Positive Behaviour Policy(Primary)

Our Ethos

Nurture: treat all children equally in a safe and secure environment Inspire: demonstrate positive behaviour across the whole school Enable: provide children with the tools and strategies to make positive choices and take

responsibility for their own behaviour

Our Principles

NurtureAt Parkfield, we are committed to ensuring a positive approach towards all aspects of the children’s learning and development, supporting them to be treated equally and with dignity. The school’s ethos values: Nurture, Inspire and Enable are central to our school ethos and are embedded within the school’s approaches to behaviour. We also recognise the importance of providing a safe, happy, secure environment through establishing a whole school approach to behaviour management, encouraging positive attitudes to achievement, increasing self-esteem, self-discipline and a sense of responsibility.

InspireAs part of this process, we aim to ensure that children, parents, carers and governors work together to provide a learning environment in which every child can reach their potential. We firmly believe that the promotion of good behaviour is the responsibility of every member of the school. Staff accept responsibility for this, irrespective of which class or year group a child is in.

EnableAt Parkfield we will provide the children will tools to enable them to accept responsibility for their own behaviour. We aim to build the self-esteem of all children and give everyone a chance to express themselves as individuals. We try to ‘catch children being good’ and celebrate this positive behaviour in every way possible.

Our staff promises

As part of Parkfield’s Promise to promoting good behaviour, our staff have agreed to the following promises:

recognise and celebrate good behaviour as it occurs using merits and the traffic light system use the whole school merit system to help the children achieve milestones. praise good behaviour both publicly and privately. explain and demonstrate the behaviour that we wish to see using positive language. Refer to the

positive language script. ensure that all children are praised for behaving well and for demonstrating manners around

school. each week 3 children will be nominated by each class teacher to receive the ‘Outstanding’ and

‘Respect and Thoughtfulness’ award. encourage children to take responsibility for their own behaviour by allocating jobs and

responsibilities. inform parents about their child’s good behaviour through Arbor. award on the spot reward cards. award annual attendance awards. ensure there are termly celebration events to celebrate merits.

award children on a weekly basis with the ‘Outstanding Award’ and ‘Respect and Thoughtfulness Award’.

award the ’Secret Student’ of the day.

The Parkfield Merit System

Throughout the Primary school, we reward our children through a merit system. A child can receive merits from demonstrating the following positive behaviour:

consistent effort into their class or homework completing work to the best of their ability contributing to group discussions helping other peers or adults in class or around school showing excellent progress showing a ‘can do’ attitude towards their learning demonstrating resilience showing kindness and respect towards others’ and the school environment

The children will receive milestone certificates when they achieve the following:

KS110 merits = 10 merit certificate25 merits = 25 merit certificate50 merits = 50 merit certificate75 merits = 75 merit certificate100 merits = 100 merit certificate

Promoting Positive Behaviour through positive language at Parkfield

KS210 merits = Merit certificate25 merits = Bronze award (Year 6 will be awarded badges)50 merits = Silver award (Year 6 will be awarded a badge)75 merits = Gold award (Year 6 will be awarded a badge)100 merits = Platinum award

To help encourage each child to make ‘good’ choices, we use consistent positive language to praise the children and encourage them to make positive choices. Such language may include the following phrases:

Opening line: “I notice that …”

Delivering the message: “‘And you know that to make a good choice you should … ‘”

The consequence: “If you choose to…then you know that …”

Remind them of previous positive behaviour: “Do you remember … when you … That’s the ‘you’ I want to see today.’

The staff will consider the following when discussing a child’s behaviour with them:

they will attack the behaviour not the child

they will not ask open questions that encourage a longer conversation

they will consider how you can leave the student in a reflective mood rather than angry with you

remind them of the rule they are breaking

explain what will happen if they continue with poor choices

resist the temptation to threaten with meaty sanctions

try not to linger on what has happened, instead focus on what will happen when you walk away

Our Parkfield PromisesI will try my best

I will listen carefully

I will believe in myself

I will walk quietly around school

I will use gentle hands and a soft voice

I will treat others with kindness and respect

I will look after my school and the things in it

The Parkfield Traffic Light SystemWithin each classroom at Parkfield, there is a traffic light system. At the beginning of each day, each child will begin on green: we believe that every day is a fresh start at Parkfield. The goal of the traffic light

system is to motivate each child to demonstrate positive behaviour, in and outside of the classroom. Such positive behaviour will result in merits being awarded.

