Temporary changes to Behaviour Policy (June 2020)
During these unprecedented times, and to ensure adherence to Government guidelines, we need to make some temporary changes to our usual Behaviour Policy.
Currently, we are unable to follow the usual practice of Class Time Out, Paired Time Out or Internal Seclusion. Therefore, in the instance of any child who;
we will call parents to come and collect their child to take them home. Following this a discussion will be necessary to decide on a safe and sensible return to school. If issues become persistent, then the child will be unable to return, while we remain under these conditions.
Behaviour Improvement Policy
"A good self-image is the most valuable psychological possession of a human being"
[John Powell 1976]
"We must move toward developing competency and self-worth, accompanied by responsible decision making and helping one another. In this atmosphere schools can empower young people with courage, confidence and life skills instead of burdening them with feelings of fear and inadequacy.
[Nelson, Lott and Glenn]
A commitment to the continual improvement of behaviour underpins the structure of the schools within the Trust and all members of staff should follow the Trust’s approach to behaviour improvement.
Whole school agreement on improving behaviour generates high morale amongst staff and children. The children know behaviour improvement will be consistent throughout the school and this in turn generates security.
When members of the community work together to create a learning environment that enables everyone to feel comfortable and successful inconsiderate behaviours will be reduced.
A well-structured and consistent set of procedures will be supportive to new members of staff, covering teachers and new pupils.
All behaviour improvement in schools within the MAT concentrates on raising self-esteem, encouraging self-discipline and engendering a community identity. The existence of a Behaviour Team, with special responsibility for the development of behaviour systems and procedures, is an indication of the importance attached to this area.
Every Child Matters
Within the MAT schools we work to ensure that the following principles, which are fundamental to all aspects of school life, are a high priority:
Our goals for behaviour improvement are
To achieve these goals, we have developed a structured, consistent and, above all, a positive approach to behaviour improvement, based on rules, rights and responsibilities.
Rights for All
Our rights are an expression of the fundamental values that we, as a community, encourage, teach and promote. To ensure everyone's rights are protected; members of the community must abide by the 'fair' school rules and accept the responsibility of their own behaviour.
Values held by our schools’ communities
Time Out and Paired Teachers
If a child fails to respond to classroom procedures, they may have to be isolated from the rest of the group for a specified time. Each class has a designated Time Out area for this purpose.
If the child refuses to take Time Out within their classroom, or continues to be disruptive, they will be asked to take themselves to another class teacher to take Paired Time Out in their area.
If the child refuses to leave, the class teacher will send for the paired teacher, who will come and remove the child. If the child still refuses, the Behaviour Lead will be called to remove the child. Parents will be called to discuss the child’s behaviour. All children who have had 3 (or more warnings), Time Out or Paired Time Out, receive a letter informing their parents, which the child completes after discussion with the Behaviour Lead in the Break/Lunchtime Room. This should be signed and returned. In extreme cases the child may be internally secluded or excluded for a few days.
Every incident of Time Out is recorded and followed up by the Behaviour Lead.
Consistent Improvement Plans
Identified children may have a Consistent Improvement Plan. These outline the school’s main areas of concern, set targets for the children and record how progress towards these targets will be achieved. The programmes are implemented by all adults involved with the teaching and learning for the child. Parents receive a copy and are encouraged to come into school and discuss their child’s progress. To support the child with their difficulties during this time, they will have a Monitoring Chart. At the beginning of each week they will spend time with the Behaviour Lead discussing an individual target; which will be their focus for the week. Each session an adult and the child talk about how well they have worked towards this target and each record their decision. At break and lunchtime the child will go to the break/lunchtime room to discuss their progress; again parents are encouraged to come in each week and look over the chart with their child and the Behaviour Lead and talk about next steps.
The members of staff on duty monitor behaviour on the playground. At the end of playtime, a member of staff blows a whistle. All children stand still and silent. They are then given a verbal instruction to walk to their lessons. This is to encourage a calm end to play ready to begin the next work session. All incidents of inappropriate behaviour are dealt with initially by members of staff on duty but if the situation escalates the child/children involved in the incident will be sent to the breaktime Room. If an incident needs further action all involved will come back at lunchtime to discuss further.
Lunchtimes can, at times, present difficulties for some children. It is very important for the children to have some unstructured time, when they organise their own play. [Although play equipment is provided]. This can lead to disagreements and tempers can become frayed. All schools within the Trust should evolve a set of procedures to help children take responsibility for their behaviour. All midday staff must have a very positive, supportive approach to the children, which will then help make the lunchtime procedures so successful.
Minor incidents at lunchtime are dealt with on the playground by the MDAs who record the incident in the record books. These record books are collected each lunchtime and all incidents and/or issues reviewed by the Behaviour Lead. If a child’s name begins to appear regularly in these records he/she is asked to come to the Lunchtime Room to discuss their behaviour and the consequences of continued problems. They will be given the opportunity to have respite from the playground if they wish to spend time playing inside during these times.
