Behaviour Policy

RATIONALE

We wish to promote a safe and caring environment for all in school, where positive behaviour is encouraged so that effective learning and teaching can flourish and the children have every opportunity to participate, to achieve and to raise attainment.

AIMS

  • To clarify a code of behaviour and the range of rewards and sanctions available to staff in order to support and encourage pupils’ good behaviour.
  • To develop pupils’ sense of self-discipline and understanding of responsibility for their own actions.
  • To promote and develop a culture of raising self-esteem, respect for others and positive relationships throughout the school.
  • To provide a supportive structure in order to maximize opportunities for effective learning and teaching to take place.

LEARNING AND TEACHING

Positive relationships are vital for successful learning and teaching in school. Staff therefore are as constructive as possible, setting a positive example for our pupils. We do this by:

  • teaching the children what good behaviour looks like
  • teaching and reinforcing the benefits of good behaviour
  • setting and maintaining a calm, secure environment in class
  • using good classroom management (see appendix 1 for Behaviour Strategies and Good

Practice checklists

  • using PSD/Circle Time lessons to air, share and resolve issues
  • applying the school’s Positive Behaviour Policy consistently

IMPLEMENTING THE POLICY

Classroom management

Teachers discuss with their pupils:

  • what is acceptable and what is unacceptable behaviour
  • a set of class rules which should be displayed
  • the Golden Rules which are displayed around the school
  • what pupils can expect as recognition of good behaviour
  • what will happen if pupils choose to engage in unacceptable behaviour. (Emphasise that they are making a choice.)

It is reasonable for all pupils to expect staff to:

  • manage classroom behaviour by applying the policy in a fair, consistent and caring manner
  • set a good example in their own behaviour
  • teach and provide work at an appropriate level and ensure that all pupils have the opportunity to work to their full potential
  • encourage and praise good work habits by recognising, supporting and rewarding good behaviour
  • ensure that all pupils enter and leave classrooms in an orderly manner
  • never leave the class unattended unnecessarily

In return, pupils are expected to:

  • come to school equipped to work, with pencil, ruler, eraser and the appropriate books for the day
  • prepare sensibly for lessons on arrival in class
  • take care of their own and others’ equipment, including the school’s
  • listen to the teachers’ lessons and instructions and follow them accordingly
  • show respect for the teachers and other members of the class by not disrupting or interrupting the work of others
  • follow school and class rules and behave in a safe manner

Raising and Sharing Behaviour Issues

In all classes, children are supported in raising and sharing social, behavioural and friendship issues:

  • a two-week Friendship/Bullying topic is studied at the start of each year
  • the above includes playground games and behaviour
  • issues are shared in weekly circle times/class meetings/PSD lessons
  • class rules are agreed and displayed
  • before September break, Golden Rules (for the whole school) are presented in assemblies then displayed around the school

Pupil Incentives

Throughout the school, children are given opportunities to take responsibility for jobs such as messengers, caring for pets and plant watering.   We have a range of strategies to give older pupils in particular a voice in school, social and environmental issues. They can also represent the school on occasions and we offer many opportunities for pupils to develop self-esteem and show initiative and enterprise. These include greeting visitors, raising funds for charities, Pupil Council, Buddies, Monitors, Safety Group and Eco School Group

Dress Code

  • Green or grey sweatshirt/jumper/cardigan, (P7 pupils have special black ones) green, grey or black skirt/trousers – plain – and white shirt or polo shirt. During warmer weather, girls can choose to wear a green/white check school dress.
  • For PE, indoor gym shoes, shorts and a change of t-shirt (short sleeved).
  • No excessive jewellery should be worn and no jewellery at all is permitted in PE.
  • Make-up is not allowed.
  • No football colours may be worn.
  • Pupils are encouraged and praised for adhering to dress code.

Assemblies

We use Assemblies to encourage and praise pupils:

  • good news – sharing achievements on a regular basis
  • presentation of certificates and Class of the Week Book
  • Star Writers
  • Achievement’ Assemblies
  • pupil group announcements
  • update of house points each week
  • house sports certificates at end of year

Houses

All children are assigned upon entry to one of four houses in school; Eildon, Lomond, Pentland and Sidlaw. The aim is to encourage children to feel loyalty and support for their house and to try to work together in teams, showing pride in their house.

  • siblings are assigned into the same house
  • certificates received for good effort in work or behaviour carry house points
  • children from P2 to line up in houses; stickers and house points awarded to winning lines > at end of week (P1 can line up in houses in summer term)
  • large wall chart in hall to show house points totals

REWARDS AND SANCTIONS

Rewards

Every classroom is a positive learning environment where good behaviour and achievement will be recognised and rewarded by:

  • Golden Time
  • Verbal praise
  • Written praise
  • Stickers/stampers
  • Certificates
  • Class of the Week Book
  • Sent to member of the SMT (Senior Management Team)
  • Star writers
  • Praise in achievement assembly
  • Report to parents
  • Comments in report card

Pupils must clearly understand the rewards available within the school. Properly applied, these will provide a supportive structure for pupils as good behaviour, effort and positive attitudes are acknowledged and actively encouraged. The rewards should be seen to be earned.

Sanctions

Staff use a range of strategies when dealing with children who present challenging behaviour. It is recognised that some strategies are more appropriate than others with different children in different situations. They should always be tried before children are placed on the list of sanctions.

It is inevitable however, that some pupils will choose to misbehave and it is important that all pupils know in advance the consequences of that choice. Staff have an agreed hierarchy of sanctions to be applied throughout the school. These will also be displayed in classrooms so that pupils are clear about the consequences of their actions. The stages of applied sanctions are explained and discussed with pupils at the start of each session.

