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Norton Road Primary School

Enabling Our Children To Achieve

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Behaviour Policy

NORTON ROAD PRIMARY SCHOOL

Policy for the promotion of positive behaviour and individual responsibility.

Key Principles

This policy reflects our school aims, mission statement and teaching-learning policies. We, the staff, can make a difference to how children behave. Children have the right to learn in a safe environment conducive to learning; we recognise the rights of teachers to teach and children to learn.

A successful behaviour needs to be taught and learnt; each child needs to learn and understand the need for self-discipline, self-motivation and how to respond positively in a range of social situations.

Rewards, which focus on highlighting positive behaviour and catching children in a spiral of personal achievement, are more powerful than sanctions which focus on punishing unacceptable behaviour; prevention is more effective than responding to disruption.

The promotion of positive behaviour is the shared responsibility for all staff; who must be visible role models.

Aims

To foster a whole school inclusive learning community where everyone is valued and encouraged to;

BE HEALTHY

STAY SAFE

ENJOY SCHOOL AND ACHIEVE THEIR BEST

MAKE A POSITIVE CONTRIBUTION TO THE SCHOOL COMMUNITY

BEGIN TO GAIN THE KNOWLEDGE, SKILLS AND ATTITUDES TO ACHIEVE ECONOMIC WELL BEING

We recognise that a behaviour code or policy only works if it is valued and supported by the whole staff who:

  • Openly value the reward system and consistently use the agreed sanctions. Our children need to know that we are having a sustained campaign to improve and promote positive behaviour at Norton Road.

  • Plan a regular PSHE and/or circle time sessions into their weekly timetables

  • Value and promote school rules and positive behaviour

  • Regularly (daily) reinforce and consistently implement our rewards and sanctions as well as proactively promote an affirming, disciplined ethos.

  • Use visible means such as our behaviour ladder and a marble jar to reward and reinforce positive behaviours

 

Our aim must be to create a POSITIVE COMMUNITY ETHOS where we notice, reward and encourage children who are achieving well in terms of their work and behaviour and where the firm, positive ethos we establish wins over children into adhering to this positive spiral.

School Rules

Our school rules, which are regularly discussed with children and displayed around the school, provide a clear unambiguous framework for everyone.

Our rules are used to teach, reinforce and develop desired behaviours. They are used to teach the right way to behave and regularly remind children what our expectations are.

All staff must accept responsibility to continually reinforce our rules, values and expectations

At Norton Road Primary you must

Always do your best and allow others to do the same

Listen carefully to instructions from staff and carry them out promptly

Walk around the school building quietly and play safely

Always tell the truth and be honest

You must look after our school and respect the property of others

Show you care for yourself and others

Be well mannered and treat everyone with respect

EACH CLASS negotiates its own specific code of conduct, emphasising the positive aspects that support the Golden Rules above. This negotiation must take place at least every September.

The school has a range of support systems to support our rules, values and expectations.

Rewards, Awards and the Celebration of Personal Success at Norton Road Primary School.

Our reward system is a powerful means of promoting our values and expectations.

Our reward system should ensure all children experience some degree of regular success and recognition.

Rewards used:

Our baseline of school-wide, informal rewards which are immediately given and available for all individuals are:

  • Verbal and written praise

  • Smiles and affirming body language

  • Praise to children in front of peers, staff and the whole school family

  • Displaying work and classroom achievement displays

  • Sending a child to another member of staff to share a their success, including the Head and Deputy where appropriate

See behaviour policy and matrix.

 

Formal reward system available for all staff to use

Individual Rewards

  • Reward points/ marbles – awarded for quality work (in relation to each individual), effort and conduct

  • Achievement boards

  • The class marble jar

  • A marble in the jar based on individual positive ladder movement and for an exceptional one off behaviour up to two marbles

  • The individual behaviour ladder system, including certificates, letters home and prizes

  • Personal recognition (see informal)

  • Praise pads/mini-letters home

As a guide, no more than two reward points should be awarded at any one time, exceptionally three for a notable success.

Certified Rewards

  • Ladder certificates bronze, silver and gold plus special platinum award for any pupil who goes up the ladder every single week

  • Miscellaneous certificates for swimming, music, sport etc.

  • Headteacher’s Award for Outstanding achievement. Guarantees movement up the ladder and a separate letter home.