Yellow Behaviour

Following any yellow behaviour, the child will be given a warning and be asked to discuss their behaviour with an adult. The following behaviour will be classified as a yellow behaviour:

Disruption in lessons, corridors, at break time and at lunchtime. Non-compliance of classwork or homework Poor attitude to learning Poor attitude towards others Unsafe behaviour in school or on the bus

Child speak:

I will not be rude to an adult or another student in school I will not use unkind words I will not disrupt my own and others’ learning I will not complete work to the best of my ability I will not demonstrate unsafe behaviour in school or on the bus

Red Behaviour

Any red behaviour will result in the child losing some of their break or lunchtime to reflect on their behaviour choices and discuss how they could have made better choices. The following behaviour will be classified as a red behaviour:

Non-compliance and persistent breaches of school rules. Swearing

Any form of bullying Deliberate or malicious physical violence towards another person Destruction of property Theft. Verbal abuse against a child or adult. Possession of prohibited items. Threatening physical or verbal behaviour. Refusal to co-operate with a member of staff Running away Rudeness or Insolence to a member of staff Sexual harassment Absconding from the school grounds

Child speak:

I will not use very unkind words or actions, including swearing, in school I will not damage school property I will not consistently disrupt my own and others’ learning I will not use racist, sexist or homophobic language I will not display unkind actions or physical behaviour towards others’ in school. I will not take something that did not belong to me. I will not threaten physical or verbal behaviour I will not use violence behaviour towards another person. I will not bully or encourage bullying. I will not leave the school grounds

Red Behaviour Report

At Parkfield we believe in allowing the children the opportunity to make mistakes and learn from them. A child will only be placed on report if they receive 3 red behaviours. Following any red behaviour, a member of staff will inform the parents/carers of the incident that took place. The purpose of a report is to monitor students throughout the school day. Students on report must ensure that it is checked regularly, completed by all staff and checked at the end of each day.

If a child is placed on a Red Behaviour Report, the Phase Leader will contact the parents to explain the system. They will inform them that consequence time will be given if a child receives two level 3s or 1 level 4 on a report. Initially, each child will be placed on the report for a 2 week period.

Children on report will be signed off daily by the staff member they are reporting to. The report will then go home with the child for a parent to read and sign.

Children who achieve mostly positive comments, will have no sanction imposed and will be taken off report after the two week period.

If a student does not have a successful fortnight on report then it will be escalated to a Headteacher’s Report card.

Children who have been on a report card, due to poor and unsafe behaviour, may also be removed from school trips/visits.

The Lesson Exclusion System (LE)The lesson exclusion system is to be used as an occasional and short-term means of removing a student from a classroom. The lesson exclusion system works in the following manner:

If after applying a range of behaviour management strategies, a child is not meeting a teacher’s high expectations, they will be given a warning that their behaviour could lead to them being removed from the lesson. This warning should be clear to the child using positive language.

When possible, a child should be escorted to the LE designated space through the ‘On-Call’ system. Suitable differentiated work should be provided for any child who is removed from the lesson. Children who are removed, will remain out of the lesson until they are ready to learn and meeting

the teachers’ expectations. A repair and rebuild meeting should be held between the class teacher and the child.

A phone call home should be made by the class teacher and the incident recorded on Arbor.

Notes:Sending a student out of a classroom room to the LE system is a serious action to undertake. Staff need to be clear that they are putting a student in the LE system for an appropriate reason. Staff should be aware of children with SEND and any children with exit / time-out cards. They need appropriate consideration, which may include a period of time out. All the relevant information on vulnerable students can be found on their Individual Support Plan (ISP) on the staff shared.

