The Village Academy

The Village Academy is a group of town, city and village schools that have joined together to provide the very best education for the children in our care and where we believe that education is very much a matter of the individual.

Visit Site

Behaviour

BEHAVIOUR MANAGEMENT PROCEDURES

Dymchurch Primary School Vision:

Striving every day to reach academic and personal excellence for everyone. Policies that maybe relevant to this procedure: See Our Policy page for links.

• Village Academy Exclusion Policy

• Village Academy Anti-Bullying Policy

• Village Academy Complaint Policy

• Village Academy Behaviour Policy

 

The school also makes reference to relevant DfE guidance on behaviour to support this policy. The procedures promote and support our school values and our vision.

Aims and Expectations :

The Village Academy Behaviour Policy aims for children within our school to grow in a community based on excellent behaviour and conduct, equal opportunities and consistent expectations based on fairness. The safe environment of our school aims to help children to become positive, responsible and independent members of both our school, and of the wider community. It is the responsibility of all adults and children to ensure that everyone is happy and safe; ensuring everyone is able to make the most out of the learning opportunities we strive to give all pupils in our school. We share the highest expectations of behaviour, conduct and politeness in all areas of school life, whether in the classroom, playground, on school trips, during afterschool clubs, or in the local community.

It is a primary objective of Dymchurch Primary school, that every person within the school feels valued and respected, and that these values are built on mutual trust and respect for all.

Governors support the implementation of the Village Academy Behaviour Policy and the procedures of Dymchurch through its Statement of Behaviour Principles.

The procedures of the school which are set in this document are therefore designed to-

 Promote an environment where everyone feels happy, safe and where excellent learning, academic, social and moral, is paramount.

 Ensure all children and adults are treated fairly.

 Develop an environment which helps children to become positive, responsible and independent members of the school community, developing a high level of self-discipline.

 Develop a community where all members of the school can live and work together in a supportive and successful way.

Dymchurch Primary School’s procedures are built around the belief that ‘good behaviour for learning’ within the classroom has a positive impact on all children in all areas of school life, especially academic progress and attainment. The Senior Leaders and staff believe that through a consistent approach, delivered by all members of the staff, the negative implications from poor behaviour will be kept to an absolute minimum.

School Rules Dymchurch School Rules 2017-2018

1. We work hard & have a growth mind set!

2. We treat everyone in the way we wish to be treated.

3. We work towards the school values.  - Respect - Learn - Believe - Achieve 

The School Rules are displayed around the school.

Classes may display ‘Class Expectations’, which are specific to each class, again decided upon by the children, ensuring they have both understanding and ownership of these Role of parents/carers Dymchurch Primary School endeavours to work collaboratively with parents/carers so that pupils receive consistent messages about the expectations of behaviour at home and at school. The school rules are supported through the Home School Agreement, which is signed by parents and the Headteacher on the pupil’s admission to the school, and there is an expectation that parents/carers will support us in their implementation. If parents have any concerns about their child’s behaviour, they should speak to their child’s class teacher in the first instance.

Role of Staff:

The staff at Dymchurch Primary School have high expectations of all children within the school, and will consistently recognise and reward the expected positive behaviours that our pupils display. Similarly, they will consistently recognise and address any behaviour that does not meet our high expectations. Role of Governors The School Governors has the responsibility of setting down and supporting the general guidelines on standards of behaviour, and the sanctions necessary to ensure Dymchurch Primary School is always providing a safe and fair environment, in which all pupils will achieve to their highest possible academic levels. Review These procedures will be reviewed in line with the Village Academy Behaviour Policy, and updated if necessary, by the Headteacher and the Governors annually. If new guidelines or legislation are introduced then the review will be earlier. These procedures are under regular review by school staff to ensure the policy is fit for purpose.

 

DYMCHURCH PRIMARY SCHOOL
RESPECTLEARNBELIEVE - ACHIEVE

 

BEHAVIOUR MANAGEMENT PROCEDURES

Procedures

Rewards Class Dojo - The Class Dojo is an internet site that provides a visual and aural reward system for use in classrooms. Each class teacher has a reward for the ‘winner’ of the daily Dojo and the whole class can earn rewards if the Dojo shows a whole class level of behaviour has been attained. This will be used from Year 2 onwards.