Collective class based rewards

  • Use of marble jars to reward collective effort; this results in awarding a special privilege – i.e. extra play/free time/classroom game as negotiated in each individual class. Occasional challenges may also be set for each class in the school

In addition individual or class circumstances may necessitate the use of:

  • SEN driven recording chart/individually negotiated reward

  • Special privileges

 

 

Privileges

A system of privileges is used throughout the school to develop responsibility, trust and independence. The nature of privileges and the way they are given varies from teaching team to team and is age dependent. The important difference between rewards and privileges is that a reward, once given should not be taken back; whereas a privilege can be withdrawn if a child behaves inappropriately etc

Privileges include

  • Duties and monitors

  • Representing the school off site or via the School Council

  • Promotion to school helper or prefect

  • Taking register, message and errand

Golden Time

On a Friday afternoon, children who have not received a formal warning for inappropriate behaviour and gone down the behaviour ladder in a class which has filled its behaviour jar earn between 20 and 30 minutes golden time where they can engage in class negotiated activities by agreement with the class teacher. Lost time is spent under the direct supervision of an appropriate staff member while the remainder of the class enjoy their Golden Time. If the class and the teacher so negotiate, golden time may be banked.

Sanctions and punishments

While the emphasis of the school’s policy is on rewarding children and catching them being good, inappropriate behaviour or unacceptable behaviour needs to be dealt with. Children need to learn that there are consequences for their actions.

As with rewards, there needs to be a degree of flexibility to deal with the individual situation.

When it is necessary to punish a child it is essential that an explanation is given as to why the behaviour is not acceptable and an alternative way of behaving suggested to the child. Note: it may not be possible to do this until the child or situation has calmed.

Informal sanctions and interventions:

We will manage inappropriate behaviour by:

  • Planned ignoring (as highlighted on a child’s IEP)

  • Facial expression; disapproving looks

  • Expressing disappointment in the behaviour and reminding of rules/expected behaviour

  • Completion of work during playtime if work was not completed owing to misbehaviour

  • Clear verbal reprimand

  • A ‘quiet’ word with parents

 

 

 

Formal sanctions and school wide warning and behaviour tracking system

If our information system of intervention has no effect, a member of staff who observes a child whose behaviour is inhibiting teaching or learning should give the child a formal warning, telling the child calmly what the warning is for. The member of staff should then resume their work. Any longer discussion with the child should be kept to another period. The system is based on the principle, that the teacher has a right to, and will, teach.

The “Assertive Discipline” behaviour report sheets are a powerful and easy tool to both track inappropriate behaviour and ensure a consistent whole school approach to managing misbehaviour. However a notebook may also be used. It should also clarify for the children and parents how we will deal with inappropriate behaviour at school.

The agreed format is:

  • Warning verbal warning to child: record name on board, chart or sheet

  • Further warning

  • Final warning

  • Leave the room for rest of session to complete work in another classroom

  • Leave the classroom for the rest of the day. Team leader and parents to be informed

  • Informal exclusion internal

See the behaviour policy and ladder grid.

The expectation is that when a child leaves the room he/she is sent away from his/her peers (that is, to a class outside the team), hopefully to one which does not contain any siblings.

If children are taught in sets, by another teacher during a carousel afternoon or by an LSA the warnings and sanctions would continue unchanged. The system assumes that each child can start the day with a clean slate and has no sanctions hanging over them.

There is also a fast track system where serious incidents can be dealt with by Head or member of senior staff and these incidents may require follow over sanctions.

Class teachers should speak to HT or DHT prior to contacting parents for any child who receives a serious warning. This applies throughout the school.

At the end of the week/term behaviour reports should be shown to the Headteacher or other SMT member.

Incident Management

Both parties should be spoken and listened to calmly. At the teachers discretion it may be appropriate to involve parents.

Successful Play and Lunchtime management

Lunchtime supervisors should have access to the same reward system as class teachers. Additional rewards and/or sanctions may be specified for lunchtime from time to time, such as lunchtime ‘top table’ for example. If MDSAs give warnings this should not necessarily lead to time out of class but should contribute to child’s daily warning tally which leads to parents being informed. This is to minimise any danger of lunchtime misbehaviour leading to a child’s exclusion from a lesson.

Playground incidents

Seriously inappropriate lunchtime behaviour is reported to the class teacher and/or SMT who will discuss behaviour of class and individuals with other children, staff and parents as necessary. As always any involvement of parents for lunchtime behaviour must be met with the approval of SMT.

Minor infringements may be dealt with by:

Standing a child by the wall for a fixed period. Telling off/ speaking to reinforce our rules. Send to senior lunchtime supervisor or senior staff.

