Behaviour for Learning Policy
Behaviour For Learning Policy 2020-21
Barrow U.R.C Primary School - Behaviour for Learning Policy
In conjunction with Our School Values:
Our school is a place where we try to recognise individual sense self-worth by being thoughtful in our dealings with others and their belongings.
Our school is a place in which we try our best to be morally sincere in our dealings with others.
Our school is a place where you can rely on our resilience and integrity, and have a firm belief in us all.
Our school is a place where we look out for each other and display a warm, kind, personal affection.
Our school is a calm, ordered & secure community, with clear rules to help us all.
Our school is a place where we try to care for each other as Jesus has shown us.
Our school is a place where we try to forgive each other as Jesus forgives us.
Codes of Conduct
- We always walk around the school in a quiet, orderly manner.
- We are always polite and helpful to visitors
- We look after our environment and keep it clean and tidy.
- We treat others as we would like to be treated ourselves.
- We respect our own and other peoples’ property
On the playground
- We always stop when the whistle is blown and walk to line up quietly and sensibly when asked
- We play fairly and in a friendly manner
- We include others in games
- We take turns
- If we have been treated wrongly we tell a welfare assistant; we do not retaliate
- We always stay on the school premises.
WE ARE RESPONSIBLE FOR THE CONSEQUENCES OF OUR BEHAVIOUR and always answer teachers truthfully.
In the Classroom
- We agree class rules with our teacher relating to how we work and cooperate. These are displayed on the wall.
- We have individual targets for our learning, and sometimes for our behaviour.
- We review these targets with the teacher regularly.
- Class rules might relate to noise levels, independent learning strategies, cooperation, listening skills, study skills, tidiness and use of resources, rules and routines.
Our school believes in the positive management of behaviour. We aim for all the children to achieve their maximum potential in a caring and safe environment. We accept that children make mistakes and believe it is the responsibility of all the adults in the school to help the children to learn from their mistakes. We aim for our children to become independent and self-disciplined learners.
The importance of good behaviour
The school ethos is based upon a positive, consistent and structured approach to appropriate behaviour management where expectations are clearly modelled and communicated to provide a secure environment. The ability to adapt behaviour which is appropriate to a variety of situations is an essential life skill. We believe that it is our responsibility to help children to understand the importance of good behaviour and therefore learn to make the right choices at school and as future citizens.
In implementing this policy the school will:
- Establish systems which are consistent throughout the school and which are clearly communicated
- to children, parents and staff
- Encourage children to respect the needs and well-being of others
- Promote by example acceptable standards of behaviour
- Encourage positive relationships throughout the school community
- Consider the special needs of individual children
- Encourage children to incorporate respect for everyone and everything into their daily lives.
Roles and responsibilities
The Headteacher should:
- Promote a consistent approach throughout the school
- Support members of staff in their implementation of the school’s policies
- Oversee the implementation of the policy throughout the school
- Provide behaviour management training at least every two years
- Ensure that the policy is reviewed and revisited annually
The Governors should:
- Ensure that the policy is updated regularly by the Headteacher and reflects the ethos of the school
All staff should:
- Establish and encourage positive relationships
- Implement the school policies for behaviour
- Encourage the pupils to gain Dojo Points and other rewards
Parents and Carers should:
- Support the school in implementation of the policy to ensure a cohesive and cooperative approach to managing their child’s behaviour
- Take responsibility for their actions.
It is the belief of the staff and governors that close attention should be paid to on going day to day rules and regulations in order to establish a firm basis for courtesy and consideration for others.
All staff, therefore, must use positive behaviour management strategies to:
- Reinforce the codes of common decency and courtesy in order to help the children to grow up to be polite and caring members of society
- Reinforce and celebrate Barrow School’s 7 Values chosen as important by parents and children.
- Make certain that children show respect for each other and for all members of the school community
- Encourage children to move around the school appropriately without running and with consideration for others
- Prevent the use of inappropriate language
- Encourage children to show care for our school environment
- Foster good relationships within our school
Below is a list of actions and strategies all staff working within Barrow School agree to implement:
Smile – passing along positive energy and creating a sense of security and belonging
Display only behaviour which you would want children to replicate. Staff will demonstrate respectful interactions with all members of the school community.
Use of positive language (verbal and body) e.g. ‘please put your hand up’ rather than ‘do not shout out.’ This also includes positive body language and the avoidance of fear, anger and frustration in adult behaviour.
Giving time to ‘Noticing’ children will be a priority for all staff. Traditional activities such as ‘show and tell’ are celebrated as an opportunity to build connections and relationships with children. Children will be greeted positively when they enter the classroom each morning. Staff should notice that children are not ready for learning, they will intervene with nurturing strategies (time out, 1-1 talk time, engagement of the Pastoral Support Worker)
Consistent Celebration of children’s achievements through the presentation of Dojo Points, ‘public praise’, notes, texts, certificates and phone calls home.
Closing the gap and turning down the volume. Staff will not correct behaviour in school by shouting over distances, through crowds, or over noise. Signs, positive indicators, should be used wherever possible. We will endeavour to speak privately to children in behaviour correction, in order to maintain the child’s self-esteem.
Wait, watch, wonder. Becoming attuned to the child’s behaviour is key in assessing behaviour, preventing the escalation of situations and connecting with the child. Staff will endeavour to think empathetically when dealing with behaviour and understand that all behaviour is a form of communication.
Necessary involvement. Staff will avoid unnecessary involvement in behaviour issues that they are not dealing with. This includes questioning and approaching children who are being dealt with by other members of staff for a behavioural issue.
There are many ways in which positive behaviour is rewarded at Barrow.
Every day in class, on the playground, at lunchtime, children are rewarded with Dojo points, using the interactive reward system, "Class Dojo," online. There are many ways children can earn Dojo points and these are agreed under various categories in each class, such as excellent manners, displaying values, hard work. The children can gain points over the half term. Their goal is to gain enough dojos the gain a bronze, silver, gold or platinum award. e. Dojo points can be awarded by any member of staff, and in discussion by other children.
Star Pupil of the Week
In addition to dojos, one child per week is chosen for a special mention. This is related to good behaviour, achievements and effort.
Every week, at least 2 children are chosen to receive a headteacher’s award for excellent behaviour or values displayed around school. The headteacher also encourages staff to send children to the headteacher to receive stickers for particularly outstanding effort in their work.
Each week a child from every year group is chosen for their brilliant writing. Their work is displayed and the child awarded is given a ‘Star Writer Pencil Case’ to use during the week in class
Each week a child from every year group is chosen for their excellent reading. This may include reading above and beyond expectations at home, outstanding work in guided reading or superb comprehension work.