Behaviour Management Policy Shotton Primary School

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Shotton Primary

School

BehaviourManagement Policy


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Shotton Primary School

Behaviour Management Policy

Children Learn What They Live

By Dorothy Law Nolte, Ph.D.

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight.

If children live with fear, they learn to be apprehensive.

If children live with pity, they learn to feel sorry for themselves.

If children live with ridicule, they learn to feel shy.

If children live with jealousy, they learn to feel envy.

If children live with shame, they learn to feel guilty.

If children live with encouragement, they learn confidence.If children live with tolerance, they learn patience.

If children live with praise, they learn appreciation.

If children live with acceptance, they learn to love.

If children live with approval, they learn to like themselves.

If children live with recognition, they learn it is good to have a goal.

If children live with sharing, they learn generosity.

If children live with honesty, they learn truthfulness.

If children live with fairness, they learn justice.

If children live with kindness and consideration, they learn respect.If children live with security, they learn to have faith in themselves and in those about

them.

If children live with friendliness, they learn the world is a nice place in which to live.

Shotton Primary School mission statement:-

At Shotton Primary School, we believe in these three aims:

We learn and grow by working together, sharing what we know and finding outmore. We aim high to be the best we can be. We try to look after each other at all times.

Our behaviour policy aims:-

To develop self discipline acceptance and responsibility for our own actions. To develop an awareness and adherence to acceptable and appropriate behaviour


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To encourage pupils to value the school environment and its resources. To create a caring and stimulating environment in which pupils work and play safely. To value the rights of individuals. To raise pupil self esteem. To develop and promote respect. To develop sense of politeness and considerations. To ensure pupils are confident of their right to be treated fairly. To empower staff to determine and request appropriate behaviour from everyone. To acknowledge that good behaviour is a shared responsibility. To ensure behaviour is always recognised. To make sure that the policy is understood and is consistently implemented across

the whole school.

To ensure mechanisms are in place to monitor and evaluate the policy.

Principles

Most pupils learn best in an ordered environment. High expectations of work and behaviour are set, their consequences explicit and

applied consistently.

Pupils learn more successfully with praise, reward and celebration Pupils need tangible recognition of achievement Prevention rather than punishment is central.

Introduction

The purpose of this document is to provide a written statement of the current schoolpolicy. This policy will not be a cure all, but will provide guidance and support for existing

and new staff, by suggesting practical skills and strategies which can be added to the

repertoire which we currently posses in the area of classroom and behaviour management.

The intention is to provide every pupil with the opportunity to reach their full potential in

an environment, which encourages co-operation, understanding and tolerance. We want to

create an environment where teaching staff can teach and every child can learn freely and

fully without disturbance.


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The needs of the children with behavioural problems should be viewed in the same way as

those of pupils with any other individual needs i.e. the same process of identifying the

problems and then devising strategies to overcome them should be used.

We must recognise that pupils with behaviour problems are likely to challenge a member of

staffs authority, disrupt classroom management and consequently lower the member of

staffs own self esteem.

When we encounter a child with an emotional, behavioural or learning difficulties we might

well be forgiven for feeling some degree of confusion at the amount of background

information offered to explain the reasons for the behaviour. Records and discussion with

colleagues may give us facts about the childs social, medical and academic history and this

may help us. However, we must recognise that nothing can be done to change the childs

past, the childs world outside of school is largely unknown to us and we are unlikely to have

much influence there.

We must try to work in the here and now. Whatever social or emotional burden the pupilarrives with each morning, we have until home time and there is ALWAYS something in

which we can do. In short, there is no simple answer but the way we view the problem is

important.

It is the ingenuity of the experienced member of staff who knows the child, which brings

about change, not the adoption of a general theory. ..(Mary Robertson A Guide to

Behaviour Modification)

All those involved in the life of our school have a responsibility for ensuring and insistingupon good behaviour. This includes all staff, teaching and non-teaching, governors,

parents/carers and pupils. This policy outlines good practice. Everyone working at

Shotton primary School, should have a copy and be familiar with its contents. Acceptable

standards of behaviour and respect for each other depends on the example of all of us.

Good order does not just happen, it needs to be worked for.

Objectives:-

All staff in school collective responsibility. Good behaviour is learnt. Consistent experience of good teaching promotes good behaviour. School has positive strategies for managing pupil behaviour. Behaviour management strategies are applied consistently this will do much to

raise standards of behaviour.

School applies a clear range of rewards and sanctions. These are applied fairly and consistently by all staff. Good behaviour is modelled by all staff all of the time interaction with pupils.


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Types of misbehaviour:-

Verbal Physical Emotional Damage/destructive behaviour Disobedience/non-compliance

Causes of misbehaviour

Task

Fatigue

Pupil is tired for any number of reasons and seeks a change of activity.

Boredom

The activity does not hold the interest for the pupils who looks for alternativethings to do.

