Embed Size (px)
Citation preview
Positive Behaviour Management Policy
Muirtown Primary SchoolDraft – January 2016
Muirtown Primary – Jan. 2016 Page 1
Contents
1. Rationale and Aims
2. Golden Rules
3. Rights and Responsibilities
4. Positive Behaviour Management
4. 1 Whole School Procedures for Positive Behaviour Management
4.2 How we celebrate Positive Behaviour4.3 Examples of Positive Behaviour
4.4 Positive Behaviour Management Strategies
5. Behaviours and Approaches
6. Appendices and Resources
Muirtown Primary – Jan. 2016 Page 2
1.1 RationaleAt Muirtown Primary School we strive to encourage all children to reach their full potential by creating a positive ethos and promoting self-esteem.
Our school endeavours to provide high quality education by maintaining a positive learning environment, promoting responsibility, independence, citizenship and values which will prepare children for life.
By adopting a whole school approach and working in partnership with parents and the community we wish to ensure a safe, happy and caring environment in which effective teaching and learning can take place.
The positive behaviour management policy and the implementation of a Curriculum for Excellence will enable all staff, parents and pupils to develop and embed Muirtown Primary School’s whole school aims.
1.2 Aims
To create an atmosphere of mutual respect, trust and corporate responsibility.To promote a positive school ethos through positive behaviour strategies and celebrations of success.To involve parents, pupils and staff in setting rules/standards of behaviour within the school.To get pupils to manage their own behaviour effectively while respecting the rights of others.To inform parents and pupils of sanctions that will be taken for negative behaviour.To develop social and citizenship skills through a variety of school contexts.
`Highland Education Positive Relationships and Bullying Prevention Policy, Guidance and Toolkit `is a live document on Highland Children`s website – created in Nov. 2014. Copies can also be obtained from the school on request.
Advice for StaffChildren have to learn positive behaviour and as in all aspects of life they sometimes have to learn from their mistakes. As in all aspects of managing behaviour consistency is the key to success.
Be consistent, fair and persistent. Keep any promise you make to the pupils and remain open and honest
with them.
Muirtown Primary – Jan. 2016 Page 3
Before taking any action communicate clearly and effectively your intentions to the pupil.
Try to respond rather than react. Impose appropriate, fair and effective sanctions that are relevant to the
misdemeanour. Be confident and let your voice and manner make it clear to the pupil you
expect them to do as you ask. Seek advice and support if a situation escalates. Reprimands should focus on the behaviour not on the pupil’s personal
qualities. Where appropriate, pupils should be reprimanded privately
The Golden Rules
These rules are the framework that helps us achieve our whole school aims.
We are gentleWe don’t hurt others
We are kind and helpfulWe don’t hurt anybody’s feelings
We listenWe don’t interrupt
We are honestWe don’t cover up the truth
We work hardWe don’t waste our own or others’ time
We look after propertyWe don’t waste or damage things
The above rules should be displayed and promoted in all aspects of school life to allow us to work in harmony with one another and ensure safety and wellbeing
for all within our school community.
3. Rights and Responsibilities
3.1 PupilsRights Responsibilities
To learn in a happy and safe environment.To be respected and treated fairly.To be taught an appropriate and stimulating curriculum.To learn without unnecessary interruptions.
To contribute and adhere to the rules negotiated in class.To adhere to the whole school Golden Rules. To be responsible for their own positive behaviour and meet expectations set out by our school.
Muirtown Primary – Jan. 2016 Page 4
To have a democratic voice (Pupil Council/ Eco Schools, etc.)
To show respect and consideration for others.To care for our school environment.
3.2 StaffRights Responsibilities
To be treated fairly and with respect by other staff, parents and pupils.To work in a safe and comfortable learning environment.To have access to necessary teaching resources.To teach without unnecessary interruptions.To have support from promoted staff and parents as appropriate.
To keep other staff, parents and appropriate agencies informed of pupil progress, behaviour and effective strategies particularly during transitions.To provide a stimulating and appropriate education programme.To contribute to each child’s personal and social development.To provide a happy and safe environment for learning within the school. To make each child feel valued and respected
The school staff, both teaching and non-teaching, share a collegiate responsibility for consistently implementing school policy on positive behaviour.
Senior Management TeamTo ensure that all staff (including supply and visiting specialists) are aware of the school`s positive behaviour management policy and implement it appropriately.To ensure pupils, staff, parents feel valued and respected in a positive learning environment.
