Buttercup Primary values are firmly based on the Islamic Faith, therefore everyone in School works to provide an environment within which children and adults can develop good relationships showing care, respect and consideration for each other.
We believe that our behaviour policy will clearly set out how these values are supported so that all members of the school community can use it as a guideline to making good decisions about behaviour. It works closely alongside the Home- School agreement in
terms of the responsibilities of the school, the family and the child. The successful management of behaviour and rewards is central to the school’s ethos of providing an environment within which children and adults can develop good relationships, showing care, respect and consideration for each other within school and the community.
The person responsible for the management of the Behaviour and Rewards Policy is the PSHE & C Co-ordinator Miss Afia Rahman.
Good discipline is the fundamental backbone to creating a safe, working environment in which all children can learn effectively. Appropriate behaviour in school will promote a positive learning environment in which children are given the opportunity to realise their
individual potential. Where behaviour is poor, not only does the disruptive child not learn but they also reduce the chances of others learning too. Here at Buttercup Primary we are committed to providing a broad and balanced education for all children whatever their individual needs.
Values and Ethos
It is the right of all children to be educated and for all teachers to teach. The creation of a positive ethos and good behaviour from the children at Buttercup Primary is vitally important. Without mutual respect and discipline the delivery of a broad, balanced and differentiated curriculum becomes impossible. Whilst we can, justifiably have pride in the behaviour of the majority of our pupils we do have a minority whose behaviour does not meet with our excepted code of practice. It is therefore vital that we recognise these behaviours and develop strategies for dealing with them. Our role in the development of self-disciplined adults for the future is crucial: ‘’ While other factors such as pupils’ home backgrounds affect their behaviour, school based influences are also important. The most effective schools seem to be those that have created a positive atmosphere based on a sense of community and shared values.’’(Elton Report, 1989)
The Every Child Matters green paper identified the five outcomes that are most important to children and young people:
- • Be healthy
- • Stay safe
- • Enjoy and achieve
- • Make a positive contribution
- • Achieve economic well-being
(Every Child Matters, 2005)
The five outcomes are universal ambitions for every child and young person, whatever their background or circumstances. We understand that it is vital that we have a consistent approach with explicit boundaries and expectations that children can anticipate our reaction and modify their behaviour accordingly. Therefore:
- • Clear rules must be established and made explicit.
- • Staff must be consistent in their dealings with pupils.
- • All staff should interpret school rules in the same way.
- • In most cases we should respond in an agreed way with some flexibility to deal with exceptional circumstances.
- • Parents should be aware of the school rules and the consequences of their children’s actions.
- • All parties should feel that the system is fair.
We aim to:
1. Create a calm and positive ethos throughout the school where everyone feels safe, secure and valued.
2. Enable children to develop a sense of self worth and a respect and tolerance for others.
3. Assist everyone in the school community to make responsible choices about their own learning and social behavior.
4. Use positive strategies to help pupils achieve their capabilities by celebrating their achievements.
5. To develop a moral framework within which initiative, responsibility and sound relationships can flourish.
For children to show:
- • Self-confidence
- • Self control
- • Respect and tolerance of others
- • Pride in their achievements
- • An interest in their activities
- • Empathy with others’ feelings for children to develop
- • Responsibility for their learning and their environment;
- • An understanding of the need for rules;
- • Non-racist or non-sexist attitudes;
- • An independence of mind and self esteem;
- • Respect and tolerance for others’ ways of life and different opinions
- • Persistent approach to tasks;
- • A sense of fairness;
- • The ability to accept fair criticism;
- • An acceptable reaction to bullying and abuse.
It is very important that as adults we act as good role models to which children can aspire. The following rules are for everyone. We will encourage our pupils to be kind, considerate and caring. They should show thoughtfulness to others and be able to accept differences.
They should be dependable, polite and helpful. They should always try hard in school to improve their work.
‘School can be fun if we ….’
1. Show respect for each other e.g. hold the door open to let someone pass through.
2. Respect the property of others e.g. pick a coat up which has fallen on the floor.
3. Be friendly and treat others as we would want to be treated.
4. Always work to the best of our ability every day. Remember the school motto ‘Never settle
for less than your best.’
5. Listen to all adults in school.
6. Walk and talk quietly around school remembering others may still be working.
7. Look after our classroom and school environment. E.g. put litter in the bin.
8. Wear the correct uniform at all times – including no jewellery or inappropriate hair cuts. These expectations are a set of broad rules for our pupils, which the adults in school also support. We will help pupils to apply these rules by using positive recognition given at threelevels – individual, small group/class and whole school. These rules will be reinforced as frequently as possible through display as a reference point for us all. There will also be regular discussion and consultation with children and adults.
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 star chart. (Reception receive one later in the year.) For every thirty stars gained a child receives some kind of award from the Headteacher. Stars 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.
Having gained 100 stars 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 30 stars moving onto every 50 stars – to reach the special prize of the ‘Pot of Gold.’ This is at 200 stars.
- • Home notes – sent home to parents for good work, behaviour, effort etc.
- • Puppets to go home
- • Golden glows
- • Special SEAL certificates
- • Positive feedback
- • Stickers
- • Special work displayed
- • Showing work to other teachers/classes
- • Showing work between classes
- • Smiley faces on the board
- • Positive comments in planners
- • Pat on the back
- • Thumbs up
- • High fives
- • Leader of the pack
- • Special person
- • Lucky dip box
- • Visit to headteachers
- • Lunchtime awards/ Small group/Class
- • Group/ table points
- • Table of the day/week in class and/or at lunchtime.
- • Team of the week
- • Dinnertime delights
- • Extra Golden Time for every 50 class stars
- • Extra play for every 100 class stars
2. Whole School
- • Golden time: All classes will 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:
- • School ‘teams’ with a team colour.
- • Playground challenges.
- • Top table of children who have behaved well in the week – sit with the headteachers and/or class teachers at lunchtime.
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 stars 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.
Communication and parental partnership
We give high priority to clear communication within the school and to a positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour.
Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response. A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in
many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour. There will be signed contracts, home-school agreements, which parents and children will sign so that everyone agrees and is involved in the process.
Monitoring and Evaluation
The effectiveness of the Behaviour policy will be monitored by the headteacher and senior management team. They will report to the Governors on the effectiveness of the policy. The behaviour policy should be seen primarily as a working document, subject to revision in the light of changing circumstances and impact on actual practice. We recognise that reward systems used in school often have short term benefit and that there is a need to continually review the systems in place.
The school keeps a variety of records of incidences of misbehaviour.
- • Interviews/phone calls/letters to parents
- • Individual behaviour plans
- • Referral to outside agencies – SENCO/Senior management Team/ Headteacher
- • Personal Support Plans
- • Annual Reports
- • Record of exclusions – Senior Management Team. The Governing body will keep a record of the incidences of exclusions and to ensure that the school policy is administered fairly and consistently.
Personal, Social, Health, Education and Citizenship Policy
School Council & House System Policy
Diversity impact assessment
The principle aim of this policy is to develop well-behaved, confident, responsible, tolerant individuals with high self esteem. Accordingly all pupils should have access to their education and school life regardless of gender, race, cultural background, ability or any physical or sensory disability. The effectiveness of our policy is monitored and any issues dealt with immediately.
Last updated: January 2013