Thameside Primary School

Promoting Positive Behaviour Procedures

At Thameside Primary School we believe the promotion of good behaviour is the responsibility of everyone involved in and with the school. This policy is based upon two fundamental rights in school:

  • A teacher’s right to teach
  • A child’s right to learn
School Rules:
  • First time, every
  • Always try our best.
  • Learn from our
  • Respect each other, our school and our

 The Learning to Learn 5Rs:

  • Respect
  • Resilience
  • Responsibility
  • Resourcefulness
  • Reflectiveness

The Fundamental British Values:

  • Democracy
  • Individual Liberty
  • The Rule of Law
  • Mutual Respect
  • Tolerance of Different Faiths and Beliefs

Good behaviour is demonstrated through the actions of pupils who understand what is expected of them. They are courteous, considerate and relate well to each other and to adults.
These rules were generated by the children through assembly and are shared in individual classes. The rules are reviewed regularly throughout the school year.

All adults (staff, volunteers, parents and visitors) are expected to follow the Positive Behaviour Procedures.

Aims:

  • To develop good behaviour through positive attitudes and praise leading to self-discipline and high self-esteem.
  • To encourage children to form good relationships among themselves and with adults so that a supportive approach to learning is created.
  • For the whole school community to respect all its members regardless of gender, race, religion and disability.
  • For all members of the school community to respect the property and opinion of others and to accept responsibility for their actions.

Guidelines:

  • Good manners, politeness, helpfulness, conscientious attitude and considerate behaviour are expected of all children.
  • Praise and encouragement by all adults is used to positively reinforce good behaviour throughout the school.

Foundation Stage

Each classroom has a behaviour chart on display. This is illustrated through a star. Each morning all the children in each class have their name around the outside of the star. When a child demonstrates good behaviour or learning their name will be moved onto the star and they will receive a Wow slip which they can take home. These will be celebrated each day with the rest of the class. If a child makes a poor behaviour choice they are asked to spend some time in the classroom’s ‘quiet area’ in order to reflect on their behaviour. The reasons are explained individually and they are reminded of the choice they have to make to rejoin the rest of the class. If an incident is directly related to the reason for a child being on the star, their name may be removed, and the staff will remind the child what they need to do to get back onto the star.  If a poor behaviour choice persists, a child may be moved into another class in the Foundation Stage, for time out, and will be spoken to by the Foundation Stage Co-coordinator. Parents will be notified if a child spends time in another class. Teachers will raise any concerns about behaviour with a child’s parents.

Key Stage 1

Each classroom has a behaviour chart on display.  In KS1 this chart is illustrated using weather symbols.  Each morning all the children in each class have their name placed on the sun. If they demonstrate exceptional positive behaviour or learning choices the teacher may move them up to the rainbow.  If children finish the day on the rainbow children receive a Good News Slip to take home and a stamp for their reward card. For children who make poor behaviour choices they are given a warning first, followed by being moved down to a partly sunny picture. They are asked to identify the rule broken.  If their behaviour doesn’t improve they are moved further down to a cloud whereupon they take time out in the classroom for five minutes.  Once time out has been taken they move their name back to the partly cloudy picture.  If they return to the cloud they are sent to another class for timeout. Any missed worked is finished during playtime or lunchtime.  Further incidents of poor behaviour will lead to referral to the Headteacher and parents being contacted.

Key Stage 2

The behaviour chart on display is illustrated using colours.  All children start the day on green. Good behaviour, largely focusing on learning behaviours, will move children up the chart: Bronze (reward – 1 house point); Silver (reward – 2 house points); Gold (reward – a stamp for their reward card and a Good News Slip to take home). Rewards are received if children finish the day on these colours. Poor behaviour, not following school rules lead to a warning, subsequent events of the behaviour result in children moving down the chart: Yellow (consequence – time out); Orange (consequence – 3 mins missed play); Red (consequence – sent to another class and 5 mins missed play). When the consequence is completed children are returned to green. Refusal (following a warning/take up time), vandalism, rudeness and violence will result in children moving immediately to red and the missing of their next break. Further incidents of poor behaviour will lead to referral to the Headteacher and parents being contacted.

