Peel Hall Primary School Behaviour Policy

Working together for success

DRAFT POLICY This policy is pending review by the governing body in Autumn 2021

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Equal Opportunities At Peel Hall Primary School, we believe that all children, regardless of first language, disability, race, gender, cultural or socio-economic background, should receive equal access to the full school curriculum.

Disability Statement

Peel Hall Primary School is proud to be an inclusive school. We are able to offer access to the full curriculum for children who have a physical disability. We recognise our legal duties under the Equality Act 2010 in respect of children with SEN and/or disabilities. Whilst all children identified with SEN and/or disabilities are covered under this behaviour policy, we recognise that these children often require support and reasonable adjustments, which are different from, or in addition to, that required by their peers, in order to take full advantage of the educational opportunities available to all children. An Individual Behaviour Plan will be used for children, who’s SEN and/or disabilities cause them to display challenging behaviour. Advice will be sought from external agencies, where necessary, to assist with putting in place appropriate support strategies, which will be monitored and reviewed. We have easy access into the main part of the building and have disabled toilet facilities within the school. As with any additional needs the school works closely with parents and appropriate outside agencies It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust, respect for all and ‘Working Together for Success’. The school’s Behaviour Policy is therefore designed to support the way in which all members of the school can live and work together in a supportive, positive way. It aims to promote an environment where everyone feels happy, safe and secure so that people can work together with the common purpose of helping everyone to learn. Aims The ultimate aim of this policy is to ensure that children have high expectations of their own behaviour, both in and out of school, but also:

ü To develop a caring community where children and adults feel safe and respected ü For all children to be treated fairly and for them to feel confident of their right to this ü To work within a positive, proactive and reflective approach to behaviour management ü To have clear rules, guidelines and expectations for children, staff, parents, governors and

visitors to follow consistently ü To acknowledge that the maintaining of good behaviour within the school is a shared

responsibility ü To empower staff to determine and request appropriate behaviour from everyone ü To accept that physical violence and retaliation is not acceptable and that any form of

bullying, whether verbal, physical, psychological or cyber, is not acceptable ü To ensure regular attendance and punctuality ü To maximise learning time ü To develop children’s self confidence ü To emphasise that everyone has rights and responsibilities and to encourage children to take

responsibility for their actions ü To ensure children observe the school uniform code and other rules which are designed to

encourage fairness, good behaviour and a positive learning environment.

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Achieving the aims The behaviour of adults in the school (staff, parents, governors, visitors) must be the model. Positive reinforcement should be used more than negative comments, punishment or sanctions. Adults should always try to catch a child showing positive behaviour and praise for this, rather than their negative behaviours – Catch them in, not catch them out. Children need to understand that whatever action/behaviour they choose has a consequence – both positive for positive choices, and negative for negative choices. Corrections to children's behaviour will be used when appropriate, as far as possible these will be related to the misdemeanour or the negative action/behaviour, the learning/ability level of the child, and a reflection on their role in any incident and what they could do differently in the future. (e.g. litter dropped, child picks up the litter, or apology letters written to people “wronged”, draw a picture of what they did and what they’d do differently next time). All staff, parents and children must agree these principles and adhere to the policy. Restorative Justice Approaches will be used as often as possible and wherever appropriate. All school rules apply at all times in school and at all school events (e.g. special events, trips, sporting events) including after school clubs and breakfast clubs. The School Charter will be displayed around school in child friendly positive language. Expectations School staff behaviour should be consistent with that expected of the children. In addition they will:

ü Be consistent ü Be fair ü Be relentlessly positive and give descriptive specific praise linked to the School Charter

(ready, respectful, safe) – name and fame children for positive reasons ü All deal with poor behaviour ü Build positive connections with all children – Praise in Public, Reprimand in Private (PIPRIP) ü Adhere to the same boundaries and benchmarks across the school ü Have great routines in place so that children can thrive (see appendix 1- agreed school

routines) ü Seek support with dealing with challenging behaviour– it is a sign of maturity to ask for help,

not a sign of weakness.

Children will: ü Have a positive attitude i.e. be compassionate, caring, courteous, and considerate ü Have a clear understanding about choices and consequences ü Follow the School Charter and have a clear understanding of what these mean ü Make the right choices almost all of the time ü Show remorse for wrong doing

Parents will:

ü Support the school ü Ask the school to help, not approach other families themselves ü Keep school informed of any home circumstance which may affect their child’s behaviour ü Use the school’s complaints procedure if they are not satisfied with outcomes relating to

behaviour

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Everyone in the community will: ü Show good manners ü Listen ü Address people by their names (first names for children: Adam, Eve; title and last names for

adults: Mrs Smith, Mr Jones or Sir/Miss) ü Show respect for each other ü Set a good example (adults and older children)

