Policy for Behaviour and Rewards

Behaviour and Reward Policy


"A school's central purpose is that children should learn. Good behaviour makes effective teaching and learning possible. Bad
behaviour disrupts these processes" from Discipline in Schools, p57 HMSO 1989

Heighington CE (Cont.) Primary School accepts the need for a Management of Behaviour Policy to ensure that there is an orderly atmosphere in the school and classrooms so that effective teaching is enabled.

The management of behaviour is the shared responsibility of staff, parents and governing bodies.

Aims of the policy:

1. To define clear principles of behaviour for children.

2. To promote good behaviour by adopting a positive reward system.

3. To provide the essential framework for the development of the ethos of the school.

4. To promote respect for others within a moral, spiritual and cultural context.

Entitlement

It is the right of every pupil to expect to be able to learn in an orderly environment. Children should be able to work and play knowing that their efforts will be rewarded and misconduct punished.

Teachers have the right to be able to teach and to expect a high standard of behaviour from their pupils to enable them to deliver the quality of teaching that is required by all parties.

Principles of Behaviour

Opportunities to develop the importance of self-discipline and self -respect and the virtues of honesty, fairness and politeness are many. They will occur in teaching across the curriculum, particularly Religious Education, Assembly and Collective Worship. They will be further promoted by the attitude staff adopt towards children and to other adults.

The aims of this policy can be met if six principles of behaviour are adopted:

Respect for others - helping others when in difficulty
caring for younger children
supporting other adults in their duties


Honesty in action and speech

Privacy -develop an awareness that certain areas of the school are private, offices, staffroom, other children's classrooms, other people's desks clothes and belongings.

Co-operation- Understand that in some activities problems are better solved and goals more readily achieved through planning and discussing with other children. Understand that space and equipment is limited so sharing is necessary.

Fairness Learn to play games fairly, to take turns and to acknowledge the achievements of others.

Politeness Understand that it is polite to listen and look when other children or adults have something to say. Good manners are appreciated by others.

These six principles are the foundation for the School rules.

Rewards

There is an established house system in which all children are placed. Children are awarded house points as a tangible reward for both good behaviour and good work. Examples of good behaviour are seen within the six principles outlined above.

House points are awarded by any member of the teaching staff.

To promote good behaviour at lunchtimes, the supervisors are issued with a token, that the children can then give to their classteacher who will then apply a suitable reward.

Sanctions

The rewarding of good behaviour positively promotes the actions we wish children to repeat. However there are times when behaviour is inappropriate and then sanctions must be applied.

The sanctions will range from a simple admonishment from a member of staff through to permanent exclusion from school.

Bullying

Bullying -premeditated verbal or physical abuse of another, will not be tolerated at this school. All staff are expected to act promptly to any such case.

In the majority of cases the Headteacher will be involved, and for those that he is not involved he is to be kept fully informed of action that has been taken and its effectiveness.

Any parent or child who makes a complaint of bullying will be reassured that the case will be investigated and appropriate action taken. A follow-up report will be made to the complainant.
Scope

This policy applies to all pupils attending Heighington CE (Cont.) Primary School.

Conclusion

Good behaviour is the result of positive encouragement, consistency in application by teachers and the support of parents and governors.


file: polbehav
Gov.: June. 1999
review Autumn 2001

Management of Behaviour - Guidelines for all staff

Throughout the day all adults are to be aware of the children's behaviour. Good examples of behaviour are to be rewarded and examples of poor behaviour should be followed by a sanction.

This only works when everybody is committed to the principles and aims of the management of behaviour as detailed above. The commitment must be coupled with the actions needed to implement the policy consistently at all levels.

There will be times when it is not possible to deal with an incident in isolation and there is a need to refer a child to a senior teacher. This is quite acceptable but must be used for cases of the most severe disruption.

To help all staff achieve the consistent standard required, these guidelines will outline a series of places and types of behaviour that are expected. A scale of rewards and sanctions is also included.

Behaviour within the School.

The most important action expected of children in the classroom is that they follow the directions of the classteacher. If children are asked to stop and put their pencils down the expectation from the teacher must be for this to happen. A word of praise to those that do comply immediately will reinforce the desired outcome.