Super Stars - Each child has their own Star Chart which consists of four, five pointed stars. When all twenty points are earned, the pupil goes to the Headteacher/office with the completed certificate. The Headteacher displays the child’s ‘star’ on the achievement board in the hall, and at the weekly Celebration Assembly the child will be presented with a Super Star certificate. On the completion of the fifth certificate in one academic year, the child is awarded a Silver Star badge, and a matching certificate = 5 House Points On the completion of the tenth certificate the child receives a gold star badge and matching certificate = 10 House Points On completion of the twentieth certificate the child receives a ruby badge and matching certificate = 20 House Points The completed Star Charts are combined to build up House Points.

Sanctions Procedures for managing pupils whose behaviour falls below the expected high standard.

To support the EYFS class to understand the expectations

– the children have pictures of the weather connected to each colour

– Rainbows to storm clouds.

 

Behaviour Consequences for Behaviour In Class

and Consequences for Behaviour Out of Class

 

Green Behaviour - Great Behaviour for Learning

 Speak politely.

 Keep my hands and feet to myself.

 Doing as I have been asked by an adult.

 Being kind to others and treating them as I would like to be treated.  Always putting my ‘best’ effort into my learning.

 Moving carefully and quietly around school.

 Using equipment appropriately These are the expectations of how children will consistently behave in Dymchurch Primary School. If exceptional - rewards given

 These are the expectations of how children will consistently behave in Dymchurch Primary School.

If exceptional - rewards given

 

Yellow Behaviour

 Uniform worn incorrectly

 Talking out of turn, calling out or making silly noises.

 Snatching equipment.

 Touching others when they don’t want me to.

 Running in the classroom or corridor.

 Moving from my allocated seat.

 Distracting others

 Arguing with peers or making unkind comments

 Reminder of Green Behaviour – given a warning.  5 mins time out in class  Reminder of Green Behaviour – given a warning.  Offer option of log cabin  5 mins time out on playground

 

Orange Behaviour

 Continuation of disruptive behaviour after a warning or sanction.

 If behaviour is seriously disrupting the learning of others.

 Non-compliance – refusal to follow instructions by an adult.

 Back chatting, interrupting, rude or inappropriate responses to an adult.

 Hurting others

 Misusing equipment.

 Reminder of Green Behaviour – given a warning  10 mins time out in another class  Reminder of Green Behaviour – given a warning  10 mins time out on playground

 

Red Behaviour

 Continuation of disruptive behaviour after a warning or sanction.

 Fighting, injuring other pupils, or staff.

 Behaving aggressively to staff or children – physically or verbally

 Swearing, racist comments or abusive language

 Deliberately damaging or breaking school property.

 Stealing.

 Bullying.

 Spitting

 Reminder of Green Behaviour – given a warning  1 session time out in another class with ‘thinking about my behaviour’ sheet to complete  Letter home to parents 3x red behaviour incidents in one term = meeting between parents and SLT  Reminder of Green Behaviour – given a warning  Miss next playtime (outside office) with ‘Thinking about my Behaviour’ sheet to complete  Letter home to parents 3x red behaviour incidents in one term = meeting between parents and SLT.

 

BEHAVIOUR MANAGEMENT PROCEDURES

Recording Behaviour Incidents It is the responsibility of the adult who deals with the incident to record it on the orange ‘Thinking about my behaviour sheet’ used for Orange/Red Behaviour in KS2, children can respond on the sheet. The class teacher is responsible for completing the red behaviour letter home to parents and ensuring it is sent home by an appropriate method. A copy should be given to the school office for the child’s file. The office will ensure that the reply slip is returned the next day. The class teacher should record the number of red behaviour incidents, and alert a member of the leadership team if a child reaches three in a term. The senior leader is then responsible for arranging a meeting with the child’s parents. On occasions when SLT are responding to an SOS card, Walkie-Talkies are to be used – maintaining contact with the school office and any other staff member responding.