3.3 ParentsRights Responsibilities
To be involved in the education of their children.To be kept informed of the school curriculum, pupils’ progress and any problems which may arise.To feel confident that their children are learning in a happy and safe environment.To be treated fairly and with respect.
To be supportive of the school’s Positive Behaviour Management Policy.To encourage their children to abide by the whole school Golden Rules.To inform staff of influencing factors affecting their child.
3.4 Other AgenciesRights Responsibilities
To be contacted by Muirtown Primary School in order to provide additional advice and support as and when appropriate.
To follow up actions from Solution Focussed / Liaison Group Meetings.To provide advice and support as appropriate.
Muirtown Primary – Jan. 2016 Page 5
4. Positive Behaviour Management
Muirtown Primary School’s reward systems act as a positive reinforcement of good behaviour. We always aim to encourage and promote good behaviour.
4.1 Whole School Procedures for Positive Behaviour ManagementGolden Time‘Golden Time’ has been included in every class’ weekly curriculum in order to promote positive behaviour. Every class is allocated 30 minutes ‘Golden Time’ as a reward for following the Golden Rules and behaving well. Every Friday afternoon (or other appropriate time) pupils throughout the school can interact with their peers and take part in a variety of activities which have been planned and organised by staff and parent helpers. Activities are reviewed by staff and pupils on a regular basis. Pupils contribute ideas for what they would like at ‘Golden Time’ in order to make it fun and meaningful (see appendix A for examples of Golden Time activities). We are keen to vary the type of activities, using skills and strengths from staff, parents and the community.
Pupils who have not been following the Golden Rules and have displayed inappropriate behaviours can lose some of their ‘Golden Time’. If behaviour is deemed unacceptable, then staff can remind pupils of how they should behave or which Golden Rule they should be following- this would be the first verbal warning.
If a Pupil continues to misbehave, they are given a second verbal warning, the second of which should be accompanied by a visual prompt card -`Stop, Think, Change` , giving the pupil the opportunity to think, make a good choice and change it to a smiley face.
A third warning results in the loss of an allotted period of 'Golden Time' - usually a 5-minute block for level 1 behaviours and at least a 10-minute block for level 3 (serious physical aggression). Children can be given the opportunity to earn back some of their time before the next ‘Golden Time’ if appropriate. Every class has a loss of ‘Golden Time’ record to record Golden Time as it is lost (see appendix B). To ensure a consistent approach to loss of 'Golden Time' staff will regularly refer to the behaviour and approaches table in the behaviour management policy.
Whilst ‘Golden Time’ is taking place pupils who have lost ‘Golden Time’ must sit away from the activities and reflect on why they have lost time and suggest what they could have done differently through a written activity where appropriate (see appendices C1 and C2). Completed written work will be kept by the class teacher.. A sand timer is often used to monitor the time
which has been lost. At the end of the time the children have lost they may join in with the ‘Golden Time’ activities. If a child misses a proportion of their 'Golden Time' for 3 consecutive weeks, staff have a responsibility of notifying the management team and informing parents.
Muirtown Primary – Jan. 2016 Page 6
Pupils who regularly receive all of their ‘Golden Time’ should be rewarded with a certificate at the end of term from their class teacher or a note to inform their parents of the good news
Positive behaviour and golden rules are promoted during all breaks throughout the school environment. In order to ensure consistency in approach, staff who supervise children at playtime or lunchtimes will follow these procedures as outlined above as appropriate. Pupils may also be asked to stand on their own or by a member of staff on duty for ‘time out’ or be taken into the school building to see a member of the SMT if the incident is deemed to be serious. Persistent playground and canteen incidents and aggressive behaviours should be brought to the attention of the SMT.
In Summary A verbal warning-reminding pupil of expected behaviour 2nd verbal warning – accompanied by visual card to prompt
`change` of behaviour3rd warning – loss of golden time (Level 1 – 5 minutes/Level 3 – at least 10 minutes)
House PointsThere there are 4 houses and each child is allocated to a house. The houses are:
Linnhe (yellow) Ness (red)Oich (green) Lochy (blue)
At the start of the school session P7 house captains and vice captains are elected and staff ensure that every pupil within the school is allocated to a house. Throughout the school day pupils are rewarded with house points to reinforce good work and behaviour. All staff can award house points at any time they feel a child merits a reward. Pupils can earn points in the classroom, gym hall, school corridor, canteen and in the playground. In order for children to become more familiar with the 4 purposes of CfE, points can be given under the headings; successful learner, confident individual, responsible citizen and effective contributor.
