Positive Behaviour Policy
Camblesforth Community Primary School seeks to establish a positive climate for learning and teaching, which maximises opportunities for learning and inspires every pupil to succeed.
The school seeks to provide a calm and friendly school environment in which effective learning can take place, allowing all pupils to realise their full potential personally, educationally and socially.
School staff will work with pupils and their families in order to develop the social and emotional aspects of learning which promote positive behaviour inside and outside the classroom.
The school strives to establish an effective and consistent system of consequences which acknowledges the positive behaviour of students and challenges inappropriate behaviour.
The school will be able to support aspects of the Children Act 2004: ‘Every Child Matters’ by implementing this Behaviour Policy. The outcomes it addresses are: being healthy, staying safe; enjoying and achieving; making a positive contribution and achieving economic wellbeing.
The school will establish an effective and efficient system of communication with students, parents/carers and appropriate agencies to provide mutual information, advice and support.
1. To encourage a healthy and positive attitude towards learning.
2. To reinforce and encourage good behaviour which has been agreed by children and staff and endorsed by parents in the Home School Agreement.
3. To discourage inappropriate behaviour by modelling good behaviour and responding appropriately, effectively and consistently.
4. To positively affect the behaviour of our pupils by promoting self discipline.
5. To encourage respect, for people and property, throughout the school
6. To continue to develop good liaison within school and with parents.
7. To provide a framework within which both staff and pupils can develop positive self esteem.
8. To encourage a positive relationship at all times
9. To deal with incidents of bullying, racial harassment and truancy as well as minor misbehaviour.
10. To enable pupils with particular behaviour problems to be identified and the most suitable action initiated.
- Whole school and classroom rules will be established in consultation with the children and shared with parents.
- Good behaviour will be taught and encouraged at every opportunity.
- Good behaviour will be recognised and rewarded in a variety of ways.
- RULES - PRAISE - IGNORE will be employed as an aid towards positive class management.
- Inappropriate behaviour will be addressed through clearly defined and agreed procedures.
- MSAs will be provided with training and support.
- Steps should be taken to teach and encourage safe play at breaks and at lunchtime.
The Special needs co-ordinator (SENCO) will be involved with children who are having difficulties managing their behaviour. An Inclusion Passport meeting will take place termly to provide support and to evaluate progress. Outside agencies will be used as appropriate. The Head teacher and Inclusion Manager meet termly to discuss any pupils experiencing difficulty with their behaviour. Appropriate provision is put in place and constantly monitored.
The six agreed ’Golden’ rules are:
- Speak politely to every one
- Listen carefully to one other
- Follow instructions straight away
- Always try hard and do your best
- Be kind and respectful to each other
- Be respectful of property and the environment.
These six golden rules are displayed in all classrooms and public areas of the school. They are reinforced by all members of staff.
Class reward systems
Each class has their own ‘reward’ system using sticker/stamp/marble/token/points for anything positive which has been achieved collectively by the class. The class can then be rewarded with some additional playtime, a DVD at the end of term or small, token prizes.
A system of personal points is used to reward effort, work or behaviour which demonstrates exceptional effort or achievement.
All classes have a chart on which points are recorded. A redemption scheme is in place in which pupils are awarded bronze, silver and gold awards. Each award is achievable within a period of one term for a child who sustains continued effort and achievement.
All teachers are expected to ensure that these are awarded fairly and that the order in which pupils attain the awards reflects sustained excellence.
Where children experience issues with behaviour and require additional support, individual behaviour charts may be implemented as part of their IPM. This should be discussed with the SENCO
The gotcha awards are used to celebrate good manners, kindness and consideration for others. Staff award these instantly to pupils who are ‘caught’ being polite. A slip is completed with the child’s name and reason for awarding. These are then added to the Gotcha display board.
At the end of each week, all the slips are put into the Gotcha box, and one name is pulled out during the Friday celebration assembly. The person whose name is drawn out selects a small prize from the prize box.
The school seeks to promote good attitudes to learning and behaviour through positive reinforcement. Rewards such as sweets, pencils etc are not encouraged because we aim for children to recognise their own achievements without material rewards.
Some of the ways in which successes are celebrated are:
- Awards in Friday celebration assemblies to which parents, carers and friends are invited.
- Phone calls, or notes, home to celebrate particular successes, or outstanding effort, in class.
- Thank yous and smiles from members of staff
- Being chosen for a classroom privilege, such as sitting on a special chair.
- Extra playtime
- Going to show their work to another teacher
Visual Display System
All classes operate a visual display system to acknowledge good behaviour and learning and discourage inappropriate behaviour. This is known as the ‘Traffic Lights system’. At the beginning of each session all pupils’ names are placed on the green part of the chart. Names are advanced up the chart for good behaviour and down for inappropriate behaviour. Pupils who are consistently at the top of the chart are rewarded through the team point system. Pupils who are moved down, and fail to improve their behaviour by break time, will be sanctioned.
