BEHAVIOUR POLICY

Our aims and values

As a Catholic Primary School we want children to feel they are part of a caring community. We believe that a child who feels valued is a child who will be happy to learn. We want our children to develop spiritually, socially and academically. In order to create a positive ethos in the school where learning can take place, we feel that relationships based on respect and fairness are important. Good behaviour is essential to a well run school. As every member of the school - children, parents, teachers and all non- teaching staff contribute to the school ethos, together we have set out to clarify:1. The benefits of good behaviour. 2. What good behaviour means. 3. How we encourage good behaviour in our school. 4. How we can discourage inappropriate behaviour.

The benefits of good social behaviour

Children will learn to care for one another. They will learn the value of friendship, develop their self confidence and work well in the classroom. Given good behaviour, the teachers will teach effectively and be more able to meet the individual needs of all pupils. They will be able to make positive contacts with parents. Parents will feel welcome in the school and feel that their support is valued. They will know that their children are safe, secure and are developing socially and academically. Non-teaching staff will feel respected and valued.

What is good behaviour?

We feel that good behaviour can be summed up by the way we behave towards others. We want children to: be well mannered, kind and helpful. be a friend to others. work quietly when required, respecting others need to concentrate take care of our environment and to respect other peoples property. 1

Children will behave in these ways only if they understand why, are praised for such behaviour and are continually reminded of its value in a positive manner. To be effective pupils, teachers, parents and non-teaching staff must agree on the behaviour we wish to promote and actively encourage it. In monitoring childrens behaviour, there are three main areas to consider: 1. Movements around the school building. 2. In the classroom. 3. In the playground. It is important for staff and children to be clear about procedures and to be knowledgeable about rewards and sanctions.

1. Movements around the school building

The way pupils behave around the school is the responsibility of the whole school community. We aim for movement around the school to go smoothly with a minimum of disruption. There are times in the day when it is essential that children and staff are well organised, e.g. times of entry and exit to and from the building, leaving the Assembly Hall, moving to areas other than the classroom for P.E. etc. Teachers will accompany the children, supervising movement on stairs and along corridors. Children whose classrooms are located on the upper floor of the building will line up quietly before leaving the room. They may follow group leaders or walk in a class line but accompanied by the teacher either way. KS2 doors are open at 8.50 a.m. when children may enter the building to put bags and coats into their cloakroom. Wet Weather Mornings: KS2 children to go into the junior hall duty staff will supervise Infant children to go to into their cloakrooms Children will be encouraged to go to the toilet on the way out to the playground rather than during playtime itself.

At the end of the day each teacher will accompany their class to the cloakroom to ensure that they vacate the building safely. Infant children go straight out at break time accessing KS2 toilets, supervised by an adult. 2

Children will be encouraged to walk inside the building, to move quietly around the building and to pay attention to prefects who may be on duty at various stations en route. Infant children usually move around with their group or as a pair. Teachers should monitor time out of class for any children going to the toilets or elsewhere in lesson time.

A few simple rules which can easily be remembered are:

Be sensible - be safe
Walk indoors Move quietly Be caring and respectful of others and what is around you

2. In the classroom
To bring about good behaviour in the classroom, it is important that the children are aware of the teachers expectations and that they feel involved in the process of devising suitable class rules. A helpful phrase is prevention is better than cure i.e. the teacher has the responsibility to ensure that lessons are well prepared, resources are readily available and that the classroom is arranged in such a way as to ensure easy movement and access to materials. At the start of each year, each class should devise a set of rules which encourage good behaviour in the classroom. These are to be discussed, displayed prominently and frequently referred to. Rules will lose their impact if the children are not rewarded for keeping to them. Verbal praise is important as it is immediate recognition for having done well.

Merits
KS2 has a merit system by which points are awarded for good work and good social behaviour. Teachers may, if they choose, issue good letters at the end of each day. These are to be sent with care to ensure value. Childrens efforts are recognised and rewarded at a weekly assembly. Children are selected for merits and the reason for their award is read out at the Friday afternoon awards assembly. One child in each class is selected to wear a Merit badge for the rest of the week. KS1 children are rewarded with stickers and stars for good work and good behaviour. Six children are selected to sit on chairs in assemblies and are selected on merit for this. Effort is also recognised and praised at a weekly assembly. Staff will make every effort to share out awards to all children over the term. 3

Consistency and effort are important if our merit systems are to be effective. Children receiving praise will wish to co-operate rather than to develop resentment. It is essential that all teachers and non-teaching staff are aware of our policy of nurturing good social behaviour in a positive way. Friendship Award: One child in each class is also nominated weekly by peers or their teacher for being a good friend. A Friendship Trophy is awarded each half term. In the case of a child who fails to respond and who persistently causes disruption in class, the following steps may be taken: Remove the child from group/activity for three minutes. This may be called stop and think twice or time out. Invite child to rejoin group on condition his/her inappropriate behaviour is changed. N.B. Explain why it is inappropriate. Issue warning that if this behaviour persists he/she can expect to lose some privileges. Children may be removed into the care of another teacher to complete work away from the site of their problem If the child ignores warning, and this creates a serious disruption, remove from the classroom and report the matter to the Head Teacher. When necessary the class teacher will involve the Teacher in charge of the department or the Deputy Head or the Teacher responsible for Pastoral Care, The incident may be recorded or warning issued or privileges removed. The matter may be passed on to the Head Teacher.