On-Call StaffMembers of the Senior Leadership Team (SLT) are available throughout the day through the ‘On-Call’ system. They will assist in ensuring Parkfield School is a calm and purposeful place to learn. Members of SLT are on hand to assist teachers in resolving complex matters with our children and ensure the following:

SLT will patrol the site at the start of lessons to ensure that the children are in class and settled. On-Call staff will be aware where supply staff are teaching and monitor any classroom/corridor and

playground spaces that may need further support across the course of the day. On-Call should intervene if there is red behaviour that required further support in or outside of the

classroom environment.

Internal IsolationInternal isolation is to be used prior to a Fixed Term Exclusion or in some cases, as an alternative to a Fixed Term Exclusion (FTE).

Internal isolation operates throughout the school day, with different break and lunch times to the rest of the School. The length of an internal isolation depends upon a number of factors: the seriousness of behaviour that has caused the referral, and the general conduct of the student in question. It is likely that a child who is persistently poorly behaved may receive longer internal isolations.

To be effective the following procedures will need to take place:

SLT need to approve the placement of a child in internal isolation. They will also need to call home and log the isolation on Arbor.

Suitable work should be provided by class teachers for any child in isolation. The member of staff supervising isolation will consistently monitor the behaviour of the child.

Adapted Timetable

In the event of a serious breach of our behaviour policy or persistent poor behaviour, a child may be put on an adapted timetable. This will involve them entering and leaving the school premises at different times and for them to be out of circulation from their peers whilst on site. Such arrangements are to be made by the Principal in consultation with parents.

Absconding Procedures If a child is suspected of leaving the school site without permission:

The member of staff will alert the Headteacher or Deputy Head Teacher in their absence.

If there is no doubt that the pupil has absconded, the school will contact the pupil’s parent / carer to inform them and call the police. Staff will not chase the child, as this could lead to the child wandering further afield. However, discretion with this will lie with the Headteacher who may choose to divert from normal policy, using their professional judgement, their knowledge of the child and the particular situation.

If the child is within an easy distance of the school, staff are not to engage in conversation.

If the child returns of their own volition, parents / carers and (if necessary) the police will be informed.

If the child absconds, the Headteacher will consider further sanctions and meet with the parent / carers.

The Head teacher is responsible for all decisions made when a child absconds from school.

Once school has informed the parents / carers that their child has absconded, parents and carers are responsible for actively supporting the school with the subsequent procedures and actions. This could include coming to school to help secure the safety of the child after they have absconded as well as meeting with the Headteacher in order to agree subsequent actions.

Safety Guidelines The Department for Education 2013 states that reasonable force and restraint may be used to prevent a child from doing, or continuing to do any of the following:

Injuring themselves or others

Causing damage to property, including the child’s own property

Engaging in behaviour prejudicial to maintain good order and discipline. Therefore, if a member of staff believes a child may damage itself, another, or property they may be removed physically using the minimum amount of force necessary.

Refer to the Parkfield Positive Handling Policy for further information.

Appendix

Changed expectations for pupils as a result of COVID-19

Changes to our expectations

When pupils are in school, we expect them to follow all of the expectations laid out earlier in this policy, however we will suspend some expectations and add some new ones, including:

Expectations that are temporarily suspended during the COVID-19 is pandemic:

The lesson exclusion system will be suspended during this period of partial opening. Members of SLT are available for ‘on-call’ visits, however this will be done whilst socially distancing. The internal isolation system will be suspended during this period of partial opening. We will not be able to offer adapted timetables during this period of partial opening. Any pupil who regularlu absonds from a classroom bubble without permission will be subject to a risk

assessment to see if they can remain in school.

We have added the following expectations:

We want all our children to follow our normal expectations. However, we have slightly adapted our approach to take account of social distancing. The adapted expectations are:

Adhere to social distancing expectations. Follow hygiene routines. Follow designated routes/pathways/one-way systems and use allocated spaces. Be careful when sneezing or coughing. Spitting is never allowed. No littering of hazardous materials. Children should follow ‘catch it, bin it, kill it’. Refrain from sharing any equipment, food or drink in class or around school.

