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OAKFIELD INFANT AND JUNIOR SCHOOLS FEDERATION

Oakfield Infant and Junior Schools Federation

Behaviour Management Policy

2015

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CONTENTS

1. Introduction

2. Rationale

3. Aims

4. Expectations

5. Promoting Positive Behaviour

Children’s Rights…..

Article 28 (Right to Education): Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s dignity. Richer countries must help poorer countries achieve this.

Article 29 (Goals of Education): Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Article 31Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.

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6. Rewards Strategies

7. Sanctions

8. Persistent Inappropriate Behaviour

9. Internal Exclusion

10. Fixed Term/Permanent Exclusion

Appendices

1. Our School Charter

2. Our Playground Agreement

3. ‘Building a Picture’ Incidentals Record Sheet

4. Home/School Diary Sheet

This policy is a statement of the rationale, aims and strategies for the management of behaviour and the promotion of positive behaviour. It is intended to act as a reference point and to inform children, staff, parents and prospective parents, governors, visitors, LA officers, Inspectors and any other interested parties.

It will be revisited each Autumn Term.

Introduction

At Oakfield Infant and Junior Schools;

“Everyone is expected to behave in a respectful way, both to themselves, and to others, showing consideration, courtesy and respect for other people at all times.”

The vast majority of children in our schools are well behaved, hardworking, thoughtful and polite. They are encouraged to be supportive and kind towards one another and to show respect for

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themselves, other children and all adults within the school community. However it is accepted that sometimes when children are learning they might test the boundaries of acceptable behaviour.

It is every child’s right to attend school in an environment where they feel secure, welcome, happy and safe.

As UNICEF Rights Respecting School Award (RRSA) schools, the rights of the child are paramount.

We have established a UNICEF Working Party of staff, children, parents and governors who meet on a regular basis.

We also have a group of children who are UNICEF School Ambassadors.

Rationale

We believe that the emphasis must be on a positive approach of encouragement, rewards and praise. The schools are committed to the social and emotional aspects of learning.

We believe that this may best be achieved in the framework of a relaxed, pleasant atmosphere in which pupils are encouraged and stimulated to fulfil their potential and are expected to give of their best.

We believe that role-modelling by staff is crucial. We should set a good example and have high, but realistic, expectations for the standards of behaviour for all children.

The agreed policy and procedures should be implemented in a fair, firm, consistent manner.

The ethos of the schools is central to creating an environment which enables all pupils to develop and maintain high standards of behaviour. The quality of relationships is of utmost importance.

AimsWe aim to create a school community;

Which is orderly and safe Where effective teaching and learning may take place Where children develop high self-esteem Where there is concern and care for the environment, personal possessions and

possessions of others Where every member of the community feels valued and respected and each

person is treated with fairness and consideration

We aim to develop in children; A sense of belonging An understanding of how to manage their feelings and the feelings of others

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The ability to make sensible and positive choices when faced with challenges An understanding of the consequences of behaviour

ExpectationsAll members of the school community of staff, children, parents, governors and visitors are expected to;

follow the School Charter; follow the Class Charters; follow the Playground Agreement; follow the Home/School Agreement.

Staff will:- use a positive approach of encouragement and praise; have high expectations in terms of behaviour and effort; be good role models; be firm, fair and consistent in their approach; take responsibility for the behaviour of all children around the

school; deal immediately with any behaviour issues; discuss the behaviour of a child with parents where appropriate report any persistent inappropriate behaviour to the Executive

Head Teacher/Head of School

Records of all serious incidents of inappropriate behaviour will be kept by the Executive Head Teacher/Head of School.

Promoting Positive Behaviour

The emphasis throughout our Behaviour Management Policy is on positivebehaviour.

A positive approach to behaviour management is promoted through;

A consistent whole school approach to reinforce and maintain high standards of behaviour

A differentiated approach to the specific needs, age and maturity of individuals, set within the whole school framework for rewarding positive behaviour.

A wide range of opportunities to reinforce, celebrate and reward positive behaviour.

Reward Strategies;

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use of verbal praise; use of non-verbal praise; use of stickers (personal to children’s achievement); use of awards; entry into the School Golden Books; Celebration Assemblies; a visit to the EHT/HOS for commendation, either verbal or written or an

award/sticker/note/reward; contact with parents verbally contact with parents through notes or posted letters/awards; praise on children’s work e.g. comments, stickers, stamps, raffle tickets; one off rewards e.g. for competitions, for representing the schools; lunchtime rewards, awards, stickers; Golden Box of pupil comments (juniors only); House Points and Termly House Rewards (juniors only); Merit System (juniors only).

Sanctions

Sanctions discourage inappropriate behaviour, but they cannot be the only strategy used to teach new, more appropriate behaviours and must not be over-used or relied upon too heavily.

Individual children with challenging behaviour are a whole school concern and the class teacher will be given support from other staff, the SLT and from the framework of the school policy for behaviour management.

