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Bonneville Primary School
Behaviour Policy
October 2005
A Purpose of the policy
· To ensure that everyone in the school feels respected and valued.
· To
establish a clear and consistent set of high expectations that everyone
knows and understands as acceptable or unacceptable behaviour.
· To encourage parents and carers to share in the responsibility for maintaining a positive, safe and healthy school community.
· To ensure that all equal opportunity issues are considered in all aspects of policy and procedures.
B What we expect of adults and children
The school community has agreed the following
mottoes, after discussion with the children. They are intended to be
positive and simple enough for even the youngest children to understand.
Always try our best
Treat other people how we would like to be treated
Be friendly and polite to everyone
Care for all things in our school
Help us to keep our school a happy place
These mottoes and our expectations are displayed throughout the school.
C How good behaviour is encouraged
We believe that good behaviour is promoted
through the organisation of the school and classroom, so that everyone
understands what is expected of them. Different needs and backgrounds
are respected, including those related to special educational needs.
When problems arise they are dealt with in a consistent and fair manner.
Rewards given by staff for good behaviour may include
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- Praise and smiling (Very important)
- Work commended and shared with other children and classes
- Stars or stickers (Class based)
- Certificates for good behaviour
- Child sent to Phase Leader, Deputy or Head with work showing effort or excellence
- Commendations given in Key Stage or whole school assembly, including Good Work Assembly
D If these expectations are not met, what do we do?
Firstly, and most importantly, we talk to the children and explain
to them why their behaviour is unacceptable, and give them an
opportunity to redress the wrongdoing. This may include a verbal and/or
written apology.
There is a clear series of sanctions so that children know what to expect. These are:
1. Verbal warning (Reminder of the rule and consequence)
2. Movement of the pupil within the class
3. Possible time-out, quiet time in another class to calm down and reflect, or being kept in at playtimes
4. If there is continuing concern about the child’s behaviour, the
child will be referred to the Phase Leader, Christine Boyle, Martine
Auton, or Emma Beeckmans. The learning mentors will become involved at
this stage, and they will initiate the process of producing a Behaviour
Agreement based on a standard model agreement. (See Appendix ) Parents
will be informed at this stage, and given the opportunity to discuss
their child’s behaviour with the class teacher and Learning Mentor. The
Learning Mentor will provide parents with information on how their
child will be supported to behave appropriately, so that parents can
reinforce this work at home.
5. If there is no improvement, the child will be referred to one of
the Deputy Heads, Eddie Morgan or Becky Sharp, and a meeting with the
parents will be arranged so that the consequences of continuing failure
to meet expected standards of behaviour will be made clear.
6. If the child fails to meet agreed targets for improved behaviour,
then the Headteacher will be involved, and the possibility of exclusion
will be considered.
7. At lunchtime, children may be given time out to reflect on their
behaviour. The senior midday supervisor will be informed of persistent
or serious misbehaviour, and the child may be withdrawn from the
playground to a designated room away from their peers. They will be
asked to consider their actions, writing or drawing about them in a way
which is appropriate to their age or understanding. They may be asked
to perform tasks of benefit to the school. If there is continuing
concern about a child’s behaviour, the line management discipline
procedure will be followed.
8. If the child persists with the unacceptable behaviour at
lunchtime, then the Headteacher, following a discussion with parents,
may have to exclude the child from school at lunchtime.
E Serious Incidents
Some incidents of a serious nature need to be dealt with
immediately. If a child uses physical violence, or persistent abuse,
including racial abuse, or does anything which creates danger to self
or others, then that child will need to be removed from the class or
group or playground. The child will be brought to the office to be
dealt with by senior management.
If a child is in possession of any illegal substance, or anything
which is intended as a weapon, this should be taken from the child, and
the incident reported to the office.
How does the school respond to a serious incident?
In the event of a serious incident, those involved will be asked to
discuss the incident with one of the Deputy Headteachers, or the
Headteacher, in a quiet place, to establish what happened. Children and
adults will be given every opportunity to explain what happened.
Important details will be recorded. At a meeting with parents, targets
fro improved behaviour will be discussed and agreed. Parents will be
kept fully informed of their child’s progress in achieving these
targets.
F Recording of Incidents
In order to ensure consistency, staff should record behaviour which
is a matter of continuing concern. Phase Leaders, or Senior Management
will use these records in discussions with the child and parents.
G Implementation of the Policy
The School Mottos, and agreed rewards and sanctions (See Appendix)
will be displayed in classrooms and other public areas, and will be a
consistent part of discussions with the children about the ways in
which we behave towards each other in our community.
Appendices:
1. Rewards:
- Praise: Well Done, Brilliant, You are Wonderful!
- Share good work with your class and others
- Certificates and commendations given in Key Stage or Good Work Assemblies
- Take your work to Phase Leaders, Deputy Headteacher or Headteacher.
- Last ..... and most important ...
FEEL GOOD ABOUT YOURSELF
2. Sanctions:
Whenever there is
a problem with behaviour, everyone will be given an opportunity to
explain their concerns, to talk about how things can be made better,
and to apologise.
- Reminder about behaviour
- Movement within the class or playground
- Time-out in another class, or the side of playground
- Missed playtimes or lunchtimes
- If poor behaviour continues, the child will be referred to the
phase leader, and the learning mentors will become involved. Parents
will be contacted and a Behaviour Agreement produced.
- If the child does not meet the agreed targets for behaviour,
the child will be referred to one of the Deputy Headteachers, and there
will be further discussion with the child and parents about the serious
nature of continuing refusal to conform to school rules.
- If the child continues to fail to meet agreed targets for
behaviour, then the headteacher will be involved and the possibility of
exclusion will be considered.
3. Model Behaviour Agreement:
Behaviour Agreement
Between ___________________and Bonneville Primary School
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School Targets
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Targets for ____________________
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• We will make school a safe, happy, and interesting place to be.
• _______________ will be praised for success
in achieving his targets.
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• I will not be violent or abusive towards anyone at school.
• I will follow the instructions of the adults who
are responsible for me while I am at school.
• If I feel upset about anything, I will take time to calm down, or I will speak to an adult.
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I have read this agreement and understand the targets
that I have been set, as well as the importance of achieving them. I am
aware that failure to meet these targets will have serious
consequences, and may result in my exclusion from Bonneville Primary
School.
Signed: ________________________(Child) ___________________________(Parent/Carer)
________________________(Class Teacher) ____________________(Headteacher)
Date: ____________________
4. Behaviour Management: School Strategy Outline
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