A record of the points is kept within each class. These points are collected weekly and displayed by the P7 pupils on a whole school display. The house with the most points at the end of each week is awarded with an additional 10 minutes playtime. Houses Points are discussed and monitored regularly at assemblies and achievements for each house are shared and celebrated throughout the session. Pupil Representative Groups
Pupils from P1-P7 are elected to take a lead role in Muirtown Primary School’s pupil representative groups. There are currently 2 groups – Eco Committee and Pupil Council. These groups are made up of staff and pupils and aim to provide all with a voice to take the school forward.
4.2 How we Celebrate Positive BehaviourGood Work AssemblyPupil achievements outside of school are celebrated regularly at assemblies. Star of the week pupils share their achievement and receive a certificate home, for
Muirtown Primary – Jan. 2016 Page 7
being a successful learner, confident individual, responsible citizen or effective contributor. Certificates or awards are also given for Spelling, Mental Maths and Accelerated Reading.
BuddyingThe Primary 7 pupils buddy the Primary 1 pupils during breaks and for an agreed time in class, as they settle into their new environment at the start of the new session. Their role is to help ensure that the Primary 1 pupils are happy, supported and playing with each other. To allow opportunities for relationships to be established the children meet their buddies in the final term of nursery and interact with them at break times, while promoting positive behaviour.
Stickers Stickers along with house points are used to reward children and encourage good behaviour and effort in the classroom as well as the canteen and playground.
Dojo pointsSome classes in upper school use an electronic point system in class, for effort, behaviour, etc., which is displayed and collated on the smartboard, with each pupil having their own little electronic character (dojo) that they create and name.
4.3 Examples of Positive Behaviour Co-operating with peers Being supportive towards peers Giving thoughtful ‘boost ups’/ raising self esteem Organising resources/ tidying Helpfulness Good Manners Sitting well Completing class and home tasks well Returning homework on time Being kind and helpful, for example, checking somebody is ok after a fall,
holding a door open. Listening Staying on task Applying effort Using quiet voices in trios Ignoring inappropriate behaviour Displaying a positive/ responsible attitude Being honest
4.4 Suggestions for Positive Behaviour Management StrategiesMuirtown Primary School’s reward systems act as a reinforcement of good behaviour. An abundance of praise is used for the individuals, groups and classes as a whole. We always aim to encourage and praise good behaviour rather than criticise unacceptable behaviour. Children’s attention is therefore being drawn to those whose behaviour is acting as a model for others.
Praise and rewards are used to acknowledge and encourage effort as well as mark achievement. There are a variety of reward systems which can be implemented in classrooms. At Muirtown Primary School we believe that reward systems must mean something to the children and should be carefully planned. The children enjoy being involved in developing the class reward systems.
Muirtown Primary – Jan. 2016 Page 8
The following list contains strategies which may be used to encourage positive behaviour.
Individual StrategiesCertificates – certificates are used to reward children and encourage good behaviour and academic effort.
Sticker/ stamps – stickers and stamps are used to reward children and encourage good behaviour and academic effort. Stickers can be stuck on clothes or put on a sticker chart/ jotter (see appendix).
Postcards - postcards are sent home to parents to inform them of good news from that day (see appendix).
Stars of the Week – certificates are awarded to pupils at the end of the week for following class and Golden Rules. The pupil with most points at the end of the week receive a reward e.g. a prize, certificate, name on
display, special chair for a week.
Silver Stars – Children earn stars for good behaviour/ work/ manners/ helpfulness. Children with the most stars at the end of the week/ day receive a prize.
Sharing success/ achievements – children who have worked hard to produce a positive outcome have their work shared with another teacher/ class.
Additional responsibilities – pupils who follow the Golden Rules receive additional responsibilities, for example, going on a special message, working with another class, have first opportunity to use class computer.
Responsible Citizens Chart - pupils volunteer for jobs within the class. Jobs are rotated weekly.
Golden Wall - Every time a child adheres to a golden rule, the child attaches their name to the Golden Wall. At the end of a week all the names from the wall are put in a hat/ box. The name pulled out wins a reward for sticking to the Golden Rules. The more times a child's name is on the wall,
the more chance they have of winning that reward!
Traffic Lights - Pupils move up and down the traffic lights according to behaviour. If a pupil reaches red they lose golden time. Pupils on the green are allowed to line up first and get to chose their golden time activity first. This can be communicated to parents through coloured dots in homework diaries.
