At Cronk y Berry School (CYB) we aim to provide clearly stated expectations of what constitutes acceptable behaviour combined with effective strategies for managing behaviour on a daily basis. Underpinning this is our central belief and commitment to our core purpose and vision.
Whilst the discipline and behaviour of the class is, primarily, the responsibility of the class teacher, all our staff are collectively responsible for ensuring that all pupils learn to be considerate to others and behave appropriately.
We know that to be effective these expectations must be consistently followed by all members of staff and visitors to the school. We understand that every adult in the school must act as a good role model in their own behaviour and actions. We also understand that the best way to deal with poor behaviour is to establish a positive ethos where pupils are valued for showing good behaviour. Therefore all staff should always endeavour to remark on good behaviour and manners, and to commend children for their positive actions.
Proactively dealing with behaviour issues before they occur e.g. by planning high quality, motivating learning activities, by consistent use of praise around the school and by establishing a high quality learning environment ensures that incidences of poor conduct are minimised.
Rights and Responsibilities
- Everyone within our school community at CYB has rights and responsibilities to ensure that it is a safe place in which we can learn, work and play.
- Our children have the right to learn, work and play in a friendly, safe and inclusive school.
- Teachers and staff have the right to teach and work in a friendly, safe and rewarding school, which is supported by our community.
- Parents and Carers have the right to feel welcome and to know that our children learn, work and play in a friendly, safe and supportive school.
The way that adults speak to pupils (and about pupils), and the way that adults allow pupils to speak to each other, directly impacts on the self-esteem, confidence and motivation that a pupil has, which in turn impacts on the pupils behaviour. Therefore at CYB we strive to ensure that:
- all staff have high expectations of pupil behaviour and pupils’ ability to make progress
- teaching staff deliver learning activities in an engaging, active learning, confident, enthusiastic and fun way
- teaching staff constantly and consistently praise the whole class and each pupil in the class
- teaching staff use positive language when talking about pupils learning and behaviour, both in front of and away from pupils
- all adults act as good role models for pupils including the way that they speak, dress, behave, etc.
- any negative comments only refer to the behaviour that the pupil has displayed and not about the pupil personally
- pupils are constantly informed about how successfully they are achieving the learning intention within lessons and given support and guidance where appropriate
- teachers do not use particular subjects or activities as a sanction, as this undervalues that subject/activity
- all pupils leave the class and the school at the end of the day feeling good about what has been achieved, and secure about their place in the class
- adults never use sarcasm to embarrass a pupil and never publicly ridicule a pupil or make them feel isolated
- adults avoid shouting, except in extreme situations, (remembering the less we raise our voice the more effective it is if we have to)
- in every possible situation, e.g. classroom, playground, assembly hall, ALL adults model the behaviour they expect from our pupils
- In every possible situation, e.g. class, playground, assembly hall, ALL adults praise pupils displaying the good behaviour expected at this school
Rewarding and celebrating good behaviour
Our school praises pupils for good learning and good behaviour at every opportunity.
We also reward pupils with stickers, certificates, team points, trophies etc. These are materialistic rewards that we give at certain times during the day, week, term or year.
However, we want pupils to recognise that the real rewards come from the praise they get from both staff and parents on a daily basis, which gives them confidence and makes them feel proud of themselves. The feeling they get from their own achievements and the positive way that they are valued by the people around them, has long term effects that in turn affect the way that they relate to others. At the same time, all staff strive to ensure that the giving of rewards is balanced, fair and equitable (e.g. we do not ‘over reward’ disruptive pupils).
- verbal praise/congratulations, explaining why they are being praised,
- House points system/Dojos/Marbles
- Use of the Positive Self-Discipline system (PSD)
- rewarding pupils as ‘Superstars’ each fortnight in assemblies
- sending pupils with good work to other classes and the Deputy and Headteacher.
- the Headteacher and Deputy Headteacher award special stickers to pupils either for their consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school and a letter is sometimes sent home to inform parents
- the award of the highly prestigious ‘Green Card’ which involves other rewards such as having a special mention in assembly, a phone-call home to parents and a treat at the end of the year.
