Behaviour Policy - Raleigh Infantclass Dojo points with exciting Golden Time (30 mins max) if class achieve their target 6.2. Consequences of negative behaviour: reminders of expectations

Raleigh Behaviour Policy 2018

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Behaviour Policy

October 2018


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Contents Behaviour

1. Introduction

2. Rights and Responsibilities

3. Outcomes for children

4. Principles and Practice

5. Teaching and Learning Strategies

6. Organisation

7. Paths

8. Monitoring

9. A consistent Support plan and or Risk Assessment will have:

10. Running off site / Running from Class / Refusal to go with class Procedures

11. Exclusions and Persistent anti-social behaviour

12. Searching Children & confiscation of items

13. Monitoring and review

Appendix:

1. Home school agreement 2. Family Friendly behaviour Information sheet

3. Example support plan

4. Example risk assessment

5. Responding Adult Toolkit

6. Pupil Incident Form


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Introduction

1.1. Consistency in our approach is key. At Raleigh Infant Academy we believe that good behaviour is essential in order to create an environment where everybody can learn. We believe that behaviour is a “shared responsibility” of all staff working in the school and therefore it is the responsibility of all staff to support the pupils in developing behaviours for learning. We accept and recognise that children present different learning behaviours and these will need to be dealt with on an individual basis in relation to the child’s personal pathway. We believe in positive rather that negative approaches to learning behaviours and look for natural and logical consequences when reflecting on the behaviour choices. Therefore our Policy is rooted in helping children to learn and this underpins the decisions that are made.

1.2. This works on the understanding that all involved in the Policy - children, staff, parents and

other stakeholders all have rights and responsibilities. 2. Defining our rights and responsibilities:

Children

Rights Responsibilities

To be safe at all times

To share equipment and space

To be treated with respect

To behave respectfully towards others

To be able to learn in a friendly, encouraging, secure, supportive and positive school environment

To be cooperative and considerate

To be heard and to be able to express an opinion

To speak out in a constructive manner but also listen with tolerance

To know what is acceptable behaviour and the consequences of unacceptable behaviour

To act in a safe and responsible manner for themselves and others

To make mistakes To own mistakes and allow others to make mistakes


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All Staff


To work in a safe and pleasant environment

To try and ensure the environment is safe and that others act safely

To receive support from within the education system, including colleagues in school

To work to create a friendly, encouraging, secure and positive environment

To be listened to and involved in collaborative decision making within the school

To allocate time and resources fairly and appropriately

To be treated with respect and courtesy

To listen to and to encourage children to express opinions and listen to others

To be informed of family / home circumstances which may have an effect upon a child’s behaviour, ability or attitude within school

To communicate with parents / carers, offering courtesy and a willingness to listen; this includes reporting both positive as well as negative behaviour / incident / events, etc

To expect parents and carers to support school policies and actions towards behaviour

To neither discriminate nor accept others discriminating

To expect parents / carers to support the school’s action to assist their child both academically and socially

To play a part in the wider aspects of the school, working and consulting with colleagues

To be made fully aware of the school’s systems, policies and expectations

To seek information and use lines of communication

To consider the needs of children when planning lessons, including those with behaviour difficulties

Parents/ Carers


To be informed of school procedures and the curriculum

To inform staff of medical / other problems or concerns

To both receive and offer, information about their child’s educational, academic and behavioural development

To treat all members of the school community with courtesy and respect at all times

To be aware of and expect consistent approaches by all staff in respects of this policy

To consult with staff in order to reach agreement where specific issues need to be addressed

To expect that there will be no cultural, sexual or physical discrimination against any member of the school community

To be encouraging towards their child and supportive of school policies, actions and any individual programmes such as Behaviour Support Plans, or social support / interventions offered

To be treated with courtesy and respect at all times To reinforce what is acceptable behaviour in school

To be listened to and have concerns taken seriously To share concerns constructively.

To neither discriminate nor accept being discriminated against


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The Home /school agreement, which parents sign, reflects these rights and responsibilities and both sides need to be reminded of the roles they play in the partnership. Parents have a responsibility to work alongside the school with behaviour ‘issues’ or intervention. (See appendix 1) Raleigh believes that working with parents / carers and all our stakeholders to support the promotion of behaviour is essential. All parents will be provided a copy of the schools behaviour policies. In addition a shorter family friendly behaviour information sheet is also given to all families. (see appendix 2) The school praises and rewards safe and positive behaviour and believes this will develop an ethos of kindness and co-operation. This policy is designed to promote and reward good behaviour. 3. Outcomes for children:

3.1. At Raleigh Infant Academy we aim to:

Guide children towards effective communication, self-control, the ability to express their feelings in an appropriate way and develop self-awareness.

