Reviewed by: Eleanor Fairford, Acheivement Committee, 9th June 2021

Next Review: 8th June 2023

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Contents

Introduction

“Any teacher, who wants to, can make a difference.” (Anon.)

Rogers,B (1995) Behaviour Management A whole School Approach, Scholastic Australia, Australia.

Any school staff possess a variety of personalities and a range of beliefs about what is acceptable behaviour in management, teaching/learning contexts, and in discipline and punishment. The continuum runs from authoritarian in approach through to “take it as it comes”.

At Kelvin Grove, we have moved from self-interest to concern for the welfare of colleagues as a group, asking: “What do we believe as well as what do I believe?” We follow a common framework within which teachers can exercise their responsibility of leading and teaching pupils to behave in ways that respect the values of our school and allow a safe environment where learning and growth are at its heart.

Positive discipline is a whole-school approach to the management of behaviour.

At Kelvin Grove we work as a team. We don’t have private policies for managing behaviour.  We consider it a matter of professional responsibility to support the school’s practices and plans. This is essential for realisation of the aims of positive behaviour management.

The preferred practices describe the way teachers lead, guide and manage pupils towards self-discipline and respect for others rights and how they may adapt procedures for individuals.

Philosophy

We believe that pupils and staff have the right to work in an environment that is safe, friendly, peaceful and fair. Problems of distraction and disruption are few or infrequent if children are engaged in work relevant to their capabilities. However, good behaviour is an essential condition for effective teaching and learning to take place therefore good behaviour must be carefully developed and supported.

High self-esteem promotes good behaviour, effective learning and positive relationships. Emphasising potential, rewarding success and giving praise for effort and achievement; rather than focusing on shortcomings and failure, promote good behaviour.

Through the example of the adults who care for them at school, through well-planned and stimulating learning opportunities, we believe that children will accept learning challenges and develop self-discipline.

We believe good behaviour means that everyone in school is:

• polite and friendly
• helpful and kind
• respectful and tolerant
• careful and considerate
• dedicated and hardworking

The expectation is that parents and carers co-operate and support the school in helping their children to behave in ways that allow them to achieve.

Principles

• We are a caring community whose values are built on mutual trust and respect for all.
• We encourage a calm, purposeful and happy atmosphere where all members of the school work together in a supportive way.
• We support positive behaviour and foster a positive environment through a consistent and fair approach by the whole school community.
• We employ constructive whole school planning for PSCHE and Behaviour, appreciating and following agreed codes of behaviour.
• We encourage all staff and our children to see themselves as a member of the school team and recognise their responsibility within this.
• We work alongside parents to encourage our children to develop into caring and thoughtful beings, who respect and value the feelings, opinions, beliefs, property and differences of others.
• We promote an environment where everyone is safe, secure, and we cultivate pride in our environment.
• We have a positive and consistent approach to playtimes and lunchtimes.
• We encourage everyone to take care of and have respect for his or her own and each other’s belongings.
• We create a structured and stimulating learning environment, offering a broad and balanced curriculum that is well prepared and have high expectations of pupil’s work.
• We acknowledge differences in children, treat them as individuals, and adapt policies and practices when promoting desired behaviours according to his or her needs.
• We acknowledge and value achievement at all levels to raise self-esteem.
• We encourage children to adopt the beliefs and values of our school community so that desired behaviours become internalised and self-monitored.

We do this through:

• demonstrating good manners/ behaviour to each other and to the pupils
• teaching appropriate behaviour and giving feedback when pupils are behaving well
• showing respect for every child as an individual and making every child feel valued
• not accepting bullying, anti-social behaviour in school, on any level, at any time*
• being aware of vulnerable children
• being seen to be fair and consistent
• responding quietly, calmly, consistently and positively
• focussing on the behaviour not the child
• avoid labelling
• listening with empathy and tact and handling confidential information with sensitivity **
• regularly monitoring and reviewing our practises to make our policy effective
• an awareness of our appearance and the messages it gives

*DFE Guidance: Behaviour and Discipline in Schools Advice for head teachers and school staff January 2016, DFE guidance: Preventing and tackling bullying Advice for head teachers, staff and governing bodies July 2017

** Child Protection and Confidentiality policy

Positive discipline is a whole school approach to the management of behaviour.