- displaying high quality examples work around the school or on the school’s website
- giving pupils specific responsibilities, e.g. being monitors, play-leaders, taking messages etc.
- providing pupils with the opportunity to share their best work with the school as part of sharing assemblies, where parents are also invited and other whole-school assemblies
- awarding pupils with medals/certificates from interests outside of school during assemblies,
- informally speaking to parents at the end of the day to praise their child (or through a telephone call or letter)
- publishing pupils work or their successes in the school newsletter
- whole classes can be rewarded through end of half termly treats
- Significant Achievement Awards presented at the end of the year for progress in a variety of curriculum and non-curriculum areas
Teaching Positive Behaviour
At CYB we believe the best way to teach positive behaviour is through our own behaviour as good role models, displaying consistently high quality relationships with others, as well as by praising pupils who display the expected behaviour. We feedback regularly to our children on their achievements, progress and successes, as well as developing areas of underperformance.
Pupils learn about good behaviour through teaching and applying our school’s Seven Aims:
- We will always try to do the best we can.
- We will all work hard to make sure everyone feels happy and safe in school.
- We enjoy learning and improving our skills and knowledge.
- We feel confident about taking risks and making choices in our learning.
- We show good manners and respect others.
- We know the difference between right and wrong.
- We care for people in our school community and beyond.
During PSHE lessons, circle time sessions, school assemblies and in other subjects, our pupils are explicitly taught how to become good citizens. They also learn how to empathise with others, manage their emotions, problem solve, deal with conflict and manage anger. In Circle Time sessions, teachers support pupils to raise self-esteem, boost confidence, deal with friendship issues, and issues such as bullying and racism. Circle time also enables pupils to acquire good oracy skills, again useful when avoiding conflict. In P4C sessions, our children are encouraged to listen and value the views and opinions of others, encouraging a sense of mutual respect and empathy.
School assemblies are used to explicitly teach values and further enhance and sustain a sense of community and a positive ethos. Throughout the whole curriculum, pupils are taught to collaborate, listen and respect each other’s opinions.
Our school actively promotes the 6R’s which underpin all our learning and teaching. These are:
- Remembering skills
The 6R’s are incorporated into each learning activity and given equal weighting, sitting alongside the content of the activity, be it a scientific enquiry, a creative writing session or a practical drama activity.
Behaviour Steps and Sanctions
Alongside positive reinforcement for appropriate behaviour, all teachers use a hierarchical system to help manage classroom behaviour. This is a whole school approach to general classroom behaviour management and we call it the Positive Self-Discipline system.
After a reminder prompt and perhaps other low key responses from the class teacher, should the unwanted behaviour be repeated, the child is given a clear explanation of the consequence resulting from that behaviour. There are agreed whole school sanctions (see below) for when a child moves down the stepped behaviour system (and beyond). Every day is a fresh start for a child. This is backed up by clear and consistent explanations about why certain behaviour is inappropriate. Certain harmful or abusive behaviour is referred immediately to be dealt with by the Deputy Headteacher (DHT) or Headteacher (HT).
To support staff in setting the appropriate expectations and to ensure consistency across the school, the following steps are taken to address any negative behaviour:
STEP 1: Low level disruption
e.g. Talking / out of seat/ noises / pushing etc
ACTION: Minimal low key response managed by the class teacher:
- praise of other children
- eye contact (stern stare, raised eye brow)
- assertive body language (crossed arms, frowns etc)
- name/pause technique
- being close and whispering a firm reminder
- reminder of the Seven School Aims
- a quiet word
- direct to seat
- quiet unobtrusive ‘What should you be doing?’ or ‘Are you okay?’
- not allowing them to sit with friends
- have a lining up order for assemblies/playtimes
STEP 2: Beginning to challenge
e.g. Continued low level disruption, not completing a reasonable amount of work in a set time due to behaviour/ deliberate disruption e.g. trying to distract other pupils from their work, kicking a pupil under the table, etc. / lying etc
ACTION: Response managed by class teacher:
- seat somewhere separate from class group
- set a time limit for improved behaviour
- reminder of expected behaviour
- encourage a return to good behaviour
- move to end of row or next to the teacher if in assembly or large class group
- up to 10 mins additional time in class at playtime for example, to repay behaviour, e.g. practising sitting still, completing work, etc.
