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Behaviour Policy

Moorhouse Primary School Behaviour Policy 2019-20

 

The following policy has been drafted by the school Special Educational Needs and Disabilities Coordinator Emmett Patel & Pastoral Manager Lisa Howard in consultation with the whole school community including learners, families and school staff. This policy is applied during before school activities, playtimes, lunchtimes, lesson times, school trips and clubs that happen after school and during holidays.

 

The purpose of this Policy is to ensure that:

 

  • There are a clear set of rights and responsibilities consistently used throughout school.
     
  • All learners develop independence in understanding what is meant by good behaviour for learning.

 

  • All learners develop self-discipline and responsibility towards themselves and others.
     
  • Learners, families and school staff work together to promote an environment where everyone feels happy, safe and secure.

 

  • Every member of the school community is treated fairly and consistently, ensuring everybody is valued and respected.

 

  • Person-centred adjustments are made inclusively for vulnerable learners and those with additional needs.

 

The rights and responsibilities of all members of the school community.

 

The role of the learner:

  • To respect the whole school community and myself.
  • To follow the school’s behaviour for learning rules to be the best that I can be. 
  • To take responsibility for my own behaviour and the choices I make.

 

The role of the family:

  • To positively support my child’s learning and achievements.
  • To work as part of the school community to promote positive behaviour choices to create an effective learning environment.
  • To communicate any concerns I may have about behaviour with school staff.
  • To support the teaching of and learning of positive behaviour through the Home School Agreement, No Fighting Agreement and attendance of meetings in school.
  • When appropriate, to be involved in school procedure for supporting emotional and behavioural difficulties.
  • To attend Team Around the Learner Support (TALS) meetings as necessary.

 

The role of the school staff:

  • To ensure a positive and consistent approach to the teaching and learning of making good choices and positive behaviour.
  • To be excellent role models.
  • To catch learners being good.
  • To apply the school systems of rewards and sanctions with fairness and consistency.
  • To ensure that lessons are planned at the appropriate level for pupils’ abilities, whilst maintain high standards for all.
  • To use school behaviour scripts: fantastic walking, show me five, quiet hands, make the right choice etc.
  • To show vigilance and proactively monitor behaviour choices throughout the school environment.
  • To share relevant information with staff, learners and families.
  • To ensure learners have a good understanding of The Behaviour for Learning Rules with a class charter using a consistent display
  • To promote equality and inclusion ensuring that reasonable adjustments are made for vulnerable learners and those with additional needs.

 

The role of the Head teacher and the Early Help & Inclusion Team:

  • To promote positive behaviour, self-discipline and respect within the whole school community.
  • To monitor behaviour through the use of behaviour trackers, our online reporting system (CPOMS), behaviour for learning walks and reward charts.
  • To coordinate provision that promotes positive behaviour across school.
  • To take a proactive approach to prevent bullying of all kinds including racism, homophobia, biphobia and transphobia; using the school Anti-Bullying Policy and reporting incidents to Rochdale Borough Council.
  • To ensure that all school staff are supported and trained in the implementation of The Behaviour Policy, The Anti-Bullying Policy and The Positive Handling Policy and adhere to them consistently.
  • To ensure behaviour incidents are recorded appropriately across school.
  • To communicate with families and organise TAL (Team Around the Leaner) meetings where appropriate.
  • To ensure learners complete assigned reflection work.
  • To report to the governing body about the effectiveness of The Behaviour Policy on request.
  • To ensure opportunities for teaching positive behaviour are available across different areas of the curriculum.
  • To uphold the school ethos and review The Behaviour Policy yearly.

 

The role of the governor:

  • To support the school in the implementation of The Behaviour Policy.
  • To review the effectiveness of The Behaviour Policy.
  • To support the monitoring of behaviour by attending regular behaviour for learning walks.
  • To support the school in all attempts to eliminate poor behaviour and bullying.

 

 

How we promote positive behaviour in school.

 

  • A whole school approach to the development of the school behaviour code, classroom rules, routines and behavioural expectations, which includes a clear system of rewards and sanctions.
  • Provision of effective professional development programmes for all staff.
  • PSHE programmes (including regular circle time) which emphasise the development of high self-esteem, positive relationships and the consideration of behavioural issues.

 

 

At all times in school we use a positive approach to behaviour in the following ways:

  • At all times we speak to the whole school community in a positive way.
  • We speak about the behaviours that we want to encourage, rather than suggesting those which we do not.
  • We draw attention to examples of good behaviour and children keeping to the rules, but minimise the attention given to children who show poor behaviour.
  • We use “Do ….” expressions, rather than “Do not ….”
  • We promote a calm atmosphere in school where all shouting is discouraged and where children move around in a quiet and orderly way.
  • We use music and other strategies to promote a calm mood.
  • We start and finish each day and each session, where possible, with a positive thought or comment.
  • We celebrate achievement in good behaviour and communicate this to learners and families at every possible opportunity.

