Behaviour for Learning
Policy and Guidance
Behaviour For Learning Policy and Procedures
At Oasis Academy Watermead we aim to create a happy supportive environment in which all
children can fulfill their potential.
To achieve this we believe that staff, children and parents should work together with a common
purpose.
Philosophy
We believe that positive behavior management is essential in order to facilitate effective teaching
and learning, social development, safety and a harmonious atmosphere throughout the school.
Pupils should aspire to excellent behaviour at all times; staff are responsible for modeling these
high expectations and for continually demonstrating the school values.
Our policy is based on respect, consideration for others, fairness and clarity, where a positive
emphasis is based upon good behavior for learning.
We aim to:
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Ensure a consistent, whole school approach to positive behaviour management.
Reward good behaviour, consistently providing opportunities for children to make
positive choices about their behaviour and influence their own outcomes.
Be fair when implementing sanctions, always providing opportunities for children to
reflect,
Resolve issues in relation to poor behaviour
Communicate openly and at the earliest possible opportunity where there are behavior
concerns for a pupil: with the pupil him/herself, with parents and with all relevant
professionals
Aspire to high standards and expectations so that the ethos in each class and around
the school is conducive to excellence in learning.
Objectives
Children will
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Learn what good behaviour for learning means.
Learn to care for one another and value friendship.
Develop self-confidence.
Learn effectively.
Teachers will
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Teach effectively without disruption. Teach effectively without disruption.
Address the needs of all pupils.
Make positive contact with parents.
Develop personally and professionally.
We recognise that well planned, motivating lessons have a positive impact on pupil behaviour. We
commit to ensuring that lessons are differentiated to meet pupil needs and abilities. This is a
teacher responsibility and a right for pupils, as research clearly shows that pupils behave well
when they are supported, challenged and engaged in their learning.
Parents will
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Feel confident that their children are growing personally, socially and academically.
Know that their children will receive support when they need it.
Feel welcome in school to discuss their children’s progress in a positive atmosphere.
Organisation and Procedures
RIGHTS - RESPONSIBILITIES - RULES – ROUTINES
At Watermead EVERYBODY has rights:
Children
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We all have a right to work, play and learn in a friendly, safe and helpful learning
community.
Teachers/Staff
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We all have a right to teach in a friendly, safe and satisfying school that is supported by the
school community.
Parents
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We all have a right to feel welcome and to know that our children work, play and learn in a
friendly, safe and helpful school.
At Watermead EVERYBODY has:
Responsibities
We all need to care about ourselves, other students, parents, teachers, belongings, our Academy
and equipment. Here are some examples:
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to help
to try our best
to discuss
to encourage
to be honest/polite
to make time for others
to be on time
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to try and work out problems in a fair manner
to respect others
to work and play safe
to co-operate
to ask for opinions and ideas
to have a go
At Watermead EVERYBODY has:
Rights
To help protect our rights and to encourage responsibility, we have basic rules for our
classrooms and for times when we are out of class. These rules or behaviours for learning are
common throughout school.
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We always speak and listen to everyone respectfully
We always take pride in and look after our Academy and all the people in it
We always treat others as we would like to be treated ourselves
We always do our best learning
We move calmly around our Academy
If we have a problem, we always use peaceful problem-solving approach.
Routines - Encouraging Good Behaviour for learning at Watermead
At Watermead we have routines for encouraging good behaviour for learning and also sanctions
for inappropriate behaviour. Encouraging good behaviour is the responsibility of everyone in
school. It is vital that adults respond to appropriate behaviour, that we acknowledge it and that we
reward it.
All classes must use the instant reward and sanction system in the classroom. This consists of a
sad face, a happy face and then a rainbow. All children start every day on the happy face.
Children can be moved to the sad face as an instant sanction. The objective is to return to the
happy face within minutes once they are making the right choices. The rainbow can be used for
celebrating children who “always” make the right choices.
As with the sanctions for inappropriate behaviour, there is a hierarchy of rewards that we can use
to encourage and reinforce appropriate behaviour.
Rewards:
Each child in school is a member of a ‘House’. When children demonstrate excellent behaviour (in
class, the playground or around the school), they will be rewarded with ‘House Points’. These
translate into coloured discs which are deposited into their designated ‘House’ collection point.
The house with the most points receive a reward.
These rewards support children with developing a collective responsibility and belonging to a
team.
Individual rewards will also be given; achievement certificates are awarded to individuals during
our ‘Sparkle & Shine celebration assemblies which take place every Friday morning.
Good news is always celebrated. For example, winning sports teams will be congratulated in
assemblies and notable achievements whether gained in or out of school may be published in the
school newsletter.
Attendance is tracked and awards given: for classes and for individuals
Smileys:
Up to 3 per day can be earned by a child, the adult must reinforce why it has been given, and a
smiley must never be taken away. 100 smileys convert to a bronze award and certificate. 200
smileys convert to a silver award and certificate. 300 smileys convert to a gold award and
certificate.