Frustration

The activity is too difficult and the pupil becomes hostile or aggressive.

Teacher

Lack of clarity

Pupil does not understand what is expected, therefore sits idly or displaysinappropriate behaviour.

Poor voice characteristics

Voice is monotonous or grating, conveying no sense of excitement. It is indistinct,

nervous or high pitched.

Inconsistency

The member of staff is inconsistent in their approach to behaviour and does not

treat pupils fairly or equally. The pupils are unsure about the limits of acceptablebehaviour and are resentful about unfair treatment.

Poor classroom climate

Classrooms that are psychologically cold, that allow little creativity and are negative

in many instance, often cause unacceptable behaviour and pupils are resentful about

unfair treatment.

The Pupil

Unexpected


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Extreme weather conditions or changes in weather eg windy, snowy weather, heavy

rain or thunder storms can raise the level of excitability in pupils.

School visits

Anticipation of visits and unusual events can reduce pupils self-control.

Fire drills

A sudden fire drill can disrupt a pupils usual classroom routine and opportunities canarise for misbehaviour.

Goals of misbehaviour

Attention seeking

Ignore the misbehaviour wherever possible. Give attention for positive behaviour

when the pupils is not making a bid for it. Realise that reminding, punishing,

rewarding and coaxing are undue attention.

Power

Withdraw from the conflict. Help the child to see how to use power constructively

by appealing for his or her help and enlisting co-operation.

Revenge

Avoid feeling hurt by understanding why and not retaliating or punishing. Recognise

that by building a trusting relationship, it is possible to convince the child that he or

she is valued and respected too.

Planning for good behaviour Guidelines for working around school

We believe consistent experience of good teaching engages pupils in their learningand this reduces instances of poor behaviour.

The consistent application of good behaviour management strategies helps pupilsunderstand the schools expectations and slows staff to be mutually supportive.

Senior staff are highly visible at all times.o Senior staffs regular presence around the school building helps them to

observe how policies on behaviour, discipline, rewards and sanctions are beingimplemented.

o We ensure senior leaders use opportunities such as assemblies to articulatetheir expectations and reinforce them by their visibility around the building

during the day

o We ensure senior leaders model the behaviour and social skills they wantpupils and staff to use

We ensure staff are sufficiently trained and supported and know how to exercisetheir individual responsibility in the implementation of the schools behaviour policy

All classrooms have a code of conduct. Each rule is an always rather than a never.


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Area-strategies-Reinforcement/sanctions

Ensure all staff follow the learning and teaching policy and behaviour code and applyagreed procedures;

Plan lessons well, using strategies appropriate to the ability of the pupils; Use commonly agreed classroom management and behaviour strategies such as a formal

way to start lessons. All pupils being greeted by the door, brought into the classroom, Offer pupils the opportunity to take responsibility for aspects of their learning,

working together in pairs, groups and as a whole class;

Use Assessment for Learning techniques, such as peer and self assessment, to increasepupils involvement in their learning and promote good behaviour;

Collect data on pupils behaviour and learning and use it, for example, to plan futuregroupings and to target support on areas where pupils have the greatest difficulty;

Ensure teachers build into their lessons opportunities to receive feedback from pupilson their progress and their future learning needs;

Recognise that pupils are knowledgeable about their school experience, and have viewsabout what helps them learn and how others poor behaviour stops them from learning;

Give opportunities for class, year and school councils to discuss and makerecommendations about behaviour, including bullying, and the effectiveness of rewards

and sanctions.

Coping with sudden flare ups

Pupils should never been sent outside the classroom. If a calming down time is needed this should be in sight of a member of staff. This

needs to be used rarely otherwise pupils will see it as a means of avoiding learning.

If another colleague is required, the school has team leaders responsible for eachdepartment.

Be consistent Dont be afraid to let pupils know that you are annoyed, but stay calm. Confront the behaviour not the pupil Discuss the incident with another member of staff dont hide it.Remember key points:

- Avoid confrontation- Always listen carefully (to all sides of the disagreement)- Establish the facts- Judge only when you are certain- Use sanctions sparingly and appropriately

Rewards


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We operate a variety of reward systems in our school. Class systems and year

group/key stage systems which are created, are negotiated and agreed by staff and

pupils and applied consistently.

Stickers

There are no set rules for using stickers in school. Class teachers can decide

when/what stickers to give for rewards in relation to behaviour and good examples of

work.

Certificates

Certificates are used across all departments of the school to reward pupils behaviour

and celebrate their work. Minificates (mini certificates) are also given in school to

reward good work in class and good behaviour.

Star Awards

Whole school assemblies celebrate star awards. Star Award certificates are given out

for a whole variety of reasons. Across the course of the school year, it is envisagedthat all pupils in a class will receive a Star Award.

Privileges

Pupils enjoy privileges in school and they can act as a motivational vehicle to stimulate

pupils in a variety of ways. Privileges can include; helping at lunchtimes in the school

dining hall, helping with the school shop and helping in the classroom.