Examples of loss of privilege:

Removal from a group or activity to be isolated for a period within the classroom Isolation from others for a short period at playtime Missed playtime Additional work Detention o Held at a lunchtime if needed in Blue Room o Names and incidents to be recorded in o Detention Book o Persistent problems are shared with senior staff and parents

Tackling Serious Disruption

Behaviour will be discussed and action decided upon. This may involve: 1. An interview with the child and a warning given which is recorded in the Behaviour Book. 2. A loss of privilege or free time, catch-up work or a written apology may be required as appropriate. 3. Parents may be informed of a serious incident by letter or telephone or may be asked into school to discuss unacceptable behaviour. 4. An individual behaviour plan may be drawn up in order to make official any promised amendment of behaviour and to make any targets for improvement manageable - and thus achievable.

The procedure is:

discussion of length of Plan perhaps a half term targets to be set and written in by or with the child a decision to involve parents to be made, details of Plan to be recorded, the system of reporting to the teacher and Head Teacher to be decided upon and explained, after the agreed period the targets and their achievement to be reviewed, a decision made whether to finish the Plan renew for another period, involvement of parent. (see also role of Learning Mentor)

In the playground
Children must be clear about areas where it is unsafe to play. These are:

side entries, cloakrooms, ramps with bars. cycle shelter cycle area

Children are to be encouraged to play games which are safe and will not harm others. They are not to over-rule the playground, e.g. a football game should be confined to an appropriate area, not the whole yard. Children should be considerate and caring for others. 5

Name calling and unpleasantness is not to be tolerated. Persistent name calling and unpleasantness will be seen as a form of bullying. It is important that all children are made aware of the benefits of being safe and happy. They must know that they can report any incidents of threatening behaviour and should not suffer in silence. All children have the right to feel safe and secure within the school perimeters. It is the responsibility of the staff member on duty, both during playtime or lunchtime, to deal with any disagreements/incidents of a minor nature. In such cases a warning will be issued. If necessary time out on the wall will be given in order for the child to calm down and think about behaviour before rejoining other children. A continuation of chosen poor behaviour may result in the involvement of the Learning Mentor. The class teacher will also be informed at the end of the playtime. In the case of a serious outburst of inappropriate behaviour, the child should be exited from the yard and sent to the Head Teacher. The child will be interviewed and the incident will be recorded. In the case of persistent inappropriate behaviour in the yard - the childs behaviour will be monitored by way of a Contract as with inappropriate classroom behaviour. Children who persistently misbehave during the lunchbreak may be required to remain indoors. Parents may be involved in monitoring acceptable behaviour. It is essential that all children feel safe at lunchtime problems at this time can impact significantly on wellbeing and learning in afternoons.

Role of Support Staff

Classroom assistants and lunchtime care staff have a crucial role to play in managing behaviour and maintaining acceptable standards of recognition. This must be maintained by: Regular discussion between teachers and support staff Half Termly meetings for lunchtime staff with Headteacher Liaison regarding acceptable standards/praise and strategies to be employed when classroom assistants are working with groups of pupils Regular affirmation and support for all non-teaching staff to pupils Recognition that the relationships children form with support staff are vital and often fulfil a role that teachers cannot

Use of Learning Mentor

The Learning Mentor is a first point of referral to prevent small incidents becoming larger and to support children who are upset for any reason. If children come into school upset or if information is provided as to the reason - this should be shared with the mentor, so that informal or formal support can be provided. 6

Pupils may be identified as in need of regular individual support

for specific help on a work related issue e.g. handwriting to overcome a behaviour problem to have an opportunity to discuss issues with a non-teacher to have an opportunity to meet regularly to reinforce behaviour targets to have an opportunity to build self-esteem to link with ongoing other agency involvement

Individual referrals to be discussed with Headteacher and SENCo/relevant senior staff member so that timetabled sessions can be arranged during lesson times or break times. Support can also be organised on an ad hoc basis as needed. The Learning Mentor will also participate in Behaviour Plans if pupils need to be removed from the classroom.

Role of Adults in School:

All adults teachers and support staff play an essential role in providing a safe and happy environment for children without this childrens wellbeing will suffer and learning will be reduced Our school ethos is dependent upon the involvement of all in building good relationships a happy and purposeful Catholic community. With the above in mind all staff will consciously promote and recognise good behaviour, relate to children on an individual basis and share information in order to support this School also has access to refer children and families to other agencies which can assist with behaviour issues

Role of Adults at Home:

Within our Home/School Agreement we recognise the essential partnership of home and school to successful learning and happiness in school It is important for families to share (confidentially) information which may impact upon a childs emotional state for example: o o o o Illness/death in a family Domestic disruption or violence Significant events Accidents/injuries

Such information will be shared only with relevant persons so we can watch for signs of upset and provide support as needed. 7