 

In our school positive behaviour is taught, practiced and modelled through the curriculum in the following ways:

 

PSHE, Beliefs, Circle Time, Lunch Time Clubs, School Council, Incredible Years Dinosaur School, Whole School Assemblies, Child2Child Peer Massage, 1:1 interventions and small group nurturing interventions.

 

 

How we ensure that positive behaviour is a high priority

 

  • Staff share observations and formulate strategies for dealing with the specific needs of pupils. Behaviour plans are created where appropriate and these are relayed to all staff and made available to cover/supply teachers to enable continuity of care.
  • All class based staff are trained in Team Teach positive handling
  • The Early Help & Inclusion Team staff are specifically trained in delivering small group intervention.
  • There are regular whole school staff meetings and staff team meetings are held with a focus on behaviour and updates on individual pupils having additional support.
  • Senior leaders conduct formal observations and drop-ins, providing feedback on behaviour.
  • Staff share information and concerns via our school recording system (CPOMS)

 

 

We use specific intervention and additional provision to support positive behaviour in the following ways:

  • Morning self-regulation groups using occupational therapy school wide.
  • Additional adult support at playtimes.
  • Reflection opportunity at playtimes and lunchtimes.
  • A calm, nurturing club at lunchtimes.
  • A self-regulation club at lunchtimes.
  • Sibling groups.
  • Animal therapy.
  • Social stories.
  • Counselling.
  • Reward charts.
  • Golden Time.
  • Dojo treats.
  • Dojo Shop.
  • The Rainbow Room.
  • The Sunshine Room.

 

 

Strategies

These are the school systems we use to promote positive behaviour across school. More detail on each system is included in the appendices of The Behaviour Policy.

  • Regular verbal and non-verbal reminders.
  • School scripts.
  • Behaviour for learning rules displayed in all learning areas.
  • Class charter created in consultation with learners at the beginning of the school year.
  • Traffic light system in every class.
  • House points.
  • Class Dojos.
  • Reflection areas set up in each classroom and staffed reflection areas accessible around school at playtimes (Sunshine Room) and lunch times (Library).
  • Each learner given a fresh start at the beginning of every morning and afternoon. All adults in school have high expectations of behaviour from all pupils at all times.
  • Reward charts.
  • Celebration assemblies with certificates.

 

 

Rewards

These are the school rewards we use to promote positive behaviour across school.

  • Regular verbal praise and reinforcement of positive behaviour throughout the school (using school scripts).
  • Comments and stamps in learners’ books.
  • Stickers.
  • Visit to Head teacher or other member of Senior Leadership Team for excellent work / behaviour.
  • Dojo shop.
  • Dojo treat.
  • House points treats.
  • Certificates in star assembly (behaviour, learning and lunchtime awards)
  • Special Head teacher certificate weekly with families being invited to afternoon tea with Head teacher and learner.
  • Francis the Frog friendship reward with Fleur the Bear
  • Good news post card sent home.
  • Golden Time.
  • Star of the Week - each week, two leaners from each class receive recognition for work and achievement across the curriculum.
  • Personalised reward charts - learners with a personalised behaviour plan are rewarded accordingly.

 

Sanctions

These are the school sanctions we use to promote positive behaviour across school. More detail on each system is included in the appendices of The Behaviour Policy.

Every class has a traffic light displayed with all the learners’ names. All names are on green at the beginning of the morning and then again at the beginning of the afternoon to ensure a fresh start.

 

The traffic light system does not work for all learners as our school behaviour monitoring shows. In this case we use personalised behaviour plans known as ‘reward charts’ to support this. Vulnerable learners and those with additional needs will have access to a more personalised plan of support. This will be shared with families.

 

The following sanctions are hierarchical:

    • ‘The look’ – Use of non-verbal strategies.
    • Quiet reminder of rule.
    • Name moved to black on traffic light chart - Reminder of rule and consequence – using the language of choice. Recorded as ‘W’ for warning on behaviour tracker. The learner does not miss Golden Time for having their name moved to black and is encouraged to make positive choices to move back to green.
    • Name moved to amber on traffic light chart - Time out in reflection in own classroom if necessary (reflection to be completed at playtime or lunchtime if appropriate).  Reflection form to be completed. 5 minutes to be made up at next playtime. Recorded as ‘1’ on behaviour tracker. Learner to complete behaviour choices work in Golden Time.
    • Name moved to red of traffic light chart - Time out in another classroom, a member of staff to accompany the learner with set work and give a brief explanation to the class staff before returning to own class. 10 minutes to be made up at playtime. Recorded as ‘2’ on behaviour tracker. Learner to complete behaviour choices work in Golden Time.
    • Name moved beyond red on the traffic light chart - Leaner visits Head teacher or another senior leader, who will decide a sanction i.e. removal of privileges. 15 minutes to be made up at playtime. Recorded as ‘3’ on behaviour tracker. Learner to complete behaviour choices work in Golden Time.
    • Phone call or letter home (behaviour letter 1 and 2 to be attached to CPOMs)
    • Family invited to attend TAL (Team Around the Leaner) meeting to discuss behaviour. This may have occurred sooner for vulnerable learners.
    • Support in place to promote positive behaviour; monitoring period.
    • Fixed term exclusion.
    • Permanent exclusion.
       

