Dormers Wells Infant School

Dormers Wells Infant School

Behaviour Management

Dormers Wells Infant School & Nursery (Foundation)

Behaviour Management Policy

Values and Ethos

We expect every member of our school community to behave in a considerate and respectful manner towards others at all times.

We aim to foster a positive and inclusive approach to managing behaviour, which enables children to learn to take responsibility for their actions and to develop high self-esteem and the necessary life skills.

Aims

  • To create a learning environment in which each member of the school community feels included, valued and respected
  • To ensure that all stakeholders are aware of our expectations, rules, rewards and sanctions and that we work in partnership to achieve consistency and a high standard
  • To ensure that our Behaviour Management procedures are implemented consistently and fairly across the school and that all staff take responsibility to guarantee that this happens
  • To model appropriate behaviour as adults, thus helping pupils to develop self-discipline and a sense of what constitutes appropriate behaviour
  • To work with external agencies, as appropriate

School Rules

We use three sets of rules: one for EYFS, one for KS1 and one for the dining hall, so that they are age-appropriate and setting-appropriate, as follows:

EYFS

 

Be polite, kind and helpful

Share with others and take turns

Take care of the school and equipment so that we can all enjoy learning

Listen carefully and follow instructions

Walk when in and around the school

Use your indoor voice

Put up your hand to answer questions

Put things away when you have finished with them

 

 

 

Key Stage 1

 

Respect other people and be polite at all times

Try your best and let others try their best

Share with others and take turns

Listen carefully and follow instructions

Be kind and helpful

Use your indoor voice

Take care of the school and equipment so that we can all enjoy learning

Put things away when you have finished with them

Take responsibility for other people and belongings

The Dining Hall

 

Walk in the Dining Hall

Use a Quiet Voice

Line up Nicely

Keep your Hands to Yourself

Eat all your Lunch

Hand up for Help

Promoting and acknowledging positive behaviour

By rewarding positive behaviour it becomes clear to the children what is acceptable and expected. We praise and reward children in a variety of ways:

  • Acknowledging achievement, particularly in the weekly Achievement Assembly
  • Displaying pupils’ work
  • Acknowledging acts of kindness and thoughtfulness
  • Acknowledging hard work and perseverance
  • Sharing positive news with parents / carers, via the weekly newsletter and website

In addition to the above, each Year Group will use specific rewards to promote and acknowledge positive behaviour. The chart below gives details:

Year Group

Rewards

Nursery

Verbal Information to parents at the end of each session

Star Chart

Reception

Golden Time

Star of the Day note to go home

Year 1

Star of the Week

Recognition note to go home

Golden Time

Year 2

Star of the Day

Table of the Week

Recognition note to go home

Golden Time

Stickers should only be given to pupils targeted for SEN support, as part of the support programme. 

Golden Time

All children have an allocation of Golden Time each week. This will be 30 minutes every Friday afternoon, from 14.05 – 14.35. The following activities should be made available across the school, as a minimum:

  • Construction area
  • Investigation (to promote curiosity / knowledge & understanding of the world)
  • Creative table
  • Book tent / table
  • Puzzle table
  • Role play area
  • An outdoor activity, when an additional adult is available (sketching mini-beasts, plants, gardening, tyre rubbings etc.)

Lunchtime & Playtime

Children need to be engaged, to develop social skills and to run about at playtime. Rules that apply during lesson time should be applied outside also.

A set of rules is displayed in the main playground and should be referred to reinforce the school’s expectations.

The “Red Caps” help to engage and support other children at these times. A Games Skills Club also operates at lunchtime, to develop language and social skills.

A sports coach is placed in the playground, every lunchtime, to engage the children in a range of activities and develop their sports skills.

Understanding inappropriate behaviour

It is important that we analyse the reasons for inappropriate behaviour so that we deal with it appropriately and recognise that we separate the child from the behaviour. The school uses a step procedure for managing inappropriate behaviour (see overleaf). In such circumstances the following considerations must also be made:

  1. Re-consideration of the curriculum offered to ensure appropriate curriculum fit to the abilities / developmental stage of the child
  2. Involvement of parent / carer at an early stage, in an informed, positive manner
  3. SEN / Child Protection / language barrier issues
  4. Serious incidents are dealt with by the Assistant Headteacher, Deputy Headteacher or Headteacher, each of whom will log the incident in her Behaviour log book.
  5. Racist incidents should be reported to the Headteacher in full, and will be recorded in the Racist Incident file: the Headteacher has a legal duty to report these to the LA. Sexist incidents will be treated in the same way.

Support for Pupils with Behavioural Difficulties

Support should fall into one of the 3 waves, detailed below, with a view to maintaining the vast majority of pupils at Wave 1.

Team-Teach training and other targeted CPD is provided for key staff, working with children with BSED. 

