coney hill community primary school

Finlay Community School Policy
Behaviour Policy
Purpose of the Policy
This document is a statement of the aims, principles and strategies for managing behaviour in a
positive way at Finlay Community School. It provides a framework for the creation of a happy,
secure and orderly environment in which children can learn and develop as caring and
responsible people. It is written for the benefit of all members of the school community, to allow
each one to understand the policy of the school and to apply it consistently and fairly.
The Behaviour Policy should be read in conjunction with the policy for teaching and learning
as, together, these establish the general ethos of the school.
Aims
Good behaviour should be maintained and encouraged within a positive structure that fosters
the growth of self-esteem. With this in mind Finlay Community School aims to teach children
to:
 Be tolerant and understanding of others with consideration for their rights, views and
property;
 Develop a responsible and co-operative attitude towards work and towards their role in
society;
 Achieve their potential in terms of self-esteem, academic achievement, appreciating their
environment, having good morals and spiritual awareness;
 Develop pride and a responsible interest in caring for their environment.
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Develop self-discipline and an acceptance of responsibility for their own actions
Finlay Community School Procedures
At Finlay Community School we have agreed on the following reward/sanctions systems to
ensure consistency across the whole school. These systems were devised to ensure that children
manage their own behaviour, are clear on the reasons involving a decision and ensure the flow
of teaching is not constantly interrupted.
Golden Rules
The school Golden Rules are developed with the whole school to make them ‘easy to remember’
and ‘attainable’ to enable everyone to play their part in keeping the rules and encouraging each
other (appendix 1). These are displayed in every classroom and in all rooms round the school
which the children use.
Each class has a ‘marble jar’. The children will receive marbles for following the golden rules.
Once their jar is filled, they will then receive a treat which they have chosen as a class.
However, if a child does not follow the golden rules they will receive a strike. If a child has
received 10 strikes by the time the treat is awarded, they will not be able to be a part of it.
To make this fair for all children, the following process is used in all classrooms:
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Finlay Community School Policy
1. Children are first given a warning (their name is written up on a board) and told why
they have been given this.
2. If they continue to misbehave they will receive a strike.
Staff keep a copy of the children that have received strikes and all staff and children are
responsible for recognising improved behaviour, in order for children to achieve and take
responsibility for their learning.
Ladder of Intervention
The ladder of intervention (appendix 2) is created to ensure that children are dealt with in a fair
way at all times. As an adult moves through the ladder of intervention, children are given the
opportunity to make a choice at each step. If the result ends with that child being put on
classroom exchange then the adult must ensure they begin at number 1 when the child returns
to join the class. Classroom exchange is used in order to give the child time to think about their
behaviour outside of their classroom and return with an appropriate manner.
Playground Rules
The children decided that the Golden Rules were appropriate for the playground as well as but
shared they are going to try them, but if they felt they needed specific guidance on acceptable
and unacceptable behaviour on the playground, then this policy would be reviewed. Midday
supervisors will use a 5 minute ‘time out zone’ if children need to calm down and think about
their behaviour. When they are calm they may return to where they were playing.
Dinning Hall Rules
Rules for the dinning hall are specific to issues that may occur in this
setting, including health and safety issues. They were devised by the
children to help them understand what is expected of them in a more
formal environment, they also rhyme to help children to remember them
(appendix 3).
Star of the Day
In order to ensure the day is finished in a positive way, a star of the day is chosen.
This pupil receives a sticker to show the children, staff and parents that he/she has
been selected. The star of the day is displayed on a board in every classroom and
will be given a cushion for the day.
Team Points
Every child in each class will be divided into 4 teams (kestrels, hawks, falcons & eagles). Each
child is responsible for earning as many team points as they can in a week. All these points are
then added together on Friday morning by the year 6 children and presented in assembly. The
winning team are presented with a trophy and teddy bear with their teams name on. This is
then displayed for that week on the team point’s board in the entrance to the school.
All adults in school are able to award children with a team point if they:
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Show good manners;
Are being helpful;
Are being kind;
Are working hard;
Work as a team;
Complete a good piece of work.
Lunchtime Detention
In order to improve behaviour and attitudes of the pupils round the school there are certain
behaviours that need to have a clear sanction so that the pupils are clear on expectations of ALL
staff. Therefore, for the following behaviours pupils must be given a lunchtime detention so
they are able to think and reflect on their actions:
1. Swearing or using inappropriate language.
2. Hurting or provoking others.
3. Answering back or saying no to an adult.
As the children are aware of this rule, as often as possible ask the children the consequence of
their action in order to de-escalate situations. If a child receives a lunchtime detention, a slip
MUST be completed (appendix 4) and bought to the lunchtime detention room (breakfast
room).