Children are expected to take care of their own property and to use the school's property with care.

If a child displays disruptive behaviour however mild, this must incur the appropriate sanction.

Children may only leave the classroom with the express permission of the teacher. Try to discourage children visiting the toilet during lesson times, it reduces the learning time significantly.

To avoid unnecessary waiting, when a child is sent on an errand to another class, encourage them to knock and enter. This applies to all areas except the Headteacher's room and the Staffroom.

The classteacher has an important function in this work. Firstly to make clear to all children what behaviours are expected. Secondly to state clearly the directions for each and every activity and to reward those who conform quickly to the directions.

Behaviour when outside the building

Safety, care and consideration are the most important words when outside.

Children do not enter the building before 8.55a.m. unless they have the permission of a teacher. For example: stringed instrument players arrive early to prepare their instruments and he hall ready for a 9.00a.m. start.
If a child arrives late or with their parents, they are expected to use the main entrance.

Sweets are not allowed in school under normal circumstances although they may sometimes be used by staff as a ?treat?.

Children are encouraged to use the toilets, and to collect any coats, balls or skipping ropes before going outside. This reduces the possibility of playing inside the building or the potential interference with other children's property.

The playground is too small for large ball games other than as part of games lessons. Gently bouncing tennis balls, or other soft small balls, against the wall can be enjoyable and is allowed.

Whenever possible the field will be used by all children. Even when it is too wet for the majority of children, some members of Year 6 will use the football pitch providing they change their footwear. The areas around the side of Year 5 and in front of Year 1 are unsafe as they cannot be supervised.

Children should avoid chasing games near the building. There is a huge amount of glass and the potential hazard is obvious.

The playground bell is sounded to signal the end of the breaktime. All games cease immediately and the children wait for the teacher's instructions before moving. If the field is in use, a second bell is rung to signal all children to move to the playground.

If a child is hurt during a breaktime the first point of reference is the teacher on duty or any lunchtime supervisor. (see Health and Safety Policy and Staff Handbook)

When leaving the school at the end of the day all children are expected to walk down the path, taking care to use the ramps and the paths. Children need to be made increasingly conscious of the importance of this simple task. Within the school grounds there are many actively managed areas. Absent- mindedly damaging an old tree trunk will harm an animals habitat. If this is impressed upon children within the school environment the children will readily accept the country code and care for the wider environment.

During the summer when the field is regularly mown, a number of children amuse themselves by throwing the cuttings at other children. although harmless it is irritating to other children therefore please stop children from throwing grass cuttings.

There are numerous large logs placed around the site and these are for sitting on not climbing on or jumping off.

Outside the building during snow or frosty conditions

Slides can be made on the upper half of the yard.
Snowballing only takes place on the field and only by children wearing wellingtons.

Snowmen and barricades may be built on the playground. or the upper slopes of the field. snowballing takes place on the far side of the field along the length of the football pitch.

Snow is great fun but can be messy so please encourage children to leave as much of it as possible outside on the yard!

Movement within the school building.

Keep left!
The stairs in the middle of the school are a potential hazard and must be used properly. Never turn a blind eye to children who push, or jump the stairs.

The hall is frequently in use for lessons so only send children through the hall if it is necessary. The child should be aware that he or she must be as inconspicuous as possible.

Queue jumping or place saving is not permitted.

The only food of any form that can be brought into school is a packed lunch. Children only have access to these at lunchtimes.

A Drink and biscuit is offered to pupils in Key Stage 1 at the morning break. Children are expected to be orderly and to remain seated while eating and drinking.

Medicines

Children who have brought prescribed medicines to school must have immediate access to these at any time of the day. Staff are required to ensure that if a child has brought a medicine to school that the child is able to leave the classroom or activity to receive the medicine. (see Staff Handbook, Health and Safety Policy, Medicines and Prescribed Drugs Policy)

Cough sweets and suncreams are preparatory medicines and should not be administered at all.

Rewards

Rewards are the most important aspect of the management of behaviour. The more a child is aware that the actions are pleasing teachers the more often they will be repeated.

