Kirkhill Primary School

Promoting Positive Behaviour Policy

Rationale            

‘The development of a positive ethos within schools is the foundation for better learning as highlighted in the Discipline Task group report’– Better Behaviour- Better Learning.

The establishment of a positive learning environment is essential if effective learning and teaching is to take place within a school. Effective learning and teaching is also dependent on the development of positive relationships in school and in classrooms through the daily inter-action between staff and pupil and between pupils themselves.

 Aims and Values

  • To be a happy, friendly and safe community where we respect and care for each other as we are learning, living and playing.
  • To make our learning fun and to continue our learning, in and out of school.
  • To become more responsible for ourselves, our health and our actions.
  • To encourage each other to try our best at whatever we are doing.
  • To accept each other’s differences and co-operate with each other during all activities.

Respect, Fairness, Commitment, Co-operation Truth and Honesty

‘A value is something you can strive to achieve to make our school/society a better place to grow up in ‘- pupil definition.

School Ethos

The above aims and values act as the foundation for everything that we do at school. We hope to create an atmosphere of trust and tolerance to help develop self-confidence, self-esteem and self-discipline in all our pupils.

We have a number of policies that contribute to achieving our whole school ethos. These are our Race Equality Policy, our Personal and Social Development Policy, our Anti-Bullying Policy and our Health Policy. We have a Pupil Council, Prefects and pupil buddies plus monitoring systems and a number of other school initiatives to promote positive behaviour. 

Our basic school rules are shared and agreed by the pupils and staff. They are common sense ones based on the Golden Time initiative which allows us to work in harmony with one another and ensure the safety and wellbeing for all our school community.

Managing positive behaviour

Positive behaviour is best achieved by employing the following:

  1. Prevention – Preventative strategies which encourage each pupil to develop a self-awareness and self-discipline.
  2. Management – When negative behaviour occurs we aim to respond quickly, positively and effectively.

If negative behaviour occurs understood sanctions are imposed –see below

Responsibilities:

Staff: The whole school staff, both teaching and non-teaching, share a collegiate responsibility for consistently implementing school policy on positive behaviour. The Head Teacher has overall responsibility for ensuring positive behaviour.

Parents: Parents have a responsibility for ensuring that they support their child in meeting school expectations in respect of positive behaviour.

Pupils: The pupils’ are encouraged to manage and be responsible for their own behaviour and to endeavour to meet the expectations set out by the school.

Advice for Staff

  • Be consistent, fair and persistent. The key to children learning positive behaviour is consistency and patience. As in all aspects of life, children often have to learn from their own mistakes and experiences!
  • Keep any promise you make to the pupils and be open and honest with them at all times
  • Before taking any action communicate, clearly and effectively your  expectations and intentions
  • Act rather than react
  • Impose appropriate, fair and effective sanctions that are relevant to the misdemeanour and  try to explain the relevance of the sanctions
  • Be confident and indicate via your voice, body language and manner  your expectations
  • Seek advice and support if a situation escalates
  • Reprimands should focus on the behaviour not on the pupil’s personal qualities
  • Pupils should be reprimanded privately whenever this is possible 

School expectations:

  • All members of the school community are encouraged to respect each other
  • Pupils are expected to care  for and value  all school property and equipment
  • Pupils are expected to conduct themselves in an orderly manner at all times
  • Pupils are not allowed to bring any potentially dangerous objects to school that could harm themselves or others, or electronic objects such as mobile phones, , games consoles  as they cause distractions in school  and can get damaged or lost. If any of the above are brought to school they must be handed into the school office at the start of the day and collected at the end of school
  • Pupils are expected to bring in an explanatory note from their parents /guardian after every absence
  • Pupils are not allowed to leave the school grounds during the normal school hours without first having obtained permission from the school

Positive Behaviour strategies:

  • The allocation of 30 minutes of ‘Golden Time’ each week to encourage positive behaviour and achievement during the week. Then regular Golden Time activities are run by staff which the pupils chose. If pupils have lost ‘time’ they attend the ‘Think Tank’ which is supervised and the  reason for and loss of their time is recorded and discussed ( See attached appendix re Golden Time)
  • Self-assessment via visual indicator class traffic lights – each day pupils have a fresh start.
  • Merit awards, class points, School House points ( See attached appendix re House points), Citizenship awards/nominations, certificates and stickers  are awarded for positive behaviour and achievement in areas across the curriculum and out with school
  • Use of ‘Circle Time’ to discuss with pupils in the whole class  aspects of personal and social development including positive and negative behaviour
  • Nomination of  class ‘Star’ pupils who are presented with a certificate at termly  ‘Star Assemblies’
  • Achievements recorded in ‘Achievement Folder’ displayed in school foyer
  • Discussing whole school behaviour issues at Pupil Council meetings
  • P7 Prefects who are there to help, advise and support pupils during school breaks etc
  • Whole school assemblies on moral and social issues
  • Discussion  and implementation of aspects of Citizenship within the classes
  •  Use of ‘Buddying’ system within the school –older pupils working with younger pupils etc
  • Staff using praise as a sincere and prompt response to reinforce positive behaviour or achievement
  • Setting of personal targets for improving work and/or behaviour

Sanctions used for negative behaviour:

Verbal rebuke and reinforcement of correct course of action by member of teaching/auxiliary staff