Quality First Teaching: Wave 1

For children to do their best, the curriculum offer must engage, enthuse, support and challenge them. It is the class teacher’s responsibility to ensure that:

  • All pupils are focussed on their learning and are engaged
  • Pupils are confident learners, developing thinking and questioning skills
  • Work is differentiated to the appropriate levels
  • Changes in behaviour are detected at an early stage and dealt with in the classroom, reporting through the appropriate channels any concerns.
  • S/he is aware of what it is like to be a child in his / her classroom. Does anything need to change?
  • Visual resources, including “Now / Next” cards are provided
  • Team-Teach strategies are used, in order to de-escalate inappropriate behaviours
  • Social stories are used, to model desired and appropriate behaviours

Wave 2: School-based Interventions

At Wave 2, the Assistant Head (Inclusion) will become involved and will liaise with parents and the class teacher to put school-based interventions, such as PALS into place. The class teacher must meet the recommendations made by the Inclusion Leader in full and must monitor the pupil’s progress. These will include:

  • A Behaviour Support Plan (BSP)
  • Reward Charts
  • Environmental Checklists
  • Monitoring for anxiety triggers
  • Use of Team-Teach techniques
  • De-escalation
  • Social stories

Wave 3: Involvement of External Agencies

Some pupils with complex BSED needs pose high levels of challenge for all staff and their behaviour can be unpredictable. In these situations it is important that staff remain calm and non-confrontational, adopting de-escalation techniques. The class teacher remains responsible for the pupil’s behaviour and safety at all times and must monitor and identify triggers for undesirable behaviour.

Physical intervention must be minimal and must only be used if the health and safety of the child concerned or of others is at risk.

Every area of the school is issued with two emergency cards which must be highly visible and blu-tacked to the wall near the classroom door so that help can be summoned, from a neighbouring class in the first instance and then from elsewhere in the building: this approach should only be used in extremis.

The Assistant Headteacher will work with parents / carers and the class teacher to put a Behaviour Support Plan (BSP) into place for pupils at SA+ or with Statements of SEN for BSED. It is expected that staff will work to the recommendations set out in these plans. The school will also seek parents’ consent to refer the matter to the Primary Behaviour Service (PBS) and / or other external agencies.

It is the responsibility of the SENCO to monitor the success of these targets and to allocate additional support or to refer to external agencies, after consultation with parents. The class teacher must ensure that:

  • Targets are up-to-date
  • Targets reflect current behaviours
  • There is regular liaison with the Assistant Headteacher
  • S/he seeks advice from the Assistant Headteacher

Positive Behaviour Reinforcement

The following is a non-exhaustive list of ideas to manage less desirable behaviours and engage pupils more effectively in the learning process: 

Strategy

Examples

Classroom Signals

To refocus the class; shaking the tambourine; hand in air to gain attention; pointing to visual timetable; glance at key pupils to refocus

Redirecting behaviour

Mini-plenary; sharing e.g.s of work to help others; “Remember, we’ve got ___ minutes…”; “Don’t forget to…”

Consequences & Sanctions

Refer to the School Rules or visual timetable displayed in classroom / on playground and reinforce expectation

Tactical ignoring

Praise good behaviour in room and ignore the attention seeking. Praise attention seeker when s/he adapts behaviour acceptably.

First / then…

“First of all…, then you can…” Avoids the negative by positive expression of what is to follow.

Choice

Give pupil the appearance of having some control: “I don’t think you’re comfortable there, shall we move you over here?”

Partial Compliance

Avoid confrontation by acknowledging concerns: “Yes, I know that… but right now we need to…, then we can deal with it”

Window ofOpportunity

Express expectation, giving pupil a bit of extra time to do what is expected: “you should have written … I’m going to help…, then I shall come to see what you have been doing”.

Deferred resolution

Deal with the behaviour later so that peers don’t witness the outcome, especially if a confrontation is likely. Deal with pupil 1:1

 

Partnership With Parents / Carers

It is essential that parents and teachers involve each other at an early stage, should either have concerns regarding a child’s behaviour so that home and school can work together towards resolution. We should be equally pro-active about recognising and rewarding appropriate behaviour / noteworthy achievements. We manage this partnership in the following ways:

  • Showing mutual respect for differing viewpoints
  • Informal meetings
  • Open Evenings and Curriculum events
  • Behaviour Support Meetings
  • Telephone calls and letters
  • Weekly newsletter
  • Home-School Agreement

The following will not be tolerated and will result in parents / carers being called to the school by the Headteacher or Deputy Headteacher for an emergency meeting:

  • Acts of extreme violence against pupils or staff
  • Acts of theft or vandalism / wanton destruction of property
  • Repeated use of abusive / offensive language
  • Persistent non-co-operation or high level disruption
  • Any action that endangers the health and safety of others

 

Exclusion can only be used as a very last resort for acts of extreme violence and vandalism to school property (See also Remissions & Charging Policy and Exclusion Policy).

