Positive Behaviour for Learning

Positive Behaviour for Learning: an Overview

To encourage positive behaviour for learning we need to be positive – clearly telling children what they should be   doing (not what they shouldn’t) and praising those doing well (and being specific about what they’re doing well e.g.   ‘It’s great the way you’re sitting there showing me you’re ready for learning’). All staff should model behaviour and language for learning. Children are encouraged to take responsibility for their own mistakes and bad choices. We use a calm voice and positive language with children and avoid shouting and put-downs – we are the adults and need to lead by example.

There is a clear system of rewards and consequences which must be used consistently across the school. When dealing with difficulties we use the language of choices and reinforce that it is the choice we do not like, not the child (separate the behaviour from the child) and they need to be responsible for those choices.

Children are expected to be polite, helpful, hardworking and honest.  Racism, fighting and bullying are not tolerated and the Head/Deputy Head Teacher should be informed of any instances of such behaviour. Racist incidents forms must be recorded and reported to the Local Authority.

All incidents of challenging behaviour should be dealt with appropriately following the behaviour policy.  The system of Expectations/Golden Rules/Consequences/Rewards are followed consistently. Any incidents are recorded on Emerge and/or in the Class Incident Book.

Certificates are awarded weekly by class teachers and presented in assembly.  They are given for hard work, effort, excellence and good behaviour; year groups within phases alternate.

Parents/carers should be involved in behaviour issues at an early stage – for both positive and negative choices.  At the heart of our behaviour policy are the Golden Rules which aim to be positive and encourage a high standard of behaviour.  We feel that if children have high self-esteem they will respect themselves, others people and property. To do this we endeavour to have a consistent approach to school life.

Golden Rules:
Do be gentle, don’t hurt anyone.
Do be kind and helpful, don’t hurt people’s feelings.
Do be honest, don’t cover up the truth.
Do work hard, don’t waste time.
Do look after property, don’t waste or damage things.
Do listen to people, don’t interrupt.
Keep yourself safe.

Teaching and support staff are expected to:

  • Make the classroom an interesting place to be and conducive to work.
  • Provide a differentiated, stimulating and challenging curriculum.
  • Praise all efforts to work hard, listen carefully and co-operate with peers.
  • Reward success in all areas of a child’s development through praise, Golden Time, stickers, certificates and group points.

To fulfil our aims and objectives we ask parents/carers to:

  • Explain to the child what school is for, to support the school and talk over any difficulties with the children.
  • Let the school know of any special circumstances which might affect the child in school.
  • Encourage children to sort out their differences in a non-violent way.
  • Come to see the class of head teacher if they are concerned about their child.
  • Be positive about their child and their achievements.
  • Recognise that all cultures are of equal value and worthy of respect (see Appendix 1).
  • Ensure their child attends school regularly and is punctual.

To fulfil our aims and objectives we ask our children to:

  • Accept the consequences of their own actions and be responsible for their behaviour, being aware that they have made the wrong choice.
  • Sort out differences through talking.
  • Act with respect to staff, other children and visitors to our school.
  • Play safely in ways which everybody can have fun.
  • To report any incidents to a member of staff.
  • To walk quietly and sensibly in school.

Governors in our school are required to:-

  • Be involved in devising a positive behaviour policy.
  • Be acquainted with the school and to monitor the ethos.
  • Have a legal responsibility for exclusions.

We believe that discipline is leading, guiding, encouraging and instructing children within a framework of rights, rules and responsibilities.  These three strands should work together to create a safe, orderly and caring community.

Everyone in the school community has certain rights:-

  • The right to feel safe in the classroom, in the playground and when they move about the school and classroom.
  • The right to be treated with dignity, to be treated fairly and as a social equal by other children and adults regardless of religion, culture, race, sex or ability.  To expect a settlement of problems and to be able to tell their side of a story in a dispute.
  • To be able to learn in a supportive learning environment without interference from other children.  To be able to express themselves, to share ideas and opinions and to ask questions.

To ensure that everyone in the school community has the opportunity to exercise their rights, a system of rules, expectations, rewards and consequences is in operation.  In our school the Golden Rules are written in a positive way, owned by staff and children, are fair and are consistent.  The school rules set reasonable limits to children’s behaviour, and make expected behaviour clear in advance. In addition to our Golden rules we have clear expectations for the classroom and playground which are supported by clear rewards and consequences.

To be able to enforce these rights and rules, the school community has to take on the responsibility of using them.  Each person in school needs to know that they are responsible for the way in which they behave. Part of this responsibility is for everyone to know and understand the consequences of their actions.  For most of us choices about behaviour are made with consideration for ourselves and others.  However, when behaviour impinges on the rights of others, the impact on the school community of that behaviour needs to be addressed.  The school ensures that the consequences of behaviour are fair, certain, known in advance, logical and related to the behaviour.  This will lead to children developing self-discipline and a collective responsibility.

Parents/carers are involved, informally, at an early stage as part of the management of behaviour difficulties through discussions with class teachers.  We believe that parents and school need to work in partnership to provide children with consistency and a co-ordinated approach.

Exceptional Circumstances

Children who have a difficulty, disability or special educational need that causes a barrier to positive behaviour or a disturbance in behaviour may have a specific plan to support them. A behaviour plan is designed to help children make small steps to a long term goal of acceptable behaviour.  We may also look to outside agencies for guidance on tailoring behaviour plans to children’s needs.

Exclusion (internal or external) is not a course of action that the school would wish to take.  However, in certain circumstances it may be the only sanction to safeguard the rights of others.  If pupil/staff welfare is threatened and behaviour becomes a health and safety risk exclusion will occur.  If this behaviour is repeated exclusion will be permanent.
Society expects children aged 10+ to know the difference between what is right and what is wrong.  We therefore involve the police if any child in Year 6 acts in an unlawful way.

Incidents that put the health and safety of others in jeopardy should be referred to the Phase Co-ordinators in the first incidence.  The involvement of the Head or Deputy Head will depend upon circumstances.

Letters home to parents may be sent by class teachers for repeated behaviours and/or a meeting arranged.  If this does not remedy the situation a meeting should be arranged between the Deputy Head, Class Teacher and Parent/Carer where a behaviour support plan should be drawn up.

The final sanction lies with the Head Teacher which may take the form of a further in depth meeting or a period of exclusion.

Statement of Principles for Behaviour