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Behaviour Policy

Eastling Primary School
Behaviour Policy

The aim of this policy is to ensure that all children, parents and staff are aware of the behaviour expectations and discipline procedures within our school and that it is applied consistently and fairly.
This policy provides a framework for the creation of a happy, secure and orderly environment at Eastling Primary in which pupils can learn and develop as caring and responsible individuals.
We place an emphasis on praising good behaviour as well as promoting high academic achievement and developing social skills. We aim to promote amongst pupils self-discipline and proper regard for authority with acceptable standards of behaviour at all times. Children are encouraged to respect all adults within the School community, and to communicate openly and honestly.
Aims of the behaviour policy
- To have a consistent and fair approach to behaviour throughout the school, which is used and approved by all Eastling Primary School staff (teaching and non-teaching)
- To create an environment where children feel valued, secure and have high self-esteem
- To provide a structure where pupils are accountable for their own behaviour and have a clear framework of right and wrong
- To offer a clear set of values and the boundaries of acceptable behaviour
- To ensure appropriate behaviour and language throughout the school
- For parents to be aware of the disciplinary procedures
- To provide a system of rewards to encourage good behaviour, promote good citizenship and self-discipline
School Expectations of Behaviour
- To behave in a way which ensures successful learning
- For all children to act with courtesy and consideration at all times, both within the school environment and on trips
- To show respect and tolerance for others even if they don’t share their views
- Every child has the right to learn and no child has the right to disrupt the learning of others
- A sound, positive and caring ethos is an essential pre-requisite for learning
- For classrooms to be calm and purposeful
- To respect the school’s and other’s property
- To take responsibility for keeping the school environment clean and tidy
- To ensure that we do not leave the school premises without permission
- To speak politely to our peers and all adults in school
- To be honest and truthful
Individual pupils with more complex behaviours may well have their own Behaviour Plan, which may mean that the whole school policy is adapted to meet their individual needs.
Whole School Rules
Eastling Primary School has developed some whole school rules, which are shared with pupils at the beginning of each academic year and when necessary throughout the year. These rules have been developed in co-operation with the pupils themselves and aim to make the school a fair and safe place for all children. Our school rules are based on the principle that teachers have the right to teach, children have the right to learn, and that all children can behave well.
Golden Rules:
 We are gentle
 We are kind and helpful
 We listen
 We are honest
 We work hard
 We look after property
By keeping these rules the children have an opportunity to earn ‘Golden Time’ on a weekly basis.
Classrooms
Each class will work together in collaboration with their class teacher to create their own classroom rules. This will enable the children to take ownership over them. Encouraging positive behaviour is an essential strategy in creating a positive and caring environment. We will praise good learning for behaviour, good work and ensure we create a positive atmosphere. As a staff we will plan our classroom environment carefully taking into account the needs of all the children. We will consider the layout, access to resources for the children, the groupings and matching work to the abilities.
We aim to promote a learning environment which enables all children to be receptive to learning and where they feel able to work with others and not just their chosen friends. Circle time/PSHE will be used to discuss how to have a positive classroom environment, the importance of friendships and listening to others.
Additional support is given through classroom support in ‘Personal, social and health education’ (PSHE) issues as well as the use of Social and Emotional Aspects of Language (SEAL) materials throughout the school.
Social Skills
Some children need to participate in a planned programme of social skills in addition to the class sessions of Circle Time and PSHE. These are organised by the SENCO to support children in developing positive behaviours.
Playtime Expectations
Playtime is for the enjoyment of all. We will try to be aware of any friendships issues and ensure children are not isolated at playtime. Adults on duty will encourage and support suitable play activities and be available to deal with any problems or worries that children have. In addition we have Year 6 ‘play leaders’ who will act as buddies and encourage friendship and the playing of games between younger children. The play leaders will look after the special playground equipment and help children organise games using it. Only soft balls may be used in the playground and football will take place on the field dependent on the weather. School expectations of behaviour equally apply at play and lunchtimes. Fighting including ‘play fighting’ is not allowed. In the instance of fighting, the adult in charge should ascertain what happened and then the children should be brought to SLT. The child/children will then miss playtime/lunch as determined by SLT and parents will be informed.
During lunchtimes there will be two teaching assistants on duty supporting the Midday supervisor. Staff will pass on any relevant information regarding behavioural incidents from that day to a child’s class teacher. More serious playground incidents will be dealt with by the staff on duty and will be recorded in the lunchtime ‘Behaviour Book’. This will be kept in the office and will be seen by the Headteacher and dealt with immediately. Parents would be informed of the incident.
Teaching assistants will support lunchtime from 12.00-12.30 and 12.30-1.00. At the end of playtime a whistle/bell will be blown/rang and the children are expected to stand still and then line up when the second sounds. Class teachers/teaching assistants will collect the children from the playground/field.
Moving around the school
Children are expected to move around the school sensibly and to be considerate of adults. When unaccompanied to the cloakroom or toilets etc. they should be capable of behaving in an appropriate manner.
