Positive Behaviour Policy

Policy

Introduction and Aims

At West Kidlington Primary and Nursery school, we believe in providing a safe, welcoming, happy, calm and purposeful school environment in which children can learn effectively and reach the highest standards of which they are capable. Our core values are at the heart of everything we do with the aspiration that we are all the best, decent and moral human beings that we can be.

We believe that the partnership between home and school plays a vital role, and that all members of the school community should be valued and supported equally.

We believe that a whole school community approach is the means to achieving the positive behaviour that allows us all to learn and grow as people.

The purpose of this policy is to ensure a consistency of approach within our school community, one which also understands that we are all individuals.

We believe the ethos of the school should be built on a foundation of core values: Peace, Unity, Respect and Responsibility. These core values are the basis for the social, intellectual, emotional, spiritual and moral development of the whole child. We encourage children to absorb these values, thereby developing knowledge, skills and attitudes which enable them to develop as reflective learners and grow to be stable, educated, respected and respectful adults.

We expect no child to ever feel unsafe, unhappy and like an outsider.

We expect all children to be kind and give their best.

This policy should be read in conjunction with the following policies:

Objectives

  • To promote mutual respect between all members of the school community
  • To provide a safe and positive learning environment, where praise, encouragement and love of challenge will allow all learners to succeed
  • To engender a strong sense of responsibility for our own behaviour

It is very important that the key messages, rewards and sanctions experienced by all children at West Kidlington Primary School and Nursery are consistent, fair and enable our objectives to be met. Each class has a display of the school’s Values PACT, our Learning Power yetis, the Value of the Month, key messages (Be kind, give your best and Acceptance without exception), a Class Charter and the pyramid of consequences for learning and play time (see Appendix 4). In addition to this, there are college counter pots and marble jars in which individual and group achievements can be displayed/accumulated. All systems are revised/drawn up in advance of and/or at the beginning of each academic year by staff and pupils. These are the key drivers that enable us to uphold the above objectives.

Role of Staff

All adults encountered by the children at school have a responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has a huge influence on the children.

As adults, we should aim to:

  • create a positive environment with high expectations;
  • emphasise the importance of being valued as an individual within the group;
  • promote, through example, honesty and courtesy;
  • provide a caring and effective learning environment;
  • encourage relationships based on kindness, respect and understanding of the needs of others;
  • ensure fair treatment for all regardless of age, gender, race, ability and disability;
  • show appreciation of the efforts and contributions of all.

All staff are responsible for dealing with incidents in and around school. If in doubt, they can refer to the child’s class teacher, Phase Leader or consult with the Senior Leadership Team.

Role of the Principal, Senior Leaders and Extended Leadership Team

It is the responsibility of the Principal, Senior Leaders and Extended Leadership Team to implement the school’s behaviour policy consistently throughout the school and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Principal to ensure the health, safety and welfare of all children in the school, with the support of the Designated Safeguarding Lead.

The Principal supports the staff by implementing the policy, by setting the standards of behaviour and by supporting staff in the implementation of the policy. The Principal and Assistant Principal (i/c Personal Development, Behaviour and Welfare) keeps records of all reported serious behaviour incidents (see Behaviour Incident File). In response to a serious breach, or persistent breaches, of the school’s behaviour policy, the Principal has the responsibility to decide whether or not it is appropriate to exclude a child. For repeated or very serious acts of anti-social behaviour, the Principal may permanently exclude a child. The Governing Body are informed of all exclusions in their termly meetings.

Role of Parents / Carers

The school works collaboratively with parents so children receive consistent messages about how to behave at home and at school. Behaviour expectations are clearly communicated in parent briefings, via the weekly newsletters and via the Home-School Agreement which is reviewed annually and signed by the Principal, parents/carers and children.