This is a designated classroom, where the children can take themselves or be taken should they need 'time out' from the playground. The area is supervised by the Behaviour Lead or another member of the Leadership Team.
If a serious incident occurs at lunchtime all concerned will be directed to break/lunchtime Room. If the child refuses to follow these procedures, they will be collected and removed from the playground.
The child/children will be spoken to and the incident logged and recorded. All children involved will be given the opportunity to write/tell their side of the story. Once the incident has been dealt with to the satisfaction of all concerned the child/children may then return to the playground or possibly spend some time playing inside.
In addition, this room is also used for ‘make-up’ time [see Time Out procedures] and for those children unable to go onto the playground for medical reasons. Any child who is not wearing correct school uniform will also play in here. The break/lunchtime Room may be very popular with children and they may want to spend a bit of time inside playing. There should be a large stock of toys and children will often ask to play in with a friend. Sometimes they just want a break from the playground or to spend some quiet time in the tent reading or drawing. If a child has an illness or injury, that prevent them from doing PE, they may play in the break/lunchtime room with a friend until well enough to go back outside.
A high standard of behaviour is expected of the children when eating. The Lunchtime staff monitor this.
If a child's behaviour is inappropriate he/she will be spoken to. If the behaviour persists, the child may be asked to eat in the break/lunchtime Room.
Those children that experience problems regularly at lunchtime are paired with a named MDA.
Simple steps towards effective behaviour management
Signs that a child is being bullied are
The Trust’s Policy for Behaviour and Discipline states that the MAT schools aim to provide a structured, stimulating and secure environment
where all children feel safe, respected and free to learn.
Bullying will not be tolerated because a child who is being bullied does not feel safe, respected or free to learn. Our schools should take all reported cases of bullying-type behaviour very seriously. All staff must be very vigilant and the Behaviour Team is responsible for all procedures dealing with this.
Pupil voice should be given a very high priority and this is very apparent in all systems and procedures, including those in place for bullying.
PSHE lessons for all year groups tackle bullying and children are consulted when formulating an anti-bullying policy.
Information for Parents/Children
A ‘Who can help’ information leaflet should be made available which identifies members of staff who have responsibility for dealing with behavioural issues, including bullying
The Behaviour improvement sheet should outline procedures within the school and should encourage parents to come in.
Information should also included in the school prospectus and newsletters.
Procedures used in the management of bullying at Silver End Academy
During Establishment at the beginning of each academic year the procedures for all behaviour issues should be explained to the children so they are aware of where to go and who to talk to if they have concerns; this should be reinforced throughout the year. This procedure is revisited and discussed regularly throughout the year with children.
Children should be taught to understand the definition of bullying and should be taught to understand that it refers to persistent incidents and not one-off friendship disputes.
The school is part of the Peer Mediation Scheme, whereby children in Year 5 undergo training in dealing with minor friendship issues. Very often children find it easier in the first instance to share concerns with their peers.
When a child informs us they are experiencing difficulties with a certain child or children:
• He/she talks with an adult experienced in dealing with these difficulties.
• Friends are detailed to ‘keep an eye’ on the him/her, and to ensure they always have someone to play with, sit with at lunchtimes etc.
• An MDA is detailed to monitor him/her, ensuring he/she is safe at all times on the playground at lunchtimes.
• ALL staff receive a message, explaining that he/she needs to be monitored for a set period. Any incidents involving him/her will be reported to a member of the Behaviour Team
• Meetings are arranged with his/her parents, where all procedures are explained, anxieties allayed and confidence boosted.
• Parents are given regular updates of developments.
Talk sessions with members of staff
These are vitally important in helping children cope with bullying because they:
• reassure the child that the bullying WILL stop
• show the child that someone will listen and take their problems seriously
• allow the child’s fears and frustrations to be expressed in a non-threatening situation.
• gives the child increased self-confidence to face the situation
• allows the child to talk through the bullying with an experienced member of staff who can offer strategies to make the bullying irrelevant.
During these sessions the member of staff will work on raising the child’s self-esteem by re-enforcing their strengths and talents. The taunts and abuse are discussed and the child is made to believe they are irrelevant and must be rejected. It is explained that if the bully sees a ‘submissive’ reaction to his/her taunts it gives the message that even the ‘victim’ in a way believes the taunts. Once the victim is able to reject them the bully has lost his/her strength.
The ‘victim’ is also offered the opportunity to ‘face the bully’, to express face to face how they feel. [This is very carefully supervised by experienced staff]
When a child has been identified as a bully:
Questions will be asked to determine whether the he/she is being bullied inside or outside school.
The member of staff will spend time looking at the positive qualities of the bully, and how these can be used in a positive way, [to raise the bully’s self-esteem].
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