Corfe Castle CE VC Primary School
Behaviour Policy
September 2012
Corfe Castle CE VC Primary School
Behaviour Policy
The aim of this school policy is:
To develop in children a sense of self discipline and an acceptance of responsibility for their
own actions.
To create conditions for an orderly community in which effective learning can take place, in
which there is mutual respect between all members, and where there is proper concern for the
environment.
These are to be achieved in the framework of a relaxed, pleasant atmosphere, in which children
are encouraged to give their best in school and are stimulated to fulfil their potential.
Corfe Castle CE VC Primary School
Code of Conduct
It is expected that everyone in the school community will follow and adhere to the school
behaviour policy. All adults are expected to model the behaviour we expect from
children.
The Golden Rules
Do be gentle
Do not hurt anyone
Do be kind and helpful
Do not hurt people’s feelings
Do work hard
Do not waste your or other people’s time
Do look after property
Do not waste or damage things
Do Listen to people
Do not interrupt
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Guidance for All Staff:
Positive re-enforcement of good behaviour is more effective than negative punishments.
Although there are agreed sanctions for children who misbehave it is the encouragement of good
behaviour, which is far more important than punishment. Staff should praise children who behave
politely, kindly, sensibly etc. Verbal feedback on behaviour should be given a high priority in and
out of class. Good behaviour and positive attitudes should be discussed in P.H.S.E. lessons and in
school assemblies. Staff use stickers, certificates, and letters to acknowledge and re-enforce
positive behaviour as well as academic achievement. Praise should outweigh censure by 3:1 but
should be handled in a way that the child feels comfortable.
A well managed, well planned environment decreases potential for problems.
Staff should ensure that school activities are well planned and resources well organised as this will
ensure every child knows what is expected of them and when. We need to teach behaviour as we
teach other aspects of the curriculum. Classes that are well organised with lessons that are well
prepared and take into account the range of abilities within the class tend to have few discipline
problems. A calm controlled learning environment is conducive to positive learning as well as good
behaviour. All children, should be treated sensitively to maintain their self-esteem.
Staff should take time to explain the reasons for children being asked to do something. They
should take every opportunity to keep caring and respect for people and property in high profile.
Children should be listened to and spoken to calmly. They should never be belittled.
Every effort should be made to diffuse potential problems before they arise through discussion,
good organisation, consultation etc.
Certain behaviour, such as bullying, rudeness, fighting, swearing etc. is never acceptable and
should always be dealt with when encountered.
It should not normally be necessary to shout. The use of physical punishments will NEVER be
supported under any circumstances.
The Headteacher reserves the right to inform parents of unacceptable behaviour, which may in
future lead to exclusion. Staff should consult the Headteacher or the Assistant Head when
behaviour causes concern.
Guidance for the playground:
When disputes arise, all children involved should be given a chance to explain their case without
interruption. They should be encouraged to find a solution. Blame should not be given to one child
more than another until the facts have been determined.
Children should be asked to apologise and make friends after disputes. Time needs to be put
aside to repair and rebuild, offering children a way back.
School rules should be applied consistently and children reminded of them regularly.
If a child continues to misbehave after a warning from lunchtime supervisors, he/she should be
referred to the class teacher.
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All staff should maintain high expectations for good behaviour, apply the school policy
consistently and set an example of calm polite and friendly relationships.
Rewards:
1. Quiet word, smile acknowledgement.
2. Written comment on pupil’s work.
3. Stickers and class rewards – house points. All children to have individual sticker
charts.
4. Praise in front of class group.
5. Visit to designated member of staff.
6. Written/verbal comment, or card from teacher to parent informing them of good work.
7. Exceptional Achievement will be celebrated at Whole School Assemblies (Good work
Board). Parents to be invited to this ‘Achievement Assembly’.
Sanctions:
1. Immediate verbal or non-verbal check of misbehaviour (1st Warning).
2. Second verbal warning (2nd Warning).
3. Written record of misbehaviour in class book (3rd Warning).
4. Extra work where work is clearly below potential.
5. Child sent to Assistant Headteacher (or to other classes) with work.
6. If child continues to misbehave they are sent to Headteacher (who will record
incidence). If necessary Headteacher will write/speak to parent.
7. Parental involvement. Parental consultation required and an agreed strategy of
support for child is to be put into place (e.g. Report book – daily comment by
teachers and parents).
