of school life.
Code of Behaviour
We believe that children have the right to the same fair treatment from all
adults in the school and this policy sets out the expectations we have for the
4|P age
children regarding their behaviour. Children know that if they follow school
guidelines or rules they will be rewarded. Equally if they choose not to follow
rules they know that sanctions will be imposed to help them meet
expectations. To assist this, a Class Code of Conduct, rather than a list of
school rules, has been drawn up with the children to secure their learning and
to ensure the safety and welfare of the whole school community.
Rewarding Achievements
The majority of children in school achieve good levels of behaviour and follow
the rules and guidance set. Rewarding them for good behaviour and
attendance is important in maintaining their motivation and self-worth. As well
as teaching skills for good behaviour and learning, school uses positive
recognition and encouragement to help children develop and sustain good
patterns of behaviour and to build their self–esteem by valuing their
achievements. Reward systems have been agreed for pupils displaying good
behaviour in lessons and at break times. See Appendix 1.
Supporting Behaviour Management
School works closely with parents and outside agencies to support children
experiencing difficulties with behaviour expectations. A range of strategies are
used within school (See Appendix 2) and a 6 stage system is used to
safeguard learning (See Appendix 3). Advice from the LA Behaviour Team
and the LA Psychological Service is also sought for children causing concern
and should any child exhibit extreme disruptive behaviour staff will follow the
procedure outlined in Appendix 4.
Working with Parents and Children
If school is to be successful in supporting a child in improving their behaviour
it is essential to work in close partnership with parents. For this to be effective,
both parties must communicate on a regular basis, keeping each other
informed of any issues or developments. Equally, it is important to encourage
the children to take responsibility for their actions and to play a part in setting
themselves targets for improving their behaviour. We also involve other
children in supporting individuals with their behaviour through the use of
prefects; play leaders and support from good role models e.g. in SERIS and
social skills groups.
Monitoring
All staff will be involved in monitoring standards of behaviour in school and in
monitoring individuals with particular difficulties. Behaviour monitoring records
will be kept for children involved in behaviour improvement strategies while
more serious incidents of negative behaviour will be recorded by the Head
teacher. The school council provides feedback from the children monthly,
about any aspects of school behaviour which they wish to highlight. Behaviour
books may be used as a daily monitoring system to record and communicate
progress with improvements to behaviour. Clear targets and rewards will be
identified and recorded in the book so expectations are consistent for all
parties involved.
5|P age
Whole School Approach
At South Walney Junior School a whole school approach will be used to
support the management and development of positive behaviour at
lunchtimes, playtimes and during extra-curricular activities. All staff have been
involved in drawing up this policy and are aware of, and understand the whole
school reward and sanction procedures for dealing with pupils and their
behaviour. Any concerns about children’s behaviour at playtimes or
lunchtimes will be brought to the attention of the class teacher who will decide
if the concern is serious enough to involve the head teacher. Regular
meetings (half termly) between the head teacher and the lunch time staff will
be held to review standards of behaviour and the effectiveness of any
strategies and support in place. Stickers and other rewards may be used to
reward good behaviour at playtimes and lunchtimes to promote a common
approach in encouraging positive behaviour.
Extra-Curricular Activities
Pupils attend extra-curricular activities on a voluntary basis and therefore it is
expected that behaviour management will not be an issue. However should
pupils display inappropriate behaviour at such an activity and continue to do
so despite warnings their entitlement to attend will be reviewed with parents.
Similarly if pupils cause significant problems and disrupt lessons or break
times during the school day, they will forfeit the right to attend extra-curricular
activities until their behaviour improves. In some cases the right to attend trips
and visits out of school will also be forfeit. Parents will always be notified of
the reasons behind such decisions.
In order that parents and children have a clear understanding of the school’s
behaviour management procedures a copy of this policy will be provided for
all parents.
6|P age
Appendix 1
Positive Behaviour
Positive Behaviour
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Good manners
Respect for others
Kindness to others
Listening carefully
Helping others
Making lots of effort in lessons
and homework
Looking after own and other
peoples’ belongings.