Rewards available are:

praise -
a public accolade - a clap in the classroom or hall
a sticker
a positive comment in a child's book.
a variety of certificates
a letter home or telling the parent
medals and trophies

There should be times when you wish a child who has made an exceptional effort to receive the praise of another teacher or the Headteacher.

House system

All of these rewards are to be used in support of the house point system. There are 4 teams: Hansard-red, Jennison-blue, Cumby-green and Surtees-yellow.

House points are awarded to children by teachers and Learning Support staff.

House points are collected and collated by Year 6 children on a weekly basis and displayed on the House Point chart in the hall.

With effect from September 1997, children in Reception and Key Stage 1 classes will receive a "merit" certificate every time they accumulate ten house points. After 3 merit awards they will receive a BRONZE certificate. A SILVER certificate is awarded after a further four merit awards and the highest accolade of all, a GOLD certificate will be awarded after a further five merit awards. A PLATINUM award is available in the very rare circumstances when a child achieves a further six certificates.

Children in Key Stage 2 will receive a certificate after 25 50, and 150 house points. A SILVER certificate is awarded at 100 house points, a GOLD certificate after 200 house points and a PLATINUM award after 300 house points. Parents of the bronze, silver and gold award winners will be invited to a Presentation Assembly held approximately every half term..

The team earning the most house points in a week will be presented with the Jewitt Cup. At the end of each month and term the GWD Cup will be presented to the winning team.

One assembly a week will be set aside for the staff to nominate a child or children for "a special mention". This will be followed by a certificate acknowledging the achievement and recognising that the child has earned a special mention.

Any child who represents the school will receive a representative token. Qualifying events include: sporting, musical or cultural . 4 tokens may be exchanged for a "Representative Certificate"

Target weeks

Occasionally one aspect of school life will targeted for special attention.


Sanctions

Sanctions are as important as rewards. Sanctions reinforce your expectation of how children will behave.

A scale of sanctions would follow this pattern:
1) A look, gesture or quiet word to the individual
2) One to one in the classroom, explain how his/her behaviour has displeased and seek a commitment from the child to accept your expectation.
3) Show the child you are disappointed with the child that he/she has not changed his or her behaviour. Introduce first withdrawal from group.
4) Take the child out of the class and clearly repeat your expectation.
5) Increase first withdrawal within classroom or remove part of next privilege (breaktime or free activity).
6) Report continued misbehaviour to Headteacher who will visit the child in the classroom.
7) Headteacher will remove the child from the classroom for an agreed period.
8) Parents informed by letter of concerns.
9) Parents invited in to discuss the child's behaviour.
10) Behaviour contract agreed with parents, child and Headteacher.
11) Fixed term exclusion
12) Permanent exclusion.

The vast majority of children will never need to move beyond the first two or three sanctions. If a child regularly moves through the list of sanctions to 4 or 5, inform the child that you will immediately start the sanctions at level 5. There will be no other warnings.

Conversely it is as effective to reward a group of children who are performing to your expectation as opposed to handing out sanctions to the minority of children who are not meeting your expectations.

Poor behaviour at lunchtime is reported to the relevant classteacher who will respond to the behaviour.

The following incidents will merit immediate notification of parents:

1) violent behaviour towards another child
2) deliberate damage to school or other children's property
3) theft observed by a teacher or proven beyond all possible doubt
4) verbal abuse towards any adult in school
5) persistent bullying
6) truancy
7) racial or sexual harassment.

The incidence of these events is very small. The final decision to inform the parents will be made by the Headteacher.

Home-School Agreement.

In accordance with the Education and Standards Framework Act 1998, a Home-School Agreement has been produced in consultation with parents. All families will be asked to sign that they are in agreement with the principles, to help the school and home work together in delivering the education to their children.


The School Rules

1. Follow Instructions.
When any adult talks to you in school, you should stop working, listen politely, and then follow the instructions.

2. Walk sensibly and quietly around the School
When moving around the school walk to avoid collisions. Move quietly as other children and adults may be distracted from their work if you are noisy.

3. Look after your belongings.
Take responsibility for your own belongings by making sure that they have your name on them. Put your things away after use.

4. Look after our belongings.
Use your school's equipment with care and tidy up after yourself when your task is finished.

5. Be kind to others
Treat other children and adults feelings, property and work as you wish them to treat yours.

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