Encourage each child to learn their own value, to respect themselves and appreciate their achievements.

Enable children to respect others, to learn their unique value of each person in their lives and the effect we have on one another.

Enable children to engage with learning and accelerate levels of attainment which will support their motivation to do well in school.

Create a learning environment which is safe, stimulating, supportive and caring.

Promote the skills of co-operation, collaboration, making choices and taking responsibility.

Encourage each child to respect the things around them, both living and inanimate, belonging to themselves and others.

Develop a sense of a learning community to which we all belong and have responsibility too. 4. Principles and Practice:

4.1. We intend to achieve these outcomes by:

Establishing clear expectations of behaviour with the children and between staff.

Modelling these through our interactions with one another - staff in schools, parents and the children;

Ensuring we are non-confrontational in our own responses;

Helping children evaluate their own behaviour and set their own goals;

Structuring time and giving routines and consistency

Giving the opportunity to learn experientially and through planned activities, independently and as a member of the group, within the safety of caring relationships and consistent responses.

Embedding the understanding of cause and consequence in that behaviour elicits consequences, both positive and/or negative in nature.


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4.2. In our work with children and each other, we will endeavour to refrain from:

Criticism, blaming, complaining, threatening, punishing or judging.

4.3. Instead, we advocate and support:

Recognition and praise; support and understanding, action and assertion knowledge and negotiation; consequence and reparation; acceptance and recognition.

4.4. This will demonstrate our ability to:

seek to find the positive in any situation and identify it

look for negotiation and explanation to support resolution

use language to identify behaviours, describe feelings, reason actions

acknowledge achievement publicly

deflect and defuse difficult, potentially confrontational situations

supply alternative preferred responses as choice options, and state consequences of choices

5. Teaching and Learning Strategies 5.1 There are a number of strategies that will be used to support children’s learning about behaviour. They include:

planned ignoring

deflection/distraction

de-escalating

humour

roles and responsibilities

challenges

change of task

talking to

adult owning the behaviour

change of adult

choices

calmness

listening

awareness of possibilities

firm assertive instructions

controlled raising of voice

warning of transition

Use of visual aids, i.e. timer, visual timetables etc.

5.2. Children will learn through

modelling of positive behaviours by others

clear boundaries


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routine and consistency

the way they are responded to by others

expectations and achievements being explicit

playing and working with others in planned situations that practice skills

role play

understanding that actions have resulting consequences

reparation

expressing feelings and fears within a safe environment

shared celebrations

a nurturing approach

Personal experience in a safe place and secure environment. 6.Organisation: Children are not sent to the office to have unsupervised time out. Office staff cannot guarantee their supervision.

6.1. Positive behaviour is reinforced with:

immediate praise giving precise feedback,

visual signs – smile or other sign of approval e.g. thumbs up or high five

personalised stickers or stamps

group appreciation

other adult recognition

certificates

photographic displays or work on display in class or around the school

written reports to parents/carers

class Dojo points with exciting Golden Time (30 mins max) if class achieve their target

6.2. Consequences of negative behaviour:

reminders of expectations

encouragement to make the right choice

loss of opportunity to participate in an activity for a fixed amount of time – use timer

loss of playtime/free choice/Golden Time

time alone

time working with an adult

reparation or opportunity/action to “mend” a situation

follow up discussion with Pastoral Team /HT

contact with parent/carer

red cards for inappropriate behaviour at lunchtimes. Parents to be informed by class teacher or a duty manager only. Copy of red cards to be made by TA and given to Head.

invitation for parent/ carer to attend a meeting.


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6.3 Playtimes and Lunchtimes

At playtimes and lunchtimes children may receive a purple card for good behaviours including helping others, playing nicely or being kind.

Children may receive red cards for being unsafe, unsafe to others, being rude or harming others

Staff are organised to cover the different areas of the playground and to support behaviour at all times.

Children are encouraged to speak with adults if there is a problem. The adult will talk with children, investigate and follow up on any necessary action.

Children are expected to stop on the first whistle and follow the line behind their teachers on the second whistle.

Children are not allowed to ‘rough play’ or play ‘physical fighting games’ at playtime or lunchtime. Children who are behaving in this manner will be spoken to and have time out on the wall for several minutes.