Looking after school
environment and equipment
Moving around school safely
and sensibly
Being in the right place at the
right time
Rewards
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Praise and recognition
Stickers
Positions of responsibility
Reward treats
Raffle tickets
Whole School Golden Time at
the end of the half term
Work of the Week/Month –
Gold Book and Certificates
Roles & Responsibilities in
class & around school
7|P age
Appendix 2
Negative Behaviour
Negative Behaviour
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Unkindness
Talking to other pupils
unnecessarily
Lack of respect for others
Not listening in class or
assembly
Not completing class work or
home work
Loitering inside at playtimes
Disregard for own/peers’
property and school
environment and equipment
Moving around the school
noisily
Not on task
Consequences
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Verbal warning and apology
Rectify situation with guidance
If persistent, place on
behaviour improvement
INTERVENTION: Home-School book & Contact the parents
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Running around school
Pushing
Persistent bad language
Name calling
Persistent disregard for school
rules and authority
Intimidating or bullying
behaviour
Physical attack
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Behaviour improvement – loss
of break times, working
through break times.
Behaviour chart / book
Internal isolation – upstairs /
outside head teacher’s office
Contact with parents
Involvement of Behaviour
Team
Behaviour Plan
INTERVENTION: Contact the local Pupil Referral Unit for advice/ support
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Aggressive/violent behaviour
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Attendance at Pupil Referral
Unit
Fixed Term Exclusion
Managed Move
Permanent Exclusion
8|P age
Appendix 3
Classroom Behaviour – The Five Stage System
At South Walney Junior School we believe it is vital that every member of the
school community feels safe and happy. We aim to give every child the
opportunity to reach their full potential through high quality teaching and
learning. Teachers have the right to teach and children have the right to learn
in an environment free from disruption.
A six stage system has been established to make sure that high quality
learning can take place in all of our classrooms.
Stage 1
A verbal warning.
Stage 2
Mark beside name resulting in 5 minutes playtime
Stage 3
2 marks beside name all playtime
Stage 4
Removal from classroom to Mr Wilson or Mrs Banks – lose playtimes for a
week
Stage 5
Sent to Head teacher.
Parents contacted.
Possible loss of trips and extra-curricular activities.
9|P age
Appendix 4
Significant Disruptive Behaviour – Consequences Plan
This plan is to be followed unless other arrangements are agreed at an
individual child’s review.
Step 1
If behaviour is inappropriate, the teacher will ask the child to stop what they
are doing and change their behaviour.
Step 2
The teacher will count down from 5 to 1 to allow the child time to change their
behaviour.
Step 3
The teacher will remind the child that parent will be informed if behaviour
continues.
Step 4
The teacher will request support from the head teacher by telephone or by
sending another child to the office with the code word “iceberg”.
Step 5
The head teacher will talk to the child and count down from 5 to 1 to allow
them to move from the classroom to the office.
Step 6
Trained staff (See list below) will remove the child from the classroom to the
office using appropriate “Team Teach” techniques.
Step 7
The child will remain in the Head teacher’s office until calm. The child’s
parents will be asked to come into school to discuss the situation and to help
decide whether the child can return to class calmly and safely.
If at any time a child is deliberately violent to any member of staff an
immediate fixed term exclusion will be issued.
Staff Trained in Team Teach
Mrs D Atkinson
Mrs M Banks
Mr R Edwards
Mrs F Hall
Ms Z Lines
Mrs P McIntyre
Mrs N McKellar
Mrs M McParland
Mrs K Old
Mrs T Sproat
Mrs A Stewart
Mr T Wilson
10 | P a g e
Appendix 5
Playtime Procedures
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At least 2 members of staff on duty each playtime.
Children leave the school by the nearest exit to their classroom.
Once outside the children may only leave the playground with
permission. They should use the toilets in the Year 6 corridor.
Other exit doors will be closed to prevent loss of heat and to keep the
building secure.
Prefects will man the exits at lunchtime to ensure children only enter
the school with permission. Staff will issue the passes giving
permission to leave the playground.
Staff should be notified of any pupils completing work inside.
Children only allowed to play on the grass when it is dry.
Problems should be reported to staff on duty.
Children to stand still on first whistle, lead in on second.
At lunchtime children line up on first whistle and lead in when told by
staff on duty.
Any children staying in at lunchtime should be supervised or work
upstairs.
Pupils who misbehave outside:
 Brought in by staff.
 Name and offence recorded in “Incident Log”.
 Spend next break time in “Behaviour Improvement”.
 3 times in “Behaviour Improvement” parents will be informed.
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