All school staff have specific expectations depending on their role – these are outlined in appendix 2 The School Community will not accept… From adults:

û Inconsistencies û Arguing with children û Labelling of children, classes or year groups – e.g. referring to ‘bad children’ or ‘the

naughty class’ û Not forgiving children û Whole class punishments û Delegating or passing problems up the line û Arguing with other adults (parents with staff, parents with parents in view of children,

staff with staff in view of children or parents) û Leaving situations when there is more to be resolved and no closure has been

brought

From adults and children:

û Bullying û Back chat or rudeness to adults û Poor manners û Verbal or physical abuse of any kind (including name calling, fighting) û Running around in the school building û Disrespect for people, property, the building or the environment û Being in the wrong place at the wrong time on purpose û Gum or sweets in school û Swearing û Going to another adult if the first response is not the desired one (excluding parental

complaints under the complaints procedure). School Charter:

The overarching rules for behaviour and conduct for all the community are:

• We are READY to learn – we arrive at school on time, we arrive in full uniform, we have our equipment ready, we show that we are listening, we start our work straight away and try our best

• We are RESPECTFUL – we listen when others speak, we respect the property of our friends and the school, we are polite, honest and helpful towards adults and children alike

• We are SAFE – we move around school in a safe manner (walking on the left hand side of the corridors/stairs), we follow instructions to keep ourselves safe in school and on school trips, we use equipment safely, we are gentle and kind to each other – we keep our hands and feet to ourselves, and we stay safe online.

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Any community member, adult or child may be asked if they were adhering to these at any time to enable them to reflect on how they are behaving, understand why a reward or correction may be used and ensure proper conduct is maintained as far as possible. (see Appendix 3 – School Charter) Consistency in practice All staff are expected to be consistent in their practice. This

• Consistent, relentless positive reinforcement: Routine procedures for reinforcing, encouraging and celebrating appropriate behaviour. Verbal praise, phone calls home and Dojo messages for above and beyond.

• Consistent language; consistent response: Referring to the agreement made between staff and children, simple and clear expectations reflected in all conversations about behaviour - Ready, Respectful, Safe

• Consistent, simple rules/agreements/expectations referring to promoting appropriate behaviour that are accessible to all through icons, symbols and visual cues and interesting and creative signage.

• Consistent respect from adults: Even in the face of disrespectful children! • Consistent models of emotional control: Emotional restraint that is modelled and not just

taught, teachers as role models for learning, teachers learning alongside children. Be cheerful, even in times of adversity.

• Consistently reinforced rituals and routines for behaviour around the school: In classrooms, around the site, at reception. These rituals and routines are outlined in appendix 1

• Consistent environment: Display the quality of a good primary school, consistent visual messages and echoes of core values, positive images of children. (See Teaching and Learning policy)

• Consistent corrections: Defined, agreed and applied at the classroom level as well as established structures for more serious behaviours, but with reasonable adjustments for those with SEN or disabilities.

• Consistent follow up: Ensuring ‘certainty’ at the classroom, middle and senior leadership level. Not passing problems up the line, teachers taking responsibility for behaviour interventions, seeking support but never delegating.

Recognition and Rewards Focus should always be on those children who are always doing the right thing. These children must be celebrated and praised for their positive choices. We recognise and reward learners who go ‘over

and above’ our standards. Our staff understand that the use of praise in developing a positive atmosphere in the classroom cannot be underestimated. It is the key to developing positive relationships, especially with those learners who are hardest to reach. A quiet word of personal praise can be as effective as a larger, more public, reward. Pupils and staff are recognised for going ‘over

and above’ in terms of demonstrating our core values, upholding school rules and displaying positive attitudes. Children are encouraged to show initiative by playing an active role in good behaviour, rather than passive compliance. Examples of this include to pick up a piece of rubbish and place in the bin rather than walking past it; answering questions in lessons rather than sitting quietly. Praise should be specific and descriptive, and related to the school rules, so that the child knows exactly what they are doing correctly – this also demonstrates to children, who may not be making the right choices, what they are, without giving them attention for their negative behaviour. Children can be given stickers by any member of staff for following the rules. If stickers are to be given for learning, it should be still within the above categories.

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At Peel Hall, we recognise good behaviour, effort and conduct in the following ways:

Focus Praise Method Approach

Learning and Effort Dojo Points

For effort and successes in their learning. 1 Dojo – good effort / achievement 2 Dojo – outstanding effort / achievement Other specific positives have been given for different positive choices. They may also be taken off for negative choices Teachers to use Class Dojo to record points in the classroom. These can be collected to be used in exchange for items from the Dojo shop

Learning Attitudes

Endeavour Award

These awards will focus on the learning completed in class and their achievement – Teachers will send the child to the phase leader or member of SLT to show them their work or talk about what they have done. The children will receive a sticker for this.