We expect all parents/carers to support their child’s learning and to co-operate with the school. We work tirelessly to build positive relationships with parents/carers and will always inform parents/carers if we have concerns about their child’s welfare or behaviour. Where necessary, we will put a Pastoral Support Programme (PSP) in place or Team Around the Family (TAF). The school’s Home-School Link Worker is a key person for our families. Where children are particularly vulnerable and there are significant welfare needs, their situation will be reviewed weekly by the school’s Safeguarding Team and each family will have a lead professional assigned to them.

If the school has to use reasonable sanctions to manage a child’s behaviour, it is essential that parents/carers support the actions of the school. If parents have concerns about the way that their child has been treated, they should initially contact the class teacher and then speak with a member of the Senior Leadership Team. If the concern remains, they should contact the Chair of Governors. If these discussions do not resolve the problem, a formal grievance or appeal process can be implemented.

Role of Governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Principal in carrying out these guidelines.

Curriculum and Learning

We believe that an appropriately structured curriculum and effective learning contributes to well motivated children and reduces incidents of poor behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning and effective feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.

Classroom Management

Classroom management and teaching methods have an important influence on children’s behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teachers and children, strategies for encouraging positive behaviour, the arrangement of furniture, access to resources and classroom displays all influence how children behave.

Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption.

Displays should help develop self-esteem through demonstrating the value of every individual’s contribution and overall, the classroom should provide a welcoming environment for all.

Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in cooperation with others. Praise should be used to encourage positive behaviour and effective learning. Challenging situations should be handled sensitively and dealt with in a way that is reasonable/proportionate.

Equality of Educational Opportunity

Equality of Educational opportunity will be ensured for all pupils. All children have a right to an education. We understand that disruptive behaviour can be an indication of unmet needs. Where there are concerns about a pupil’s behaviour, we will do all that we can to identify whether there are any causal factors and intervene early in order to reduce escalation and/or the need for exclusion. If an individual’s behaviour is seriously harming the education or welfare of the child or others in the school, we will consider a multi-agency assessment that goes beyond the child’s educational needs. Where there is an unmet need, underlying condition and/or circumstances require it, we will do all that we can to make reasonable adjustments (e.g. PSP plan, safety plan) to enable individuals to remain in school. However, if this is not possible, we will work with the child, their family, Oxfordshire County Council, The White Horse Federation and all other relevant external agencies to find a more appropriate way forward/setting for the child to continue their education.

—–

Procedures

Promoting positive behaviour and discouraging poor behaviour

1. Our Values PACT

At West Kidlington we have a ‘pact’ that is linked to our core values of Peace, Unity, Respect and Responsibility. This pact is the basis of our expectation for the behaviour of the whole school community. This is displayed in all classrooms and key areas and referred to in all our dealings regarding behaviour.

Values Pact

We created a concise version of our Values PACT in March 2017 with an aim to make it even more effective:

Be kind give your best

2. Our College System

All members of the school community are members of a college: Oak, Maple, Beech or Willow. This is designed to emphasise the importance of team work (unity) as well as encouraging healthy competition where we learn to win with humility and lose with good grace. Children receive counters for outstanding behaviour/work and these counters are put into a tube in the hall. Each college will have two captains, elected from Year 6 children.

3. Rewards

At West Kidlington, we look for every opportunity to praise and reward children, not just for academic achievement but for having a positive attitude, making an effort, taking care and showing kindness towards each other.

All staff are responsible for celebrating positive behaviour and challenging poor behaviour.

Positive behaviour should, as much as possible, be rewarded/praised immediately. This can be done by encouraging children, non-verbal praise (e.g. smile, thumbs up, fist pump, etc.) and/or specific verbal praise (e.g. “I love how you waited patiently and opened the door for Mr Jones!”). Remember, tone of voice, facial expression and body language are important when giving praise. Adults visiting different settings around the school are encouraged to comment on excellent behaviour they experience. College counters and marbles can be given out to celebrate positive behaviour. Alongside the above, every adult can use a system of tactical ignoring and/or proximity praise (i.e. paying attention to what you want to see as opposed to what you don’t want to see) to encourage positive behaviours.