Sanctions such as:

  • withdrawal of privileges/loss of awards/House points/Golden Time
  • detention during break-times
  • an incident during break may require a pupil to spend  a short time in the  ‘Time out circle’ while they cool off!
  • a change in seating arrangements within the classroom/their name being moved to orange or red on traffic lights in class to make them aware that they have to rethink their behaviour/attitude
  • writing a  letter of apology
  • pupil sent to see Head Teacher
  • Completing behaviour modification form with Head Teacher/Support Staff
  • Record of incident in incident log folder/appropriate incident forms
  • Notice to parents of unacceptable behaviour
  • Interview requested with parents and pupil
  • Individual Targeted Behaviour programme and/or home –school diary set up
  • Advice  sought from outside agencies e.g. Educational Psychologist, Child Psychiatrist, School Doctor 
  • Possible exclusion 

Procedures for dealing with major breaches of discipline:

  • Temporary informal exclusion in agreement with parents
  • Two/ three day recorded temporary exclusion in agreement with parents
  • Formal exclusion procedures are implemented in consultation with Education Office
  • A case conference is called involving parent and support agencies
  • Recorded Permanent exclusion
  • Parental right of appeal to Authority against decision to exclude 

Incident log folder:

  • This is used to record:
  • Any incident involving a child or anyone employed at the school, which results in personal injury
  • Theft or damage to property
  • Any complaints/ concerns about a child’s behaviour  from own/other  parents
  • Any contact about pupil from outside agencies
  • Aspects of bullying or racism

The log is dated, indicates people involved, relevant information and action taken. Incidents of proven bullying and racism are recorded on ‘Anti-bullying and anti-racist’ incident form and forwarded to the Performance Management Unit. 

Use of Physical Restraint

If a pupil becomes physically aggressive towards another pupil or member of Staff, and will not refrain from actions by a verbal rebuke, or if the pupil is likely to cause physical injury to others or him/herself, staff may use acceptable level of restraint to part the bodies involved or prevent the pupil from self- injury. No further attempts should be used to physically restrain the errant pupil unless staff have been specifically been CALM trained for that purpose. The Head Teacher should be informed of incident immediately and parents/guardian or outside agencies should be contacted for further support. Any injury to pupils or staff should be recorded and dealt with according to Highland Council Guidelines.

Monitor and review of policy:

This policy was initially drawn up in consultation with Parent Council and staff and will be monitored and reviewed as part of the ongoing audit of practice within the school. A copy of the policy is issued to new parents and it is available on the school website. The contents are discussed with the pupils. A copy of the school rules are displayed on the school notice boards. 

Resources: (in upright cupboard in staffroom)

Circle Time resources

Golden Time resources

Citizenship materials

P.S.D. resources

Award stickers/certificates as appropriate

Appendix

Golden Time Rationale

To be used throughout the school as a method of ‘positive reinforcement’ to encourage individual pupils to moderate their own behaviour and actions.

Each child has 30 minutes Golden Time awarded each week which they can choose to spend on an activity of their choice. If during the week they have lost golden time because of their negative behaviour or actions, then they report to the Think Tank to watch the time they have lost pass (sand timer) and discuss their actions with a member of staff. The loss of Golden Time is recorded as a method of noting any regular negative actions so these can be discussed further with them or their parents, if necessary. 

Organisation

  • 30 minutes of Golden Time awarded each week –‘fresh start’ to every week.
  • Golden Time charts displayed in each class in order for staff and children to have  clear, visual reminder
  • It is not ‘intended’ that any child should ever lose all their time ( or else there wouldn’t be any reason for them to behave for the rest of the week)
  • Time is only to deducted for ‘silly’, unnecessary minor offences, the type that wastes time, irritates other pupils etc
  • Pupils should be given a real opportunity to regain lost points, if possible.
  • Time should only ever be deducted in small blocks as previously agreed by staff eg 1min -P1,2mins -P2,3mins -P3 and 5 mins -P4-7
  • Negative behaviour that requires more punitive measures must be reported to and dealt with by class teachers or the HT, as appropriate.
  • Golden Time Choice Chart  to be circulated, starting at a different classes each time to ensure all pupils have the same chance to choose their golden time activity.
  • Activities to be changed regularly depending upon weather, availability of space ,expertise, equipment etc
  • Pupil Council to be active in making golden time suggestions and encouraging pupil choice.

The school House system and awarding of house points.

  • In school we have 4 Houses- Beauly (green), Conon (yellow), Ness (blue), Orrin (green).
  • House points are given to pupils for a variety of reasons such as responsible behaviour; care for others, or for improved class work etc.
  • House points should only be awarded or removed in small amounts.
  • Each House point is valued and staff must reward/remove appropriately.
  • Each pupil is assigned to a House when starting at school. Pupils are not placed in the same house as their siblings.
  • Houses contain pupils from all classes with House and Vice Captains from the P7 pupils being voted for by the whole school.
  • House points are recorded by pupils on sheets in their classes and collected and counted by House Captains then the results announced in School assemblies. A House Point graph displays these results.
  • NB-House Points should only be taken off any pupil in small amounts and where possible the pupil should be given an opportunity to regain them. It is preferable to remove house points from groups of pupils for misdemeanours rather than individuals.