Learning and Achievement

Weekly Celebration Assembly

Friday Celebration Assembly Teachers to read Awards to the children and explain the learning / achievement, with a focus each week on English, Maths and General Learning Attitudes. These should be focused on positives, with no mention of prior negative behaviours if there have been any. To be written in the second person to address their achievements. Teachers can give one certificate for each category each week. Any other recognitions to be celebrated, including sporting achievements in the assembly.

Values and Behaviours

Recognition Board

In classrooms, teachers will create recognition boards with a focus on a particular desirable behaviour relevant at that time to that class. Children who demonstrate the targeted positive behaviour will have their name displayed on the board. It is expected that the focus of these will change during the term in response to pupils’ behaviour. Those children on the board will be chosen to attend a celebratory event with a member of the SLT. If there are too many names for them all to attend the event, then names will be picked from a hat. Initially these events will be held daily at the end of the day, but will eventually move towards weekly on a Friday.

Values and Behaviours

Positive Dojo Postcard

These will focus on pupils going ‘over and above’ in terms of the school’s values and their behaviours over the course of the week. They will be sent home with the child at the end of the day. There is no expectation on the number to be given out by teachers. Teachers will decide how these are handed out dependent on the pupil. Teachers to have postcards accessible in the classroom for supply/cover teachers. Visitors will also be given postcards for when they recognise ‘over and above’ behaviour.

Values and Behaviours

Peel Hall Ambassadors

These termly awards, in the form of a letter home, will recognise pupils who consistently demonstrate the School Charter: ready, respectful, safe. These will be handed out in the last celebration assembly of each term.

Learning, Attitudes, Values and Behaviours

Positive Call or Dojo Message Home

Any member of staff can call the parent/carer of a child to celebrate success at any time, especially when improvement over time has been recognised.

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Corrections From time to time, people will not display the correct behaviour. For staff, breaches of this policy and their code of conduct will be dealt with by Senior Leadership in line with the local authority’s policies for staff discipline (and the Headteacher by the Governing Body). Governors also have a code of conduct by which they should abide. For other adults in the school community, warnings will be given and further incidents could result with the police being called (in extreme cases) and/or a ban from the school premises. For children, most incidents of poor behaviour are dealt with at the time, to have the biggest impact on the child, to help them correct and learn from their behaviour and to give some recompense for what happened. Investigations into incidents involving children at school will involve talking to children, sometimes in groups, sometimes on their own. Sometimes written statements may be taken from children who can use this form of communication well enough. Sometimes adults will keep notes to remind themselves of statements given. There is no written format for these investigations as they are informal, and reflect the ages of the children. They are still undertaken thoroughly and with all children involved. The school will decide how to investigate each incident on a case by case basis depending on the children involved, their ages, their stages of development and their understanding. If staff see behaviour that the school community does not accept, one or some of the following points will happen (depending on the category of behaviour:

û A member of staff will challenge the behaviour in private û A member of staff will step in to deal with any incident of poor behaviour û Adults will ask the children “Are you ready to learn / being safe / respectful?” or “Are

you alright?” and expect the children to answer. û Label the behaviour not the child û Positive Learning Conversations (PLC) undertaken by staff dealing with the

behaviour û Verbal apologies from perpetrator to victim û Letters/pictures of apology written/drawn to victims by perpetrators depending on age

and ability of the child û Children may write an explanation of why their behaviour was not acceptable û Positions of responsibility or privileges may be removed û Completion of work missed in own time û In the playground, the child may be asked to walk around with the adult and not play

for a given time, or told to play in an area away from the other child û Parents may be contacted û Reflection time (where one of the above may take place e.g. letter writing) û Lunchtime exclusion û Fixed term exclusion û Permanent exclusion

A summary of expected behaviour will be displayed in each class and there will be a chart to show potential corrections for staff to follow. (see Appendices 3 and 4) CPOMs will be used by all staff to help monitor and manage behaviour of children in other classes. These may lead to reward or sanction.

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Language At Peel Hall Primary school, staff understand that children are learning about themselves, their emotions and those of others. They understand that children sometimes make poor choices or behave in response to physical changes in the brain’s chemistry, which lead to undesirable behaviour. As a result, staff use supportive language, appropriate to the situation. They avoid using outdated, emotive and inflammatory language such as ‘naughty’, ‘abuse’, ‘assault’, ‘perpetrator’ and ‘offender’, much of which is more suitable to the criminal justice system. Positive Learning Conversations

Whilst we work hard to encourage and promote the very best from the children we also recognise that unacceptable behaviour can occur. When such incidents arise, the school employs a very clear system of corrections. In our school we use conflict resolution strategies to resolve situations so that pupils, parents and staff maintain their self-esteem, as well as to give the opportunity to repair and rebuild relationships between the child(ren) and staff who have dealt with the incident.