Rewards System

Each class will have a values circle display, linked to the Values PACT. At the start of every day, all names start in this circle.

  • If a child remains in the circle all day, they get a marble.
  • If a child remains in the circle all week, they get a college counter.
  • Children receive additional marbles for upholding the Values PACT. Teachers should aim to give at least 10 marbles in a lesson. This emphasises that positive learning behaviours are the most important focus of our school.
  • When the class’ marble jar is full, there is an immediate reward – the class go out with their teacher and learn a new playground or constructive game. The aim is that the children have lots of fun but at the same time, learn alternate ways of playing, team work and strategy skills. This finishes after 15 minutes, wherever they are in the game and the only way to continue or to learn a new game is to fill the marble jar again!
  • Children can also earn college counters for exceptional behaviours, thinking of others, producing work that, for them, is outstanding. The college with the most counters each short term will receive a cup with coloured ribbon (college colour). This will also be celebrated in the school’s newsletter. The process then starts again. Colleges who are lagging behind or have yet to win can have meetings to discuss strategies of what they need to do to improve.
  • Teachers can also choose special positions in the class as a reward for children who always shine: i.e. star of the week, class representative.

Additional rewards used at West Kidlington:

  • Certificates for demonstrating the school’s values and for a significant achievement in learning – one child in every class is nominated each week to be awarded one of these certificates in the weekly Celebration Assembly every Friday.
  • Photograph in the newsletter.
  • Stickers.
  • Letters home/postcards home/emails or text messages to parents/carers.
  • Special privileges and responsibilities.

Sanctions

There is a clear line of progressive sanctions that all adults must follow.

Level 1

Children are moved out of circle for doing the opposite of what is outlined in the Values PACT (e.g. calling out, poor listening, noisy when lining up, shouting in corridors, etc.) There is an expectation that they will correct their behaviour and will then be moved back into the circle before the end of that session. If they remain out of the circle at the end of the session, they move to level 2.

Level 2

The child will spend five minutes with their class teacher during break or lunch (whichever is closest) reflecting on the Values PACT and what they need to do to be moved back into the circle – staff can use a 4Ws sheet if it helps (see Appendix 2). If this in the afternoon, then it will be next day’s break. If possible the younger children need to be spoken to that afternoon in order to remember why they have lost five minutes the next day. Again, the class teacher may choose to do more than five minutes. If the child has to do this with the class teacher three times, then move to level 3 the same week. The teacher will also have a verbal conversation with the child’s parent at the end of the day / via a phone call to keep them fully informed. This is essential to demonstrating to children that there is always a consequence and should help to change their behaviour.

Level 3

The child is sent to the Phase Leader at the next break/lunch time to repeat the five minutes with them (the Phase Leader may choose more than 5 minutes). If a Phase Leader is absent, then the child is sent to a different Phase Leader. If the child is sent to the Phase Leader three times within a short term, then the child moves to level 4. Should behaviour persist, this should be logged on a Behaviour Incident Form (see Appendix 1) and discussed with a Senior Leader to agree the best next step.

Level 4

The child is placed on a Pastoral Support Plan (PSP)* which is to be lead by the class teacher and supported by a member of the Senior Leadership Team. The initial PSP meeting should involve the child, the child’s parent(s), the class teacher and a member of the Senior Leadership Team (SLT) or phase leader (if an SLT member is unavailable). This must be reviewed at least once a fortnight. If the PSP review shows that the PSP is not working, then the child is moved to level 5.

* See Appendix 3

Level 5

The Senior Leadership Team consult on whether the child needs to be placed on a restricted timetable and how this can be supported. The OCC reduced timetable proforma must be completed and sent to OCC.

Level 6

Temporary exclusion will only be considered when a child is displaying extreme, violent or aggressive behaviour, thereby endangering themselves and/or others. A decision to exclude will be made by the Principal and may be used if allowing the pupil to remain in school will seriously harm the education, health welfare or safety of themselves and others in the school community.