7. PATHS and Thrive In support of this policy we will work as a team to promote discussion of feelings and behaviour through the teaching of P.S.H.E. The PATHS programme is well established in school and gives children the opportunity to discuss their feelings and ways of coping with different situations in class and group situations. Weekly assemblies often focus on the PATHS feeling of the week and encourage children to apply what they are learning in a whole situation.

Class rules will be formed at the beginning of each school year and agreed between the pupils and class teachers.

School rules will be formed in consultation with School Council, displayed around the school and reviewed on a regular basis.

All staff will have feelings cards available so that children can be encouraged to talk about how they feel and how they can solve the problem.

All staff will model doing ‘Turtle’ as a calming strategy throughout the school. All classes will be following the PATHS lesson scheme and implementation of this will be monitored by the Pastoral Team by regular observations and chats with the children. THRIVE – What is it? Throughout life children may face challenges and obstacles that can knock them off course which can then cause them to exhibit ‘Bad behaviours’ or behavioural problems which is in fact their way of communicating that something is wrong. They need understanding and help to get them back on track. Thrive uses a holistic approach of working with children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubling behaviours, providing a firm foundation for academic attainment. How do we do it The Thrive Approach offers practical, effective tools and techniques that work, built around a web-based assessment and action planning tool, underpinned by a programme of training and mentoring support. Children at Raleigh will have access to relational, play and art based activities in 1:1 sessions, in group sessions, or in class. Parents are supported with ideas for activities at home.


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8 Monitoring:

7.1 A short record is kept of any behaviour that is harmful to self, other or persistently disrupting the learning of others (Pupil Incident Form). All staff will use the incident forms. These will be completed, a copy kept by the class teacher and a copy added to the central file in the staffroom – locked cabinet. These will be monitored regularly by the Pastoral Lead. (appendix 6)

Any pupil with ongoing behaviour needs will have a separate folder. 7.2 If a child continues to be unable to follow the rules, they will automatically have individual Thrive

assessments done and would take part in personalised Thrive sessions regularly. This assessment and outcomes would feed into child ‘support plan’.

7.3 The child will have a consistent Support Plan written by the class teacher that all adults working with that child will be made aware of and follow. This plan should be shared, agreed and reviewed with parents or carers. (appendix 3)

7.4 For some children an Individual Risk Assessment will be needed. This will be written by the class teacher and monitored regularly. All staff working with the child will need to be aware of and follow the plan. This plan should be shared, agreed and reviewed with parents or carers. The risk assessment will be updated every time a child poses a new risk to themselves or others. (appendix 4)

9 A consistent Support Plan and or Risk Assessment will have:

a shared responsibly approach to ensure that all staff are giving the same message.

Guide the child through what is acceptable behaviour using strategies such as, Social Stories, small world, 1.1 support.

Offer moral, emotional and practical support for the pupil, his/her teachers and support staff

Involves the parent and the child and uses regular and honest communication between all parties involved.

Ensure that all staff receives regular training and CPD for Early Intervention and solution focused strategies.

10 Running off Site Procedure 10.1 We acknowledge that when some children emotionally hi-jack they can go into the ‘fight or flight response’. This is our body’s own protective response to anxiety or danger. The body releases a sudden burst of adrenaline. For children who choose to run, more specifically off site, there is a procedure in place. 10.1 When a child is at risk of running off site the following procedure is followed

A member of staff will alert the school office who will find a member of the SLT. Staff from across the school may be asked to support this procedure at any time.

One member of staff (preferably with a Walkie Talkie/ mobile phone) stands on the front pavement outside of school. This is likely to be a member of the office staff

Another member of staff goes to path at the back of the school (again preferably with a Walkie Talkie/ mobile phone)

This ensures that the exits off the site are secure.

A third member of staff (again with a mobile phone) follows the child.


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Child is reminded to stay safe, return to school. Staff will use the same language ‘I am here to help, talk and I will listen’

If the child does go off site then 999 is called. This call is likely to be made from the office but could be done by any member of staff involved in the incident.