Screening and Searching pupils

The school does not have screening equipment. Children may be searched, however, if it is suspected that they are carrying:

  • Banned items
  • Prohibited items

Searches will be carried out by the Headteacher, Deputy Headteacher or Assistant Headteacher, with a witness present.

Banned items are legal items, which are banned from the school, including:

  • Any item considered to be age-inappropriate
  • Any item considered to be harmful or detrimental to the maintenance of school discipline
  • Jewellery (except religious items)
  • Mobile telephones & electronic devices
  • Toys that promote violent play
  • Medication in the child’s possession (See Policy for Administration of Medicines)
  • Money brought in for no apparent reason
  • Sweets, including medicated sweets
  • Nuts

Banned items will be confiscated and locked away. The parent will be formally invited into school to retrieve the item. The above list is not exhaustive.

Prohibited items are illegal items, including:

  • Offensive weapons
  • Alcohol
  • Drugs
  • Fireworks
  • Anything suspected of being stolen
  • Items considered to be harmful or detrimental to the maintenance of good discipline 

Prohibited items will be passed to the Police and parents will be informed in writing. The above list is not exhaustive.

The Use of reasonable force and other physical contact

Staff at the school have a legal power to use “reasonable force” or physical intervention.

The term “reasonable force” refers to a wide range of actions that most teachers may have to use at some point in their career. Reasonable force is usually used to control or restrain and should be kept to the absolute minimum to prevent a pupil from harming him / herself, others or school property.

Other physical intervention for young children would include standing between two pupils, whilst they calm down, following an altercation or active physical contact such as leading a pupil out of a classroom by the hand.

Restraint refers to extreme situations when two pupils are in dispute and need to be separated to avoid escalation and / or injury.

Reasonable force may be used to:

  • Take a pupil to safety if s/he is at risk of being harmed
  • Prevent a physical altercation or to prevent a pupil from attacking a member of staff / other adult.
  • Remove a disruptive pupil from the classroom when s/he has repeatedly refused to follow an instruction or in situations whereby his / her continued presence poses a risk to other pupils.
  • Prevent a pupil from leaving the classroom whereby allowing him / her to do so, would risk his / her safety or that of others.
  • Prevent a pupil from harming him / herself or others through physical or uncontrolled outbursts.

The staff member concerned should use her / his professional judgment in deciding whether or not to intervene physically and should always consider individual circumstances.

Following the use of restraint, there must be a period of calming down and restoration for both parties and neither will be expected to return to the classroom immediately.

There is a legal duty for staff to make reasonable adjustments for disabled pupils and pupils with SEN.

Staff must not use force as a punishment. It is unlawful to do so.

There are certain restraint techniques that should not be used by staff and these are set in DofE non-statutory guidance on the use of Reasonable Force (2011)

Staff must record all incidents that involve the use of “reasonable force”, using the pro-formas stored on the staffroom safeguarding board. Copies must be passed to the Inclusion Leader. The incident must also be brought to the attention of the Headteacher / Deputy Headteacher and parents must be informed in writing. 

The Power to discipline beyond the School Gate

Children at this school are aged 3 – 7. At the end of the school day they are handed straight into the care of a known and responsible or adult or young person, aged 14+. At this point, staff are no longer deemed to be acting in loco parentis.

Senior staff will deal with discipline issues on the school site, if they occur whilst pupils are in the care of other adults but those pupils are deemed to be supervised in an inadequate manner. 

Dealing with allegations of abuse against staff.

The school follows the statutory guidance from the DofE and the advice offered by the LA.

If an allegation is made against a staff member, the school wishes to effect a swift resolution for the benefit of all concerned.

The allegation will be dealt with, in line with LA guidance. Where suspension is deemed necessary, it should be noted that this is a neutral act; it is not a “default” position. An individual will only be suspended if there is no reasonable alternative. If suspension is deemed appropriate, the reasons and justification should be recorded by the school and the individual notified of the reasons.

Staff will be offered access to an independent counsellor and will be supported through the process of the investigation, in line with procedure.

Allegations that have been found to be malicious will be removed from personnel records and any which are not substantiated, are unfounded or are malicious will not be referred to in references. 

Reference to other Policies

The following policies give further guidance on specific aspects of Behaviour Management:

  • Physical Policy
  • Anti-bullying Policy
  • Inclusion Policy
  • Exclusion Policy
  • Intimate Care Policy
  • Equality Statement
  • Policy for the Administration of Medicines
  • Staff Code of Conduct
  • Charging & Remissions Policy

Policy Reviewed by whole teaching staff: 01/13, School Council, 02/13

Ratified by governors: 13/03/13