The traffic light system is used to manage ‘low-level’ behaviour issues such as:
- Talking when asked to listen
- Distracting other people
- Failing to follow instructions the first time when asked
- Failing to complete a given task
If a child has their name moved to red, they will miss a part of their playtime equivalent to their chronological age plus one. If they have failed to complete a piece of work, they will be expected to complete this at playtime. If it cannot be completed in one playtime, the class teacher will arrange for this to be completed at another time. This may result in the child’s preferred curriculum area, such as art or PE, being missed until the work is completed to the required standard.
We wish to be a friendly school, which is seen by everyone to be a pleasant place in which to learn. People should not feel threatened. Everyone needs a happy, secure environment in which to thrive. We will not tolerate behaviour which prevents these things from happening. There will be consequences for bad behaviour. These consequences are here to encourage good attitudes and discourage poor behaviour.
Consequences for Inappropriate Behaviour
Children whose behaviour causes concern will be dealt with in a number of ways.
Teachers may decide not to allow individual pupils to participate in other privileges, or preferred activities until their behaviour improves. This is at the discretion of the teacher and should be closely monitored by them to ensure the sanction is being adhered to by the pupil.
The Head teacher will be informed of persistent inappropriate behaviour which has necessitated the pupil missing three playtimes in a week. A letter is sent home to parents informing them their child’s behaviour is causing concern. If inappropriate behaviour continues parents/carers are invited into school.
The following incidents are considered to be of a more serious nature and will be reported to the classteacher, or headteacher immediately.
- Aggressive incidents between children.
- Swearing or insulting language to staff or pupils
- Racist, or other insults relating to gender, disability or other comments which breach the schools inclusion and equality policies.
- Incidents resulting in deliberate injury, or physical ‘marks’
- Incidents which threaten the safety of the pupil, or others.
- Behaviour which may damage property, such as kicking doors or furniture.
In the event of the above, parents or carers will be informed of the incident and will be invited to discuss the implementation of appropriate sanctions as determined by the headteacher. The majority of incidents will result in the instigation of school’s ‘monitoring card system’.
The ultimate sanction for persistent or serious misbehaviour is exclusion, either fixed or permanent. Behaviour which threatens the safety of pupils, staff, or which threatens to damage school property will result in a parents being requested to collect the child from school immediately.
Consequences for Inappropriate Behaviour at lunchtime/playtime
In the event of ‘low level’ incidents, such as not following instructions the first time asked, being unkind to others, inappropriate tone of voice when speaking to staff, the following procedure is followed:
- The child is reminded of what good behaviour is / verbal warning. The child is offered a choice e.g speak kindly (positive statement identifying the required behaviour) or a sanction will be imposed (sent for time out for a period equal to the child’s chronological age plus one, or sent to a member of teaching staff).
- The sanction is imposed
- MSA to inform teacher of serious incidents if they need further following up
- Incidents deemed to be of a more serious nature (see above) will be reported to the senior MSA, or headteacher, immediately.
The school monitors all incidents carefully
The class teacher is responsible for following up incidents and informing parents.
Incident forms must include details of all action taken and be placed in the Headteacher’s confidential tray as soon as the incident has been dealt with.
Serious incidents must be reported to the Headteacher immediately. Teaching staff are expected to make a professional judgement concerning the severity of the incident within the incident reporting process.
The Headteacher tracks all incidents carefully in order to identify patterns of behaviour relating to individual, or groups of pupils.
As a consequence of incidents deemed to be of a more serious nature, or in the event of three or more playtimes being missed in one week, the child’s behaviour will be monitored through the use of the ‘behaviour’ card system.
The pupil will receive a yellow card which will be completed by staff at the end of each lesson, assembly, playtime and lunchtime. For older pupils, points will be allocated each session, and for younger children faces with differing expressions will be recorded, according to the child’s behaviour within the session. A target number of points of smiley faces will be agreed with the child each day. At the end of the day, the card will be taken to the head, or lead teacher, who will monitor the child’s behaviour. Parents will be required to sign the card each day and ensure that the child returns it to school on the following day.
Whilst being monitored on a yellow card, pupils will not be entitled to participate in the following school activities:
- After school clubs
- Completing ‘special jobs’ for the teacher
- Sitting on chairs or benches in assembly
- Working with visiting adults, including sports coaches
- Educational visits outside school, including swimming
- Other activities as defined by the class teacher when the card is issued
Whilst their behaviour is being monitored, Strategies will also be put in place to develop improved behaviour and attitudes. Positive behaviour will continue to be recognised and rewarded, according to school policy. This will vary according to the age and developmental needs of the pupil concerned but may include:
- Social groups
- One to one mentoring
- Group sessions to raise self esteem
- Referral to a specialist provider, e.g enhanced mainstream school for emotional and behavioural difficulties
Parents will meet with the headteacher when the yellow card is issued and, again, one week later to discuss the child’s progress. If the child has achieved his/her targets every day, the yellow card will be discontinued and no further sanctions imposed. If some of the targets have been achieved, but not all, the yellow card will continue for a futher week. If none of the targets have been achieved, child will advance to a red card.
