BUTLEIGH CHURCH OF ENGLAND
VOLUNTARY CONTROLLED
PRIMARY SCHOOL
POLICY FOR:
BEHAVIOUR
RATIONALE
As a school we feel it is important to promote a caring and supportive environment
in which all members of our school community feel respected and secure. The
development of personal qualities and social skills and the fostering of socially
acceptable behaviour are seen as an integral part of the school curriculum, and
necessary for effective teaching and learning to take place.
AIMS
We aim:
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to show that we care
to ensure consistency
to be fair and to be seen to be fair
to treat everybody with respect
to have clear expectations, and strategies to ensure that they are met
to provide planned activities which motivate all to learn socially as well as
academically.
REMEMBER THE THREE Cs
CONSISTENT
CLEAR
CALM
OBJECTIVES
These “School expectations” for behaviour are derived from the aims listed above.
They are to be displayed in each classroom, and will be discussed and reviewed at
the beginning of each school year. They are a teaching tool, and need to be
constantly referred to, reinforced and highlighted.
At the beginning of each academic year each class compiles their own class charter
which is displayed in their own classroom.
SCHOOL EXPECTATIONS
To keep Butleigh School a happy place:1.
2.
3.
4.
Be kind
Be honest
Respect
Take pride in all you do.
1 The Role of the Headteacher
1.1 It is the responsibility of the Headteacher, under the School Standards and
Framework Act 1988, to implement the school behaviour policy consistently
throughout the school, and to report to Governors, when requested, on the
effectiveness of the policy. It is also the responsibility of the Headteacher to
ensure the health, safety and welfare of all children in the school.
1.2 The Headteacher supports the staff by implementing the policy, by setting the
standards of behaviour, and by supporting staff in the implementation of the
policy.
1.3 The Headteacher keeps records of all reported serious incidents of
misbehaviour.
1.4 The Headteacher has the responsibility for giving fixed-term suspensions to
individual children for serious acts of misbehaviour. For repeated or very serious
acts of anti-social behaviour the Headteacher may permanently exclude a child.
Both these actions are only taken after the school Governors have been notified.
2 The Role of Parents
2.1 We explain the school expectations in the school prospectus, and we expect
parents to read these and support them, and for staff, parents and children to
sign the home school agreement.
2.2 We expect parents to support their child’s learning, and to co-operate with the
school, as set out in the home-school agreement. We try to build a supportive
dialogue between the home and the school, and we inform parents immediately if
we have concerns abut their child’s welfare or behaviour.
2.3 If the school has to use reasonable sanctions to punish a child, parents should
support the actions of the school. If parents have any concern about the way
that their child has been treated, they should initially contact the class teacher. If
the concern remains, they should talk to the Headteacher. If these discussions
cannot resolve the problem, a formal grievance or appeal process can be
implemented.
3 The Role of the Class Teacher/Support Staff
3.1 It is the responsibility of all staff to ensure that the school routine rules are
adopted in their class, and that their class behaves in a responsible manner at all
times.
3.2 The class teachers in our school have high expectations of the children in terms
of behaviour, and they strive to ensure that all children work to the best of their
ability.
3.3 The class teacher treats each child fairly and enforces the classroom charter
consistently. The teacher treats all children in their class with respect and
understanding.
4 The Role of Governors
4.1 The Governing body has the responsibility of setting and supporting these
guidelines on standards of discipline and behaviour, and of reviewing their
effectiveness. The Governors support the Headteacher in carrying out these
guidelines.
4.2 The Headteacher has the day-to-day authority to implement the school
behaviour and discipline policy, but may ask Governors for advice about
particular disciplinary issues.
5 Monitoring
5.1 The Headteacher monitors the effectiveness of this policy on a regular basis. She
also reports to the Governing body on the effectiveness of the policy and, if
necessary, makes recommendations for further improvements.
5.2 The school keeps a variety of records of incidents of behaviour. The
Headteacher records those incidents where a child is sent to her on account of
bad behaviour. The Class teacher may keep a record of any incidents that occur
at break or lunchtimes; supervisors give verbal or written details of any incident.
5.3 The Headteacher keeps a record of any pupil who is suspended for a fixed-term
or who is permanently excluded.
5.4 It is the responsibility of the Governing body to monitor the rate of suspensions
and exclusions, and to ensure that the school policy is administered fairly and
consistently.
6 Review
6.1 The Governing body and all staff review this policy every two years. The
Headteacher may, however, review the policy earlier than this, if the
Government introduces new regulations, or if the Head teacher and Governing
body receives recommendations on how the policy might be improved.
ENCOURAGING GOOD BEHAVIOUR
The School Expectations should be constantly referred to and reinforced. Children
successfully applying the School Expectations should be acknowledged.
We acknowledge the importance of:-
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warm relationships
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a stimulating curriculum (remember that if the children can do the work, and find
it interesting, they will behave)
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positive role models
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It is also important to have a reward system in place, which recognises all forms
of effort and achievement, both social and academic.
The following list details possible rewards – the one chosen will depend upon the
age and personality of the child, appropriateness to the particular occasion and pupil
choice. We must ensure that every child has the opportunity to experience success,
and to be given a reward.
