ASHILL COMMUNITY PRIMARY SCHOOL BEHAVIOUR MANAGEMENT POLICY

Introduction

In 1989 the Elton Report on 'Discipline in Schools' was published. Our School Behaviour Management Policy has been developed along the guidelines that Lord Elton recommended.
Considerable time and consultation have gone into the formulation of the Policy. Staff, parents and most importantly children have all been consulted. Advice has also been sought from external sources, eg the Behaviour Support Services ofthe Local Education Authority, Education Development Service and other schools who have already developed policies.
The Elton Report suggested that the involvement of all parties at a school would help lead to a sense ofownership and commitment to the Policy.
A well planned Policy, which is kept under regular review, will provide an effective tool for supporting the learning of all pupils in Ashill School. This Policy was reviewed/amended in 2002.

What Is The Purpose Of Our Policy?

• To provide a safe, calm and caring atmosphere for learning to take place.

• To ensure consistency, fairness and clear expectations.

• To support caring and co-operative behaviour, and to discourage anti-social behaviour.

• To enable pupils to develop social skills and moral values in the context of the school as a community.

What Should We Aim For?

• We aim to encourage high standards of behaviour, work, respect, speech and dress.

• We aim for everyone to respect themselves, every other person, their own possessions and those of others.

• We aim to demand a respect for property of the school from the daily materials to the school buildings and grounds.

• We aim to ensure that our visual impact is important for pupils, staff and the community, so litter, graffiti and damaged property have no place in Ashill School.

• We aim to address incidents of bullying immediately. Verbal or physical bullying will not be tolerated in Ashill School. We will deal with this problem through 'No Blame Approach to Bullying'. This seven step approach is explained more fully in the Appendix attached to this Policy.

• We aim to be fully committed to the positive value of praise and motivation and to make good use of reward as recognition ofhigh standards.
• We aim to recognise pupil's achievements and respond with appropriate praise and reward.

The Four Main Strands Of The Policy

• To establish clearly stated expectations about children's behaviour.

• To look at ways in which appropriate social behaviour can be encouraged and rewarded.

• To look at ways ofdiscouraging inappropriate behaviour.

• To examine the various elements of school organisation and classroom management to ensure that they support the policy.

1. Establishing clearly stated expectations about children's behaviour

This section was primarily suggested by the children of Ashill in 1998. The school has a Code of Conduct agreed by staff, Governors and children based upon the four 'take cares' -

• Take care of yourself
• Take care of others
• Take care of your school
• Take care of your work and equipment
The Code of Conduct containing a list of more specific items is attached to this Policy.

A poster with a smiling face logo based on the work HAPPY is to be placed in each classroom, Community Room and library area as an eye-catching effective tool for reinforcing this Code of Conduct -
Help take care of our School and everything in it
Always try to do your best and enjoy whatever you do
Please be kind and helpful to everyone
Put others first
You can make our school a happy place
This is a positive message which tells the children how they should behave rather than how they shouldn't.

New posters will be designed by the children after every review of this Policy. Symbols will be used to make posters accessible to all children. (See Appendix)

2. Encouraging and rewarding appropriate effort and social behaviour

We recognise that good behaviour and effort are related to positive attitudes. These are based on mutual knowledge, respect, shared values and the setting of known standards. Good behaviour and effort are only consistently achieved if staff work as a harmonious team.
It is imperative that good, appropriate behaviour and effort receive recognition, praise and
encouragement from all staff. Examples should be shared with other children, other adults in school and parents. Through encouragement and praise we aim to make children responsible for their own behaviour and achievements.
In order to support on-going verbal and non-verbal praise, Ashill Schooi operates a system of more tangible awards -

• Recognition of hard work and effort are recognised by the award ofa congratulatory stamp or sticker at anytime when the Headteacher feels that such an award is earned.

• Two sticker badges are awarded to two children in each Key Stage at Monday's assembly, one for behaviour and the other for effort. The child wears this sticker in school for the week and can then keep it at home. Adults in school are encouraged to make a specific point of asking a child why he/she is wearing the badge. Children are also encouraged to ask each other. Congratulatory stamps or stickers will be taken into account when awarding the weekly two badges for effort and behaviour.

• At the end of each term, a Super Gold Award will be awarded to children whose behaviour and effort have been consistentlv good in each Key Stage.

• A golden book of achievement is kept in the library area. Names and reasons for awards are written in every week for all to see.

• A caring child of the year is chosen in July by staff and is awarded the 'Amy Morgan Bowl' which is displayed on permanent loan in the library area. Their name is recorded on a special role of honour which is displayed on the library wall.

