Annie Lennard Primary School

BEHAVIOUR POLICY

 

 

“A Positive Approach’’

RATIONALE

This policy outlines the underlying philosophy, purpose, nature, organisation and management of pupil behaviour at Annie Lennard School. It is a working document designed to enhance the development of positive relationships between children, adults working in schools, parents and other members of the wider school community.

The policy is the result of consultation with staff, pupils, parents and governors. It reflects current practice within the school. Its fair and consistent implementation is the responsibility of all staff. The primary aim of the Behaviour Policy is to promote good relationships, so that all members of the school community can work together with the common purpose of helping everyone to learn.

ETHOS

At Annie Lennard School we are fully committed to the protection of children in our care. We are a caring community, whose values are built on mutual trust and respect. This Behaviour Policy is therefore designed to support the way in which the members of the school community can live and work together in a supportive way. It aims to promote an environment where all feel happy, safe and secure.

 

 

PRINCIPLES

Good behaviour is an essential condition for effective learning and teaching to take place. At Annie Lennard School, we believe that pupils and staff have the right to work in an environment that is safe, friendly, peaceful and fair.

Good behaviour needs to be carefully developed and supported. High self-esteem promotes good behaviour, effective learning and positive relationships. The best results in terms of promoting good behaviour arise from emphasising potential, rewarding success and giving praise for effort and achievement, rather than focusing on shortcomings and failure.

Through the example of the adults who care for them at school, through well planned and stimulating learning opportunities, we believe that children will accept learning challenges and develop self-discipline. It is a responsibility of parents, carers and families to share with the school in helping their children to behave well.

Annie Lennard School does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, the incident is recorded and we act immediately to stop any further occurrences of such behaviour. We do everything in our power to ensure that all children attend school free from fear.

AIMS

Our aims are:

  • to work consistently and fairly in the positive management of behaviour;

  • to help our children to develop into caring and thoughtful beings who respect and value the feelings, opinions, beliefs, property and differences of others;

  • to encourage staff, pupils and parents to value good behaviour;

  • to develop our children’s self-discipline and encourage them to take responsibility for their own behaviour;

  • to help our children to feel good about themselves and others, developing the self-confidence to successfully deal with challenges and change;

  • to encourage our children to co-operate and develop positive relationships with one another and with adults;

  • to create a positive and stimulating learning environment, having high expectations of children’s work;

  • to work alongside parents to encourage our children to develop socially, personally, academically, morally and spiritually in preparation for a positive role in society.

STRATEGIES FOR PROMOTING POSITIVE BEHAVIOUR

We support positive behaviour and a positive learning environment by:

  • a fair and consistent approach being adopted by the whole school community, appreciating and following agreed codes of behaviour;

  • encouraging children to see themselves as a member of the school team and recognise their responsibility within this (Class and School Councils);

  • encouraging everyone to take care of and have respect for their environment;

  • offering a broad and balanced curriculum that is well prepared, planned and stimulating to each child;

  • creating a stimulating classroom environment;

  • ensuring that there is constructive whole school planning for PSHE;

  • teaching social skills of sharing, turn-taking, listening, giving and receiving compliments, giving and receiving criticism;

  • using social problem solving structures such as circle time, to give a framework for resolving difficulties constructively;

  • teaching an emotional vocabulary so that children develop the language skills to help them recognise and understand their own and others’ feelings (Jigsaw);

  • providing a structured behaviour curriculum for identified children;

  • leading by example, modelling respectful and thoughtful relationships;

  • showing respect for every child as an individual, making every child feel valued;

  • praising and rewarding good behaviour;

  • having a positive and consistent approach to playtimes and lunchtimes, using these as opportunities to extend social skills and develop independence and responsibility

OUR GOLDEN RULES

We will:

Care and Share

Show Respect

Have Fun

Try Hard

Work Together

(These also link with themes running through Jigsaw – Friendship, Respect, Persistence, Collaboration and Positivity)

PROCEDURES

Good to be Green


At Annie Lennard School we use the whole school approach of ‘Good to be Green’ to support pupils with their behaviour in school. Pupils begin with a green card each day and aim to keep it green or better.

A silver and a gold card are used to recognise excellent behaviour.

Some examples of unacceptable behaviour that will result in movement through the Good to be green system:

  • Refusal to follow instructions

  • Inappropriate noises/noise level

  • Inappropriate use of language

  • Distracting others

  • Lying

  • Name calling

  • Unsafe behaviour


 

Step

 

Green Card

All pupils start on a green card every day.

Non-verbal warning 

The Look – A reminder will be given requesting positive behaviour

 

Verbal warning

The verbal warning – A quiet word, with a warning of future sanctions if the right choices are not made.

Yellow card

The official warning

If the behaviour continues then a yellow card is issued to the pupil as an official warning. If the child then demonstrates good behaviour, they can redeem their green card.

If issued with a yellow card the class teacher must

·         indicate yellow card been given on a class list for green trip

Red card

If the behaviour persists or for incidents of a serious nature, children will be accelerated straight to Red card.

If issued with a red card the class teacher must;

·         inform the parent at the end of the day either verbally or with a slip,

·         log incident and why they were given a red card

·         indicate red card been given on a class list for green trip

If a red card is issued to a pupil they will lose the following minutes of time:

·         Early Years: age related time of 3/4/5 minutes

·         Key Stage 1: 5 minutes

·         Key Stage 2: 10 minutes

If more than 3 red cards are given in one week the DHT or the HT will request a meeting the parents and all playtimes and dinner times revoked for the week.

 

If the behaviour continues further, then the pupil is referred to the Head Teacher or the Deputy Head Teacher for time out of the class.


Once a pupil is issued with a red card it remains so for the rest of the day. A new day means a new start and the green card is reinstated. Any red cards are recorded in a class log book to monitor behaviour of pupils.

 

 

 

 

 

 

 

 

 

 

 

 

 

Documents