We all make choices about our behaviour, consequences follow our choices, but we can correct this behaviour. To help pupils become responsible for their actions and behaviour there are corrections, which follow when our rules are broken. The emphasis with corrections is not punishment but accountability and responsibility for our behaviour. Our school policy is to help children understand that actions have consequences, but that these can be corrected. As an example, if two children fall out at play time, an adult will listen to each child and discuss the emotions aroused, this will lead to the children agreeing a common way forward which will then be followed up to ensure that both parties are mutually satisfied. Although the aim is to discuss issues as soon as they arise, it may be that, to get the best learning out of the incident, this is completed later in the day, or even the following day, when children are calmer and able to discuss the incident. (see appendix 5 – Positive Learning Conversation scripts and routine) – This conversation should not be a long drawn out process, but a quick conversation to help correct the behaviour.

Recording

All members of staff are trained to use CPOMs (secure online recording system) to record safeguarding, behaviour and parental communication incidents. Staff will ensure that behaviour incidents are recorded and therefore shared with SLT for the following type of incidents:

• Verbal incidents • Physical incidents • Damage to property • Repeated defiance • Persistent Low-Level Disruption

Staff will use their discretion as to the need for recording and sharing of information, based on SLT guidance. SLT and DSLs will monitor for patterns in behaviour, or with regards to concerns linked to child protection and safeguarding. Children whose behaviour is not improved through the policy

Children who regularly receive more than 3 reflections in a week will have weekly monitoring meetings to discuss their behaviour. This will be with the teacher, child and Phase Leader. The parent(s) and member of SLT will be invited where deemed appropriate. The class teacher and Key Stage Lead will take the time to meet with the pupil to discuss the pupil’s problematic behaviour, the focus of this meeting is to come to an agreement about the responsible and desired behaviour required from the pupil, and how as a school we can help and support where needed – which will be

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written up as a Individual Behaviour Plan (IBP). Many pupils benefit from a structured approach within which their behaviour can be addressed. The agreement of a behaviour plan should be a

supportive process not a punishment and should focus on the behaviour not the individual. Parents will be contacted at this point to discuss the agreed behaviour plan and ways in which they can support this. Persistent disruptive behaviour will be addressed with the Deputy Headteacher, who will hold a further meeting with the parents/carer, child, and class teacher. Children for whom behaviour is an issue and for whom the policy seems to have little effect will be dealt with on a case by case basis, most often through the SEND route to access appropriate services to help the child and the family. Parents will be involved in this from the outset with the school for mutual support of each other to help the child. Part of this may be that the children accesses our Nurture Provision for parts of the day that they find most challenging. It may then be that this child sits outside the policy which means they will have their own individual risk assessment agreed by the class teacher, SENDCo (the child must have been referred to the SENDCo by this stage) and Head teacher. This will also be shared with the parent(s). Significantly disruptive behaviour Extreme forms of unacceptable behaviour, such as unprovoked aggression/fighting, verbal or physical abuse including using words or actions that clearly are or are deemed to be any racist, sexist, homophobic or disability terminology or bullying, upturning furniture, physical violence towards staff, leaving the school grounds or any action which puts themselves or others in immediate mortal danger, will be dealt with accordingly, but on an individual basis, using the following possible corrections:

• Internal half day seclusion • Internal full day seclusion • Internal two-day seclusion

If the aforementioned do not show any impact, then the following will be implemented:

• Full day fixed term exclusion • Two full day fixed term exclusion • Pupils will be referred directly to the Head Teacher or Deputy Head • A managed move to another primary school or application for an APEX placement for a fixed

period of time

If they are involved in bullying of any kind. Parents will be contacted to devise a joint plan of action where necessary. In some cases, it may be necessary to:

• Contact outside agencies for advice and support. • Place the pupil on an agreed Individual Behaviour Plan. • Place the child in a class away from their normal class with an appropriate adult for a set

period of time.

As an inclusive school, exclusion is only implemented as a last resort when all other avenues have been explored. It is our aim to support all children and their families to succeed. Fixed Term Exclusions

At Peel Hall Primary School, we believe that, in general, exclusions are not an effective means of moving behaviour forward. However, in order for children to achieve their maximum academic potential in the school, they must feel safe from physical and verbal aggression and disruption. If a child seriously breaches the school’s behaviour policy and if the pupil remaining in school would seriously harm the education or welfare of the pupil or others in the school, the Headteacher may take the decision to exclude for a fixed period. If this decision is taken, work will be set for the pupil to

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complete at home. Following a fixed-term exclusion, the pupil and parents meet the Headteacher to discuss the pupil’s reintegration to school and the best way forward to support the child. Each day is a new day and where a child has transgressed, it is expected that they will be welcomed and treated without any resentment when they return. Permanent Exclusion