This policy is designed to promote good behaviour rather than merely deter anti-social behaviour. It covers all school activities including playtimes and lunchtime, swimming and school trips and extended learning ie: breakfast clubs and extra-curricular activities.

Equal Opportunities

We achieve equal opportunity by ensuring that the behaviour policy is planned, monitored and reviewed through consultation of the whole-school community (staff, pupils, parents and governors) and that it is implemented consistently, fairly and with certainty.

We aim for the equality of opportunity for all children, their families and the staff at Kelvin Grove.

Value differences – this includes acknowledging that different members of our community will hold different beliefs about behaviour and children have a varied capacity to understand and follow all procedures. Rewards and consequences should be in line with this.

Be positive – praise efforts and success.

Allow learning –consequences should involve reflection and opportunities to repair relationships and trust.

Recognise Special Needs – physical, emotional, social, behavioural and learning.

Allow no bullying – report all name calling, racist insults, homophobic behaviours, repeated and targeted behaviours, and online safety issues that affect the safety and wellbeing of pupils within our school.

Be open and sensitive – discuss pupils’ concerns appropriately, allowing them to voice their point of view honestly.

Respect is essential – show no prejudice towards any gender, race, class or disability.

We monitor outcomes to ensure that it does not disadvantage any individuals or groups within our school.

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Positive Behaviour Management at KG

Rewards

Positive Praise A smile, praise, noticing and commenting, stickers, certificates, challenges, Headteacher Awards and “Top Table” invites.

Individual Whole School System Stickers are given to pupils for “WOW moments”. “WOW moments” include collaborating (helping others), focusing (absorbed in learning), managing distractions, listening and questioning, persevering (not giving up), respecting others, planning and applying learning. Pupils are responsible for adding the stickers to their booklets. There are 4 booklets: Bronze, Silver, Gold and High Flyer. When pupils fill a booklet with 50 stickers then they proceed to the next.

Whole School Class System A class reward jar or display. If the whole class is following agreed behaviours well, listening and focussed then the whole class is rewarded. In Circle-time, the class discuss the rewards they would like to do once the jar is full. Once the target is reached the class can choose a class reward to celebrate.

Planning, Routines and Structures Whole School Values Class Charters and Agreements Routines Class monitors Lesson planning Preparation “Challenge for all” Inclusion Visual timetables Circle Time Worry/Suggestion Box Key Behaviours Learning Powers- 4Rs

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Classroom Management at Kelvin Grove Primary School (Reception – Year 4)

* If a child receives attends reflection 3 times in a term then parents & carers may be asked to attend a Contract Meeting with the pupil, parent(s)/carer, class teacher and a member of the Senior Management Team present. This discussion will be centred on the child’s wellbeing and needs to help him/her to improve behaviour.

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Classroom Management at Kelvin Grove Primary School (Years 5-6)

*If a child receives attends reflection 3 times in a term then parents & carers may be asked to attend a Contract Meeting with the pupil, parent(s)/carer, class teacher and a member of the Senior Management Team present. This discussion will be centred on the child’s wellbeing and needs to help him/her to improve behaviour.

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The “Time-out System”

In the first instance of misbehaviour the pupil will be given a “REMINDER”, using decisive teacher action (ie: What
are you doing? What should you be doing? Do it please).

At Kelvin Grove we follow Bill Rogers: Positive Discipline Programme and practice levels of Decisive Teacher Action. Decisive Teacher Action involves teachers using the least intrusive action moving step by step to the most. These include:

• Tactical Ignoring
• Simple direction or rule restatement
• Giving simple choices
• Imposing time-out

Positive discipline also focuses on the primary behaviour (the initial behaviour that resulted in teacher action) and not the secondary behaviours (behaviours that follow as a result of teacher action ie: pupil sighs, rolls eyes etc.).

