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Rationale

At Croxteth CP school we believe that every member of the school community has a responsibility for developing and maintaining a culture in which pupils can achieve to their full potential.

We encourage and support our pupils to:

The school has a clear set of rules regarding behaviour. These rules were developed with pupils and staff and generally relate to safety and the maintenance of good order. We believe that all pupils have the right to learn and that all teachers have the right to teach. There is a very firmly embedded reward system that is at the heart of our Behaviour Management Procedures.

Class teachers respond daily to good behaviour by awarding stickers for Child of the Day. Weekly reward assemblies are held and positive behaviour is recognised and reinforced through the distribution of certificates for Child of the Week, Star Learner and Lunch time awards.

Experience has taught us that rewarding good behaviour encourages repetition of this behaviour. Inappropriate behaviour is dealt with firmly and fairly using a clearly understood set of consequences. Pupils are encouraged to recognise and understand the consequences of their behaviour and develop strategies to deal with their feelings; and YOYOB (You Own Your Own Behaviour) whereby the child will record their behaviour and will recognise the impact their behaviour has had upon others in their class, the dinner hall or play ground.


Aims and Objectives

We aim:


Implementation

It is vital for the success of our Behaviour Management Policy that there is a consistent approach by all members of the school staff.

It is the responsibility of all staff to support pupils in their efforts to display appropriate behaviour and to follow school rules. It is also their responsibility to encourage the development of lifelong good citizenship skills.

We encourage positive home school links in order to engage the support of parents in our efforts to develop a climate of good behaviour.

We have a very experienced staff that has developed a wide range of intervention strategies for encouraging appropriate behaviour.


Rewards

All children from Nursery upwards have the opportunity to gain rewards for a variety of reasons whilst in school. Teachers approach their teaching in a positive way, always seeking to recognise good behaviour rather than look for inappropriate behaviour. They have their own class rewards that go alongside the whole school reward system.

Recognition of achievement is given on a daily, weekly, half-termly and termly basis.

Public acknowledgement of achievements takes place in class and in whole school celebration assemblies.

The reward system is accessible to all pupils and fosters a great sense of pride between pupils and their families.

Pupils who need extra support with behaviour and or social and emotional skills are also supported 1 – 1 or in small group sessions.

“Friend Finders” listen, support and help resolve conflict and the school council meets on a termly basis to discuss and pass on views and ideas from pupils.


Unacceptable behaviour

During the day the school bears full responsibility for all children, who must therefore be obedient to its rules.

The education, safety and care of pupils and staff are of the utmost importance and any behaviour that threatens this will be dealt with appropriately. The rules are very clear and include pupils being required to:

Care for themselves by:

Care for each other by:

Take care of our place by:

Unacceptable behaviour includes such things as:


Sanctions

No physical or mental punishment of any kind is ever used but it may be sometimes necessary to reasonably restrain or move a child, if he or she is greatly disrupting learning or more especially causing distress, pain or endangering themselves or others.

There may be occasions where staff need to use reasonable physical means to separate pupils who are fighting. A child may be moved by trained staff using supportive holding methods if they refuse to leave a room or go with a teacher. This will be at the school’s discretion and only as a last resort.

Racist and Homophobic bullying will be dealt with in an age appropriate manner. Incidents will be recorded, both with a YOYOB form and in concerns log, they will be referred as necessary.

Children who do not respond to the usual classroom reminders about good behaviour sometimes need time out of the classroom to ‘cool down’ and to consider how to move forward more positively.

For these children a ‘cool down’ period is managed by our Learning Mentor / SENCo or Head teacher. During that time (fifteen – thirty minutes) children have time to reflect on and record their behaviour. They also have the opportunity, with the Learning Mentor, to plan how they can behave in a more appropriate manner in the future. They are encouraged to think about the effect that their behaviour has on others and to consider how the other person was left feeling as a result of their behaviour.

Should the Learning Mentor be unavailable then the SENCo will carry out the same activity with the child. The Head teacher and other senior staff will provide support for the Learning Mentor and the SENCo on the rare occasion that they should both be unavailable.

All visits are recorded by the Learning Mentor and parents may be contacted should any child fail to respond to the support given. The Learning Mentor plays a very important part in our Behaviour Management procedures. She provides support and encouragement for pupils and works in partnership with parents to bring about change in pupils who sometimes have difficulty following school rules.


Lunchtime

During the lunchtime break there is a system of detention for pupils who behave inappropriately on the yard or in the dinner hall. This is managed by the SENCo / Learning Mentor or the Head teacher.

All instances of detention are recorded, and parents informed of any pupil displaying persistent inappropriate behaviour.

Good behaviour at lunchtime is rewarded with stickers and certificates. Pupils are nominated for certificates that are presented during our weekly celebration assembly.


Exclusion

On rare occasions it may be necessary for a pupil to be excluded from school for a fixed period or possibly permanently. Should we have to use exclusion we will always follow the correct procedures and parents will be informed of their rights. We will always do our utmost to prevent this happening and use many intervention strategies to support pupils in danger of exclusion.


Parents

We always try our best to work in partnership with parents in our efforts to develop good behaviour patterns in our pupils.

Our Learning Mentor provides a strong link with families and will make home visits to support pupils when necessary. Parents are welcome to make appointments with the Learning Mentor to discuss any issues involving their child. Interventions by the Learning Mentor will, in many cases, prevent behavioural difficulties developing further.


Other agencies

It is sometimes necessary to enlist the help of outside agencies to support children and their families overcome behaviour difficulties. Children’s Services; local community groups such as Croxteth Child Development Services; the Educational Psychology Service; Behavioural outreach support and the medical team at Alder Hey can be instrumental in guiding us towards the correct course of action for pupils with behaviour problems that could be for medical reasons.

Sometimes the local police will support pupils by discussing their role and advising how pupils can get help should they require it.


Care of School premises and sites

We encourage our pupils to take pride in our building and its surrounding environment. We encourage our children to take pride in their local community.


Policy reviewed March 2016