The Secretary of State for Education feels that permanent exclusion should be seen as a last resort and that a school should be able to show that it has taken all reasonable steps to avoid exclusion (See Exclusion Regulations). The governors of Peel Hall Primary School agree with this stance and all policies and procedures are in place to support inclusion of all pupils. Permanent exclusion should only occur when risk assessment indicates that to allow the child to remain in school on an on-going basis would be seriously detrimental to the education or welfare of the pupil concerned, or to other pupils at the school. Use of Force to Restrain Children Members of staff have the power to use reasonable force to prevent children committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. The school has the cool cats room and a regulation station in a KS2 pod that can be used for Time Out, where children can go if they need time to calm down or if their behaviour is causing disruption to the learning of the other children. Please see KCSIE documentation for further advice and support. In some circumstances, staff may use reasonable force to restrain a child to prevent them:

• Causing disorder. • Hurting themselves or others. • Damaging property.

Incidents of physical restraint must:

• Always be used as a last resort. • Be applied using the minimum amount of force and for the minimum amount of time possible. • Be used in a way that maintains the safety and dignity of all concerned. • Never be used as a form of punishment. • Be recorded and reported to parents

Confiscation

Any prohibited items found in children’s possession will be confiscated. These items will not be returned to children. Power to search without consent for prohibited items including:

• knives and weapons • alcohol • illegal drugs • stolen items • tobacco and cigarette papers • fireworks • pornographic images • mobile phones that have not been handed in to school staff • any article that has been or is likely to be used to commit an offence, cause personal

injury or damage to property; and

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• any item banned by the school rules which has been identified in the rules as an item which may be searched for.

We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to children after discussion with senior leaders and parents, if appropriate. Searching and screening children is conducted in line with the DfE’s latest guidance on searching, screening and confiscation. Pupils’ conduct outside the school gates Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Headteachers a specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as is reasonable’. Subject to the school’s behaviour policy, the teacher may discipline a pupil for any misbehaviour when the child is: • Taking part in any school-organised or school-related activity • Travelling to or from school • Wearing school uniform • In some other way identifiable as a pupil at the school.

Or misbehaviour at any time, whether or not the conditions above apply, that: • Could have repercussions for the orderly running of the school • Poses a threat to another pupil or member of the public • Could adversely affect the reputation of the school.

Regulations/national policy

Laws and guidance with regard to exclusions will always be followed and this includes the Headteacher’s right to lawfully exclude a child if they deem it appropriate. Teachers have a statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (section 91 of the Education and Inspections Act 2006). Governing bodies have a duty under section 175 of the Education Act 2002 requiring them to make arrangements to ensure that their functions are carried out with a view to safe guarding and promoting the welfare of children. Staff have a legal duty of care to protect all pupils and staff, which may mean a need to physically intervene (DFE – use of reasonable force July 2013) Modifications to this policy may be necessary for some individual children with particular recognised difficulties e.g. Special Educational Needs & Disabilities (Equality Act 2010) Children’s poor behaviour may indicate an underlying safeguarding concern. Staff are expected to refer children with persistent poor behaviour or unexplained changes in behaviour to the SENDCo, and/or Designated Safeguarding Leads.

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Support Support for staff is available from:

ü Each other ü Parents ü SENDCo ü Phase leaders ü SLT ü Governors ü Behaviour Specialists brought in by the school

Support for parents is available from:

ü Class teachers ü Parents evenings ü SEND staff ü Safeguarding Lead ü Early help ü Parent Support Worker

Support for children is available from:

ü All school staff ü Parents ü Counselling service (accessed through SENDCo, DSL or Headteacher – sessions allocated

on a needs basis, not purely request. Parents who feel their child would benefit from counselling but they do not meet the schools’ criteria should approach their GP. The school criteria is simply if an issue of any kind is creating a barrier to learning for a child.)

ü Nurture Provision (Only after completion of a Strengths and Difficulties Questionnaire) ü Outside agencies such as CAMHS, Educational Psychology etc

Complaints If parents are not happy with the outcomes of behaviour management, the complaints procedure should be followed. Copies of this are available from the school office, or are downloadable from our website.

Relationship to other school policies Please also refer to:

• Attendance Policy • Child Protection and Safeguarding Policy • Special Education Needs & Disabilities (SEND) Policy • Anti-Bullying Policy • Teaching and Learning Policy • E-Safety Policy

Monitoring, assessing and reviewing the policy The Governing Body and the Head teacher are responsible for ensuring that the policy and its related procedures and strategies, are implemented and assessed. The policy is to be monitored by the Leadership Team to ensure its effectiveness through the school’s self-review processes. Evidence will be sought to confirm that the policy is promoted effectively to all, ensuring that staff, pupils and parents understand and meet their responsibilities.