Verbal praise
Bonus Bucks: Is a reward currency that children can exchange for prizes once each term.
 1 smiley is equivalent to 1 Bonus Buck
 1 weeks 100% attendance to 5 Bonus Bucks.
Golden Tickets are awarded for good behaviour and manners during less structured times such
as break times or lunchtime. Tickets are placed in our golden box and drawn out during Sparkle
and Shine assembly. Each winner can choose a small prize by visiting and having a positive
conversation with the inclusion leader.
Watermead Postcards will be sent home to parents, celebrating a particular achievement or
success.
Behaviour management:
The principles of restorative justice underpin our support for all pupils. In summary, both the
perpetrator and the victim(s) deserve the opportunity to talk through what
has happened. An adult will facilitate the pupils to decide together what is needed, including
consequences as appropriate, to rectify the situation.
In the playground, peer mediators are available to support positive play and manage any issues if
and when they arise.
Some pupils may require additional support in managing their behaviour. At these times the
behaviour strategy may need to be adapted, and we may need to discuss concerns with the SEND
co-ordinator and/or other relevant agencies, this will always be done in consultation with parents
and carers.
The following support programmes may be put in place: Individual Education
and/or Behaviour Plans; Pastoral Support Programmes; small group
support or 1:1 mentoring.
When pupils find it difficult to demonstrate the schools values, sanctions will
be implemented:
Sanctions; used when a child continues to ignore the expectations given to them.
Strategies include
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Praise other children to reinforce to the child the teachers’ expectation.
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Distract the child by asking a question about the work they are doing.
Remind the child of the expectation for their behaviour/piece of work being completed.
Gesture/use the child’s name.
Move the child to a different place in the class for an agreed number of minutes with an
expectation of what they should achieve in that time.
The child returns to their own place of work.
Catch’ the pupil making a positive choice, and immediately praise them for this.
For children who do not follow the rules the following sanctions apply:
Warnings - names recorded by class teacher
3 warnings same day result in the following: Step 1 – Green card
Miss all breaks
Letter home
No after school clubs
Step 2 – Yellow card
As above plus discussion with parent
Step 3 – Blue card
As above, plus one day internal exclusion
Step 4 – Red card
As above followed by 1 day exclusion
Parent and Academy council informed in writing
(Yellow, Blue and Red cards are given for repeated misbehaviour patters of disobedience, bad
language, aggressive behaviour, wilful damage or theft.)
A fixed term exclusion can also be issued in exceptional circumstances where extreme behaviour
gives the Principal no alternative or where a serious incident has to be investigated. This could
also result in a permanent exclusion.
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Children’s Strategies
It is important that children are taught the following strategies to help them manage and report any
inappropriate behaviour
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Speak up
Tell an adult
Walk away/ Ignore and report
Tell a friend
Break time
The same rules apply as in the classroom. All staff working with children are aware of school rules
and how to deal with inappropriate behaviour out of class.
Lunchtimes
Behaviour expectations remain the same and the same rules apply as in the Learning Zone, i.e.
time out, loss of privileges, time to reflect and discuss.
If lunchtime is a difficulty for a small minority of pupils then parents will be expected to make
alternative provision for their child to spend this time off site. Lunch time exclusions will be
formalised and go on the child’s record. Children return to school at the end of the lunchtime
break.
Children are not allowed to leave school premises under any circumstances during school hours
without the authorisation of the school and parent/carer. Even with that authorisation they must be
collected by a nominated adult.
Behaviour Reports
Behaviour reports are to be used to encourage good behaviour and discourage inappropriate
behaviour. For a child to go on report the plan must be approved by the Academy Inclusion Leader
and discussed with the child and parents. Individual targets are set and home/ school reward and
sanctions.
The targets should be very clear and easy to observe.
There should not be more than three targets.
At the end of each lesson or break the child receives a grade from the teacher or supervisor;
 A: for excellent behaviour,
 B: for acceptable behaviour
 C: for unacceptable behaviour.
The report can be for in class, break time and lunchtime or all three. The report will be reviewed at
the end of the week and either no longer needed or if no improvement has been made a meeting
will be made with a senior member of staff.
When a child is on report, participation in after school clubs will be negotiated with the parents and
child on an individual basis.
Any incident earning a C will be recorded formally on an incident slip.
The ultimate very serious sanction would be fixed term or permanent exclusion
Date: - September 2015
Oasis Academy Watermead
Behaviour for learning rules
We always speak and listen to everyone respectfully
This means
Only one person speaks at a time
Look at the person who is speaking
Do things the first time an adult asks us
We always take pride in and look after our Academy and all the people in it
This means
Wear academy uniform every day
Use all equipment safely and sensibly
Put things away tidily
Be kind and help others
What makes a good friend?
We always do our best learning
This means
Don’t give up – persevere and keep on trying
Keep our work neat and tidy
Learn from our mistakes
Be proud of all our achievements
We move calmly around our Academy
This means
Walk in single file at all times
Teacher at front of line / support staff at back
Walk on left of corridors and stairs
Quiet voices