• An endeavour cup is awarded in July and is kept for one year.

3. Discouraging inappropriate behaviour - sanctions

We accept that problems are natural where children are both learning and testing the boundaries of acceptable behaviour. At Ashill we address the unacceptable behaviour and not the child so that self-esteem is neither lowered or raised by the attention that that behaviour demands.
Encouragement and praise will prevent most unacceptable behaviour but if this fails, less serious behaviour can be dealt with by non-verbal signs - eye contact, frowning, raised eyebrows, shaking head. It can also be dealt with by 'proximity control', eg teacher moves nearer to the pupil or the pupil is moved nearer to the teacher. The pupil might also be temporarily isolated from peers. Children must at all times be disciplined in an appropriate way, ie not humiliated in front oftheir peers.

When a verbal reprimand is needed it should be given -

• calmly but assertively - 'I mean it'
• with confidence
• delivered briefly, succinctly and clearly
• referring to the behaviour and not the child
• sometimes delivered with humour - not sarcasm
• referring to the consequences ofthe behaviour but not contain idle threats

Examples of inappropriate behaviour are - swearing, spitting, physical violence, damage to property/trees, plants etc, rudeness to any member of staff or helpers, going out-of-bounds without permission and running or talking after break-time bells have been rung.

THE CARD SYSTEM

Only in extreme circumstances will this system come into operation, eg spitting, swearing, physical violence, damaging property, going out-of-bounds and after repeated verbal warnings(defiance/refusal).

All members of the school teaching/non-teaching staff are able to award these. The Headteacher will enter the card into the Behaviour Book and this might result in loss of playtime or time spent on the time-out/thinking chair etc. It is hoped that this loss of freedom and accompanying boredom factor will act as a sufficient sanction is discourage further antisocial behaviour. At the end ofthe day, the child will inform their parents about the Yellow Card.


The Red Card will be used when a child has received two Yellow Cards or has been involved in a very serious incident. This will be issued by the Headteacher. If a child is given a Red Card the parents will be informed by the Headteacher.

School, curriculum and classroom management

'It is clear that the key to effective management is prevention. Effective managers prevent problems from arising in the first place rather than have special skills in dealing with problems once they occur.' Brophy(1983)

School Organisation

Wherever possible, situations should be avoided which present opportunities for bad behaviour, eg lack of supervision, unnecessary queuing, inappropriate tasks.
Clear expectations, alongside absorbed and motivated children, will eliminate many behavioural problems.

Behaviour problems are also less likely to occur if children are aware that adults can see them.

We aim to encourage the children to take pride in Ashill School and its environment by -
• having high quality wall displays created by pupils and staff
• developing routines and rotas which encourage personal responsibility
• encouraging children to take a pride in their own, each others and the school's property

Curriculum Organisation

There is little doubt that if behavioural problems are not handled satisfactorily then the curriculum will be less effective. However, a stimulating curriculum can lead to less behaviour problems.

The broad aims of our school curriculum encompass -
• ensuring that children learn basic academic skills
• teaching personal and social skills and values
• teaching the ability to work and play independently
• teaching the skills of enquiry and information gathering
• teaching problem-solving and decision-making skills and encouraging creative thinking

Where pupils are actively and successfully involved in meaningful activities which meet these aims, the opportunity for behaviour problems to develop will be minimised.

We also need to bear in mind the relevance of curriculum activities and teaching methods. Unless activities and methods appear relevant to pupils, their motivation will suffer with subsequent consequences for behaviour.

In our curriculum planning we need to give thought to -
• the need for exciting and entertaining activities
• the need for a match between the child's ability and the activity
• the need for a match between the length of the activity and the pupils ability to concentrate
• the need for a balance between individual work, group and whole class work, and for a balance between teacher talk to the whole class, groups and individuals
• the need for a balance between work involving talking, listening, reading, writing and other practical activities

Classroom Management

The three key areas of Preventative Classroom Management are -

Classroom Layout
• Effective use of wall space and floor space.
• Arrangement of children's tables and other classroom fumiture.
• Location of resources and equipment.
• Organisation of provision for children's personal belongings.

Getting the year off to a good start
• Advance organisation, eg layout, materials, apparatus, equipment.
• Spend time teaching children where things are kept.
• Spend time teaching and establishing rules and routines.
• All children should have fun and success on day one.
• Provide back-up activities for fast workers which are fun and offer practice.
• Provide extension activities for pupils who grasp a concept quickIy.
• Focus on the whole class at the beginning and end of each day. Offer regular
feedback and praise.
• Show an interest in and respect for each individual child.