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The effectiveness of the policy will be confirmed by its impact upon the raising of all pupils’ levels of attainment, together with an increased inclusive atmosphere for all and towards particular goals such as reducing the number of incidents of extreme forms of unacceptable behaviour, which occur. Policy written by – Alec Smith (Deputy Headteacher) Date - July 2021

Policy to be reviewed July 2022

Appendix 1 - Routines

Routine Procedure

Welcome in the

morning

meet, greet and correct at the door as pupils enter/ leave: brings positivity early, as well as the first chance to stamp out untidy uniform, chewing etc: “Excellent uniform ____”; Great to see you today ____”; “Good start _____”;

Incorrect school

wear (caps,

hoodies, etc)

Any member of staff that sees a child wearing an incorrect piece of school wear should ask the child to remove it and put in their locker, reminding them that it is not school uniform. If the child continues to put it back on, item is to be confiscated, given to the class teacher and returned to the child’s parent, with a reminder of school uniform – if parent isn’t collecting, send this over a message via Class Dojo.

Independent

activity ready first

thing and after

break and lunch

Choice board of 9 activities – e.g. questions and activities that reinforce previous learning. This could be English, Maths and Foundation subjects

Lining up and

transition

Children to be put in a specific order that has been shared with the children at the beginning of the year and they are to stick to every time they line up.

To get the children to move from their table to line up, or to the carpet, the following procedure should be used:

1. Children stand (action - an upward gesture with hand) 2. Children tuck in and stand behind their chairs (action - 2 handed

pushing motion) 3. Children walk to line/carpet/etc (action - point with hand to where

you want them to go)

Expectation – 4S line – Straight, Silent, Still, Smiling

Gaining children’s

attention in class

• 1, stop what you are doing (hand up making a stop sign), • 2, equipment down (place hands flat as if on the table), • 3, eyes on me (action with fingers pointing to the children then to

your eyes)

Toilets

Children are not to go to the toilet in lesson time, with the exception of those with a medical need, or those in Nursery, Reception and Year 1 who are still learning the required toilet control. If any child (Year 1 up) does go out of class for the toilet, then learning time is to be made up at their next break/lunch/social time

Out of seat

Children are to ask to come out of their seat and not get up and wander. If a child gets out of their seat, praise those next to them for staying in their seat, while using a visual signal, pointing with hand from them to their seat, to signify that they need to return to their place. If they do not return, follow corrections from stage 2

Appendix 1 - Routines

Pupil unfocussed

or off task

Ignore bad behaviour and focus on good behaviour: “Thank you ___ for being ready to listen”; “Thank you ___ for looking this way”; “Thank you ___ for your maturity” etc. This will be with a child next to, or near, to them.

Use non-confrontational techniques: “Is everything alright there ____?” for unfocussed pupils. “How can I help you ____?” for pupils off task. Stand next to a disruptive pupil Keep low level disruption low level e.g. quietly go round and whisper in their ear to focus on task, to listen etc. Don’t make a mountain out of a mole hill! Will increase self esteem

Rocking on chair “_______, chair, Thank you” – while signalling with your hand a ‘four on the floor’ motion (making a chair with the hand)

Latecomers Acknowledge latecomers but don’t let it stop the flow of the lesson: “thank you for taking your seat quietly and I’ll speak to you at the end”

Positive Learning

Behaviours

Display on my wall outside classroom door, and next to the board

SLANT Sit up Listen Ask and answer questions Nod your head Track the speaker

Wonderful

Walking

When walking around the school, children should be walking quietly, keeping their hands and feet to themselves. If in a line, children should keep to the following of the 4S line – Straight, Silent, Smiling

30-second

intervention script

for behaviour

“I notice you have chosen to… (turn around during teacher talk, get out of you chair without permission, refuse to begin the task”) “That was the agreed rule about …. that you have broken” “You have chosen to… (answer back, refuse to work)” “Do you remember when you were brilliant… last week or last lesson” or “Look at the rest of the class – perfect silence all working hard)” “That is the ___ I want to see today!” “Thank you for listening.” Then walk away, don’t look back and give ‘take up’ time. Very important to finish by bringing their attention to past positive behaviour or the current good behaviour of the class.

Table lay out

Children to be in rows of two – pair so a good role model is with one who may struggle with behaviour

Appendix 2 – Staff Roles

We expect every adult to: J Meet and greet at the door. J Refer to ‘Ready, Respectful, Safe’ J Model positive behaviours and build relationships. J Praise in Public, Reprimand in Private (PIPRIP) J Plan lessons that engage, challenge and meet the needs of all learners. J Use a visible recognition mechanism throughout every day J Be calm and give ‘take up time’ (time for the child to implement the change in behaviour)

when going through the steps. Prevention rather than sanctions. J Follow up every time, retain ownership and engage in reflective dialogue with learners. J Never ignore or walk past learners who are behaving badly.