- child to apologise
- loss of privileges, e.g. break time football, chess club etc.
- writing a letter of apology to those who have suffered by poor behaviour
- informal conversation with parent/carer at end of day
STEP 3: Serious
e.g.violence / damage to property / refusal / persistent rudeness / bullying etc
ACTION: Response usually managed by Senior Manager (Floor Leader, Deputy or Headteacher)
- This will result in the issue of a Red Card
- Possible sanctions as a result (depending on previous behaviour/earlier Red Cards etc.)
- miss 3 playtimes
- escorted to (or send for) DHT or HT(s) in that order
- letter home
- possible internal exclusion (to be decided by HT)
- possible playtime/lunchtime exclusion letter from HT
- letter of apology
- meeting with parents (DHT/Classteacher)
STEP 4: Very serious
e.g. repeatedly leaving class without permission / behaviour is creating a health and safety risk/ running out of school / fighting and intentional physical harm to other children / verbal abuse to any staff / serious theft, e.g. taking money or a mobile phone from an adult’s bag/ persistent bullying
ACTION: Taken to DHT/HT immediately
- This will result in the issue of a Red Card
- Sanctions as a result (depending on previous behaviour/earlier Red Cards etc.)
- Meeting with parents
- Internal exclusion at very least
- lunchtime/playtime exclusion
- Possible fixed term exclusion
- possible withdrawal from next trip/event/representing school in event, e.g. sports fixture
- Support from ESO staff
- involvement of other agencies (CAMHS, ESC)
STEP 5: Extremely Serious
- e.g. extreme danger or violence/ very serious challenge to authority – persistent and dangerous /physical abuse to any staff / possession of weapon or drugs
- ACTION: Immediate involvement of DHT/HT
- Fixed term suspension (of up to 10 days in any one term, prior to notifying the Director of Education and Children)
- referral to ESC (needs parent agreement)
- referral to other agencies
Use of reasonable force
At CYB it is recognised that in certain circumstances 'reasonable force' may need to be used
All members of school staff have a legal power to use reasonable force.
This power applies to any member of staff at the school. It can also apply to people whom the headteacher has temporarily put in charge of pupils.
When reasonable force can be used:
Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.
In our school, force is used for two main purposes – to control pupils or to restrain them.
The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances.
The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used.
At CYB reasonable force can be used to:
- remove disruptive children from the classroom where they have refused to follow an instruction to do so;
- prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;
- prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
- prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and
- restrain a pupil at risk of harming themselves through physical outbursts.
In order to support staff in using reasonable force, Positive Handling Strategies will be applied and key staff in school have been trained to use these de-escalation techniques, including use of reasonable force.
Procedures for Internal Exclusions
When a pupil has moved below the normal Positive Self-discipline system, then internal exclusion may be considered. In the event of an internal exclusion at CYB, the pupil’s parents/carers will be notified by the Headteacher or another member of the SLT, in writing or by a phone call. The Headteacher will decide how many days the exclusion will be in place for and staff will be informed via an email. A timetable for the course of the exclusion will be written up and emailed to all relevant staff and floor leaders, indicating the members of staff who are responsible for supervising the child at set times during the day. This will usually be a support assistant or the Deputy Headteacher.
The following procedures must be strictly adhered to if the internal exclusion is to be effective
- The class teacher of the excluded child will need to set work for the exclusion
- Work from the class teacher must be left with the Deputy HeadTeacher before the start of the school day
- No work is expected to be set during the lunch period as the child will be eating their lunch
- Work given should be challenging but just enough for the child to complete unaided
- Staff supervising the 1st session from 9.00am or a senior manager, must collect the excluded child from the main entrance and escort them to the designated area, which will normally be the Deputy Headteacher’s office.