Developing Routines
• Entering the classroom.
• Getting out materials.
• Getting work marked.
• Getting the attention ofthe class.
• Changing activities.
• Making up non-completed work.
• Going to the toilet.
• Getting started and winding down/finishing off.

In conclusion, good discipline is fundamental to the ethos of the school. We all need to work together to sustain it and to ensure that children feel happy and secure.

CODE OF CONDUCT

The main code of conduct consists of our 'take cares'.
TAKE CARE
Take care ofyourself
Take care of others
Take care of your school
Take care of books, equipment and materials

If you remember these four, you will not go far wrong. Here are a few more specific items -

BEFORE SCHOOL
• Permission must be obtained from the Headteacher to bring a bicycle onto school premises. You must ALWAYS walk with your bicycle in the school grounds.
• Arrive between 8.50 am and 9.00 am (unless by prior arrangement). If you arrive earlier you must stay in the playground until the member of staff on duty takes you to the top playground. When the bell sounds you should stand still until directed to walk quickly to your classroom for registration.
• No equipment may be used in the playground before school.

IN SCHOOL

When you move around the school, always walk sensibly, quietly and carefully. This is particularly important when moving through the narrow PE shed area.

BREAK-TIMES

Go out to play unless it is raining or you have permission to stay in with adult supervision. Ask the teacher on duty or lunchtime supervisor on duty if you need to go into school or fetch a ball from over the fence by the church. Always walk back carrying the ball into the playground. Footballs can only be used in the KS2 playground. The small playground is a quiet area and for Rec/KS 1. Always play sensible games.
You should not play in the toilets. Go to the toilet during break-times, not when the bell goes for the end of break.

GETTING ON WITH OTHERS

If you have difficulty getting on with someone, try to sort it out peacefully or walk away. If
you can't, talk to the teacher or lunchtime supervisor about it. Make sure that you do not hurt anyone.

WHAT NOT TO BRING TO SCHOOL

Do not bring toys (except model cars, cuddly animals or dolls) unless it is your birthday or a special occasion. On no account should sweets or jewellery be brought to school.

LUNCH

Eat your lunch with good manners and talk only quietly. Help the lunchtime supervisors to do their job by being co-operative and respectful.

ASSEMBLY

Assemblies are times to be thoughtful. Come in and sit down quietly.

THE NATURE, OF BULLYING

There are many definitions of bullying, but it is generally accepted to be -
• deliberately hurtful (including aggression)
• repeated often over a period oftime
• difficult for victims to defend themselves against

Bullying can take many forms, but three main types are -
• physical - hitting, kicking, taking belongings
• verbal - name calling, insulting, making offensive remarks
• indirect - spreading nasty stories about someone, exclusion from social group, being made the subject ofmalicious rumours

Research shows that name calling is the most common direct form. This may be because of individual characteristics, but pupils can be called nasty names because of their ethnic origin, nationality or colour, or some form of disability.

When bullying has been observed or reported, then the following steps can be taken -

Step 1 - Interview with the victim
When the teacher finds out that bullying has happened, she/he starts by talking to the victim about the child's feelings. The teacher does not question the victim about the incidents but does need to know who was involved.

Step 2 - Convene a meeting with the people involved
The teacher arranges to meet with the group ofpupils who have been involved. This will include some bystanders or colluders who joined in but did not initiate any bullying. We find that a group of six or eight young people works well.

Step 3 - Explain the problem
The teacher tells them about the way the victim is feeling and might use a poem, piece of writing or drawing to emphasise the child's distress. At no time does the teacher discuss the details of the incidents or allocate blame to the group.

Step 4 - Share responsibility
The teacher does not attribute blame but states that she knows that the group are responsible and can do something about it.

Step 5 - Ask the group for their ideas
Each member of the group is encouraged to suggest a way in which the victim could be helped to feel happier. The teacher gives some positive responses but does not go on to extract a promise of improved behaviour.

Step 6 - Leave it up to them
The teacher ends the meeting by passing over the responsibility to the group to solve the problem. He/she arranges to meet with them again to see how things are going.

Step 7 - Meet them again
About a week later the teacher discusses with each student, including the victim, how things have been going. This allows the teacher to monitor the bullying and keeps the young people involved in the process.

We try to deal with bullying in a sensitive way and because some issues are not always obvious, parents and children are encouraged to confide in staff, so appropriate interventions can be made as unobtrusively as possible.

Policy Reviewed Autumn Term 2002