Repeated incidents of behaviour

  • Individual behaviour plans will be discussed with learners and families.
  • Referrals may be made by school to outside agencies including #Thrive and the Rochdale Fair Access Team.

 

More serious behaviour

  • Aggressive behaviour, particularly at playtimes and lunchtimes, will result in the child missing their next playtime or lunchtime play and will be supervised in the reflection room(s). The learner may be asked to help with jobs, such as tidying playtime equipment.

 

  • Bullying, aggression, racist or homophobic incidents, serious incidents, criminal behaviour could result in fixed term or permanent exclusion without previous sanctions. (these will be recorded in line with the Rochdale online system).

 

  • In the case of physical violence, parents of the aggressor and the victim will be contacted at the earliest opportunity. Each situation will be dealt with according to the severity of the incident and in partnership with families.

 

 

Specific support is available for vulnerable learners and those with special educational needs and disabilities. More information on this can be found in the school SEND policy.

Outside agencies that support families in the development of their children’s social, emotional and behavioural skills.

 

Local children’s centres, #Thrive, Healthy Young Minds, Homestart, Rochdale Connections Trust, Surestart and Parenting courses run by Rochdale Borough Council.

 

How we ensure equal opportunities.

Behaviour is recorded across school using behaviour trackers and our school online system (CPOMS). This data is analysed by senior leaders in school for trends of various groups including minority background and special educational needs. This is to inform additional provision and reasonable adjustments to ensure needs are met.

We avoid discrimination of all kinds including protected characteristics such as race, religion, culture, gender and sexuality by monitoring policies and practices. It is the responsibility of staff to ensure that they are well informed about cultural differences and that these are taken into account when applying school rules. All staff should ensure that they are fully aware of equal opportunities legislation and how it relates to behaviour policies. It is the responsibility of staff to challenge any form of discrimination.

 

School guidelines for the use of reasonable force to control or physically intervene with learners.

 

At Moorhouse School the use of restrictive physical intervention is a last resort in accordance with current guidance of the Rochdale Care, Control and Physical Intervention Policy. When restrictive physical intervention is used it will be carried out in a respectful, supportive and dignified manner in order to maintain a positive relationship with the learner. We aim to reduce the requirement for use of force by creating a calm, orderly and supportive environment. Staff are encouraged to always offer and accept help. Staff only use restrictive physical intervention where the risks are outweighed by the risk of not doing so. Staff are trained to make dynamic risk assessments in these cases. Further information can be found in the Team Teach policy.

 

 

Authorised Staff

  • All staff are authorised to physically intervene in emergency situations in which learners or others are physically at risk.
  • All members of staff are regularly updated with regard to government guidance regarding the use of positive handling, physical intervention and duty of care.
  • Members of staff have the power to use reasonable force to prevent learners committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.
  • The actions of staff will always be in the best interest of the learner and are in line with government guidelines on the Use of Reasonable Force. Under no circumstances will physical force or restraint be used as a form of punishment.
  • School has a Positive Handling Policy including more detail on the use of reasonable force and how we monitor, record and report incidents requiring physical intervention.

 

Complaints process

Please refer to the school website for the complaint procedure or contact the Head teacher via the school office to discuss concerns.

If there are any complaints about the Head teacher please contact Rochdale Borough Council’s Local Authority Designated Officer (LADO) Louise Hurst via email louise.hurst@rochdale.gov.uk

 

School behaviour reviews

We ensure that all behaviour policy and strategies are effective and up to date in the following ways:

  • Behaviour discussed in biweekly team meetings.
  • Dedicated staff meeting time to behaviour throughout the year.
  • Frequent and regular reviews of individual learners accessing support.
  • Review of behaviour data by senior leaders in school including significant behaviour incidents and exclusions termly.
  • The Head teacher and the Early Help & Inclusion Team regularly review The Behaviour Policy.
  • Provision, strategies and consistency are regularly reviewed by senior leaders and governors in behaviour for learning walks.
  • The Behaviour Policy is reviewed by the school governors once a year, following consultation with learners, families and school staff. The governors may, however, review The Behaviour Policy more frequently if the government introduces new regulations or the governing body receives recommendations on how the policy might be improved.
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