- Staff supervising the last session of the day will need to escort the child to the main office at 3.30pm for them to be collected by a parent/carer at the main entrance.
- If the child needs to go to the toilet during a session the member of staff supervising must escort them to and from the nearest children’s toilet
- During the lunchtime session the member of staff needs to escort the child to the dinner hall to collect their lunch and then return to the designated area for the child to eat it.
- If a child’s behaviour becomes aggressive, violent or they leave the designated area, staff need to contact either, the HT or DHT immediately
- The child should not be left unsupervised at any time. If the member of staff supervising the next session fails to turn up, then contact a member of senior management or the office for them to arrange for someone to cover.
- Other members of staff who pass by MUST AVOID engaging with the child either to sanction or to counsel as this can send out mixed messages to the child being reprimanded.
Behaviour of pupils around school
At CYB pupils’ behaviour around the school is as important as in class rooms and sets the standard for behaviour at the destination they are heading for (e.g. playground, classroom, assembly etc). Picking up on the ‘little’ things such as walking around the school helps pupils to understand that high standards are the norm at our school. At the same time it is important that adults regularly explain to pupils why we expect them to walk around school quietly and with respect to other children and staff who may be learning.
Support Systems for Pupils with Additional Needs
For some pupils who may have a range of needs that require support from key staff in school or from our Nurture or Special Unit provision, we may seek additional guidance on how best to manage inappropriate behaviour if we are unsure. Essentially however, our school recognises that many children with additional needs require the security of boundaries and the same high expectations for behaviour.
Pupils with Special Education Needs
At CYB we understand that the majority of pupils with special educational needs require the same proactive behaviour management as all other pupils, and that many pupils such as those with ADHD and ASD thrive on having clear and precise boundaries.
Pupils with special educational needs relating to behaviour are given specific targets on their individual education plan to support them in making progress in this area. As part of this IEP they may also have their own individual reward and sanction system which has been determined by the class teacher, Inclusion Manager, Nurture staff and Unit Manager with the involvement of the pupil and parents. They may also be allocated a Learning Support Assistant for a certain percentage of the week and/or receive additional support/outreach from an external agency such as the Education Support Centre. Referrals are made from class teachers and members of the Leadership Team to identify pupils to the Inclusion Manager who will then decide on an appropriate course of action to support that specific child.
The Role of Leadership
Although the responsibility of ensuring positive behaviour management is shared across the whole staff, the Headteacher and members of the senior leadership team have a responsibility to ‘lead from the front’.
The leadership team will assess staff’s needs and build into the school’s professional development programme opportunities to discuss and learn about behaviour.
Senior staff will ensure that they are highly visible at particular times of the day, to noticeably reinforce good behaviour and swiftly manage any poor conduct by pupils. Critical times are at the beginning and end of the school day, break times and movement to and from assembly. Senior managers regularly walk around the building, going into classrooms and supporting teachers in their application of this policy.
No pupil should be sent to sit outside the Headteacher or Deputy Headteacher’s office at any time without prior agreement of these staff unless behaviour has gone beyond the Positive Self-Discipline system and a Red Card has been issued.
If pupils do have to be reprimanded regarding inappropriate or anti-social behaviour, this should be done in a constructive manner; condemning the behaviour without humiliating or “putting down” the child. Staff should not shout at children, the only exception to this is if the child or another child is in danger. A raised voice or tone should only be used in exceptional circumstances. The raised hand signal should be used to calm and quieten the children down, raised voices should be avoided.
Using the above techniques most children will respond more co-operatively and with less resentment than if they were constantly being criticised for any negative behaviour.
Praise should be used as a reward, in conjunction with the point system in operation on a particular floor. These should be given out at the discretion of the teaching staff for good behaviour, extra effort and co-operative behaviour, application of the 6R’s, promotion of the school aims and not just for work of a high standard.
Other relevant documentation:
CYB Anti Bullying Policy
CYB Learning & Teaching Policy
CYB Feedback and Marking Policy
Rob Sellors, Headteacher 19.05.15.