Actions and Consequences of Behaviour
In order to ensure all staff have a consistent approach towards behaviour for ALL pupils we
have a clear actions and consequences chart which much we referred to when dealing with
difficult behaviour (appendix 5). This ensures the children are very clear on expectations across
the school regardless of which adult is dealing with the situation.
Promoting positive behaviour
In order to promote positive behaviour staff will:
 Act as role models;
 Provide a curriculum designed to stretch and engage each child;
 Organise their classroom to facilitate independent working;
 Organise collaborative work within classes and across year groups which helps to
develop good relationships;
 Organise and train ‘Playtime Partners’ in year 6 to play games and help with minor
disagreements during break and lunch times on KS1 playground;
 Hold a celebration assembly once a week where 2 children from each class will show a
piece of work and will receive a certificate for this;
 Respond rapidly to incidents of bullying and racial issues;
 Handle misbehaviour calmly, appropriately and with a positive effect;
 Work in partnership with parents and outside agencies to promote good behaviour.
Rewarding Positive Behaviour
Rewarding behaviour is an important aspect of improving children’s self esteem at Finlay
Community School. Therefore staff will:
 Praise children (privately and publicly);
 Award playground stickers;
 Give playground behaviour certificates;
 Provide good work certificates every Thursday in assembly;
 Present certificates and medals related to subjects, clubs or outside interest.
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Sanctions for unacceptable behaviour
These will include:
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Verbal warnings and name displayed as a reminder;
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Loss of golden time – name and reason displayed for opportunity to earn it back;
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Time out in classroom;
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Loss of a treat;
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Classroom exchange;
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Visiting head teacher;
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Lunchtime Detention
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Contacting parent/s;
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Exclusion: lunchtime exclusion, temporary exclusion (1 – 30 days) or in extreme
cases only, permanent exclusion.
Reviewing
This policy will be reviewed by all stakeholders including the children. In order to provide
children with opportunities to discuss appropriate behaviour and share their view, class
teachers will include:
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A School Council of pupil and staff representatives which meets once a fortnight;
A programme of Personal, Health, Social Education (PHSE) & Citizenship Education
designed to promote mutual respect, self-discipline and social responsibility (see PSHE
policy);
A programme of Religious Education, which includes ethical and moral issues;
Circle Time, a forum for discussion held in every classroom at least once each week;
The compilation of a set of rules by each class at the beginning of the Autumn Term;
Weekly Key Stage assemblies when a variety of issues are aired.
This policy will be renewed each year. In order to ensure involvement of all members of the
school community, the senior management team will include:
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Regular meetings of teaching and non-teaching staff to review behaviour issues;
Strategies relative to behaviour management for teachers, teaching assistants, midday
supervisors and administrative staff;
Frank and open debate about behaviour at governors’ meetings.
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Appendix 1
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Appendix 2
Ladder of Intervention
Level 1 Intervention
Non-verbal / Praise
Level 2 Intervention
Remind & Redirect
Level 3 Intervention
Choices & Consequences
1. Look – give a look towards the person who is disrupting acting as a gentle reminder
2. Signal – face expression / hand signals/ pause
3. Praise – good behaviour purposefully ignoring disruption (e.g. if a child is whispering to friend
praise someone who is listening carefully to what is being said).
4. Distract / Divert - this can help by keeping things positive rather than criticising (e.g. ‘Peter, can I
see your work please?’ or ‘I can see you are finding this difficult, do you want some help?’)
5. Reminder of Rules – refer back to the class rules regularly at the start of the year and intermittently
throughout the year, adapting/adding where necessary to maintain high standard (e.g. Can anyone
remind me of the class rule about when someone is talking?)
6. ‘I’ statements / ‘When….then….’ requests - ‘I’ statements take the emphasise off the child which
is useful for a child who is confrontational ( ‘I feel very disappointed when people don’t take care of
equipment in our classroom’). ‘When… then…’ statements emphasise that the child needs to take
responsibility for themselves (‘when you are calm then I will listen to your side of the story’)
7. Ask a simple redirecting question in a firm way – this places a choice with the child (‘What should
you be doing? Where should you be?’)
8. Give a choice and allow time to let them decide without standing over them – this enables
children to take responsibility for themselves (‘Make a choice – do you want to work where you are
or do you need to move’)
9. Move in Class – If children stay where they are and behaviour does not improve when they are
moved, make it explicit why you have done this (‘because you have made a choice to ignore what I
have asked I am moving you to this table to work quietly and think about what needs to change’)
10. Classroom Exchange – If child’s behaviour does not improve using all the above then they need to
think about their actions in another classroom. Make it clear why they are going (‘Due to the fact that
you have ignored all the help I have given you to stay in this class I want you to go and sit in Year __
for [10-20] minutes to think about your behaviour’)
Classroom Buddies (TA’s to take them to the classroom and bring them back):
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Reception – Year 1/2
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Year 6 – Year 4
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Year 5 – Year 3
Remember we are all working towards the children taking responsibility for their behaviour but
this will only happen if we give them the skills they need to do so. Try to always give them a way out
so they realise they need to make a wise choice.
