Behaviour Policy

The importance of good behaviour

‘Without an orderly atmosphere, effective teaching and learning cannot take place. However, the role of the school in promoting good behaviour goes simply beyond maintaining good order. It also involves assisting children to grow up with a clear view of what is right and wrong and helping them to appreciate the needs of others and of society around them.’ (DFE Circular)

It is important the Rose Hill Primary has a consistent approach to behaviour.

We prefer to emphasise the positive elements of behaviour; praise and encouragement are paramount. It is our aim to promote appropriate attitudes and secure standards of acceptable behaviour enabling our school to be a pleasant and safe place for all to work and learn in. We control movement about the school, supervise the children in their work and play and place a special emphasis upon self-discipline, mutual respect and tolerance. Good behaviour raises self-esteem.

Working together

Good behaviour in school does not just happen – it has to be worked for – and we as adults, (all staff, parents, governors, visitors etc) have a shared responsibility to :-

 Set a high standard by our own personal example of courtesy and consideration to others

Show a respect to each other and to all children

Take the initiative when around school to promote good behaviour

Create and maintain an interesting and attractive environment at school (which we all keep clean and tidy)

Apply rules fairly, firmly and consistently

Promoting good behavior

THE ROSE HILL WAY

In consultation with all staff and the School Council, we have created four simple rules which underpin our expectations of behaviour at Rose Hill. Through whole school assemblies and Circle Times, staff talk to children about what these rules mean and how to recognise these behaviours in themselves and others. The ‘smiley system’ which we currently have in place will continue to reward good behaviour as well as Golden Time, weekly Green Certificates and post cards home.

In EYFS children learn to play co-operatively and take account of each others feelings also through Circle Times and positive behaviour charts in their classrooms, which reward those who follow the Rose Hill Way.

SMILEY FACES

Smiley faces are awarded to children from Year 1 to Year 6 for following the Golden Rules and Learning Principles. Each child has a smiley card to record their smileys. When this has been filled they receive a badge and are congratulated in Celebration Assembly. Most children will receive 5-10 smileys each week and on average 2 badges per year.

Red = 100, Yellow = 200, Green = 300, Blue = 400, corresponding coloured badges are then awarded for the next set of hundreds.

GOLDEN TIME

For those children who always follow the school rules, they will be rewarded through Golden Time for half an hour every Friday afternoon. Children will be able to sign up for the activity they would like as their reward on a Monday. We want this time to be exciting and something the children look forward to. Here are some examples of the rewards they might choose:

Play dough Disco, Create and Make, Outdoor and Indoor Sports, Computing, Story time and MANY more….

Strategies

RESTORATIVE APPROACHES

From January 2015, Rose Hill become a Restorative Approach School. Every member of staff has been trained in the values of Restorative Approaches and how to use

Restorative Meetings to support children with conflicts.

What does Restorative Approach mean?

It is an inclusive ethos that gives everyone within the school community the opportunity to build, repair and maintain relationships by building on values such as:

honesty, respect, individuality, equality, empathy, accountability and responsibility

How does it work?

The approach works through using a set of questions based upon Five Themes which allow children and adults to talk through a problem with a view to restoring relationships .This does not mean that sanctions are not used but it does allow children to learn from their mistakes and develop life long skills to prevent conflicts from

reoccurring. The approach originated in the Criminal Justice System to mediate between victims and Offenders with huge success. Now these skills are being taught in many schools with the same positive results. Weekly Circle Times ensure that each child a more valued and committed member of the class. Circle Time can also be used to discuss School Council issues

Procedures to follow if rules are broken

We have also put in to place a clear set of guidelines which show children what will happen if they do not follow our behaviour expectations. These sanctions will be in the form of losing Golden Time, spending time in the Reflection Room, missing play times and informing parents if appropriate.

Steps to be followed1. Verbal warning

2. Name on board

3. Golden Time lost (5 minutes)

4. Sent to a ‘buddy’ class

5. Head / Deputies informed

6. Parents contacted

 

Responsibilities

Children’s responsibilities

To follow the rules that are in place to the best of their ability

To treat all adults and children with respect and politeness

To help make the school a clean and pleasant place to be

To do what adults in our school ask

To learn to take an increasing responsibility for their own learning

 

Staff responsibilities

To treat all children fairly

To create a safe and pleasant environment

To provide a challenging and interesting curriculum

To recognise that each child is an individual

To help each child to do their best

Parent’s responsibilities

To make sure that children arrive on time and ready to work

To encourage children to try to sort out difficulties without resorting to violence or verbal abuse

To encourage respect for other people

To help children realise the importance of education and praise them for their efforts and achievements

To support the school in its efforts to ensure a happy learning environment