Wall Chart Lucky Dip – Pupils work their way across the chart receiving boxes for desirable behaviours. The aim is to reach the lucky dip line to receive a lucky dip prize. Pupils who reach the super dip line receive a ‘bigger’ prize from the super dip bag.
Pupil of the Month – Pupils vote at the end of the month for a boy and a girl who they think have progressed well, worked hard and behaved appropriately. The 2 pupils with the most votes become pupils of the month and their photo goes on display. The pupils receive extra privileges throughout the month, for example, going on special messages, working with pupils from another class.
Muirtown Primary – Jan. 2016 Page 9
Grey Cloud and Golden Sun – everyday each pupil starts on the yellow sun. When a child is extremely good all day, their individual name peg is placed on the Golden Sun and likewise if a child misbehaves, they are placed on the grey cloud. The pupils on the
Golden Sun at the end of the day put their names in the lucky dip box for the Friday. The more times their name appears on the Golden Sun means the pupil has more chance of their name being pulled out of the box for the Friday prize.
Group StrategiesGroup/ Table Points – points are issued to groups throughout the week for keeping class rules and for working co-operatively and sensibly together. Pupils can help decide on an appropriate reward for the winning group. For example early stages - the table at the most points at the end of the day gets to sit on the cushions whilst on the carpet. Upper stages – the winning group gets to line up first and gets to leave first on a Friday.
Piggy Banks - Groups design and name their group piggy bank. Throughout the week pupils try to earn money for their piggy bank. Money is awarded for positive behaviour and good work. The group with the most points at the end of the week receive a reward e.g. extra house points, a privilege.
Flagpoles – Each group is named after a country and makes a flag for their flagpole. There are 15 levels in the flagpole and each group aims to reach the top – number 15. Every group starts with 5 points and points are issued to groups throughout the week for keeping class rules and for working co-operatively and sensibly together resulting in their flag travelling up and down the pole. The winning group gets to line up first
and gets to leave first on a Friday.
Class Strategies
In addition to the whole school Golden Rules each class can devise a set of their own rules and sign a contract to keep them.
Marbles in the Jar/ Pringles Tube – Groups or the whole class work towards colleting marbles/ tiddlywinks. When they reach a target figure they receive a reward.
Rubber-band Ball – anytime the class receives a compliment from an adult in the hallway the class get to add a rubber-band to the rubber-band ball.
Secret Student - the class teacher secretly chooses a pupil to monitor throughout the day. If they follow the golden rules and work hard they may earn extra house points. No one except the class teacher knows who it is so all children must try to behave in case it's them.
5. Behaviours and Approaches
Muirtown Primary – Jan. 2016 Page 10
It may not be necessary to carry out all sanctions and strategies at each level – the appropriate sanction will depend on the behaviour.
Level 1 BehavioursLow level disruptive behaviours such as..
Strategies/ Consequences
Shouting out/ interrupting
There are a variety of strategies that can be used.* Ignore* Non verbal communication – eye contact and hand signals* Pictorial representations * Reminder of golden rules* Calm voice* Defining desired behaviours and making expectations clear* Proximal praise - praising good behaviours rather than acknowledging bad behaviour* Warnings1,2 – 3rd warning = loss of golden time* Loss of golden time (small amounts) and opportunities to earn it back* Loss of golden time form to be filled in by pupil* Circle Time/ PSD* Restorative practices* Quiet word in class
Resources not organisedTalking to peersFidgeting/ wanderingMaking silly noisesSpeaking inappropriately to adultsSwinging on chairsRough behaviour in playgroundUnkind words/ inappropriate languageRefusal to a request
Level 2 Behaviours
Strategies/ Consequences
Consistent Level 1 BehavioursAnd behaviours arising judged by staff to be level 2.