Public praise

Sometimes pupils enjoy the celebration of achievements with public praise. Phaseassemblies are a good place to start with praising pupils. Teachers will however, need

to gauge this one carefully.

Pastoral records

Incidents of behaviour and achievement can now be logged into our SIMS system. The

information can then be viewed by department leaders and the Head Teacher. Such

findings can then be used to look at patterns of behaviour across the whole school or

department and appropriate support given where needed.

Whole school rewards

In school we regularly have attendance rewards. On a weekly basis, the class with the

three highest attendance figures will receive either the gold, silver or bronze medal. All

pupils that have attended school for 100% of the time in any school week, will also receive

an attendance sticker celebrating their 100% attendance.

Sanctions

It is vital that sanctions are applied in a layered fashion and not simply applying thelast resort strategy.

Unacceptable behaviour can be discouraged by;


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- A frown of indication of disapproval.- A reminder of the task and what is required of them- Verbal warning- Reminder of the classroom rules and school mission statement- Removing temporarily from the activity- Time out whilst no child will ever be sent out of the classroom, it may be

possible to send the pupils to go and sit somewhere quietly in the classroom, away

from the problem for a short while.- Recording the incident in the blue box filing system- Repeated or extra work where the content or presentation of the work is clearly

below the pupils potential.

- Loss of all or part of playtimeWhole-school sanctions layered system

1. Initial look of disapproval and reminder of task set.2. Verbal warning from the teacher3. Second verbal warning.4. Time out this may be in the art area or quiet reading area (Record this on SIMS

system)

5. Child to miss their playtime.6. Child sent to department leader.7. Child sent to Deputy Head Teacher.8. Child then sent to the Head Teacher.9. Parents invited into school. If behaviour persists, the Head Teacher may impelemnt

a Behaviour Contract.

At this level, parents/carers are invited into school to discuss the childs behaviour.

10.The Head Teacher may sanction a Fixed Term Exclusion.11.The head Teacher may sanction a Permanent Exclusion.

Once a sanction is spent then the system starts again.


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An 11-step guide for layered sanctions of classroom misbehaviour.

1. Give pupil a look of disapproval or a reminderabout the task they have been set.

2. Give pupil a verbal reminder of the expectationsof behaviour or gentle reminder about the

classroom rules/school mission statement.

3. Give pupil a second verbal reminder about theexpectations you have with the task/rules/school

mission statement.

4. Temporarily remove the child from the activity.This could be to an art area or quiet reading area.

7. If behaviour continues...child will be sent to the

Deputy Head Teacher.

6. If behaviour continues...remove the child to theDepartment Leader.

5. If behaviour continues... child is to miss theirplaytime (supervised by member of staff issuing

sanction)

9. If behaviour continues...the Head Teachercan implement a Behaviour Contract.

10. If behaviour continues... the Head Teachermay sanction a fixed exclusion.

11. If behaviour continues...the Head Teachercan implement a Permanent Exclusion.

Record this behaviour

onto SIMS system.

8. If behaviour continues...child will be sent to the

Head Teacher.


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The member of staff should gauge the nature of the incident. It will vary from

each department in school as to the seriousness of the incident and the sanction

that is imposed.

It is essential that at the end of one step, the final resort is not sanctioned.

Pupils are not permitted to go straight to the Head Teacher for unacceptable lowlevel pupil behaviour. If we all follow this guidance, then behaviour can be dealt

with effectively and appropriately.

Success Criteria

Questions to consider...

Do we respond to positive behaviour?

Do we meet and greet pupils?

Do we position ourselves so that we can supervise pupils entering and leaving the

school building?

Do we insist that puopils leave and enter the building in a quiet and orderly

manner?

Do we organise our classrooms to ensure jostle-free zones?

Do we ensure that our classrooms are uncluttered?

Do we match task to pupil ability?

Do we organise resources carefully?

Do we ensure full participation?

Do we payt special attention to the end of lessons?

Do we praise pupils where appropriate?

Do we examine the antecedents?

Do we keep an open mind?

Do we always make sure we have the facts before we decide?

Do we reward success however small?

Do we find out the interests of all pupils?

Do we apologise to pupils when we make a mistake?


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Do we always follow thing through?

Do we set positive examples?

Do we use our status to shout?

Do we intercept positively when we see an incident waiting to happen?

Do we make it clear to the child that it is the behaviour we dont like and not the

child?

Are we consistent in the implementation of our rewards and sanctions?

Are materials for wet playtimes at hand (Busy Boxes?)

Do we turn a blind eye to incidents?

Do we ensure that our displays are varied and of a high standard?

Do we handle pupils work with care when we have it in our possession?

Do we communicate in all directions?

Do we encourage parental/carer involvement?

Documents

Behaviour Management Policy Shotton Primary School