Consistent minor misdemeanour or more serious incidents should be reported in each class lunchtime book, as above.

 

Playground planning

For children who consistently find it difficult to follow our rules at playtime, it may be necessary to use playground planning as a strategy to manage their play time more appropriately. Playtime planning involves a short discussion with the child before/as they go out onto the playground and aims to focus their play activities and remind them of a response to deal with a situation they are finding difficult.

Where are you going to play?

Who are you going to play with?

What are you going to do?

What will you do if?

The stategy may involve the setting of a small achievable target for the child. The end of playtime, on the way back, while the rest of class are settling for the lesson the teacher should review with the child how the playtime went.

Any playtime targets are shared with lunchtime and team staff who supervise break times.

See behaviour policy and matrix

School behaviour management system – levels of intervention

The levels of intervention identified within the school policy for special educational needs apply equally to the way provision is planned in relation to teaching and learning focusing on appropriate behaviour and personal and social development.

Level 1: where the behavioural needs of a child can be met through the consistent and effective application of the school’s system of rules, rewards and sanctions.

Level 2: where the child needs monitoring and behaviour targets formally set with advice sought from senior and other colleagues resulting in drawing up for an individual behaviour plan.

Level 3: where the expertise within the school needs to be supported by the formal involvement of an outside agency.

Level 4: a formal application is made for statutory support; statement of need.

Level 5: child has statutory support.

WHERE APPROPRIATE FOR USE THIS CONSIDERATION OF LEVELS MUST RUN ALONGSIDE THE SCHOOL REWARD AND PUNISHMENT MATRIX

 

 

Norton Road Primary School

Incident of Bullying

Victim:

Perpetrator:

Description of incident

 

 

 

 

Signed Date

Action taken

 

 

 

 

Signed Date

Monitoring, review and follow up

 

 

 

 

Signed Date

Monitoring, review and follow up

 

 

 

 

 

Signed Date

Norton Road Primary School 01582 571169

Norton.Road.Primary.Admin@luton.gov.uk

Incident Form

Names of children/staff involved

 

Description of incident

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Action Taken

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Signed: Date:

Behaviour

Classroom

Around School

Playground

Trips/Teams

 

Positive

Child is routinely well behaved nearly all of the time and work ethic echoes this.

 

Smile, positive comment verbal or in marking, if sustained movement up behaviour ladder at end of week will trigger a marble in whole class jar, may reward trigger or reward point card for a specific example including work.

 

Smile, positive comment verbal, may trigger a reward point card.

 

Smile, positive comment verbal, may trigger a reward point card.

 

Smile, positive comment verbal, may trigger a reward point card.

 

Child makes more than their normal individual effort sometime in either work or behaviour.

 

 

As above but very likely to receive a good effort certificate which guarantees a move up the ladder.

 

As above but very likely to receive a good effort certificate which guarantees a move up the ladder.

 

As above but very likely to receive a good effort certificate which guarantees a move up the ladder.

 

 

As above but very likely to receive a good effort certificate which guarantees a move up the ladder.

 

Child consistently for a week sets a very high standard of work ethic/behaviour. For some this may be a huge effort, for a few children it may be their baseline. This is about exemplary conduct in or out of school.

 

Must receive a good effort certificate + reward point. Must go up the ladder. Must be brought to the attention of SMT for appropriate praise home.

 

Must receive a good effort certificate + reward point. Must go up the ladder. Must be brought to the attention of SMT for appropriate praise home.

 

Must receive a good effort certificate + reward point. Must go up the ladder. Must be brought to the attention of SMT for appropriate praise home.

 

Must receive a good effort certificate + reward point. Must go up the ladder. Must be brought to the attention of SMT for appropriate praise home.

 

 

 

 

 

Behaviour

Classroom

Around School

Playground

Trips/Teams

 

NEGATIVE

A child has a slightly bad week, e.g., one or two minor incidents, work not quite representative of normal effort.

 

 

Static on behaviour ladder, and recorded in teacher’s log book.

 

 

Static on behaviour ladder, and recorded in teacher’s log book.

 

 

Static on behaviour ladder, and recorded in teacher’s log book.

 

 

Additionally to frozen ladder, corridor detention, ban from next event etc.

The “slightly bad week syndrome” continues for a further two weeks. (Still same issue or may be different low level misbehaving/inattention.

As above plus onto behaviour report plan where targets (no more than two) are clearly identified and progress against these monitored. Inform parents child on report and invite them in one week hence.