After the Police are informed, parents should be called immediately and if appropriate the child’s Social Worker

10.2 Running from class / assembly procedure

TA will follow child from a distance

TA will use the same language ‘I am here to help, talk and I will listen’

A child that runs from class will need a support plan and risk assessment, depending on the child and their individual plan action could vary, including: -Planned ignoring (watching from a distance) -Distraction with humour, discussion, object, activity -Change of adult

*TA will act in ‘responding adult role’ and will call for help if necessary from the nearest classroom *Responding adult procedure to take place *On returning to class, when appropriate a natural and logical consequence will take place *If a child leave a class without a class TA to support the class teacher to either send a blue card to the office or call for help from an adult in the nearest classroom. Whichever procedure would give the quickest support. *TA from a nearby classroom would then follow the above procedure. 10.3 Refusal to go with class procedure

TA will monitor child

TA will use the same language ‘I am here to help, talk and I will listen’

A child that refuses to go with the class will need a support plan and risk assessment, depending on the child and their individual plan action could vary, including: -Planned ignoring (watching from a distance) -Distraction with humour, discussion, object, activity -Change of adult

*TA will act in ‘responding adult role’ and will call for help if necessary from the nearest classroom *Responding adult procedure to take place *On returning to class, when appropriate a consequence written within the risk assessment will occur. *If class TA does not return with child and class after a short time class teacher to send a blue card to a TA in the next classroom. TA to check on responding adult. Responding adult maybe fine or need a change in adult to try distraction. If second TA is not needed, TA to return to classroom and check on responding adult every 10 minutes. 10.4 Climbing to an unsafe level procedure *If a child climbs a wall, fence, wall bars (not during PE) trees or other high equipment such as a shed staff must remain calm. *Staff have a duty of care to tell the child to ‘come down and keep yourself safe’ and use the language ‘I can not keep you safe up there, come down and keep yourself safe’ *Staff to watch from a short distance *A child that climbs to unsafe levels will need a support plan and risk assessment, depending on the child and their individual plan action could vary, including:

-Planned ignoring (watching from a distance) -Distraction with humour, discussion, object, activity


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-Change of adult *On returning to class, when appropriate a consequence written within the risk assessment will occur. *Role of Responding Adult – see appendix 5

11. Exclusions and Persistent anti-social behaviour 11.1. Exclusions: It is hoped that exclusions will be rarely required. If a situation arises where the school feel this is the appropriate action to take the Head teacher will follow the current guidance and procedures set out for such action. 11.2. Following a period of fixed term exclusion the Head teacher or Deputy Head will meet with the child and their parent/ carers to discuss a positive way forward, before they return to class. This will, in the most cases, be on the first day back to school. 11.3 Following a fixed term exclusion a short term part time timetable maybe necessary. This will be through a shared discussion and agreement of parents. Parents will be provided with a letter identifying the timetable arrangements, which should increase in time over a period of days. 11.4. When a child is unable to follow the rules the following sequence of events will begin:

The class teacher will inform the Pastoral Team in school and ascertain whether there is any earlier help that could be given to the child.

The class teacher may decide to inform a member of the SLT and/or the child’s parents if the behaviour is particularly serious or does not seem to improve.

If the behaviour becomes a serious concern during any part of the school day, and all possible interventions have not helped matters to improve, the Head teacher may impose fixed term exclusion.

Extremely serious situations may lead to involvement of the Governing Body, with permanent exclusion being the ultimate resort.

The class teacher may ask the support of the Special Educational Needs Co-ordinator if necessary, and a case study of the child and support given maybe drawn up at some point depending on the seriousness of the case.

Other outside agencies may need to be involved, at the discretion of the Head teacher, in some special circumstances.

12. Searching Children & confiscation of items 12.1 All staff are able to search belongings should they have reasonable grounds to do so. Such grounds might be:

To look in general for something that has gone missing

In order to establish the presence, or not, of a dangerous object or illegal substance

To look for something inappropriate that is thought to have been brought onto the schools grounds

To establish the use of technology in a given situation, eg. Texting or taking of picture

12.2 The procedure for searching is such:


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Belonging such as bags and clothing not being worn at the time may be searched

Pockets on clothing that is being worn at the time shall be required to be emptied; only if felt necessary, clothing may be patted down to check that they are empty, provided a second member of staff is present.

12.3 If any of the following takes place, then all staff have the right to confiscate the item and return to parents/carers after school. Monitoring and review: This policy was revised in October 2018 with regard to most recent guidelines and approved by the Full Governing Body on ………………………. It is due to be reviewed October 2019 but may be amended if there are any changes.


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Appendix 2 Family Friendly Behaviour Information Sheet


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Appendix 3

Support Plan for: DoB: Date:

Overall Goal:

Target:

Support + Language to use Response + Language to use Reaction + Language to use

Parent Signature:


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Appendix 4 - Behaviour Support Plan - Example template

Which specific behaviours is this plan focussed on? (one at a time is suggested but no more than three)

needs to keep himself safe in school.

We would like for to use the calm space available to him as opposed to running off.

