Grindon Infant School

Behaviour Policy

Introduction

This document is a statement of the aims, principles and strategies for Behaviour and Discipline at Grindon Infant School.

This policy will be reviewed annually.  

This policy is a working document and must be used by every member of the school community and be shared with parents.  It should be referred to constantly and used to ensure the consistent management of rewards, sanctions, school rules, school ethos and behaviour within the classroom and the school. This policy should be read in conjunction with the school’s safeguarding young people policy and anti bullying policy.


Aims of the Policy
:

To encourage a calm, purposeful and happy atmosphere within the school.

To foster positive caring attitudes towards everyone.

To encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour.

To have a consistent approach to behaviour throughout the school with parental co-operation and involvement.

To make boundaries of acceptable behaviour clear and to ensure safety.

To raise awareness about appropriate behaviour during PSHE. Collective Worship and RE.

To help children, staff and parents have a sense of direction and feeling of common purpose.

To promote a professional atmosphere of support so that colleagues are able to share experiences without fear of being regarded as ‘unable to cope’ or even failing.


Children’s responsibilities are
:

To work to the best of their abilities, and allow others to do the same.

To treat others with respect and good manners.

To co-operate with other children and adults.

To comply with the instructions of the school staff.

To increasingly develop an understanding that actions have consequences.

To take care of property and the environment in and out of school.

To be able to take positive behaviour beyond school.


Staff responsibilities are
:

To treat everyone fairly and with respect.

To raise children’s self esteem and develop their full potential.

To provide a challenging, interesting and relevant curriculum.

To create a safe and pleasant environment, physically and emotionally.

To use rules and sanctions clearly, fairly and consistently regardless of age, gender, race, ability and disability, religion and belief, sexual orientation

To be a good role model, promoting through example, honesty and courtesy.

To share collective responsibility for behaviour throughout the school.

To form a good relationship with parents/carers so that all children can see that the key adults in their lives share a common aim.

To be aware of individual needs.

To offer a framework for social education. (See PSHE/Citizenship Policy)

To carry out agreed playtime procedures 


The Parents’ responsibilities are
:

To make children aware of appropriate behaviour in all situations.

To encourage independence and self-discipline.

To show an interest in all that their child does in school.

To foster good relationships with the school.

To support the school in the implementation of the behaviour policy.

To be aware of the school rules and expectations.

To make sure the child arrives at school or nursery on time.

To ensure best possible attendance.

To offer a framework for social education

To sign, after consultation, the Home-School Agreement (in place September 1999)


What we do to encourage good behaviour

We make clear our expectations of good behaviour.

We discourage unsociable behaviour by promoting mutual respect.

We encourage children to take responsibility for their own actions and behaviour.

We set, through example, high standards of behaviour.

We praise good behaviour both privately and publicly.

We encourage regular attendance.


What we do if a child misbehaves

We ask them to stop misbehaving.

Where necessary we discuss incidents with the children involved.

Where possible, we encourage children to try to resolve disagreements themselves.

We encourage children to take responsibility for their own behaviour.


Repeated or persistent misbehaviour

Where there is repeated or persistent misbehaviour the following sanctions will apply:

Withdrawal of privileges eg. Playtime.

Informal contact with parents.

Involvement of Headteacher/Deputy Headteacher.

Behaviour Monitoring Record – completed by staff and monitored by the Head Teacher weekly. 

Formal contact with parents

Involvement of Primary Behaviour Team.

Exclusion – temporary/permanent (Following LA Guidelines)

Supporting Guidelines

Basic Assumptions

Children do not misbehave if they are on-task.

Children tend to be engaged in tasks if:

The tasks are meaningful.

The level of challenge is appropriate ie not too difficult so the child feels overwhelmed or confused or not too easy so that the child becomes bored.

The children have a clear sense of short term and long-term goals and receive positive feedback leading to a growing sense of confidence.

They have a high self-esteem through being valued and the development of a growing sense of competence.

Children need to feel safe and secure both physically and emotionally.


Positive Approaches

Aim to ensure that the children experience success through their efforts.  These can be developed through the National Curriculum/Foundation Stage Curriculum and the broader curriculum ie. Circle work etc.

Are communicated through the relationships, unwritten and unspoken rules and expectations that exist in a school.

Aim to ensure that children feel recognised as individual and unique people who have things to offer as well as to learn.
 

Strategies for Positive Encouragement

Praise.

Sharing achievements outside of school at Our Achievements Assembly.

Star of the Week certificates. 

Positive feedback to parents.

Headteacher’s Award.

Smiley faces/stars/stickers.

Awards 

Listening/Good Manners/ Kindness to others Stickers


Encouraging Good Behaviour

Emphasis on encouragement and motivating children.

Positive feedback

Descriptive praise

Give attention for success, not failure eg. “catch them doing good”

Appropriate and meaningful work.

Respect for all individuals, including their culture and background

Modelling desired behaviour

Listening to children and communicating that you have heard what they have said.

Creating safety – physical/emotional

Clear and consistent use of rules and sanctions.


Raise self-esteem

By communicating a sense of importance.

Ensuring children experience and have a sense of their own success.