Rewards
All staff are encouraged to praise good behaviour and work at every opportunity. Rewards can take many forms and can be tailored to meet the needs of individuals, groups, classes and the whole school. Examples of positive rewards include:
 Verbal praise
 Written comments in books
 Stickers/stamps/certificates/postcards
 Class charts
 Displaying work
 Star of the week
 Pupil of the day
 Celebration assembly – showing good work
 Informing parents of good behaviour in front of the child
 Sent to Headteacher for verbal praise/sticker/certificate
Pupil points
‘Good to Be Green’ Behaviour Management and Sanctions
Eastling has adopted the Good to be Green behaviour scheme across the school. Good to be Green uses a series of cards to monitor and responds to pupil behaviour focusing on Behaviour for Learning. If the child’s behaviour improves then the warning can be reversed back to green etc.
 All pupils start on a Green card.
 The first warning will be a verbal one.
 The second warning will mean the Green card is turned on its side.
 The third warning will mean the pupil is given a Yellow warning card.
 On the fourth transgression, the pupil will be given a Red card and face a consequence, examples of which are listed below in order of escalation:
Being moved to another desk, or sent away from other pupils
Kept in at break time/lunchtime
‘Time out’ in another classroom (at the discretion of the Class Teacher) and parents/carers notified
Sent to Headteacher, who will also contact parents/carers
Learning points - Pupils are awarded learning points when they have demonstrated effective learning skills.
Key
10=Head teacher’s certificate
20= Bronze
badge
30= Silver
pencil
50= Gold
Enamel badge
Postcard home
Secret pupil – each class will have a daily secret pupil drawn randomly from a container. At the end of the day if the secret pupil has remained on green for the whole day then they will
earn a secret pupil point. These points earn rewards which the school have agreed ranging from extra playtime, fun sports session to a film and popcorn session.
Unacceptable Behaviour and Sanctions
As a school we are aware that positive behaviour strategies will not work in every situation and behaviour that does not meet the classroom, school and playtime expectations will require appropriate sanctions to deter the unacceptable behaviour from happening again. The severity of the incident will determine the level of sanctions to be used. Persistent, low level behaviour (often attention seeking) – child to be moved to another area or class, loss of some Golden Time.
Verbal warning
 ‘Time out’ – this could be from playtime or lesson time. Time out will normally mean spending time away from their normal classroom
 Put on report – parents would be informed and invited to discuss the situation. Brief daily reports are written and then read and signed by the class teacher and the parents in consultation with the headteacher.
 Sent to the headteacher
 Time out for reflection
 A PSP (pastoral support programme) drawn up
 Extreme cases: a fixed term exclusion
 Very extreme cases: permanent exclusion
 Physical violence will not be tolerated and perpetrators can be excluded from their setting at the discretion of the headteacher
Attention seeking behaviour
At times, children may present with attention seeking behaviour that can seem extreme. For example, banging furniture or hurting themselves, refusing to come in from/out to the playground etc. If a member of staff comes across a child who is behaving like this they should:–
1. Check the class teacher is aware of the situation
2. Ask the teacher/TA ‘Do you need any help?’ and ‘Do you need me to tell someone?’ If the answer/s is ‘yes’ then the staff member should assist as required and/or tell a member of the SLT.
3. Always remove the class rather than the child.
4. Ignore the child unless asked to do differently. Do not chase children around the building/grounds or cajole the child. This is giving them attention for negative behaviour.
This phrase may be useful ‘I am now going to my room/office and I expect you to come and see me in 5/10 minutes to talk about what has happened.’ Or ‘We do not chase children in this school, when you are in the right place (state where this is) I can talk to you and try and help you.’ The class teacher or SLT should monitor the situation from a distance and not intervene until either:
a) They judge that the child is ready to talk.
b) They feel they can distract the child and therefore diffuse the situation or if the child is endangering themselves, other people or property and in very rare and extreme cases, physical intervention may be needed. This can be done by those trained in Positive Handling and is always a last resort. All instances must be reported in writing to the headteacher.
For all children it is essential that children are treated consistently and that staff keep calm and impersonal at all times. Do not find yourself in a confrontation that you could lose. If in doubt, state the rule quietly, tell the child what you expect and walk away.
Serious behaviour incidents
Incidents of any of the behaviours listed below are deemed serious enough to be dealt with directly by the Headteacher or Senior Teacher:
 Fighting/physically aggressive behaviour
 Verbally aggressive behaviour
 Disrespectful language/attitude to staff
 Failure to comply as directed
 Deliberate damage to property
 Absconding
 Incidents of bullying
 Racial, sexual or homophobic incidents
Children should be escorted to the headteacher and dealt with as necessary.
Exclusion
In the case of extreme behaviour there may be a need to exclude a child for a period of time. This could be for the rest of the day, for a specific number of days or permanently. If a child is excluded, Eastling Primary School will follow the school’s Exclusions Policy and Exclusion from maintained schools, academies and pupil referral units in England (September 2017) as determined by the DfE.
Parents/carers will be notified of the reason for any fixed term exclusion, both verbally and in writing. Before the pupil is re-admitted back to Eastling Primary School, a meeting between the parents/carers and the school will be arranged. The purpose of this meeting will be to
discuss strategies and to develop a plan for the pupils’ behaviour going forward. This is to minimise the risk of any offending behaviour being repeated.
A written record of the commitments to the agreed plan, by both Eastling Primary School and the parents/carers, will be made. One copy will be kept in the school’s record and one sent to the parents/carers.
Eastling Primary School will notify the Local Authority Exclusions Officer of any exclusion within the school.
The Headteacher will report to the Governing Body termly the details of any exclusions within this period.
Policy Approval
This policy was approved by the Governing Body on …November 2017
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