Policy for Behaviour
Columbia Primary School
Our aim at Columbia is to provide an environment where all children are able to learn and succeed. Our behaviour policy sets out the things we do to make sure this is possible.
We believe that the partnership between children, families and school is key to ensuring children behave well at school. These are our responsibilities:
The children’s responsibilities are:
- to know the Golden Rules and to keep them
- to respect differences and value everyone’s contribution
- to behave in an orderly and calm manner
- to do as asked by adults in the school
- to help in making the school a safe and pleasant environment
- to use ‘The Three Steps’ to sort out problems
The school’s responsibilities are:
- to treat all children fairly, equally and with respect
- to value each child’s contribution to the school
- to create a safe and pleasant environment for learning
- to provide a curriculum which is accessible and creative
- to recognise that each child has individual needs
- to help each child to achieve his or her best
- to discuss behaviour regularly
- to address incidents of misbehaviour and support children to improve their behaviour
The families’ responsibilities are:
- to ensure that our children understand the importance of their education and of good behaviour
- to discuss their education: ask what they have learnt, listen to what they have to say, encourage and help with reading and any home tasks
- to praise them for their efforts and achievements
- to ensure that our children respect differences and do not abuse or discriminate against people different to themselves
- to encourage our children to sort out difficulties without hitting, fighting or swearing, at home and at school
- to speak regularly with our children’s teachers and keep informed about our children’s behaviour
- to make sure our children come to school every day and arrive on time – to ring the school if our child is ill
- to support the school staff in implementing this behaviour policy
Our Approach to Behaviour
We developed our Behaviour Policy using ‘Quality Circle Time’ by Jenny Mosely. This is a whole school system designed to help adults and children feel positively about themselves, relate well to other people, behave well, and learn more effectively.
The whole school has a set of Golden Rules, which are displayed around the school. They are:
- Do be gentle; don’t hurt anybody.
- Do be kind and helpful; don’t hurt people’s feelings.
- Do be honest; don’t cover up the truth.
- Do work hard; don’t waste time.
- Do look after property; don’t waste or damage things.
- Do listen to people; don’t interrupt.
The Golden Rules apply everywhere in school, including the playground.
We teach the children routines to help them keep all the golden rules. At Columbia, we have many routines including for moving around the school and classroom, transitions, stopping and starting learning and talking to a partner. Teachers practise routines with children throughout the year. Senior leaders work with staff to make sure routines are working well and support where necessary.
When children behave well in school they are given lots of praise, as well as values certificates. Every week each class has a Golden Time when, as a reward for good behaviour, children have a free choice activity.
If children break a Golden Rule, they are given a warning. If they continue to do this, they may lose some of their Golden Time. In some cases (see below), children’s behaviour will mean they don’t go through these steps and the sanctions below apply.
What we do if a child misbehaves
We ask them to stop the behaviour which is causing concern and tell them how we would like them to behave.
We encourage children to take responsibility for their own behaviour and to change what they are doing. We ask them to make good decisions.
If it concerns other children we encourage the children to sort out the problem themselves by discussing the incident and using the ‘Three Steps’
The Three Steps
The children face each other, or sit in a circle, and talk directly to each other. They take turns to speak.
- They say what the other person did to upset them.
- They tell that person how it made them feel and why.
- They tell the person how they would like them to behave in the future.
Step 3 should be a positive behaviour not just “I don’t want you to…”.
If they are not able to resolve the problem, we help them come to some agreement.
If necessary we apply a sanction. This could be………
For incidents such as:
Playfighting, disobeying instructions, being unkind or rude, swearing, annoying other children, not working well enough.
The sanctions could be: missing playtime, being moved to another place in the class, making-up missed work, losing part of Golden Time.
For more serious incidents such as:
Fighting, bullying, racism, stealing, damaging work or property, behaving in a dangerous way or repeating a minor incident of misbehaviour.
The sanctions could be: Time Out in another class, missing more than one playtime, sitting in a special place in the classroom, seeing a member of the Leadership Team, having a report sheet, contact with parents or carers.
For very serious incidents such as:
Being very aggressive and hurting others, continually ignoring instructions, being very rude to adults, serious stealing, or repeating a serious incident of behaviour.
The Leadership Team will be involved and the sanctions will include a formal meeting with the parents or carers, being on a report or a behaviour contract. Such behaviour could also result in a period of exclusion from the school.
Leadership and Management of Behaviour
The headteacher is responsible for the leadership of behaviour at Columbia. He works closely with the senior leadership team and phase leaders to ensure that the approach to behaviour is implemented consistently across the school. Phase Leaders work with class teachers to ensure routines in all classes are well established and that learning is the main thing.
The headteacher works with the senior leadership team and the senior midday meals supervisor to ensure behaviour is managed well at lunchtime.
The headteacher works with the Assistant Head for Inclusion where children have serious or repeated behavioural difficulties. These children will often need to be included in the Special Needs Register in accordance with the Special Needs Code of Practice. Children whose social and emotional regulation creates a barrier to their learning may be referred to behaviour, mental health or speech and language specialists. These children may be supported by our school counsellor, art therapist, learning mentor, trainee therapist, speech and language therapist or may receive one to one support from a teaching assistant. This support will be coordinated by the Assistant Head for Inclusion who is the SENCo. In this instance, staff also form a focus group or a team around the child to discuss in class strategies to support the child.
Staff Induction, Development and Support
The behaviour policy is shared with all staff at the beginning of the year who read and sign to say they have read it on CPOMs. Staff new to the school meet with the headteacher and discuss the approach to behaviour as part of their induction. Staff allocate additional time at the start of the year and various points throughout the year to practise routines. Senior leaders work with staff to ensure these are consistent throughout the school. Staff receive additional support in class where routines are not yet consistent.
The following items are banned from school. If staff believe any of these items have been brought into school, they may search a child’s property without consent. The items are: weapons, alcohol, illegal drugs, stolen goods, tobacco, e-cigarettes, pornographic images, fireworks, anything likely to cause injury or offence.
Links to other policies
Incidents of bullying
We regard bullying as extremely serious and take firm action against it. We encourage children and parents to always let teachers know of any incidents so we can take action against it. (See Anti-Bullying Policy)
Safeguarding – child on child abuse
Staff understand the different forms of child on child abuse at that this should be reported as a safeguarding concern. Our approach to behaviour is designed to support children to have equal and respectful relationships with each other. Where there are instances of child on child abuse, both the victim and perpetrator receive support and a risk assessment/ action plan is created to prevent the child on child abuse reoccuring.
We promote the celebration of diversity and equal opportunities throughout school life and support children to stand up for these values. We take firm action against behaviour or use of language that discriminates against disabled people, the LBGT community, is sexist or racist. Again, we encourage children and parents to always let teachers know of any incidents so we can take action against it.