8. Referral to outside agencies.
9. Temporary and permanent exclusion from school remain an option as a last resort.
Any physical or dangerous behaviour the child will be immediately withdrawn from the
classroom.
It is essential that any sanction is seen to be just and fair
Pastoral Care
This is the responsibility of all staff especially the class teacher of the child concerned. Efforts
should be made to build up an understanding of and relationship with the child. This will make
discussion of attitudes and criticism of poor achievements or behaviour acceptable. It should
also provide an awareness of any underlying problems the child may have.
All staff have the support of the Headteacher in matters of pastoral care.
Damage to property
Damage to school property through misbehaviour, whether it be to the fabric of the building or to
such items as books which are defaced or damaged, will be reported to parents, and where
appropriate, with a request for a voluntary contribution towards the cost of repair or
replacement.
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Bullying- Guidance to staff
Bullying is the wilful, conscious desire to hurt or threaten or frighten someone else through
physical, verbal, emotional or psychological aggression.
Children must realise that any form of bullying is unacceptable and that such behaviour will be
dealt with appropriately by the staff of the school.
Individual staff need to be alert both inside and outside the classroom. Children must be aware
that it is the responsibility of everyone to report acts of bullying as soon as they arise. They
need to be aware that this is not ‘telling tales’. To be seen to act is as important as taking
action. Silence and secrecy nurture bullying.
If you come across bullying what can you do?
Remain calm, you are in charge. Reacting emotionally may add to the bully’s fun and
give the bully control of the situation
Ensure the victim is safe
Take the incident seriously
Take action as quickly as possible
Think hard about whether your action needs to be private or public, who are the pupil’s
involved?
Reassure the victim, don’t make them feel inadequate or foolish
Offer concrete help, advice and support to the victim(s)
Make it plain to the bully that you disapprove.
Encourage the bully to see the victim’s point of view.
Punish the bully if you have to, but be careful HOW you do this. Reacting aggressively
or punitively gives the message that it is right to bully, if you have the power.
Explain clearly the punishment and why it is being given.
Involving Others:
Inform senior staff
Inform colleagues if the incident arose out of a situation where everyone needs to be
vigilant.
Refer to the Headteacher or Assistant Head who will, if necessary inform parents of the
incident and reassure them that the incident will be dealt with appropriately.
Ensure that incidents of bullying do not live on through reminders from you.
All incidents of bullying should be reported to the Headteacher
Racial Incidents
See Racial Equality Policy and Equal Opportunity Policy
Circle Time – Through ‘Rainbow’ PSHCE Scheme of work
Circle Time allows children to participate as partners in the process of developing responsibility
for their own behaviour and learning.
With its co-operative activities and discussion, Circle Time ensures that each child experiences
success. When this approach is followed on a regular basis a feeling of equal value is
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promoted and group identity is reinforced. The basic rule of sitting together in a circle is that
eye-contact is possible at all times. Other ground rules include taking turns, allowing
participants to pass in discussion and showing respect by listening to all contributions. Circle
time is a vital element in resolving conflicts and is an opportunity for teachers, children and staff
to ‘walk the talk’.
The teacher, by participating in the circle becomes part of the group and in this way a trusting
climate is treated in which no participants feel threatened. There should be no ‘put-downs’
allowed.
Circle time aims to boost interpersonal skills, strengthen relationships and enhance confidence
whilst at the same time, allows all involved to have fun together.
A regular time should be set-aside for Circle Time in class. It may also take place between set
times as the need arises.
Learning Processes
To engage the children in their own learning we have decided to adopt (from 2009) a new
structure to our lessons to cater for all the different learning styles. The following show the main
phases:
Phase 1: Engagement
Phase 2: Reflection
Phase 3: Perceiving/teaching phase
Phase 4: Experimental/extending phase
Further details can be found in our Learning Policy (2009).
Class ‘Rituals’
To ensure that all children settle down and come into the classroom with a positive frame of
mind, we carry out set ‘Rituals’ that the children are accustomed to as a routine. This is
particularly important in the morning sessions where some children may come in not ready for
learning.
Morning ‘Rituals’:
1. Music: 4-5 tracks (changed termly) to be played quietly.
2. Every child receives a ‘smile’ from staff.
3. Brain gym – Thinking Skills activities.
4. Identity time (Individual time) – Teacher sets up 2 chairs to spend 5 minutes with each child
on a rolling programme. Teacher talks about children’s life.