We would like for to have the skills to manage his behaviours better

Triggers (anything known to bring on the behaviour)

Being told what to do

New situations/ Change

New adults

Feeling an injustice

Others misbehaving

Wanting to go home

Warning signs (any behaviour changes which indicate child is becoming agitated)

He’ll start to wander around the classroom

He’ll hide under tables

He’ll go to the toilets

He’ll start to goad others

Interventions to avoid

Shouting or raising your voice

Running after him

Confrontational speak – do it now…come here…

Early interventions (to be used as soon as signs or triggers are seen)

Remind him that he can access the library and draw.

New task

Reminder of what he is going to be doing (show him)

Move other children (distractions) out of his vicinity

Active Interventions (to be used as soon as behaviours are displayed)

I can see there’s a problem talk to me and I’ll listen

Distraction talk, current cartoon

Reminder of sticker book

Function Analysis

Name:

Name

Date

Known Special Needs Social, emotional and mental health

difficulties

Class/Year Group


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Date:

Description of target behaviour

See risk assessment for list of behaviours

Frequency

These behaviours occur frequently throughout the week.

Intensity

……. reaction can become extreme very quickly

Duration

……. has been known to have an emotional hi-jack for over an hour

Where does behaviour occur (also consider where it doesn’t occur)

In the classroom

At playtime

With whom

All adults in school

Function

His reaction acts as a coping strategy when ……… becomes uncomfortable with a request.

Review date

Types of Hazard

(behaviour)

Person

at Risk

*Likelih

ood

(1,2,3)

*Seve

rity

(1,2,3

)

*Risks

rating

(H,M,L)

Existing control

measures

Do controls reduce risk to

acceptable levels

….. will run away

from adults (there

was an incident in

school during PE)

….. will go places

that are unsafe ie

the top of the

wooden houses in

the playground

Individual Risk Assessment– Difficult and Dangerous Behaviour Action Plan –


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Hazard

Control Measures to

be Implemented

To be

Actioned By

Date to

be

Done

by

Checked

and

signed

off by

Date checked and

signed off

….. will run away from

adults

A calm space has been

introduced inside and

outside his classroom.

….. will run away from

adults

All interior doors are

closed during lesson

times and corridor

door are closed at all

times.

……will run away from

adults

All adults have a good

relationship with ?…

and will talk to him

appropriately to help

him make the right

choices and stay safe.

…. will run away from

adults

Share social stories

with ? to enforce the

importance of helping

keeping safe

…will run away from

adults

? will be accessing

‘games club’ to ensure

he has provision at

lunchtimes which can

be a challenging for

him

The site needs to be

risk assessed to see if

it can be made more

secure

Advise sort from ….. on

the premises. Action

plan devised by Fences

to be raised.

The site needs to be

risk assessed to see if

it can be made more

secure


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Appendix 5 - The Toolkit for the Responding Adult

This is a toolkit of responses that could be used by the responding Adult, to defuse/manage situations. It is not in any particular order and doesn’t imply that all have to be used. Reminder of what they are “practising”, “remember you are practising to…. , let’s do this, ” “I’m here to help” Reminder of “when you have…. then you can….. “Let’s see if…..” Success reminder, “yesterday you could ……” Planned ignoring/monitor Take up time, adult allow time for the instruction to be processed and to action the instruction. Distraction Humour Remind of consequence, “remember the time out of class, is time in at break time” etc. Choices, of how they will do something not if? “Our learning is….. , do you want to use a blue pencil or a red one? Sit here or here?” Change of adult Deflection, “Oh what’s happening there? Challenge, “let’s see if you can ….” Identify how the behaviour is making you feel, and stay in control, is my body language conveying control? Sometimes it’s a waiting game; continue to try with what you know the child may respond to, this may take time.


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Appendix 6

Pupil Incident Form To be completed for all incidents

Pupil Name:

Date Of Incident

Class:

Year Group:

Staff Name:

Place & Time

Nature of incident

Repeated non compliance

Exposing themselves Absconding with supervision

Damage to property

Bullying Absconding without supervision

Harm to adult

Harm to self Harm to peers

Verbal abuse to adult / child

Other:

De- escalation techniques employed

Defusing

Humour Limits

Deflection

Ignoring Consequence warning

Distraction

Time Away Change of adult

Proximity Control

Choices

Step away

Guide away

Consequence

Parents informed of incident

Date: Copy of form supplied Date:

Behaviour record seen by Pastoral Lead

Date:

Signature:


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Documents

Behaviour Policy - Raleigh Infantclass Dojo points with exciting Golden Time (30 mins max) if class achieve their target 6.2. Consequences of negative behaviour: reminders of expectations