Behaviour Policy Summary

Our Aims

Goldthorpe Primary School aims to provide an outstanding standard of education for all pupils. In order to achieve this, appropriate behaviour must be maintained consistently across the school. This will be based on clear rules, rewards for positive and consequences for negative behaviour. The aim is to move from a rules based approach to one where pupils have internalised what good behaviour is and how it leads to better learning for all by rewarding appropriate behaviour in order to develop an ethos of kindness and co-operation. This is all underpinned by our belief in nurturing our children and respect for all.

Communication

Adults can maintain an outstanding learning environment through a range of means. Being positive, calm and consistent is the basis of the Goldthorpe approach. Pupils are informed about what they are expected to do, dealt with fairly and, most importantly, hear good behaviour celebrated at every opportunity.

Rules for 2019

Key Stage 2
1. Do as an adult tells you the first time.
2. Always listen when others are speaking.
3. Keep hands and feet to yourself.
4. Use equipment correctly.
5. Sit on chairs properly.
6. Walk around school.
7. Put up your hand and wait to be asked before you speak.

Key Stage 1
1. Always listen when someone is speaking.
2. Use walking feet around school.
3. Do what adults tell you.
4. Do not throw things.
5. Look after each other.
6. Take care of your classroom and belongings.

Foundation Stage
1. Always listen when someone is speaking.
2. Use walking feet around school.
3. Do what adults tell us.
4. Do not throw things.
5. Look after each other.
6. Take care of books and toys.

Recognition of good behaviour

The basis of our rewards system continues to be positive descriptive praise. We recognise that often a smile; a ‘well done’, high five or thumbs up, can be hugely rewarding and motivating for children. In addition to this we recognise good behaviour in the following ways.

Individual
1. Immediate praise
2. Comment to significant people (parents, carers, colleagues)
3. Dojo point to share success
4. Card posted home to parents

Once 3 and/or 4 have been awarded they cannot be removed as a punishment. 3 and 4 will focus on agreed areas of good behaviour or work. This might include, for example, behaviour in assembly, work presentation, kindness in the playground etc.

Dojo Point system
Dojo points can be recorded throughout lessons with immediate gratification as teachers can award these via their iPads, which will make notification sound alerts through the IWB indicating to children that this has been done. Accumulated Dojo points are celebrated in individual classes through class reward systems i.e. tea parties, certificates, activities, additional playtime. The highest scoring Dojo point winners from each KS1/KS2 class are also taken for a ‘Dojo Winners’ award by Mr Guy on a Friday afternoon. Classes will accumulate points across each term and the class with the most points will win a class party.

Learners of the Week
We recognise some of our Learners of the Week on a Friday. Teachers in FS and KS1 select a child who has done a piece of learning/work particularly well as well as keeping the rules and demonstrating positive behaviour all week.

Consequences for deliberate rule breaking

There may be times where children make inappropriate choices about how to behave in school. We aim to support children to understand how situations could have been avoided and how they can avoid the same situations recurring. We have a simplified traffic light system with all children starting each morning on green. If they behave in a way that disrupts learning, they will be given a verbal warning. If the behaviour is repeated, their name will be placed on amber. Repetition of disruptive behaviours would lead to the child subsequently moving to red. Children should be given the chance to work their way back to green within each lesson. For more serious incidents, the child may move straight to red and may be sent to Mr Guy, Behaviour Lead.

If children move to amber, their teacher may decide they need to miss some or all of their playtime depending on the incident that occurred and how the child has reacted after being moved to amber. This would be at the discretion of, and facilitated by the individual teacher. Children who move to red will miss playtimes, facilitated by the class teacher unless another teacher has directed the loss of playtime. If a child continues to display negative behaviours or break the school rules, their parents may be contacted and asked to come into school to discuss their behaviour with the class teacher. This would first be approved by the Headteacher.

An indication of the behaviours that would result in children moving up the traffic lights is given below. The list is not exhaustive and staff will exercise their professional judgement.

Playground

Rules
1. Always listen when someone is speaking.
2. Do what adults tell us.
3. Do not throw things.
4. Look after each other.
5. Take care of equipment.

Rewards
Dojo points can be given to children who are observed keeping the rules. A limit of 3 points per break/dinnertime will be issued.

Consequences
1. Warning
2. Walk with an adult for 5 minutes
3. Sent inside. The remainder of the playtime/ dinnertime will be lost.

Hall Rules

The hall will be treated as a special place in order to establish an environment befitting its purpose as a place for the SMSC and collective worship. To this end, it will be entered without talking and pupils expected to sit quietly. This will be enhanced by the use of music and images to hold attention. Dojo points will be used quietly to celebrate exemplary behaviour in the hall.

Severe Behaviour Categories

– Racism
– Stealing
– Insolence
– Fighting
– Bullying
– Injury to another
– Vandalism
– Homophobic bullying

Consequences (Last for one half-term)
Dealt with by the Behaviour Lead or if deemed necessary the Headteacher or a senior colleague if the Headteacher is not available:
1. First offence: miss a day’s playtime
2. Second offence: miss two playtimes
3. Third offence: miss a week’s playtimes
4. Fourth offence: parents called in and pupil explains their behaviour to the parents and the head teacher
5. Fifth offence: dinnertime exclusion for a week or consideration of fixed term exclusion
6. If a child gets another severe in the same half-term, they repeat consequence number five.

All severe behaviour will be logged for monitoring purposes and to trigger engagement with parents.

Some severe behaviours may result in a fixed term exclusion of between 1 to 5 days – this will be determined by the Headteacher in line with exclusion procedures.

Note of caution

Care must be taken when making a judgement about FS and KS1 pupils with regards to insolence and racism as young pupils, and those with poorly developed social skills in KS2, might not be aware that their behaviour is inappropriate. In these circumstances, staff will explain why behaviour is wrong and expect pupils to respond positively to advice. If the issue re-occurs a professional decision will be taken as to whether it is now severe behaviour.

Cover for Severe Consequences

If a child has to miss a playtime, the class teacher should oversee this, as class teachers do not have playtime duties. If the severity of the consequence has led to the Behaviour Lead, Headteacher or another member of SLT removing the child’s playtime, they will normally miss their playtime in the reflection room or the Behaviour Lead or Headteacher will make alternative arrangements.

If a child has to miss a lunchtime, the same procedure as above will apply if the ‘lunch activity’ time they are missing does not coincide with the teachers own lunchtime. In this situation, the child would miss their activity in the reflection room.

 

A copy of the full behaviour policy can be found on our ‘policies’ page or requested from the school office.