If behaviour is unacceptable and dangerous then the children must be sent to the Head Teacher
who will then decide on the appropriate action.
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Appendix 3
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Appendix 4
Lunchtime Detention Slip
Name of Child:
Date:
Reason for Detention (please highlight actual act – not the whole box)
Swearing/using inappropriate
Hurting or Provoking others
language
Please include brief detail of situation that lead to detention:
Teacher Issuing Detention:
Answering back/ saying ‘no’
to an adult
Detention completed with:
Further Action Needed (please provide reason):
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Appendix 5
Action and Consequences for Behaviour
Action
Messing about inside the school
during break time (if given
permission to go to the toilet)
Wandering around the classroom
not doing work
Playing with P.E./equipment when
they have been told not too
Ignoring an adult/ walking off/ not
listening first time
Throwing items at each other in
class
Talking/whispering at the
wrong/distracting others from
learning
Ripping up/destroying work
Punching/hitting/kicking others
before trying to resolve the issue
through talking
Causing trouble with others at play
time e.g. saying horrible things to
make people angry
Answering back/saying ‘No’ to an
adult & Making comments when
the adult is speaking
Swearing or using inappropriate
language towards another child
Damaging equipment
Storming out of class (wherever that
may be)
Lying to an adult
Stealing other peoples
belongings/school equipment
Consequence
KS1 break time - blue gates shut, access toilets through Year 2 class, T.A. to
monitor using 4 toilet passes
KS2break time - Access through Year 3 class, T.A. to monitor using 4 toilet
passes.
If child in school without permission/pass they will receive a strike.
Ask the child why - if it is a resources issue, solve it! If the child is trying to be
helpful, explain when the appropriate time is to do it. If the child hasn’t listened
they will receive a strike.
1. Warning
2. Sit out for 5 minutes with timer to watch
3. Strike.
Allow 5 minutes (with timer), then provide an opportunity to talk, if they don’t
make the choice to do this then they have to go on classroom exchange
Classroom Exchange - make sure your class is very well resourced to reduce
throwing happening
Please note: the children may throw a rubber for example to another person on a
table. This is NOT them being dangerous so just remind them gently
1. Warning (if you don’t stop you will sit by...)
2. Move child if distracting others to sit by an adult
3. If they continue, classroom exchange
The child will have to re-do in their own time (at home if parents will support)
otherwise in the detention room at lunchtime
Lunchtime detention 1 hour – meeting room.
Provide children with a subtle reminder e.g. you are not going to hit/punch....because I
wouldn’t want you to get a detention. Come with me to help you calm down.
Lunchtime detention - meeting room.
Provide children with a subtle reminder e.g. you are not winding ......up deliberately are
you because I wouldn’t want you to have a detention
Lunchtime detention - meeting room.
Provide children with a subtle reminder e.g. you are not going to argue with me are you,
because I don’t want you to have a detention.
Lunchtime detention - meeting room.
Provide children with a subtle reminder e.g. I am sure I didn’t just hear you swear did I?
You know what would happen otherwise don’t you?
Restorative Justice for what is broken.
If an accident then be honest, don’t hide things and just apologise.
If done on purpose the item will need to be fixed/replaced
1 whole day classroom exchange - class teacher to speak to parents
Provide children with a reminder e.g. I am going to give you an opportunity to tell me
the truth as I wouldn’t want you to have to go to another class and do nothing for a
whole day...
1 whole day classroom exchange - class teacher to speak to parents
Provide children with a reminder e.g. I am going to give you an opportunity to tell me
the truth as I wouldn’t want you to have to go to another class and do nothing for a
whole day...
1. Class teacher speaks to parent at the end of the day (invite them in)
2. If they do it again, send to Mrs Kirby who will get child to write an
apology letter.
3. Send to Miss Briner who will call parents in for a meeting with the child.
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Hurting another child with an
implement
Swearing at an adult
Hitting an adult
Sent home for the rest of the day. If at the end of the day they are excluded for
the next day. Child MUST apologise to the victim
Exclusion for 1 day and a written apology completed at home. When child
returns they arrive at the office with their parent to see Miss Briner or Mrs Kirby.
Exclusion for 2 days and a written apology completed at home. When child
returns they arrive at the office with their parent to see Miss Briner or Mrs Kirby.
Use questions to allow the children to tell you what the consequence is (when they are calm!!) i.e. I am glad we have
sorted this out but you know what the school consequence is for.....so what is going to happen now?
Use the phrases: Who are you responsible for? When is it the right time to talk? What did you do wrong?
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