Alverstoke CE Aided Junior School: Policy Document
Principles
Our core values include “respect for self and respect for others’. Our Christian ethos provides the motivation and reason to follow our values through a love and faith in people and a love and faith in God.
Our core values are promoted in a way that supports our philosophy in developing children’s intrinsic motivation.
We value good relationships between adults and children, which we believe are vital to the development of self-esteem. Developing such relationships relies on the good behaviour of our pupils, which we feel should be encouraged and rewarded. Both school and parents expect the highest standard of behaviour from our pupils and we aim to work together to achieve it.
We believe that children should be treated fairly, consistently and with their individual needs accounted for, therefore being made to feel included and valued within the school. At
Alverstoke Junior School we have a duty to teach and model those values, attitudes and skills, which foster mutual respect and caring in our children. We use school assemblies,
Philosophy for Children (P4C) and PHSE & citizenship lessons to discuss values.
A high emphasis is placed on positive behaviour management strategies where courtesy and respect is demonstrated by all members of the school community. A clear set of sanctions is in place which are managed with all necessary parties informed as required.
Aims of this policy
This policy has been written to ensure that everyone who has contact with our school is aware of both the expectations we have of behaviour and the structures in place to reward good behaviour and effort as well as effective strategies to deal with unacceptable behaviour.
Expectations
We expect our pupils to be able to:
 Follow our values , both in school and in their journeys to and from school.
 Show care and consideration.
 Follow what they are asked to do by the adults, first time.
 Remember that when addressed by an adult, they stop, look at the person, listen and answer using the person’s name where possible.
 Move quietly and sensibly around the school, not running inside the building.
 Be silent in the hall before the start of assembly and when walking in and out the hall.
 Allow others to speak without interruption.
 Take care of their own and school property and value other people’s belongings.
 Be on time for a teaching session.
 Display good table manners at lunchtime.
 Treat each other with respect and care.
 Use only appropriate language.
 Follow ICT guidelines.
 Engage in appropriate play during break times.

Alverstoke CE Aided Junior School: Policy Document
In return the children should expect that adults in school will:
 Model our school values on a daily basis.
 Show care, consideration and empathy.
 Use positive reinforcement and look to build self-esteem.
 Show a commitment to inclusion and understand the range of additional needs that may impact on behaviour.
 Pre-empt potential behaviour issues before they arise.
 Be proactive on playground duty and throughout the school.
 Listen when children speak to them.
 Give children an opportunity of explaining their actions.
 Be punctual for lessons and duties.
 Lead children into the classroom, around the school and into assembly.
 Ensure work is well matched to children’s level of attainment and need.
 Address children by name.
 Regularly discuss and set high expectations for behaviour.
We consider that behaviour is unacceptable when:
 Teachers, learning support assistants and lunchtime staff are prevented from carrying out their duties because of a child’s behaviour.
 Children are prevented from normal working practices.
 Children are rude and use unacceptable language.
 Children show verbal and physical aggression.
Practice
Children who display good behaviour, in line with the above code of conduct and in line with our school values are rewarded through our values card system and through certificates.
Teachers and other adults in the school give children a values stamp in their card relating to one of our key values. The adult will explain why the behaviour modelled meets that particular school value. Once children achieve a total of 10 stamps for a particular value then a “10
Stamp” certificate is awarded in front of the whole school in assembly. When a child completes an entire card a special award in presented in assembly and their achievements are celebrated on the weekly newsletter.
Special values certificates are also given during Friday assemblies where class teachers explain the achievement against one of our 5 core values.
Sanctions
When the class teacher has used a range of positive behaviour management strategies
(linked to the school values) within the class and poor behaviour by an individual continues, then the first stages of the following procedure will take place:
1. A calm reminder of the behaviour expected (and school value to be followed).
2. If the child continues to demonstrate poor behaviour the member of staff will move the child’s name to yellow (and may use the term ‘warning’).
3. If the child continues to demonstrate poor behaviour the teacher will give a verbal warning about the ‘dangers’ of moving to ‘red’. This provides another opportunity for the child to change the behaviour and make the correct choices.
4. If the chil d continues to demonstrate poor behaviour the teacher will move the child’s name to red (and may use the term ‘referral warning’). The member of staff will remind the child of the referral system and that contact with parents will be made if this behaviour continues.

Alverstoke CE Aided Junior School: Policy Document
At any point during the above procedure it is possible for children to move ‘back’ and off of the red/yellow.
Referral System:
5. If the child continues to demonstrate poor behaviour, whilst on red, then a ‘referral’ is made. The child will be taken to the referral teacher (by an adult) with a ‘referral reflection sheet’. The child will write about their behaviour and about the choices they should have made (see referral sheet).
NB:
For serious behaviour incidents, such as any form of violence, it is possible for children to be sent straight to referral.
Some children will have their own individual behaviour management plan that may have a different system in place. For these children the referral system does not apply.
Action for the referral teacher
Children may be sent to the referral teacher during the school day, during class time. They will come with a reflection sheet. The teacher may not be able to speak to the child as soon as they enter the room. They will sit in the classroom and complete the reflection sheet. The referral teacher may decide to talk to the child at an appropriate moment and will make a judgement on the readiness of the child to return to class.
The member of staff who made the referral will check, sign and date the referral sheet.
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The member of staff who made the referral will inform the headteacher or deputy of the referral (on the same day the referral was made).
 The member of staff who gave the referral will bring the child to the head and deputy’s office fo r a ‘missed lunchtime’ with the signed reflection sheet. They may also bring work for the child to complete (this could be work missed as a result of the reflection). This will happen on the same day if the referral was made in the morning or the next day if the referral was made during the afternoon.
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The member of staff will explain the behaviour that took place before leaving the child with the Headteacher or Deputy.
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The member of staff who gave the referral will contact parents on the same day that the referral was made (by telephone or in person).
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Headteacher/Deputy will keep a copy of the referral sheet in behaviour file.
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The member of staff who gave the referral will complete an ABC form and file in the back of their red class folder.
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Parents may also be invited in to meet with class teacher and Headteacher/Deputy to discuss behaviour needs and to clarify incidents.
Advantages of the referral system
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A child leaves the room before a situation can further escalate allowing the teacher and children to continue learning.
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The child has a second adult who is aware of the behaviour and can offer support. A second adult to build a relationship and offer opportunities to build self-esteem.
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Children are not left in the corridor or outside the classroom unsupervised.
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The referral sheet has the date and brief outline of the incident, therefore a record of behaviour incidents is available to discuss with the child, parents and other agencies.
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Teachers may use the referral teacher as a means to raise self-esteem of individuals e.g. send children to referral class to shown a good piece of work.

Alverstoke CE Aided Junior School: Policy Document
Further sanctions where referral may not be applicable:
 Where a child’s behaviour is unacceptable at playtime and lunchtime then playtime may be removed.
 Where a child’s behaviour is unacceptable on school trips (including residential trips) or sports events, they may lose the opportunity to go on further trips and events.
 Unacceptable behaviour during after school club may lead to withdrawal from that club.
 The ultimate sanction is that of Exclusion, this may be a fixed term exclusion for a specific number of days or in extreme cases a permanent exclusion.
The Special Needs Co-ordinator (SENCO) monitors the behaviour of individual children in accordance with Code of Practice (see SEN Information Report). Children may have an
Individual Behaviour Plan which will be discussed with the parent. In addition, they may also have an ongoing behaviour record book. Positive achievements are recorded here in addition to behaviour problems.
Appendix 1 - Anti bullying policy