EXTREME CASES of physical or verbal aggression towards staff or pupils, or uncontrollable behaviour:

 send an SOS card to the office for assistance

 try to ensure the safety of the majority of children, removing from the room if necessary

All extreme cases will be discussed between the class teacher and a member of the Leadership Team so that individual needs can be met and consistency applied. Internal seclusion / exclusion may be used in extreme cases Pupils going AWOL If a child leaves the teaching area the SOS card should be sent immediately to the office. Teachers must endeavour to stay with the majority of the class. If a child leaves the school site, the Headteacher and the office should be informed immediately. Staff should only follow the child if doing so does not place themselves or the child in further danger. Parents and the police will be called. Pupils ‘On Report’ In cases of persistent unacceptable behaviour the Leadership Team may decide to put a pupil ‘on report’. This will require a member of staff to rate the pupil’s behaviour on a scale of 1-3 for each session during the day, with the pupil reporting to a member of the Leadership Team to discuss their progress at the end of each day. Pupils will initially be put on report for two weeks, with their status reviewed at the end of each week at the Leadership Team’s discretion. Lack of improvement in behaviour or further serious incidents may result in a fixed term exclusion. Exclusions Fixed term exclusions and permanent exclusions are the final consequences. If children are at risk of exclusion or further exclusion, a Pastoral Support Plan (PSP) is set up to address pupil’s extreme behavioural needs to try to prevent further incidents, and making a clear plan for ‘how’ certain behaviours will be dealt with/responded to. This is completed and given to parents/carers after consultation/meetings when possible. Should a further exclusion still be required, DfE guidelines are followed and the Local Authority Inclusion Officer will be informed at the earlier opportunity.

Parents will be notified of the reason for the exclusion. Before the child is readmitted to school, a meeting between the parents and the school will be arranged. The purpose of the meeting will be to discuss strategies and a way forward to ensure that the risk of a repetition of the offending behaviour patterns is not repeated. Permanent exclusion would normally follow a pastoral or behaviour support plans failure to resolve outstanding issues; however, the school would permanently exclude a pupil without a PSP/ BSP if the circumstances justified such action. At all times the school will follow local and statutory guidance when considering exclusion. A written record of the discussion and commitments to the agreed plan, by both the parents and the school, will be made. One copy will be kept in the school’s record and one sent to the parent. Outside agencies There are times when the advice of outside agencies will be required. This will be the result of discussion between the class teacher, SENCo and the Headteacher, or as the result of a pupil review meeting. Any outside agency will need information. Therefore teachers need to document evidence of behaviour carefully as detailed above, so that it can be collated when required. Monitoring The Leadership Team is responsible for monitoring behaviour.

Bullying / Discrimination

Dymchurch Primary School is an inclusive school. All members of the school community should be free from discrimination of any sort (as laid down in the Equality Act, 2010). The school has a clear and comprehensive Antibullying Policy and Discrimination Policy that is known and understood by all, consistently applied and monitored for its effectiveness. Measures to protect pupils from bullying and discrimination as a result of gender, race, ability, sexual orientation or background are clearly set out and monitored for their effective implementation. Physical restraint and Positive Handling The law does recognise that physical intervention maybe justified in certain circumstances, e.g. restraint to prevent harm to the individual child or others, to prevent destruction of property, and to restore order to disruption to learning. The use of restraint is an exceptional event and should be avoided where possible. When physical restraint has been used, a record of the incident should be kept in the Headteacher’s office. 

Example Forms -

Name: ………………………………………………………… Date………………………………………………………………

Teacher / Subject ……………………………………………………………………………………………………………………

My behaviour was Orange / Red? Details of incident/ What happened? ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… 

Consequence agreed between child and teacher. ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

Why was my behaviour Orange/Red? ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

What can I do to move my behaviour back to green? ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

Dear ………………………………………………………………………………………………………..

 

NOTIFICATION OF RED BEHAVIOUR

Today …………………………......................................... has broken the school rules and has displayed behaviour which is classed as “RED” in our Behaviour Management Policy. Please read the details of the incident below, and return the response slip in the envelope enclosed on the next school day. If you have any concerns then please do not hesitate to contact us.

Details of incident:

Consequences: RESPONSE TO NOTIFICATION OF RED BEHAVIOUR

Child’s Name ………………………….........................................…………………………................................................................ ..........................

I have read the letter explaining the incident of inappropriate behaviour and the consequences of this behaviour.

Name:………………………………………………………………………………………. ………………………………………….

Relationship to pupil:………………………………………………… Signature:……………………………………………………………………

Date:……………………………………………………