Should a child fail to improve his/her behaviour after a period of three weeks, he/she will also advance to a red card.
A red card operates in the same manner as a yellow card. The following sanctions are imposed in addition to the loss of privileges associated with the yellow card.
- Once the child has been given instructions by the classteacher, he/she will work at a table outside the headteacher’s office for the first day.
- The child will eat dinner at the table outside the headteacher’s office on the first day
- The above will be relaxed on the second day, providing behaviour has been appropriate. If any further incidents of negative behaviour occur during the time the child is on the red card, this sanction will be reapplied
- The child will not be permitted to play outside at playtimes. Arrangements will be made for him/her to be taken outside with a member at staff to partake of physical exercise at another time.
At the end of the week, should the pupils have met his/her targets, he/she will move back on to a yellow card. If the targets have not been met, another red card will be issued.
A blue card may be used to support pupils with social, emotional or behavioural difficulties. This will be agreed by the Headteacher, SENCO, class teachers and parents. This will be for pastoral support and may be used in conjunction with a PSP (pastoral support plan).
Date of review : ______
Appendix 2 Guidance on the use of Restrictive Physical Intervention
Statement from NYCC:-
The Children and Young People’s Service recognises that there will be extraordinary circumstances where the physical management of children or young people may be necessary for the protection of themselves or others. The policy recognises that behaviour can almost always be managed using proactive and preventative approaches and that any restrictive intervention is only necessary after all other strategies have been exhausted. Section 93 of the Education and Inspections Act 2006 enables school staff to use such force as is reasonable in the circumstances to prevent a pupil from doing, or continuing to do, any of the following:
a. committing any offence (or, for a pupil under the age of criminal responsibility, what would be an offence for an older pupil);
b. causing personal injury to, or damage to the property of, any person (including the pupil himself); or
c. prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during a teaching session or otherwise.
It is the Children and Young People’s Service’s view that the use of reasonable minimum force to physically manage children and young people must be proportionate to the behaviour of the individual and the nature of the harm that they may cause. It should therefore be used only:
a. in exceptional circumstances where any other course of action would be deemed likely to fail;
b. as a last resort where all other courses of action have failed;
c. with the minimum degree of intrusion required to resolve the situation.
Where possible it should be a previously and carefully planned response and involve only staff who have received accredited training in the use of positive support and restrictive intervention.
It is the responsibility of the SENCO to ensure a pupil with BESD has a Risk Assessment to include the possible use of restrictive physical intervention.
The SENCO will make all staff that comes into contact with such pupils aware of the relevant characteristics of those individuals, particularly:
i. situations that may provoke difficult behaviour, preventive strategies and what de-escalation techniques are most likely to work;
ii. what is most likely to trigger a violent reaction, including relevant information
relating to any previous incident requiring use of force; and
iii. if physical intervention is likely to be needed, any specific strategies and techniques that have been agreed by staff, parents and the pupil concerned.
Staff should try to adhere to the following guidance before engaging reasonable minimum force to physically manage children or young people:
i) de-escalation and conflict resolution techniques must have been exhausted;
ii) the dignity of the person must be protected;
iii) the person should have been warned quietly, but clearly and firmly, of the likelihood of reasonable minimum force being used;
iv) staff employing reasonable minimum force should act in a calm and considered manner;
v) techniques employed should evidence a gradual and graded response commensurate with the situation, task and individual involved;
vi) techniques employed should allow for an increase in the degree of reasonable force if the circumstances dictate this is necessary but as quickly as possible, should ensure a decrease in the degree of reasonable minimum force used
vii) the person should repeatedly be offered the opportunity to exercise his or her own self-control and the use of force should cease as soon as possible.
appear calm and confident
get close and talk quietly
avoid an audience
allow time and space
get someone else to take over if you think it's personal or more than you can manage
break eye contact
divert the focus (e.g. by humour - not sarcasm -by suggesting a different
activity, even work!)
encourage, talk and be prepared to listen
be prepared to lose face
ask 'open' questions
(e.g. why...? or are you...?)
make promises you cannot fulfil
make personal comments
back the pupil into a corner (literally or metaphorically)
take angry comments personally
'invade' personal space
insist on 'getting your own way''
After an incident, the child or young person involved should be offered the opportunity to talk through the incident as soon as possible. All such incidents must be recorded comprehensively to include: the date and the names of staff and the child or young person involved; a summary of the incident, including reference to any de-escalation or conflict resolution strategies used; the reason why a physical intervention was used, rather than another form of intervention; the type of intervention used; the duration of the intervention; what subsequent action was taken; the views of the person concerned. The parents will be informed that restrictive physical intervention has been used.
If more information is required please refer to the North Yorkshire publication entitled Guidance on the use of Restrictive Physical Intervention with children and young people.
Date of review: March 2019