Sanctions will; be clearly explained to the children make a clear distinction between minor and major incidents of inappropriate

behaviour be flexible enough to meet the specific needs, age and maturity of the children

Sanctions will be invoked if there is evidence of:- persistent low level disruptive behaviour; aggressive behaviour against people endangering the safety of themselves or

others; destructive behaviour against property; use of bad language; non-compliance with agreed rules, charters and codes of conduct; any type of bullying, including cyber bullying, physical, verbal and emotional

bullying; racial comments.

Sanction Strategies are hierarchical in nature; non-verbal reprimand;

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low key verbal reminders; immediate verbal reprimand accompanied by an explanation of the disapproval; planned ignoring of behaviour as part of a behaviour management strategy; a warning and a repeated reprimand; removal of the child from the activity; removal of child from the group for a short period

e.g child to work elsewhere within the classroom loss of privileges; use of time out at breaktime or lunchtime repair of wilful damage or parent to cover cost; referral to the SLT; parental consultation- informing and enlisting the help and support of

parents; recording of incidentals within school (see ‘Building a Picture’ sheet); use of a home/school diary on occasions (see Home/School sheet); internal exclusion; fixed term exclusion; permanent exclusion.

Persistent inappropriate behaviourWhen normal sanctions appear to be failing the following strategies are implemented :-

further exploration of the possible reasons for the behaviour; monitoring and recording to discover the likely causes and frequency of the

misbehaviour; enlisting further involvement, help and co-operation of the parents; setting the child short-term achievable targets;

The procedure should be positive and the child should be aware that it is the behaviour which is unacceptable and not themselves as a person.

For a child experiencing behavioural difficulties it is essential that:- the parents are informed and made aware of the problem; open liaison is maintained with the parents; parents are aware of how the school is trying to solve the problem; the class teacher and SLT monitor the situation carefully; accurate records must be kept by the class teacher and the SLT; the whole procedure is positively managed.

If the behavioural difficulties continue, then, with parental agreement, the LA Educational Psychologist, Emotional and Behavioural Teamor other appropriate Professionals may be asked for advice.A Team Around the Family Meeting may be held.

Internal exclusion In requesting that a child be removed from a class, the teacher must be satisfied that all other possible strategies and steps have been taken and that to leave the child in the class would prevent the other children from working in a normal, positive, safe, well-ordered environment.

Reasons for withdrawing a child:-

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the child's own safety; the safety of other children or adults in the class; other children being prevented from working; to allow order to be re-established; to allow a cooling off period.

Steps of the strategy are:-

the child must be informed of the reason for the withdrawal; the child must be made aware of the conditions that must be obeyed to allow a

return to the classroom; the child must be informed of the activities he/she will be doing whilst he/she is

out of the classroom; the child should be informed of the conditions relating to working outside the

classroom; the cause, reasons and action taken must be recorded.

A child who is withdrawn from class will work in another classroom or in another appropriate area of the school.Withdrawing a child from class is a strategy that should only be employed when all else has failed. It should only be used for short spells and forlimited periods of time. Use of RestraintWhen we feel that the behaviour of a child places themselves, other children or staff in danger, we reserve the right to restrain them, if appropriate and deemed necessary for their own safety and the safety of others. This will only be carried out by staff who have been trained in methods of restraint e.g. Team Teach. (See Positive Handling Policy)

Fixed Term and Permanent ExclusionsWe do not wish to exclude any child but on occasion this may be necessary.

Exclusion guidance is based on Gateshead LA, DFE and current legislation; Exclusions will only be used for serious breaches of school policy; Exclusions will not be used if there is an alternative solution; Only the EHT (HOS in their absence) has the authority to exclude and will notify

parents/carers within one school day; Detailed records will be kept and Governors will be informed in the EHT Report

to Governors each term of any exclusions; Work will be provided for the child to complete during the exclusion period; If a pupil is at risk of permanent exclusion a pastoral support programme will be

implemented.

Permanent exclusion is an extremely serious step and an acknowledgement that the school setting is no longer suitable for the child. This can be the result of an accumulation of fixed term exclusions or as result of a one off serious offence.

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Oakfield Infant and Junior Schools Federation

‘Building a Picture’ Incidentals Record Sheet

Child’s Name:

DOB:

Year Group:

Class Teacher:

Date Record of Behaviour Action/Staff Signature

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Oakfield Infant and Junior Schools Federation

Home/School Diary Sheet

Child’s Name:

DOB:

Year Group:

Class Teacher:

W.C. 1st

SessionPlaytime 2nd Session Lunchtime 3rd

SessionPlaytime 4th

SessionMon

Tues

Wed

Thurs

Fri

(Record with brief comments, smiley faces, etc… as appropriate)

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Pupil Comments

Teacher Comments

EHT/HOS Comments

Parent Comments