After Lunch ‘Rituals’:
1. Thinking Skills activity, e.g. Give children the answers, children have to think of the question.
End of Day ‘Rituals’:
1. Reflection time (including staff): e.g. reflection journal, children/staff to reflect on what they
have been doing in the day.
Extreme Circumstances:
Use of Reasonable force: Guidance to be taken from ‘Use of reasonable Force guidelines –
Advice for headteachers, staff and governing Bodies’ 2011, Department of Education.
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However, before physical contact ensure that the following is attempted first:
Child could cause physical harm to themselves, others, children and staff:
o Step 1: Send a message to the office or other staff members (Red Card
to office)
o Step 2: Remove all children from the classroom. Do not attempt to
invade childs space or over comfort.
o Step 3: remove any dangerous obstacles etc. to keep child safe.
o Step 4: TA to stay with child until calm.
o Office to notify parents.
This policy has been reviewed in line with the 9 principles set out in
the Single Equality Policy and an initial screening Equality Impact
Assessment has been carried out.
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Draft Letter to Parents:
Dear Parent/Guardian,
As you will appreciate, an excellent school, where all children develop and
achieve excellence, is best achieved when all children follow acceptable
rules/codes of behaviour.
We, at Corfe Castle CE VC Primary School, are striving to achieve excellence for
our children, and we are reviewing current strategies for rewarding good work and
behaviour.
All staff working with the children will follow a consistent approach to rewards or
sanctions. It may involve contacting you to make you aware of your children’s
achievements or behaviour, both positive and negative. Here we ask you to work
alongside us to ensure that acceptable actions are encouraged and undesirable
actions are discouraged.
We have a system in place to reward good behaviour and sanction bad behaviour.
Attached to this letter is a brief summary on how we deal with behaviour in our
school. Please read this with your child, so that we are all clear about our
expectations.
Yours sincerely,
Mr. N Beckett (Headteacher)
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Rewards and Sanctions
Rewards:
1. Quiet word, smile acknowledgement.
2. Written comment on pupil’s work.
3. Stickers and class rewards – house points. All children to have individual sticker
charts.
4. Praise in front of class group.
5. Visit to designated member of staff.
6. Written/verbal comment, or card from teacher to parent informing them of good work.
7. Exceptional Achievement will be celebrated at Whole School Assemblies (Good work
Board). Parents to be invited to this ‘Achievement Assembly’.
Sanctions:
1. Immediate verbal or non-verbal check of misbehaviour (1st Warning).
2. Second verbal warning (2nd Warning).
3. Written record of misbehaviour in class book (3rd Warning).
4. Extra work where work is clearly below potential.
5. Child sent to Assistant Headteacher (or to other classes) with work.
6. If child continues to misbehave they are sent to Headteacher (who will record
incidence). If necessary Headteacher will write/speak to parent.
7. Parental involvement. Parental consultation required and an agreed strategy of
support for child is to be put into place (e.g. Report book – daily comment by
teachers and parents).
8. Referral to outside agencies.
9. Temporary and permanent exclusion from school remain an option as a last resort.
Any physical or dangerous behaviour the child will be immediately withdrawn from the
classroom.
It is essential that any sanction is seen to be just and fair
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Details of individual practices in each cohort
Sanctions
Immediate verbal or
non-verbal check of
misbehaviour (1st
Warning).
Second verbal
warning (2nd
Warning).
Written record of
misbehaviour in
class book (3rd
Warning).
Foundation
Given verbal
warning
KS1
KS2
Dot by name as reminder
Children to put
name on ‘Sad Face’
– chance to improve
behaviour
throughout day
Foundation –
miss part of
playtime
Yellow Card to child
Red Card – and loss of 5 minutes of
Golden time
Extra work where work is clearly below potential.
Child sent to Assistant Headteacher (or to other classes) with work.
If child continues to misbehave they are sent to Headteacher (who will record
incidence). If necessary Headteacher will write/speak to parent.
Parental involvement. Parental consultation required and an agreed strategy of support
for child is to be put into place (e.g. Report book – daily comment by teachers and
parents).
Referral to outside agencies
Temporary and permanent exclusion from school remain an option as a last resort.
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