Achievement Assemblies on Fridays are used to highlight children both for academic achievement and those demonstrating either exemplary behaviour or improved behaviour. In addition the school operates a House Points system where children can gain points for demonstrating excellent behaviour in addition to academic achievement. The House with the most points is then awarded the trophy during the Achievement Assembly.

In order to achieve a safe calm working environment, certain rules must be followed. These are the things we do not allow:

  • Behaviour which disrupts teaching and learning, assembly time and safe
  • Violent and unruly behaviour on the school premises both towards adults and children (this includes pushing, kicking or punching/hitting).
  • Rudeness; disrespectful attitude (rolling eyes, shrugging shoulders etc); name calling – including racist remarks and bad language.
  • Abuse of school, their own things or other people’s property.
  • Running and shouting in school buildings.

Whilst most children respond to the positive approach where their efforts are seen to be valued, there are times when unacceptable behaviour occurs and sanctions will need to be used to redress this.

 Individual children will not be allowed to disrupt other children’s education.

 Unacceptable behaviour in class:

Minor breaches of behaviour are dealt with by the teacher/TA using the guidelines outlined above.  If the behaviour persists the teacher will employ the following steps:

  • The child will be kept in at They will be supervised by the adult who has asked them to stay in.
  • Inform the Headteacher and have an informal discussion with the parents.
  • There will be formal discussion with parents to agree common strategies to be used.
  • A fixed period of exclusion may be given in line with detailed procedures outlined in OCC procedures.
  • Failing all the above measures, a permanent exclusion may be necessary

Unacceptable behaviour in the playground:

The following procedure will be followed by all supervisory staff in the playground and dinner hall:

  • A verbal warning will be given.
  • A 5 minute ‘time-out’ by the wall will be given and reported to the class teacher at the end of morning play and lunch time play.
  • Lunchtime supervisors will report back verbally to class teacher.

If unacceptable behaviour persists or is of a suitably serious nature, the child will be sent to the senior lunchtime supervisor. The senior lunchtime supervisor may decide to refer the incident to the Headteacher. Parents may be contacted to discuss the incident.

Strategies are agreed with the class teacher, lunchtime supervisor and member of the SLT and used for an agreed fixed period with a review meeting to follow.

An individual risk assessment will be completed for any child whose behaviour continues to cause concern prior to any extracurricular activity.

Roles and Responsibilities:

All adults within the school community have a responsibility to set an example to pupils in the manner in which they conduct themselves and speak to the children. Children at Thameside expect the staff to treat them with respect.  We have a no shouting rule at our school and expect that all adults who come in contact with children to remember this.  Adults should not speak to children in a way that belittles or humiliates them. We also ask our children to treat the staff with respect and this mutual understanding enables our school to maintain high standards of behaviour.

Parents are asked to read and sign the home/school agreement before their children start school.

Health & Safety

Any child whose behaviour continues to give concern with regard to the Health & Safety of  children and adults will be given an individual risk assessment and correct procedures taken (see OCC guidelines/VAT guidelines).

Behaviour Log & Accident Forms

The SLT will keep a log of any serious behaviour incidents and/or any children sent to them. They will monitor type and frequency of behaviour incidents. Concerns will be discussed at SLT meetings and with relevant members of staff. Staff may be asked to complete a behaviour form for an incident they have dealt with.

Where a child’s behaviour is proving to be a high level of concern an individual system of recording incidents will be established, e.g. a home/school book or a report card.

Following a serious incident:

  • The members of staff who have been involved should be given the opportunity to recover from the incident.

Status: Statutory

Adopted by the Governing Body: July 2015

 

Review:

– Reviewed and amendments made by SLT August 2016.

– Shared with staff 02/09/16. To be addressed with all new members of staff on their induction.

– Amendments made to how behaviour log is recorded. Shared with staff 05/09/17. To be addressed with all new members of staff on their induction.

– Amended from policy to procedure following school joining the VAT (Sept 2017).