SOUTH WONSTON PRIMARY SCHOOL
GOOD BEHAVIOUR POLICY
‘Together, we nurture, inspire, challenge and achieve’
The Behaviour policy is currently under ongoing review to ensure that it continues to be reflective of the culture and processes within the school and to provide a clear and robust message around behaviour at South Wonston Primary School. The new updated policy will be available for Governors to review during the Autumn 2023 term and will be uploaded once approved.
At South Wonston Primary School we believe that all children have the right to succeed and enjoy their time at school. Everyone has the responsibility of looking after the values of the school and the day-to-day procedures. The promotion of good behaviour, the development of self-respect and respect for others is a vital part of a child’s education. We encourage positive behaviour through praise and reward. We seek to provide a clear and consistent framework for managing behaviour that enables children to know and understand the boundaries of acceptable behaviour so that they conduct themselves in a responsible manner, showing self-control, consideration, courtesy and respect for others. It helps children to understand that they have responsibility to manage their own behaviour and accept the consequences of poor choices. `
We aim to promote good behaviour:
These aims are embodied in The South Wonston School Charter which clearly sets out what we expect from all of the South Wonston community at all times.
South Wonston School Charter
Expectations of Behaviour
Always try your best
Be kind caring and helpful to others
Look after everything at school
Show good manners
Tell an adult if you are unhappy
We believe that the best results, in terms of promoting good behaviour, arise from emphasising potential, giving praise both for effort and achievement, rather than focusing on failures or shortcomings and rewarding successes.
We have a core set of rewards which will be used by all staff but these will be supplemented by systems that work for individual classes or children.
Supporting children in the teaching and learning of positive behaviour choices:
We expect all pupils to adhere to our School Rules to ensure that our school community is safe and welcoming to all. To ensure that this is possible, these general principles include:
At South Wonston Primary School our management of behaviour focuses on positive behaviour strategies and encouraging children to reach the highest possible standards according to the individual needs of each and every child. There are occasions when children fail to follow our expectations and do not follow the rules correctly. When faced with inappropriate behaviour that needs to change, staff may use the suggested responses below. However, we recognise that behaviour is a form of communication and the responses may vary depending on the type of behaviour being exhibited.
Describe /name the behaviour, remind of the appropriate behaviour delivered privately whenever possible. Take the initiative to keep things at this stage.
‘Show me you are / want to ….’
A clear verbal caution, delivered privately where ever possible, making the pupil aware of their behaviour and clearly outlining the consequences if they continue.
Use the phrase ‘Think carefully about making the right choice’
‘I notice that you are….’
Speak to the pupil privately and give then a final opportunity to engage. Offer a positive choice and refer to previous positive behaviour.
The adult will tell the pupil they will have two minutes of time out (YR/1) ten minutes (Y2-6) which cannot be removed, negotiated or reduced.
‘You have chosen to ….’
This is a short period for the pupils to calm down, breathe, look at the situation from a different perspective or give them time to compose themselves. It can be just outside the classroom, a thinking spot, an agreed calm/safe space or at the side of the playground. It may be appropriate for the children to give back time to their learning if their behaviour has resulted in them losing valuable learning time. This action will be decided with the pupil and the adult and will be specific to the needs and age of the pupil.
‘You have missed out on learning time as you were not ready to learn, I need you to help me fix this.’
Name moved to the red zone. Time out (5 minute) during next breaktime for reflection time with the School Charter.
‘You have missed out on learning time as you were not ready to learn, I need you to help me fix this.’
If a child’s behaviour is considered serious enough, it may be necessary for the child to spend time away from their classroom with a senior member of staff including the Headteacher.
Incident record and parents will be notified.
Repair – restorative conversation
Whatever negative behaviour has been communicated, adults will always ensure there is a restorative conversation to enable the child to reflect and move on from the choices they have made.
This could be either a conversation during break time or a more formal conversation out of class. Making a plan together for supporting a change in behaviour.
‘What happened? Do you remember last week when ….
That is what I need to see…… How did this make people feel?’
What does this look like in the classroom
YR/Y1. Each class will have a board in the classroom displaying coloured zones
Red – Amber – Green – Silver - Gold - White
All children begin the day in the green zone and move up or down the zones depending on their behaviour.
Where a child works hard to make the right choices and improves their behaviour within a lesson or a day, their name can be moved back to the green zone in acknowledgement of this.
