The document outlines the positive behavior policy of Fagley Primary School and Children's Centre. It aims to create a caring learning environment that boosts self-esteem. The policy focuses on consistency, flexibility, and positive reinforcement of good behaviors like resilience, responsibility and confidence. Rewards like praise, tokens and text messages are used to encourage rules like listening, caring for others, and moving quietly. Consequences for misbehavior include warnings, timeouts, meetings with the inclusion manager, and potential exclusion for severe or persistent issues. The children's center policy also focuses on respect and supports positive behaviors.
The document outlines the positive behavior policy of Fagley Primary School and Children's Centre. It aims to create a caring learning environment that boosts self-esteem. The policy focuses on consistency, flexibility, and positive reinforcement of good behaviors like resilience, responsibility and confidence. Rewards like praise, tokens and text messages are used to encourage rules like listening, caring for others, and moving quietly. Consequences for misbehavior include warnings, timeouts, meetings with the inclusion manager, and potential exclusion for severe or persistent issues. The children's center policy also focuses on respect and supports positive behaviors.
The document outlines the positive behavior policy of Fagley Primary School and Children's Centre. It aims to create a caring learning environment that boosts self-esteem. The policy focuses on consistency, flexibility, and positive reinforcement of good behaviors like resilience, responsibility and confidence. Rewards like praise, tokens and text messages are used to encourage rules like listening, caring for others, and moving quietly. Consequences for misbehavior include warnings, timeouts, meetings with the inclusion manager, and potential exclusion for severe or persistent issues. The children's center policy also focuses on respect and supports positive behaviors.
The document outlines the positive behavior policy of Fagley Primary School and Children's Centre. It aims to create a caring learning environment that boosts self-esteem. The policy focuses on consistency, flexibility, and positive reinforcement of good behaviors like resilience, responsibility and confidence. Rewards like praise, tokens and text messages are used to encourage rules like listening, caring for others, and moving quietly. Consequences for misbehavior include warnings, timeouts, meetings with the inclusion manager, and potential exclusion for severe or persistent issues. The children's center policy also focuses on respect and supports positive behaviors.
The staff at Fagley Primary School sees this policy as a positive, planned set of strategies to manage and be effective in creating a warm and caring learning environment, thus boosting the self-esteem of all who work in school, children and staff alike. It is based on being consistent and being positive about behaviour and is also flexible enough to recognize the professionalism of each member of staff and his/her unique insight into the individual needs of each child in his/her care. It is important that staff are able to work within the policy but are to be flexible where some children are concerned. Our Behaviour Policy is all about saying what we want to see happening and not about what we dont want to see happening. It will help staff to deal with children consistently and fairly and enhance the standards of good behaviour in school. It will also allow teachers to fulfill their teaching role more positively and give children a better opportunity to take advantage of the curriculum we offer. It is important that all the children have the opportunity and time to learn and discuss the rules in school, their rewards and consequences. This can be done in circle time, PSHCE sessions, My Place in the World and assemblies, School Council etc. In this way children will learn what is acceptable, thus they will have choice. Behaviours to be rewarded and encouraged are: LEADER IN ME HABITS: o RESILIENCE o PROACTIVENESS o INDEPENDENCE o MOTIVATION o CONFIDENCE o BEING RESPONSIBLE Children whose House collects the most tokens will have a reward at the end of each half term e.g. extra playtime, wear own clothes, bouncy castle. Rewards (see Appendix 1) Children demonstrating outstanding learning behaviours will have their name moved to the gold section of the behaviour chart, they will receive a House Token and a text message will be sent home. Children move on to gold from any stage when demonstrating outstanding learning behaviours Verbal praise given with an explanation of exactly what a child has done well
Individual class systems such as raffle tickets or smiley faces (used mostly at the beginning of a new term to help establish routines)
School Rules Children move down the behavior policy for breaking the 5 rules 1. We do as we are asked the first time 2. We listen when others are talking 3. We wait or put our hand up when we wish to say something 4. We care for others in the things we do and say 5. We move sensibly and quietly at all times around school All the rules will be discussed regularly in class sessions and assemblies so that all children know what is acceptable/not acceptable. All staff apply the policy with due regard to their knowledge of individual children. Ensure that the child understands what they have done wrong and what they need to do to enable them to be emotionally well and able to continue to participate in their learning.
Consequences 1. Warning Stage This involves the child/children being informed of what you expect, re-stating the rule, asking which rule they have broken and asking for an explanation. Move childs name to the right hand side of the green. 2. Formal warning name moved to Amber As stage 1, this involves . . . . . . . . . . . explanation. 3. Time out for 5 minutes reflection (Amber) Child is sent to another area of the classroom. Discuss as Stage 1 and Stage 2. 4. Time out for 10 minutes reflection name moved to red Child is taken by a Teaching Assistant to another classroom to sit on a chair and look at the behavior policy/classroom rules. Discuss as Stage 1. 5. Child is taken to the Inclusion Manager Name is recorded in purple behaviour log book, child remains for a period of time and is then taken back to the classroom by the Inclusion Manager. 6. Child is taken to the Inclusion Manager Parents are contacted by the Inclusion Manager. The child will stay in with the Inclusion Manager for a period of time and is then taken back to the classroom by the Inclusion Manager If further rules are broken by the child after the 6th stage, they will be taken to the Inclusion Manager who will then instruct the teaching assistant (where possible) to take him/her to another room for the rest of the session. If parents are contact 3 times in any week, they will be requested to attend a meeting with the Headteacher.
Playtime and Lunchtime
Rules 1. To 2. To 3. To 4. To 5. To 6. To
play well with others and share
listen be kind and helpful care for the playground be honest be gentle
Consequences 1. Warning 2. Pupil requested to stand next to an adult for 5 minutes or adult on the door. 3. Sent to Inclusion Manager and name recorded in purple behaviour log. Parents contacted and child to stay in the following day. If parents are contacted 3 times in a any week, parents will be requested to attend a meeting with the Head Teacher. Every day is a new start! Children should not be reminded constantly of past indiscretions.
SEVERE BEHAVIOUR Staff must send a written note with details of the behaviour to the Headteacher/Inclusion Manager with the child. Fighting violently with other children Swearing aggressively Vandalism Stealing Bullying Refusal to cooperate Consequences One day internal exclusion with the Inclusion Manager and parents invited into school to discuss the matter with the Headteacher. Persistent offenders may then receive a half day external exclusion at the discretion of the Headteacher. Exclusions and Preventions Exclusion is a last resort that Fagley Primary School wish to undertake. A positive and supportive plan will be put in place before an exclusion is considered.
Reasons for Exclusion
Physical assault on staff / child Racist bullying Persistent refusal to follow school rules over a fixed period
If allowing the pupil to remain in school would seriously harm the education or welfare of the pupils or staff in the school
All exclusions will be at the discretion of the Headteacher.
Preventative Measures Actions taken before an external exclusion is undertaken: Directed time with Inclusion Manager Individual reward system in classroom Responsible role given to child in school One to one support in classroom if needed
The Governing Body of Fagley Primary School will ensure that this policy continues to promote good behaviour and discipline for its pupils with consideration of guidance that may come from the Secretary of State.
Drafted January 2016
Ratified by Governing Body
March 2016
Planned date of review
March 2019
Print name
Signature
Date
Chris Parfitt
C. Parfitt
March 2016
Mike Whitehouse
M. Whitehouse
March 2016
Head Teacher On behalf of Governing Body
Appendix 1: Visual Behaviour Chart and rules to be displayed in classrooms
Outstanding Behaviour
Children displaying resilience, independence, proactivity, confidence etc (all the
features of good learners/Leader In Me) Where children are put on here a text message should be sent home explaining what positive learning behavior the child has displayed Outstanding behaviours listed in the classroom and around school Learning behaviours as listed on the board
Good Behaviour
All children start the day with their name on here
Childrens names will remain here all day (including Stage 1: verbal warning)
Concerns about Behaviour
Stage 2: Formal Warning Stage 3: Five minutes time out
Inappropriate Behaviour Stage 4: Ten minutes time out Stage 5: Child taken to the Inclusion Manager 5
FAGLEY PRIMARY SCHOOL AND CHILDREN CENTRE
Childrens Centre Behaviour Policy
Fagley Childrens centre wants all service users to feel safe when using the centre. Adults Centre users are expected to be respectful to other users and staff. Disruptive parents will be asked to leave a group to talk about their issues with a member of staff. Staff will try their best to support all centre users. If disruptive behaviour continues they will be asked to leave the centre. Children Children are expected to respect other users and property. If disruptive behaviour occurs members of staff will encourage parents to deal with it appropriately. Staff members may model behaviour strategies if appropriate. Also see pre-school behaviour policy.