If a pupil has been given a Reminder for low-level persistent behaviours and it continues then they are given a

“WARNING”. This is a clear message to the pupil about what will happen if they continue to behave in the wrong way.

If a pupil continues to misbehave they will be given the opportunity to sit and think for 10 mins (or appropriate length of time for that child) about what has gone wrong and what they should do next;. On completion, they must return to their seat in an appropriate manner. The teacher must acknowledge this with praise soon after their return. The teacher must also follow-up with the pupil at the next break time. A time out can occur within the classroom or in a different classroom.

It is up to the teacher’s discretion whether the child is required to discuss their problems with a senior member of staff. This may be because of the frequency or severity of the unwanted behaviours they display. This usually occurs in Reflection. (see below).
If there is no change in their behaviour upon returning to class they will be given a “RED CARD” and a member of SLT will be informed and take decisive action on how best to handle the incident. The school will notify the parents and the child will either spend the remainder of the day in another class or will be sent home in accordance with the school’s exclusion policy.

Major behaviours include: swearing, racial comments, name calling, bullying (PUT DOWNS), answering back, rude or threatening gestures, deliberate pushing and hitting will always result in a child asked to attend reflection.

Extreme behaviours include: swearing directly at a teacher, serious fighting and extreme aggression (ie: throwing a chair) will result in a RED CARD.

Reflection

Reflection occurs for 20 minutes at lunchtime, usually after the child has had their food. This is an opportunity for him/her to discuss what went wrong and be able to give their own honest account and point of view. A member of SLT will help the child to understand: why their choices or actions were not appropriate; better choices they could have taken; and a suitable consequence. It’s important to note that the school regards a consequence as the actions the child should take to show they understand what they did was wrong and repair any relationships which have become strained or damage.

Record Keeping

The school keeps a detailed log of behaviours.  This includes details and type of behaviour, time, location, other children involved and children who are victims of targeted behaviour. This allows the school to monitor children and the school environment and identify patterns of behaviour.  This is essential to the school that allows it to intervene with pupils who are experiencing poor levels of wellbeing, bullying and harassment, as well as identifying members of staff who require support and less safe areas of the school.

Behaviours are recorded if they have been escalated to SLT and/or if children are asked to attend reflection. This is because either children have exhibited major or extreme behaviours, or intervention from other staff through our tiered approach has not helped.

Communicating with Parents

The school will inform parents of their child’s behaviour for different reasons these include:

• Their child has been recorded in the schools behaviour log 3 times within a term.
• They have displayed major or extreme behaviours
• They have been involved in racist, ableist or homophobic incidents.
• Any other behaviours that are causing concern.

As well as merely informing parents, the school may wish to work with them to find an approach that will help the child behave better. This may involve a range of strategies such as, assigning a trusted adult, developing a personal behaviour plan, changes to the child’s timetable, increasing or improving communication between parents and teachers. The aim will be to find an intervention that benefits the child.

Supporting children’s behaviour

As well as merely informing parents, the school may wish to work with them to find an approach that will help the child behave better. This may involve a range of strategies such as:

• Behaviour charts to enable celebration of good behaviour
• Increased communication between home and school
• Behaviour Support Plans (BSPs)
• Support from the SENCo (Special Educational Needs Co-ordinator), identified teaching assistants, teachers
• Small group work or 1:1 support in self-esteem, emotional literacy, anger management, nurture group sessions etc.
• Additional English or Maths support where this is identified as a barrier to learning and impacts on the pupil’s behaviour
• Alternative curriculum provision
• Reduced timetable
• Referral to outside agencies such as Educational Psychologist, Mental Health Worker, LA Behaviour Specialists, New Woodlands Outreach, Drumbeat etc.

Monitoring and Review

The KG Code of Conduct (Positive Behaviour Policy) is clearly communicated, well understood by staff, parents/ carers and pupils, and is consistently applied across the school.

Delivery of the policy will be monitored within the school monitoring cycle and analysis of the tracking sheets. This policy will be reviewed by staff on a biannual basis.