Teaching Staff will uphold the Teachers’ Standards (See overleaf). ‘Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.’

Phase leaders: Phase leaders are not expected to deal with behaviour referrals in isolation. Rather they are to stand alongside colleagues to support, guide, model and show a unified consistency to the learners. Phase leaders will: • Be a visible presence in their Phase to encourage appropriate conduct • Support staff in returning learners to learning by sitting in on reparation meetings and supporting

staff in conversations • Regularly celebrate staff and learners whose efforts go over and above expectations • Encourage use of Positive Dojo Messages and Positive Phone Calls • Ensure staff training needs are identified and targeted • Use behaviour data to target and assess interventions • Make sure that the ‘buck stops here’ in most cases

Senior leaders: Senior leaders are not expected to deal with behaviour referrals in isolation. Rather they are to stand alongside colleagues to support, guide, model and show a unified consistency to the learners. Senior leaders will: • Meet and greet learners at the beginning of the day • Be a visible presence around the site and especially at transitions • Celebrate staff, leaders and learners whose effort goes over and above expectations • Regularly share good practice • Support teachers and phase leaders in managing learners with more complex or entrenched

negative behaviours • Use behaviour data to target and assess our behaviour policy and practice

Appendix 2 – Staff Roles

Appendix 3 – School Charter

Behaviour Management

Steps

1.Redirection (Nonverbal cues) 2.Reminder (3 rules privately) 3.Caution (Outlining behaviour and consequences) 4.Last Chance (30 second intervention) 5.Time Out (Cool off elsewhere) 6.Repair

Microscript (30-Second

Intervention)

• I have noticed that you are...(having trouble getting started, wandering around etc.) right now.

• At Peel Hall, we… (refer to the 3 school rules – ready, respectful and safe)

• • Because of that, you need to... (refer to action to support behaviour e.g. moving to another table, complete learning at another time)

• See me for 2 (or up to 5) minutes after class/during break.

• Do you remember yesterday/last

week when you... (refer to previous positive behaviour)?

• That is who I need to see today... • Thank you for listening... then give

the child some ‘take up’ time.

Positive Learning Conversation

• What happened? • What were you

thinking at the time?

• What have you thought since?

• How did this make people feel?

• Who has been affected?

• How have they been affected?

• What should we do to put things right?

• How can we do things differently in the future?

Visible Adult Consistencies

1. Meet and greet 2. First attention to best

conduct 3. Calm and caring

Rules

Ready

Respectful

Safe

‘Over and Above’

1. Values 2. Attitudes 3. Effort 4. Initiative

Relentless Routines

The Peel Hall Way

This is how we do it here at Peel Hall

High expectations of learning, behaviour and respect underpin everything we do.

4S Line SLANT 1, 2, 3 Wonderful Walking

Appendix 3 – School Charter

Appendix 4 – Corrections

Remember to give child ‘take up’ time to correct their behaviour – they may not respond immediately, but may after being left to consider and take on board what has been said.

Steps Correction

1.Redirection a) Praise a child with desired behaviour. b) Gentle encouragement, a ‘nudge’ in the right direction. Non-verbal cues, acknowledgement. c) "Are you alright? Back on with your learning."

2.Reminder A reminder of our three simple rules: Ready, Respectful, Safe - delivered privately. (PIPRIP) The adult makes the child aware of their behaviour and the learner has a choice to do the right thing. De-escalate and decelerate where reasonable and possible and take the initiative to keep things at this stage. Repeat reminders if reasonable adjustments are necessary. ‘Name’ you’re (describe action) please can you (desired behaviour). Praise will be given if the learner is able to model good behaviour as a result of the reminder.

3.Caution a) A clear verbal warning delivered privately wherever possible (PIPRIP), making the learner aware of their behaviour and clearly outlining the consequences if they continue. ‘Name’ you have been reminded to stop (describe action), if you choose not to (describe desired behaviour) you will have to move seat. You decide. Use the phrase: ‘Think carefully about your next step.’ Praise will be given if the learner is able to model good behaviour as a result of the caution. Give 'Take up' time for child to correct behaviour b) You are choosing to still (negative behaviour) therefore you are now choosing to work on a different table.

4.Last Chance Speak to the pupil privately and give them a final opportunity to engage. Offer a positive choice to do so and refer to previous examples of good behaviour. Use the 30 second scripted intervention:

§ I have noticed that you are...(having trouble getting started, wandering around etc.) right now.

§ At Peel Hall, we… (refer to the 3 school rules – ready, respectful and safe)

§ Because of that, you need to... (refer to action to support behaviour e.g. § moving to another table, complete learning at another

time) § See me for 2 (or up to 5) minutes after class/during

break. § Do you remember yesterday/last week when you... (refer to previous

positive behaviour)? § That is who I need to see today... § Thank you for listening... (then give the child some ‘take up’ time.)