Our (temporary) Parkfield Promises: Follow the social distances rules. Stay in your space in class. Stay in your playground area. Wash hands regularly using the instructions. Put any used tissues and paper towels in the bin. Do not touch others or their belongings. Keep your own items on your desk.

Uniform:As one of our adjustments to the COVID-19 pandemic, at Parkfield we have temporarily adjusted the uniform policy. Students will be required to wear their own clothes and adhere to the following expectations:

Appropriate and comfortable footwear (no sandals, flip flops etc) Comfortable trousers/leggings/joggers or culottes/over the knee skirt or dress.

T-shirts/blouse and jumper/cardigan/jacket. No cropped or strappy tops. No inappropriate logos. All hair that is longer than shoulder length should be securely tied up. Only stud earrings should be worn. No necklaces, bracelets or rings. No make-up or nail polish.

Please ensure that all items are labelled to prevent others from handling your child’s clothing. Staff will also be wearing more informal clothes during the remainder of the summer term.

Staff will be familiar with these rules and make sure they are followed consistently. Parents should also read the rules and ensure that their children follow the new procedures that have been put in place. Parents should contact a member of the senior leadership team if they think their child might not be able to comply with some or all of the rules, so we can consider alternative arrangements with them.

Senior leaders may complete a risk assessment for an individual pupil if they have reason to believe that they may not be able to comply with these rules. If a pupil does not comply with these rules, parents will be contacted and alternative arrangements will be made for their education.

RewardsThe normal rewards policy will be suspended until school life is normalised. However, teachers working with a group of pupils within their own bubble will be asked to consider how more localised reward systems might be used to encourage positive behaviours.

SanctionsAspects of our sanctions policy will be suspended until school life is normalised. This is particularly in relation to the use of detentions, internal isolation and fixed term exclusions. The senior leaders on site will make decisions on sanctions as they are required. However, we fully expect teachers to use standard behaviour management strategies in the classroom ie verbal warnings, communication with home. We also recognise that pupils returning to school may have been subject to trauma, anxiety and other wellbeing issues, staff are to approach pupils displaying challenging behaviour with caution, care and empathy.

We fully expect that pupils returning to school will behave in an appropriate manner at all times, recognising the significant challenges that the COVID-19 pandemic has presented for all of us. However, pupils who do display more challenging behaviour will be swiftly removed from their bubbles. A risk assessment will then be completed to see if the pupil can remain in school. Parents will be contacted before a final decision is made on how the pupil will be educated moving forward.

Remote learning rulesIf pupils are not in school, we expect them to follow all of the rules set out below. Parents should also read the rules and ensure their children follow them. Parents should contact a member of the senior leadership team if they think their child might not be able to comply with some or all of the rules, so we can consider alternative arrangements with them.

Our rules:

Be contactable during required times – although take into account that pupils may not always be in front of a device the entire time

Complete work to the deadline set by teachers Seek help if they need it, from teachers or teaching assistants Alert teachers if they’re not able to complete work Use proper online conduct, such as using appropriate language in messages Do not use online forums ie Microsoft teams for inappropriate communication with staff

Dealing with problems

If there are any problems with pupils adhering to rules around remote learning, including if they don’t engage with the remote learning set for them, we will:

Record that work is not being completed Contact the pupil through normal online routines Contact parents to express concerns When possible we might invite the pupil into school We will ensure that any knowledge of work not completed is taken into account when we plan a recovery

curriculum for the pupil.

Monitoring arrangementsWe will review this policy as guidance from Reach South Academy Trust or Department for Education is updated, and as a minimum every half term. Following every review it will be shared with the full local governing body.

Links with other policiesThis policy links to the following policies and procedures:

Child protection policy Health and safety policy COVID-19 Risk assessments

June 2020