Buttercup Primary School

Behaviour Policy

 

Date Review Date Lead in School
Jan 2017 Jan 2018 Headteacher

 

Rationale

 

We have a duty under the School Standards and Framework Act 1998 to have in place a behaviour policy that is consistent throughout the school.

 

We believe that we promote good behaviour by creating a happy caring school environment where everyone feels valued, respected, secure and free from all forms of anti-social behaviour.

 

We encourage pupils to achieve in a learning environment where self-discipline is promoted and good behaviour is the norm. We believe pupils will achieve their full potential in a happy, stimulating and ordered school environment.

 

We wish to work closely with the School Council and to hear their views and opinions as we acknowledge and support Article 12 of the United Nations Convention on the Rights of the Child that children should be encouraged to form and to express their views.

 

Aim

 

  • To create an ethos that makes everyone in the school community feel valued and respected.
  • To promote good behaviour by forging sound working relationships with everyone involved with the school.
  • To promote self-discipline and proper regard for authority among pupils.
  • To prevent all forms of bullying among pupils by encouraging good behaviour and respect for others.Role of the ProprietorThe Proprietor has: 
  • the duty to set the framework of the school’s policy on pupil discipline after consultation with the parents and pupils of the school;
  • responsibility to ensure that the school complies with this policy;
  • delegated powers and responsibilities to the Headteacher to ensure that school personnel and pupils are aware of this policy;
  • delegated powers and responsibilities to the Headteacher to ensure all visitors to the school are aware of and comply with this policy;
  • appointed a coordinator for behaviour and discipline to work with the Headteacher;
  • the duty to support the Headteacher and school personnel in maintaining high standards of behaviour;
  • responsibility for ensuring funding is in place to support this policy;
  • responsibility for ensuring policies are made available to parents;
  • nominated a link governor to visit the school regularly, to liaise with the coordinator and to report back to the Proprietor;
  • responsibility for the effective implementation, monitoring and evaluation of this policyRole of the HeadteacherThe Headteacher will:
  • determine the detail of the standard of behaviour that is acceptable to the school;
  • ensure all school personnel, pupils and parents are aware of and comply with this policy;
  • work hard with everyone in the school community to create an ethos that makes everyone feel valued and respected;
  • promote good behaviour by forging sound working relationships with everyone involved with the school;
  • encourage good behaviour and respect for others, in order to prevent all forms of bullying among pupils;
  • ensure the health, safety and welfare of all children in the school;
  • work with the School Council to create a set of school rules that will encourage good behaviour and respect for others;
  • monitor the effectiveness of this policy;
  •  Role of the Coordinator The coordinator will: 
  • lead the development of this policy throughout the school;
  • work closely with the Headteacher and the nominated School council
  • provide guidance and support to all staff;
  • provide training for all staff on induction and when the need arises;
  • keep up to date with new developments and resources;
  • work with the School Council;
  • monitor school support systems;
  • undertake classroom monitoring;
  • create links with parents;
  • deal with external agencies;
  • review and monitor;Role of School PersonnelSchool personnel will:
  • comply with all aspects of this policy
  • encourage good behaviour and respect for others in pupils and to apply all rewards and sanctions fairly and consistently;
  • promote self-discipline amongst pupils;
  • deal appropriately with any unacceptable behaviour;
  • apply all rewards and sanctions fairly and consistently;
  • discuss pupil behaviour and discipline regularly at staff meetings;
  • provide well planned, interesting and demanding lessons which will contribute to maintaining good discipline;
  • attend periodic training on behaviour management;
  • ensure the health and safety of the pupils in their care;
  • identify problems that may arise and to offer solutions to the problemRole of PupilsPupils are expected to: 
    • be aware of and comply with this policy
    • be polite and well behaved at all times;
    • show consideration to others;
    • make suggestions about school behaviour via the School Council;
    • obey all health and safety regulations in all areas of the school;
    • make unacceptable remarks against fellow pupils or school personnel;

co-sign and abide by the Home School Agreement Role of the School CouncilThe School Council will be involved in:

 

  • Pupils will be aware of and comply with this policy.
  • determining this policy with the Governing Body;
  • discussing improvements to this policy during the school year;
  • devising school rules and sanctions;
  • reviewing the effectiveness of this policy with the Governing Body  
  • Parents/carers are encouraged to:

 

  • Role of Parents/Carers
  • comply with this policy;
  • have good relations with the school;
  • support good behaviour;
  • sign the school’s ‘Home-School Agreement’;
  • ensure their children understand and value the meaning of good behaviour;
  • support school rules and sanctionsRewards and SanctionsGuidelines for the day to day implementation of this policy will be reviewed on a regular basis, and procedural guidelines will be issued to all staff regarding the rewards and sanctions to be used to uphold this policy. Good behaviour is celebrated at the weekly celebration assembly, although regular praise and encouragement is part of the school ethos. Sanctions which must be applied fairly and consistently have been devised:Rewards

 

Children who keep to the rules are rewarded in many ways. The following is a list of rules currently being used in school, some of which are whole school and others may be used by individual classes and teachers. Individual

  • Each child in school from Y1 to Y6 has a House point chart (Reception receive one later in the year.) For every thirty house points gained a child receives some kind of award from the Headteacher. House points are gained for a variety of reasons, some of which include good work, good behavior, effort, homework, attendance and punctuality, remembering equipment or activities undertaken outside school. Pupils will earn the opportunity to be rewarded with an end of term trip and lunch to a chosen venue e.g. ice skating.