Maximising opportunities for children to take responsibility for themselves in their behaviour by, for instance, providing choices wherever possible.

Ensuring that ‘feelings’ are part of the curriculum.


How children can sort out their own difficulties
.

Children should be encouraged to take responsibility for sorting out their own conflicts.  This means that adults must take responsibility for teaching them and modelling strategies for doing this, and for seeing that children carry them out and reach a successful conclusion.  Children should be encouraged to be assertive, to express their feelings and to resolve conflict.


Suggested Strategy for resolving conflict – 3 steps

The other children listen with no interruptions.

They are encouraged to maintain eye contact.

Each child has to say:

What the other(s) has/have done to upset them.

How they feel about it.

How they would like them to behave in future.


Dealing with disruptive behaviour

Research (and experience) suggests it is constant low level disruptive behaviour that is most difficult to respond to effectively.  Having a clear (to teacher and children) set of procedures helps this process.


Behaviour

eg. Wandering about, calling out, interrupting teacher, interrupting other children, ignoring minor instructions.


1st Time

A look, a gesture / a word/ point to the displayed rule/move closer to them/encouragement/focus on work rather than comment on misbehaviour (ie. What’s the next thing you have to do?)

2nd Time

Name and question/humorous (de-escalating response)/reminder of the rule/repeat the instruction.  Clear description of desired/ Warning of the implication of breaking the rule one further time.


3rd Time

Use of a sanction.

Sanctions

These might be:

Miss part/all of playtime.

Being moved or time out.

Children need to be clear what they are and what the time span is for its operation.


Rules and Sanctions

Limits need to be clear and negotiated/discussed/talked through in each class eg. each class devising its own rules.

Class rules would belong to the class, be displayed and adopted by any staff teaching that class.

Class Rules would generally be consistent between classes but could highlight particular concerns for that class.

Class rules can change in response to behaviour trends/concerns.


Responses need to be clear and predictable
.

The imposition of a sanction should not be based on the tolerance level of a teacher being exceeded but rather because the child has broken an agreed rule.

Imposition of sanctions should be done in a firm, no-nonsense way but should be consistent with the school.  This enhances rather than reduces the likelihood that the child will want to co-operate with the teacher in future.

The severity of a sanction should always be kept to a minimum.

All staff will follow the Traffic Light System.

Child is given a clear warning.

Child’s name is moved from green light to amber.

Child is given second warning

Child’s name is moved to red light and sanction applied.

Following the consequences child’s name is put back on green light.

If a child’s behaviour improves after being placed on amber, the child can move back down to green.

A child who loses control and is a danger to either her/himself and others should be restrained by calmly and carefully holding him/her by the forearm. Members of staff trained in Team Teach should be used to withdraw the child, giving him/her the opportunity for “Time Out” to diffuse the situation if possible. All incidents where this has been necessary should be brought to the attention of the Head Teacher and the correct forms completed.

See Positive Handling Policy. Click this link to read the policy.

Appendix 1

Playtime Procedures

Toilets – all children are to be encouraged to use toilet before going into the yard

All accidents are to be recorded in the accident book.  The teaching assistant on duty will normally care for a child having an accident in the yard.

All staff have whistles.

Confirm with any parent/adult as to their reason for their presence in the yard.


Make children aware of ‘strangers’.

Strategies for misbehaviour include holding teacher’s hand, missing playtime (children staying in must be properly supervised)

The whistle is blown at the end of each session.  Children stand still.  The whistle is blown a second time and children WALK to line.

No children’s personal toys except skipping ropes allowed into yard.

Teachers collect children at 1.10pm and bring them into school.

During summer months children may sit on grassed areas and engage in less energetic activities.

Teachers to escort their classes into and out of for morning.


Reception Yard

All equipment is only to be used when supervised by Teacher or Teaching Assistant.


‘Top Yard’

Walls – children are not allowed on the wall.

Children must not go around corners out of sight.

Teacher on duty sends a child to staffroom to alert teachers that playtime is nearly over.


Wet Playtimes

There must be one member of staff in each classroom at all times including indoor breaks.

A ‘Wet Playtime’ box to be available in each classroom.

Appendix 2


Playground Behaviour Guidelines

Positive input is necessary to improve children’s playground behaviour.  It also needs to be reinforced regularly.


Adults need to spend time teaching children
:

To walk out to playground sensibly.

To play traditional games eg. Poor Mary, In and Out the Bluebells etc., as some children do not know how to play them.

To use playground games.


NB
. PE Games/Skills sessions could be used to practise games and reinforce playground expectations. 

To reinforce acceptable/unacceptable behaviour.

What to do when teacher blows the whistle.

Teacher on duty to send child/children to staffroom to alert staff when bell is going to ring.

Teachers and Teaching Assistants to leave staffroom promptly and take up positions to supervise children coming into school.

Teacher on duty to make sure her own class is last into school and doors are closed.

TA/NNEB to cover in class of teacher on duty when necessary.


Children misbehaving follow established procedure:

eg. reported to class teacher

reported to Deputy Headteacher

reported to Headteacher

who will involve parents if it continues.


The Behaviour Policy does state that keeping children in at playtimes is an option if unacceptable behaviour persists.