Whoever has had this conversation with the child should settle them back in class, stay with them for a couple of minutes, then set a target (e.g. behaviour or work related) and return in a set time (e.g. 10 minutes) to check on them and catch them being good. If SLT or Phase Leader is called for, they may cover the class while the teacher has the conversation with the child.

Appendix 4 – Corrections

5.Time Out Child to be removed from the lesson for the remainder of the lesson or an appropriate amount of time. The child is to work on their own on a table outside the classroom, supervised by a TA. If need the regulation station is also available.

6.Repair This might be a quick chat at break-time in or out of the classroom or a more formal meeting – This is often best completed when the child is calm, this may mean it needs to be completed later in the day. Positive Learning Conversation: 5 questions is usually enough from the following:

• What happened? • What were you thinking at the time? • What have you thought since? • How did this make people feel? • Who has been affected? • How have they been affected? • What should we do to put things right? • How can we do things differently in the future?

(Key questions in bold) To put things right, work with the pupil for an appropriate way to do this – this could be to write a letter/draw a picture of apology, to verbally apologise, pick up litter or any other reparation that is clearly linked to the incident. If SLT or Phase Leader is called for, they may cover the class while the teacher has the conversation with the child.

Consequences

Impositions: Up to 5 minutes of time missing break for in-class behaviour completing work (not reading a book, unless this is what they have missed through their behaviour) Up to 5 minutes of time standing at designated area for in-playground behaviour Additional work to be completed at break time, lunch time, social time or that evening, countersigned by parent and returned first thing. The latter is to help the child to understand that there are consequences and the responsibility for making up lost learning time is with them not the teacher. This could also be linked to the incident – e.g. if they have dropped litter, 5 minutes litter picking

Significantly disruptive behaviour

Extreme forms of unacceptable behaviour, such as unprovoked aggression/fighting, verbal or physical abuse including using words or actions that clearly are or are deemed to be any racist, sexist, homophobic or disability terminology or bullying, upturning furniture, physical violence towards staff, leaving the school grounds or any action which puts themselves or others in immediate mortal danger, will be dealt with accordingly, but on an individual basis, using the following possible corrections:

• Internal half day seclusion • Internal full day seclusion • Internal two-day seclusion

Appendix 4 – Corrections

Follow-up If a child has two incidents in a week requiring reflection (Step 6), the class teacher must inform parents. If a child has three or more incidents in a week requiring reflection, a face-to-face meeting between the teacher and parents/carers will be arranged. The Phase Leader may be invited if deemed appropriate. Children who regularly receive more than 3 reflections in a week will have weekly monitoring meetings to discuss their behaviour. This will be with the teacher, child and Phase Leader. The parent(s) and member of SLT will be invited where deemed appropriate. This may lead to a behaviour plan being put in place.

Appendix 5 – Positive Learning Conversation Scripts

Below are script cards that can be printed off and placed in the back of ID cards to guide and remind staff of scrips and expectations.

Restorative Questions 1: To respond to challenging behaviour: • What happened? • What were you thinking

about at the time? • What have your thoughts

been since? • Who has been affected by

what you did? • In what way have they been

affected? • What do you think you need

to do to make things right? • How can we do things

differently in the future?

Restorative Questions 2: To help those harmed by others’ actions: • What did you think when

you realised what had happened?

• What have your thoughts been since?

• How has this affected you and others?

What had been the hardest thing for you?

Behaviour Management Steps

1.Redirection (Nonverbal cues) 2.Reminder (3 rules privately)

3.Caution (Outlining behaviour and consequences) 4.Last Chance (30 second intervention) 5.Time Out (Cool off elsewhere) 6.Repair

Microscript (30-Second Intervention)

• I have noticed that you are...(having trouble getting started, wandering around etc.) right now.

• At Peel Hall, we… (refer to the 3 school rules – ready, respectful and safe)

• Because of that, you need to... (refer to action to support behaviour e.g. moving to another table, complete learning at another time)

• See me for 2 (or up to 5) minutes after class/during break.

• Do you remember yesterday/last week when you... (refer to previous positive behaviour)?

• That is who I need to see today...

• Thank you for listening... then give the child some ‘ take up’ time.

Name you're (describe action) please can you (desired behaviour).

'Name' you have continued to (describe action), if you continue you will need (Describe negative consequence – e.g. Move seat). If you choose to (describe desired behaviour) you can (Describe positive consequence – e.g. Stay in your seat)

Use the phrase: 'Think carefully about your next step.’

Appendix 6 – Golden Ticket

15

GOLDEN

TICKET

The bearers of this ticket are entitled to 10 minutes extra golden time

Awarded by Miss Brownlee and Mr Smith to the class of the week!

Date ____________ Class ____________