Class teacher

  • Verbal warning
  • Loss of Golden Time
  • Official warning
  • Time out in another class
  • Possible playground exclusion (detention)
  • Sent to member of SMT

Senior Management Team

  • Contact with parents
  • Behaviour sheet
  • Classroom exclusion
  • Individual behaviour plan
  • Exclusion

Staff use their professional judgement to determine when a pupil moves onto the list of sanctions. The pupil must be told that he/she is choosing to do this.

Any child who loses all/most Golden Time three weeks in a row (or within a few weeks of this) needs further support and a member of the SMT should be alerted so that parents can be contacted.

It may be that a few pupils might benefit from the regular support and feedback of a structured behaviour monitoring system. In such cases, a member of the SMT should be consulted and arrange with parents to place the child on a white behaviour sheet or set up a home/school diary. This should not necessarily be viewed as negative sanction.

Very Serious Incidents

(See also Equalities Policy re bullying/discrimination)

In the case of very serious misbehaviour, a member of the SMT should be contacted immediately. Criteria for a serious incident could include (not exclusively):

  •  Deliberate defiance
  •  Physical or severe verbal abuse
  •  Spitting
  •  Danger to self or others
  •  Leaving school without permission
  •  Bullying (See Equalities Policy)
  •  Racism (See Equalities Policy)
  •  Vandalism
  •  Truancy

The SMT will always take a serious view of such incidents and parents will be contacted to discuss next steps.

Playground Behaviour

We have a large support staff who act as supervisors in the playground. The supervisors encourage and support fun and friendly play. They reward good behaviour with stickers and reports to class teachers. They complete green playground slips for any child whose inappropriate or dangerous behaviour has gone unheeded by verbal warnings. The slips are handed to class teachers at the end of playtime. They contain a brief description of the child’s behaviour and indicate the seriousness of the incident, whether it requires action (A) or if it is urgent (U). The class teacher decides whether the incident may be dealt with in class or if a referral sheet needs to be sent to the SMT. Green slips should be kept in file as a record. In extreme cases where child(ren) cannot be left, the playground supervisor will bring them directly to SMT member and will notify the class teacher.

It may be appropriate to place a child on playground exclusion – ‘detention’. This should be used as a sanction for poor playtime behaviour and may extend to a whole week, supervised by a member of SMT. It is likely to be at playtimes only, as most SMT staff are already on duty at lunchtimes. Staff complete a detention slip to be sent along with child to an SMT member.

If a pupil has received three playground slips, she/he will be excluded from the playground and parents notified. The length of playground exclusion will depend on circumstances. Professional judgement should be used to decide time lapses between green slips. If a further slip is issued, then the child may be placed on a behaviour sheet or may be directed to have supported playtime.

Supported Playtime

Some children find managing playtimes without very close supervision rather challenging. We have established a small supported playtime group, which takes place indoor initially during playtimes and lunchtimes, supervised by a learning assistant. Activities are provided for the group and the emphasis is on learning to think about and develop strategies for managing their own behaviour and cooperating with others, with a view to reintegration. At the end of playtimes, the group have a brief time outdoors, again closely supervised, to enjoy fresh air and exercise. The aim is to move onto play outdoors again, initially supported.

RECORDING AND MONITORING BEHAVIOUR

Class teachers keep a weekly record of Golden Time earned/lost. Children keep a record of good behaviour using sticker sheets which lead to Bronze, Silver, Gold and Platinum Certificates which are awarded in school assemblies. The Class of the Week Book is kept and displayed in the school office. All staff are encouraged to log incidences of good class behaviour in the book.

Class teachers also keep a record of poor behaviour slips and referrals, including behaviour sheets, in a file in class. These should be kept in poly pockets, one for each child as necessary. Other information re behaviour may also be recorded as appropriate. The coordinator (DHT), who has responsibility for monitoring behaviour, should be given behaviour sheets at the end of each week. These will be recorded and returned to class teacher to be filed.

Any incident or allegation of bullying/discrimination must be reported to the DHT immediately so that a full investigation may be made.

RESPONSIBILITIES

All staff, including visiting and supply staff, office and janitorial staff, support and teaching staff, share responsibility for promoting the Positive Behaviour Policy throughout the school’s shared areas including corridors, halls and school grounds. All staff therefore look for ways to encourage and reward good behaviour and report or apply sanctions for inappropriate behaviour.

Class teachers ensure the policy is implemented fairly and consistently and keep appropriate records.

SMT members support staff in managing behaviour and share detention duties.

Coordinator assists and supports all staff in implementing the policy, liaises with staff, pupils and parents, monitors and records incidents and referrals and identifies and arranges for staff development. The coordinator also ensures that visiting staff have access to the policy/procedures and have time to read and ask questions.

Head Teacher ensures policy is implemented, supports staff and coordinator, allocates funding required and supports staff development.

MONITORING, EVALUATING AND REVIEW

  • At the start of each session, staff meeting time is given to reading and discussion of this policy
  • Discussion with all staff, eg forward planning, staff/dept meetings
  • Observation of policy in practice
  • Formal recording/monitoring of incidents, behaviour sheets issued and exclusions
  • Feedback from pupils and parents

We are, as a whole staff, committed to supporting and encouraging pupils to manage and improve behaviour, raise self-esteem and regard for others and to develop positive attitudes to learning. At all times, staff endeavour to work in harmony with each other and with parents, pupils and staff from other services where available. It is the aim of the school to do what is best for the individual pupil and for all of the children in our care to ensure that Murrayburn is a safe and positive environment in which effective learning and teaching can flourish.

Policy Adopted         June 2007

Reviewed             Annually