At the end of the school day, one child who has reached the Gold or White Zone is chosen to be Star of the day.
Parents informed via slip home.
If a child receives 3 time out reflection packs (cumulatively), their parents will be asked to come into school to discuss the behaviour with the class teacher.
These consequences are recorded on a weekly sheet which is displayed in the classroom.
See Appendix 2
When a child makes a poor ‘behaviour choice’ consequences must be used fairly and consistently. It is important that the child understands that the staff member is disapproving of the action and not the child.
When addressing behaviour concerns we will always:
Types of Behaviour Explained.
Warning system followed
Immediate loss of a playtime
The school does not tolerate the following types of behaviour:
The child will immediately lose their next playtime and their parents will be telephoned.
Responses to severe misconduct
Exclusions from the school community, whether fixed term, lunchtime or permanent are potentially damaging to a pupils self-esteem. They diminish the sense of belonging to the community. As such they are used sparingly and only as part of an overall behaviour strategy which seeks to develop a culture of inclusion, ownership of and responsibility for one’s own behaviour.
Behaviour will be closely monitored by the SENCO so that children who consistently demonstrate poor behaviour are identified and, where appropriate, an ISP (Individual Support Plan) for behaviour will be considered. Where a plan for behaviour is devised, we would expect to see improvements to behaviour within the term. If improvements are not evident, the SENCO will consider referring to other agencies which include the behaviour support team.
Behaviour at lunchtimes
The Good Behaviour policy will be followed consistently by all members of the school community at all times during the day.
At South Wonston we expect high standards of behaviour from all the children at lunchtimes and expect them to treat lunchtime supervisors in the same manner in which they would treat teaching staff.
Lunchtime Supervisory Assistants led by the Senior Lunchtime Supervisor also follow the School Charter. We believe it is important for the children to see teachers and lunchtime staff to be working together to ensure consistency across the whole school day. At lunchtimes, children are given verbal warnings and time out. Lunchtime supervisors will inform the class teacher about behaviour incidents at the end of lunchtime.
The Senior Lunchtime Supervisor may remove a child from the playground and involve a member of the Senior Leadership team if the behaviour involves
2nd occurrence – 5 mins time out
5 minutes time out
No warning given
Immediate removal from the playground
Opportunities to celebrate
Pupils who demonstrate good learning behaviours may be invited to share their learning with the Headteacher or other member of SLT. These behaviours reflect the expectations of the School Charter. As often as possible classroom teachers will provided parents with feedback on their child’s positive behaviour, via a note in the Home School Diary or a phone call home.
Children are frequently given House Points when they demonstrate good behaviour, upholding the vision and values of the school or complete work to a high standard. This indivual reward also contributes to the overall team outcome and helps highlight the importance of community.
We celebrate individual and group success regularly throughout the year in assembly and in the classrooms. Classrooms may have their own individual rewards based on the needs and interests of the pupils.
Whole School Certificates
Each week two Celebration Certificates will be given out per class. One of these will be linked to the Celebration theme in our PHSE Curriculum and the other will recognise a specific aspect of a child’s learning.
Children who receive a certificate will be celebrated during our Whole School Assembly the following Monday.
Certificates will be displayed on the Celebrating Success display board in the main entrance outside the Headteacher’s office.
Marbles in a jar
The children in each class work towards collecting marbles for their class jar. The marbles are awarded by the class teacher for whole class achievements. When 15 marbles are collected the class are awarded an afternoon of Celebration Time. The children in the class decide the focus for the celebration time eg watching a film, a sports afternoon etc.
Strategies to support the development of good behaviour
Circle Time, assemblies, role-play and other drama techniques can be used to help children understand the impact of unacceptable behaviours. Regular use of these strategies is an effective way of sharing information and provides a forum for discussing important issues such as equal rights, relationships, justice and acceptable behaviour.
As part of the ethos of the school, parents are kept fully informed of the life of their child at South Wonston. This is achieved through regular meetings and the child’s annual end of year report. Where particular incidents of concern occur, involving unacceptable behaviour parents of all the children concerned will be informed.
Appendix 1 – South Wonston School Charter
Always try your best.
Be caring, kind and helpful to others.
Look after everything at school.
Show good manners.
Tell an adult if you are unhappy.
Appendix 2 – Reflection sheet (KS2)
Reflecting on my behaviour
Name: _________________ Date: _________________
Which part of the School Charter did you not follow?
Copy out the School Charter below: