Behaviour Policy Summary

School Expectations

We have agreed three school expectations that permeate the teaching and management of behaviour:
 Be Safe
 Be Respectful
 Be Responsible

Expectations of the School Community

Staff and Governors
 To lead by example.
 To be consistent in dealing with pupils, parents and adults in general.
 To encourage the aims and values of the school, and local community, among the pupils.
 To have high expectations of the pupils.
 To meet the educational, social and behavioural needs of the pupils through an appropriate curriculum and individual support.
 To encourage regular communication between home and school.
 To respect pupils and be consistent.

Children
 To respect, support and care for each other, both in school and the wider community.
 To listen to others and respect their opinions.
 To attend school regularly, on time, ready to learn and take part in school activities.
 To take responsibility for their own actions and behaviour.
 To follow the academy rules as instructed by all members of staff throughout the school day.
 To be respectful of others, regardless of differences including race, gender, religion, disability, sexualisation and age.

Parents/carers
 To be aware of, and support, the school’s values and expectations.
 To ensure that pupils come to school regularly, on time for the school day.
 To take an active and supportive interest in their child’s work and progress.
 To respect, model and support the aims and values of the school.

 

Positive Behaviour Strategies

The following are strategies used by staff at Goldthorpe Primary School to manage behaviour in a positive and pro-active way:
• Being dynamic and welcoming at the door – meet and greet
• Use Jason Bangbala approach – praise in public and reprimand in private – PIP and RIP
• We use a whole school method of getting children’s attention – teacher raises hand and may also say ‘I need your attention please.’ Eventually verbal cue will not be needed. This method can of course be modified for very young pupils and SEND pupils if appropriate.
• Sanction the behaviour not the child, but praise both behaviour and child
• Make sure that all children are praised specifically for behaving well – be genuine
• Use positive language appropriate to the situation – calm, animated etc.
• Adults must not shout at children
• Always listen to children and address their concerns
• Set personal standards of behaviour and respect for other people- we are the role models
• Display expectations clearly e.g. simple class rules and Rights and Responsibilities
• Encourage children to be responsible for their own behaviour so that they can learn to self-regulate
• Be consistent and fair in our expectations with all children taking specific SEND and behavioural needs into account
• Praise good behaviour before criticising inappropriate behaviour
• Give children jobs or responsibilities as appropriate
• Value children’s ideas

 

Rewards

We often recognise good behaviour through awarding privileges and rewards. This includes:
 Verbal praise which must be specific to the behaviour
 Stickers/stamps
 Class dojos which lead to prizes at the school shop
 Sharing with another member of staff including the headteacher
 Let parents know about their children’s good behaviour through discussing quickly at the door/gate, phone calls, texts and post cards
 Celebration assemblies to reward good/improved attendance, kindness and hard work

 

Consequences

When dealing with poor behaviour choices, we are conscious always to maintain a child’s self-esteem and that it is the behaviour that is unacceptable – never the child. We also praise in public and sanction more privately as much as possible.

We all use the Consequences Process to promote good behaviour at all times. At any point, in the case of more serious and extreme behaviour that shows no sign of improvement, consequences will be escalated quickly to a C5 or C6.

The process restarts at the beginning of each new day and at the start of every afternoon. Children have the right to put previous problems behind them and start the afternoon session or the next day afresh.

Where there are persistent repetitions of disruption a personalised home-school monitoring programme may be established. Parents will be involved in this process and school will regularly review progress and impact with parents. Some children will need an Inclusion Plan as they require a bespoke behaviour strategy to meet their needs.

Read our full Behaviour Policy here