As above plus onto behaviour report plan where targets (no more than two) are clearly identified and progress against these monitored. Inform parents child on report and invite them in one week hence.

As above plus onto behaviour report plan where targets (no more than two) are clearly identified and progress against these monitored. Inform parents child on report and invite them in one week hence.

Additionally to frozen ladder, corridor detention, ban from next event etc. onto behaviour report plan where targets (no more than two) are clearly identified progress against these monitored. Inform parents child on report and invite them in one week hence.

By the fourth week of “slightly bad week syndrome” still ongoing.

Parents in to discuss first behaviour report plan, review. If improved off report, move up ladder. Meeting held with teachers/SENCO/SMT (not normally HT).

If not improved to consider in house exclusion from peer group, below. Report continues further appointment with parents. BATS support considered. Down ladder considered. Detention to catch up work or write apology letter etc. Monitoring by DHT or HT.

Parents in to discuss first behaviour report plan, review. If improved off report, move up ladder. Meeting held with teachers/SENCO/SMT (not normally HT).

If not improved to consider in house exclusion from peer group, below. Report continues further appointment with parents. BATS support considered. Down ladder considered. Detention to catch up work or write apology letter etc. Monitoring by DHT or HT.

Parents in to discuss first behaviour report plan, review. If improved off report, move up ladder. Meeting held with teachers/SENCO/SMT (not normally HT).

If not improved to consider in house exclusion from peer group, below. Report continues further appointment with parents. BATS support considered. Down ladder considered. Detention to catch up work or write apology letter etc. Monitoring by DHT or HT.

Parents in to discuss first behaviour report plan, review. If improved off report, move up ladder. Meeting held with teachers/SENCO/SMT (not normally HT).

If not improved to consider in house exclusion from peer group, below. Report continues further appointment with parents. BATS support considered. Down ladder considered. Detention to catch up work or write apology letter etc.

 

Behaviour

Classroom

Around School

Playground

Trips/Teams

 

One off incident of a medium nature, e.g. rudeness, verbal abuse, petty vandalism, petty theft, aggression.

 

Exclusion from class one week. SMT and parents informed. Investigation undertaken and reported. Down the ladder (mandatory). Detention. Two week behaviour plan. Parents invited in.

 

Exclusion from peer group one week. (May mean playground ban).

 

One week exclusion from lunchtime considered.

 

Exclusion from school/visits/team representative for a term then review.

 

One off incident of a medium nature, e.g. rudeness, verbal abuse, petty vandalism, petty theft, aggression.

 

DHT/HT referral. As above plus class change considered.

 

Detention. Loss of golden time. Two week behaviour plan. Parents invited in.

 

Detention. Loss of golden time. Two week behaviour plan. Parents invited in.

 

 

Detention. Loss of golden time. Two week behaviour plan. Parents invited in.

 

Open defiance, harm bodily adult or child, severe swearing accompanied by aggression or violence, damage to property, threatening good order etc.

 

DHT/HT referral. Exclusion including parents, length to be determined.

 

Detention. Loss of golden time. Two week behaviour plan. Parents invited in.

 

 

Detention. Loss of golden time. Two week behaviour plan. Parents invited in.

 

Detention. Loss of golden time. Two week behaviour plan. Parents invited in.

 

ABH

 

As above plus long term or permanent exclusion.

 

As above plus long term or permanent exclusion.

 

As above plus long term or permanent exclusion.

 

As above plus long term or permanent exclusion.

 

NORTON ROAD PRIMARY SCHOOL

Policy for the prevention of and dealing with bullying and aggression.

Bullying is defined as “repeated and systematic acts of physical or verbal intimidation applied against an individual by one or more children”.

Aggressive incidents may be an isolated occurrence either verbal or physical against an individual by one or several others.

In proven cases of either the following sanctions may be applied following due investigation and witness interviews. It should be noted that in cases of proven false allegation with intent to place another pupil or pupils in trouble similar punishments may also follow.

Sanctions that may be applied are;

  1. Detention

  2. Loss of Golden Time

  3. Withdrawal of school ‘privileges’

  4. Withdrawal of home ‘privileges’ by parent-school negotiation

  5. Lunchtime exclusion – fixed term

  6. School exclusion – fixed term

  7. Lunchtime exclusion – permanent

  8. School exclusion – permanent

  9. If any of the above applied movement DOWN the behaviour ladder.

In all severe cases parents will be notified immediately.

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