Having gained 100 Points the child is entered onto our ‘Reach for the Stars’ rainbow which is displayed on the main corridor. The child moves along the rainbow every 50 house points moving onto every 100 housepoints – to reach the special prize of the ‘Pot of Gold.’ This is at 500 stars.

  • Home notes/ Postcards – sent home to parents for good work, behaviour, effort etc.
  • Puppets to go home
  • Golden glows
  • Special SEAL certificates
  • Positive feedback
  • Special work displayed
  • Showing work to other teachers/classes
  • Showing work between classes
  • Smiley faces on the board
  • Positive comments in planners
  • Headteachers’s Certificates /Stickers
  • Pat on the back
  • Thumbs up
  • High fives
  • Special person

Visit to headteacher/ Deputy

  • Lunchtime awards/ Star of the week cards
  • Table of the day/week in class and/or at lunchtime.
  • Team of the week
  • Dinnertime delights
  • Extra House points for every 50 class stars
  1. Whole School
  • Golden time: At times upon teacher’s discretion the class may have thirty minutes of Golden Time each week usually on a Friday afternoon as it is Jummah as a reward for good behaviour. The children will decide how this time is to be spent in consultation with the class teacher.
  • Merit awards: We have a merit award system where ‘merit’ certificates are presented at the whole school assembly on Friday morning. Each week, two children from each class will be awarded a certificate by their class teacher for either a work or behaviour focus. E.g. those who are good team players, being kind and helpful, chosen by the class teacher or occasionally by the children themselves. The child is allowed to take home the certificate. The leader of the assembly reads aloud the reasons for the award and the names and reasons are recorded in Buttercup’s Central Book of Excellence. This book is displayed in school and can be viewed by children, parents or visitors to school.

New ideas currently being discussed include:

  • Playground challenges.
  • Top table of children who have behaved well in the week – sit with the headteachers and/or class teachers at lunchtime.

Sanctions

These will be applied to pupils who fall below our good behaviour expectations. They will be used as a positive learning experience for a child. Our school will adopt the traffic lights system as follows.

  • Traffic Lights System (all classes) – all children will begin on the green light at the start of the day
  • 1st warning – child makes a choice to behave
  • 2nd warning – child makes choice to behave
  • If poor behavior continues child is asked to move his/her name to amber light.
  • If poor behavior continues child will be asked to move his/her name to the red light.
  • If child reaches red light then he/she will lose 5 minutes of golden time.
  • Every day a new start will be made so all children will begin on green every day.
  • Any child staying on green for the whole week will receive three bonus house points on a Friday.
  • If a child refuses to participate i.e. move name onto amber or red he/she will be removed from the system and put onto a different one. A letter will be sent home to parents to explain why this has happened. The system could be a 10 sticker card or ‘Am I having a good day?’ card.
  • Time out – a child causing disruption should be sent to a pre-arranged class for 10 minutes. Work should be taken but the receiving teacher should ignore any child who refuses to work.
  • If the child calms down and asks to go back to class he/she should be allowed to do so. The receiving teacher should be cool and calm towards the child.
  • If the child does not calm down then the teacher should send the child to Ms Afia Rahman
  • If this continues the Headteacher needs to be informed.
  • At this point a letter will be sent home and parents called for meeting.
  • From this an individual behaviour plan may be written to help the child work towards small achievable behavioural targets.
  • If behaviour continues to be a problem the Behaviour Support Team will become involved
  • If behaviour remains a problem it may be necessary to implement a Pastoral Support Plan (PSP) to further support the child. Again parents will be kept informed.

Further interventions may include exclusion in line with LA policy, part time education, and managed move and finally a permanent exclusion. It is, however, anticipated that only a very small minority of children will go down this intervention route as on the whole it is only children with severe behavioural difficulties who will find themselves in this situation. Parents will be kept informed at all stages.

These sanctions will also be incorporated with lunchtime behaviour. Lunchtime Assistants will report to Afia Rahman who will decide if a child moves on the traffic light system or not

    •  by the School Council and the Proprietorial body
  • not to be degrading or humiliating to any pupilThe Proprietor has decided that in exceptional circumstances that exclusion will be used as a sanction either as a:

 

  •  fixed term or
  • permanent exclusion   
  • We will raise awareness of this policy via:


Raising Awareness of this Policy

 We will raise awareness of this policy via:

 

  • the School Handbook/Prospectus
  • the school website
  • the Staff Handbook/Teaching & Learning File
  • meetings with parents such as introductory, transition, parental conversations, school events
  • meetings with school personnel
  • communications with home such as weekly newsletters
  • reports such as annual report to parents and Headteacher reports to the Proprietor
  • information displays around the school

 

Monitoring the Effectiveness of the Policy

 

Annually the effectiveness of this policy will be reviewed, or when the need arises, and the necessary recommendations for improvement will be made to the Proprietor.

 

 

Signed: Head teacher:          Rena Begum                                               Date:Proprietor:                Nadeem Rehman                                       Date: 

To be read in conjunction with the reward and sanctions policy