* Quiet word away from class* Letter home informing parents of continuous loss of Golden Time. (SMT informed)* Time out in playground/classroom* Stand by a member of staff in the playground for a period of time* Loss of responsibilities* Community service e.g. sharpening pencils* Change seat/ environment* Loss of golden time & opportunities to earn it back* Restorative Practices* Staged Approach Form 1 identifying strategies used and evaluation (SMT informed)
Muirtown Primary – Jan. 2016 Page 11
* Strategies/ sanctions to be recorded by class teacher* Informal teacher consultation with parents (record kept)
Level 3 Behaviours
Strategies/ Consequences
Physical Aggression
* SMT to be informed- incidents to be recorded * Restorative Practices* Parents to be informed (record kept)* Use other teacher within school – time out* Restricted playtime/ lunchtime* Removal from an activity/ class/ playground* Punishment exercise/ letter of apology* Individual Pupil Target Setting for behaviour* Behaviour Diary (in consultation with senior management team and parents)* Feedback to parents
Vandalism of PropertyStealingContinuous LyingOpen defiance/ arguingBullyingConsistent level 1 & 2 behavioursRacist Incidents
Level 4 Behaviours Strategies/ ConsequencesLevel 1-3 strategies/sanctions have been implemented and explored but concern still continues.
* HT to be involved- incidents to be logged* Regular liaison between senior management team, staff and parents* Exclusion (Highland Council Guidelines)* Establish behaviour contract with parent involvement* Structured Intervention* Tiny Achievable Tickable Targets/ Target Charts* Referral to outside agencies* LG meetings* IEP targets/ Personal Education Plan
Verbal/physical aggression towards an adult.Violence resulting in serious injury to another child.Continuous refusal to comply to school rules. Problems relating to physical psychological and emotional concerns.It may not be necessary to carry out all sanctions and strategies at each level – the appropriate sanction will depend on the behaviour.
Muirtown Primary – Jan. 2016 Page 12
Appendices and
Resources
Muirtown Primary – Jan. 2016 Page 13
Appendix A
Possible Golden Time Activities
FootballNetballBench ballHockeyParachuteAthleticsDanceBowlingDramaReadingFilm/ AnimationICT SkillsScienceMusic making/ SingingCookingGardeningConstructionJunk Modelling
Badge MakingCandleDrawing/ CartooningPainting SkillsPrintingCalligraphyCard MakingClay/ Play dough/ Salt doughFimo/ PlasticineWaxy DoodlesJewelleryWeavingPuppet MakingChess/ DraughtsBoard Games
Muirtown Primary – Jan. 2016 Page 14
Appendix B
Loss of Golden Time
Name 5 10 15 20 25 30 35 40 45
Appendix C/1
Muirtown Primary – Jan. 2016 Page 15
Loss of Golden Time
Name:________________
Date:_______________
I lost ________minutes Golden Time
Golden rule broken:___________________________________________________________________________
___________________________________________________________________________
I will try to make it better by…..
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Muirtown Primary – Jan. 2016 Page 16
Appendix C/2
Loss of Golden Time
Name:________________
Date:_______________
I lost ________minutes Golden Time
Golden rule broken:___________________________________________________________________________
___________________________________________________________________________
What should I have done differently? How can I improve?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Signed__________________________________________
Muirtown Primary – Jan. 2016 Page 17
Appendix D
Good News!!To: _____________________
Just a quick note to let you know how happy I am that:
____________________________________________________________________________________________
______________Date: ____________
Good News!!To:_____________________
Just a quick note to let you know how happy I am that:
____________________________________________________________________________________________
______________Date: ____________
Muirtown Primary – Jan. 2016 Page 18
Good News!!To: ______________________
Just a quick note to let you know how happy I am that:
____________________________________________________________________________________________
______________
Date: ____________
Good News!!To: ______________________
Just a quick note to let you know how happy I am that:
____________________________________________________________________________________________
______________
Date: ____________
Muirtown Primary – Jan. 2016 Page 19
Please ask for:
Direct Dial: E-mail: Date:
Mrs Rita McDaid 01463 239537 [email protected] January 2015
Dear Parent/Carer,
Promoting Positive Behaviour
The aim of the school is to foster respect for each other and build positive relationships. We also actively promote a sense of responsibility, honesty, confidence and a caring attitude. At Muirtown Primary we strive to follow the Golden Rules:
We are gentle We are kind and helpful We listen We are honest We work hard We look after property
When behaviour problems arise we deal with them in a respectful and reflective manner, while helping pupils to take responsibility for their actions. In order to further improve our whole school approach to Positive Behaviour Management, we feel that it is important that parents and teachers work together to ensure that pupils learn from their mistakes and make good choices. On the few occasions when pupils behave in an unacceptable manner and choose not to take a warning or think about their behaviour, we may need to inform you by telephone or send home a letter asking you to discuss with your child, the Golden Rule that they have broken. Yours sincerely, Mrs. R. McDaid Head Teacher
Muirtown Primary – Jan. 2016 Page 20