A Non-Verbal Praise
Smile
A pat on the back
Friendly tap on the shoulder
Thumbs up
House points, class appropriate incentive schemes
B Verbal Praise
Verbal praise is a very important factor in creating a positive atmosphere, which
in turn promotes good behaviour. Verbal praise can range from a word in the
ear, to ‘public’ recognition in class, and, where possible, should be related to the
School Expectations. Circle Time can be used to encourage pupils to give
positive, meaningful praise to each other. Teachers should occasionally monitor
their verbal praise. To promote a positive atmosphere, praise should be given
three times as often as minor reprimands.
C Display
Children’s work should be displayed in such a way as to show the children and
other members of the school that we are proud of their achievements and
successes. Good work is also displayed in the hall after ‘Good workers’
assembly.
D Marking Policy
Within class, comments made when marking should encourage pupils to build on
the positive.
E Stickers and Stamps
Each class has its own supply of stickers or stamps, used to reward children for
good behaviour and good work. If a pupil has worked exceptionally well then
they can visit the headteacher for a further reward.
F
Privileges or Jobs
Each class will have popular “jobs” that can be used to reward good work, or
behaviour during the day. Find out from the children what they perceive as a
privilege.
Monitors
Children may be appointed as monitors to assist staff. They will be expected to
carry out their jobs conscientiously.
G Golden Time (class appropriate)
The children choose what to have as a whole class treat for 15 minutes.
H Sharing
In recognition of a particular success, children could share this with
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the class e.g. round of applause or show and tell at the end of the day
a neighbouring class
an adult that they have chosen.
The children may also like to take a particular piece of work home to show their
parents, or have their success communicated to a parent at home time.
I
Good Book and Good Workers’ Assembly
For an exceptionally praiseworthy activity, this could be shared with the
Headteacher, or at our weekly Good Workers’ Assembly on Friday. Their
names are also written in the Good Workers’ Book
J
Certificates
Half-termly certificates are issued to three or four children from each class, who
have shown significant effort or achievement in a particular area.
SANCTIONS
If a child breaks a “School expectation”, their attention will be drawn to this and a
sanction applied. Sanctions must be seen to be applied consistently and firmly, so
that boundaries are being clearly drawn, and good behaviour encouraged.
Always remember to target and criticize the behaviour NOT the child.
1 Initially, keep the sanctions on a one to one level, quietly without the rest of the
class becoming distracted. The aim of sanctions is to establish a pleasant, secure
environment in which effective learning can take place.
(a) Praise
Praise those children sitting nearby showing appropriate behaviour in class!
(b) Non-verbal
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a glare or shake of head
non-verbal prompts
a slow walk to the child
thumbs down
(c) Verbal
A reminder of the “School Expectations”.
(d) Verbal Warning
A clear concise message. (Remember that children only process the first 20
seconds of an explanation).
“If you carry on with ……………………………….. behaviour then
………………… will happen”.
(e) Moving Child – Time Out
Move child from seat to a designated area. Remember to give them a clear
explanation of the behaviour required to return to their original seat. Make
this achievable. Once the child has successfully completed their sanction,
they should be acknowledged.
Consider moving away from work to be done; then go back.
Moving to another class for time out.
2 Referral of Key Stage Co-ordinator or Deputy Headteacher
The child should have already had some sanction from 1 applied, unsuccessfully.
Remember to supply the Key Stage Co-ordinator or Deputy Headteacher with
full details of what happened e.g. a note sent with accompanying child.
Possible sanctions:
(a)
(b)
(c)
(d)
child to work in another class
loss of free time
loss of privilege
written apology.
3 Fast Track
For the following serious behaviour, the child will be sent to the Head:
(a)
(b)
(c)
(d)
(e)
fighting
bullying
bad language (including racism)
defiance
damaging property. (In some incidents the school would suggest that a
contribution should be made towards the replacement of the item)
Parents will be informed of this behaviour verbally or by written letter.
Some children may have behaviour disorders that fall into the category of Special
Needs. In these cases, much of the I.E.P. will consist of strategies to encourage
pertinent behaviour. ALL staff should be made aware of these. The same “School
Expectations” apply to these children as to any other member of the school
community, although they may require more direct encouragement to fulfil them e.g.
behaviour chart.
A parent/friendly version of this document will be delivered to all children within the
school and the “School Expectations” regularly discussed with the children.
Please note: A behaviour log will be kept in the Head teacher’s office. All
records kept are confidential at all times.
March 2010
Review Date March 2012
Butleigh Primary School – Behaviour Chart
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Good Behaviour
Good Manners
Taking Turns / Playing nicely
Helping
Looking after each other
Respecting people, property and the school
environment
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Shouting out
Interrupting/talking while someone else is talking
Answering back
Hurting someone through carelessness
Being unkind / rude to a child
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Breaking something intentionally
Lying
Being rude to an adult
Hurt someone intentionally
 Swearing
 Bullying
 Persistent failure to conform to standards of
expected behaviour at Butleigh C of E Primary School