Any child at risk of exclusion or returning from a fixed-term exclusion must be placed on a Pastoral Support Plan (PSP).

Exclusion, in the first instance, will usually be for a short period (1-3 days). If the pupil incurs additional exclusions, these may be for a longer period at the discretion of the Principal. Once the exclusion period is over, the parents/carers and child will have a re-integration meeting with the Principal, where a plan to modify the child’s behaviour will be agreed. Parents/Carers must sign the reintegration plan.

The Governing Body, Educational Welfare Officer (EWO) and The White Horse Federation must be informed of any exclusion and may be involved in discussion with parents/carers, child and school in devising an appropriate action plan. The Principal will also inform the Office Manager so that any exclusion is reported on the child’s attendance record.

Lunchtimes

See Appendix 4 for pyramid of consequences for poor choices during break and lunch time.

At the end of lunch, lunchtime supervisors must report to the teacher any children who should be moved out of the circle. This is essential. The child will be expected to write a letter of apology to the lunchtime supervisor explaining what they are going to do to make it better. This should be handed to the lunchtime supervisor by the child the next day.

Every child should be placed back in the circle the following day.

If a child is confrontational and/or refuses to comply with a lunchtime supervisor, they should be brought to the office to be seen by a member of the Senior Leadership Team. This will result in a Behaviour Incident Form being completed, parents called and a sanction being put in place.

Immediate sanctions for extreme behaviour

If a child swears to be offensive, uses verbal aggression and/or deliberately physically hurts by punching, kicking, spitting or slapping, this child is sent taken straight to Senior Leadership Team (SLT). This child will then spend the remainder of that day’s breaks and the next days off the playground and overseen by an SLT member. A 4Ws sheet and a Behaviour Incident Form will be completed alongside a phone call home.

Preventative Strategies

  • There will be a minute of reflection before break and lunch to re-focus children and staff on the Values PACT.
  • A child will report to their class teacher or a Senior Leader before break and lunch to report on how things are going. This is to reaffirm expectations and positively praise good choices.

Training for Staff

As part of continuing professional development, training will be given to all staff on our values-led learning and on the delivery of our positive behaviour management system (see our Induction Policy).

Anti-Bullying Ambassadors

At West Kidlington, we have six trained Anti-Bullying Ambassadors. It is their role to work with both staff and children to reduce bullying at West Kidlington Primary School. They do this by sharing ideas with Senior Leaders about what children think will continue to promote positive behaviour and discourage poor behaviour. They also work to communicate key anti-bullying messages, direct/signpost children to appropriate support if they feel that they might be being bullied and contribute to the organisation of Anti-Bullying Week.

Anti Bullying Ambassadors

Early Intervention Work

As a support to this behaviour policy, additional provision(s) can be put in place (as per individual and family support plans) to help staff, children and families with improving individual children’s behaviour.

Our Home-School Link Worker (who is also a member of the school’s Specialist Safeguarding Team), works closely with the Senior Leadership Team, SENDCo, class teachers, social care and other external agencies to coordinate bespoke support for both children and families. Our weekly Parent Café provides opportunities for families to talk to our HSLW about successes/worries and is also a source of personal development for parents as a result of visits by adult learning providers, the school nurse and others. We also offer Family Links training and work with agencies like Clear Sky (a local play therapy provider) to address issues that may underlie extraordinary or anti-social behaviour.

In addition to our HSLW, we have a behaviour specialist who is also on the school’s Specialist Safeguarding Team. She works closely with the Senior Leadership Team, SENDCo, class teachers, social care and other external agencies to coordinate bespoke support specifically for children.

Appendix 1 – Behaviour Incident Form

Appendix 1Appendix 1aAppendix 2 – 4Ws sheet

Appendix 2

Appendix 3 – PSP paperwork

Appendix 3

Appendix 3a

Appendix 4 – Pyramid of consequences for poor choices during learning time

Appendix 4

Appendix 4a

A copy of this policy can be downloaded here: Positive Behaviour Policy June 2017