Okehampton Primary School Behaviour Code
This document is a statement of the aims, principles and strategies for behaviour and discipline at Okehampton Primary School.
Strategies For Promoting Good Behaviour
Positive reinforcement of good behaviour in the form of praise and encouragement is preferable to sanctions.
Our Reward Systems
Reward systems will be employed appropriate to age, class and teacher preference.
Strategies for Managing Inappropriate Behaviour
Stages in Whole-School Management of Inappropriate Behaviour
We believe that pupils feel more secure if they know where the boundaries of acceptable behaviour lie and what consequences will be used if they overstep the mark. For a consequence to be effective, it must be an action that the pupil does not want, but should never be meant to embarrass or humiliate a pupil. It is crucial in helping to shape acceptable behaviour that children are clear what it is was that was unacceptable, and what they should have chosen to do instead.
Consequences are a choice
For consequences to be effective, and a helpful tool in teaching pupils how to behave, they are presented to pupils as a choice.
When a pupil breaks a rule: Non verbal warnings should be used whenever possible.
When a child has ‘paid back’ their time (i.e. missed time at playtime/lunchtime), they should be moved back to ‘green’ and the whole series started again. Some children may continue to misbehave and may incur further consequences resulting in more time lost at playtime/lunchtime. However, for some children whose behaviour is persistent and for whom missing 5 minutes at a time does not seem to be having the required effect please see below;
In the case of serious or persistent misbehaviour a child will lose the right to proceed through the hierarchy of consequences and will be removed from the classroom situation and sent straight to the Head. The decision will be taken when a child's behaviour;
a. is not compatible with the provision for the efficient education of other children with whom the child in question is being educated
b. involves serious, actual or threatened violence against another pupil or member of staff
c. puts himself/herself, other pupils, members of staff or the wider community at risk if harm or injury
In such cases the parents will be informed as soon as possible.
A decision whether to exclude the child for a further fixed period of time or to permanently exclude the child will be taken. A pupil support plan will be offered (PSP)
Loss of time in the afternoon session;
If children are moved onto amber or red during the afternoon sessions and there is not the opportunity to ‘pay back’ their time during the afternoon they will need to do so during morning break the following morning. It is important to ensure that the child understands that they start each day on green but that they have not yet faced the consequence of their choices the day before.
Managing behaviour at lunchtime
MTA’s are encouraged to promote positive behaviour during dinnertime by using the following rewards;
· Use of verbal praise to encourage and develop the engagement in positive behaviours
· Stickers to be worn on school jumpers
· Special mention book: children who have been seen being kind or thoughtful to others can be recorded in this book, this will be shared in assemblies at a later date.
However when children choose to break the rules MTA’s will use the following consequences;
1. Use non-verbal communication such as body language/eye contact whenever possible (i.e. shake of the head)
2. Give an informal verbal warning that reminds the child that they are choosing to break the rule (say which one) and that if they persist they will get an amber warning card.
3. The child is given an amber warning. This means that the child has 5 minutes time out in the playground.
4. If the misbehaviour persists the child is given a red card and sent into the behaviour support room (room 21). They are required to complete a behaviour self-reflection sheet which is sent back with the child to the class teacher.
Paying back time lost- at Lunchtime
If a child has been moved onto amber or red during the morning but has not had the opportunity to ‘pay’ back their time they need to do so at lunchtime. They should be given a ‘time out’ card to take to reception. The receptionist will record the child’s name and ensure that the supervising TA is aware of the children who should be attending behaviour support. The child should go straight into lunch at the beginning of their lunch break and then to the behaviour support room to meet the supervising TA by 12.30pm.
In the case that a pupil's attitude and behaviour is not responding to the system of rewards and consequences, and there is persistent inappropriate behaviour the following stages will be followed:
Stage 1: The class teacher will talk to the pupil and make them aware that their behaviour is inappropriate. The pupils’ behaviour will be monitored and behavioural targets set to encourage the pupil to make the correct choices. The parents will be informed of the concerns about their child’s behaviour and regular (daily) contact made to reinforce good behaviour.
Stage 2: The parents will be invited into school to discuss the concerns about their child's behaviour and discuss how best to proceed. The child will be placed on an individual behaviour plan and their behaviour monitored by the Headteacher/Assistant Heads/Senco.
Stage 3: Outside agencies will be involved such as educational psychologists and the behavioural support team. They will offer practical support and advice on strategies that can be used to help support the child within the school setting.
Stage 4: At this stage if the individual pupil is not responding to any of the previous stages, a request for a statutory assessment will be completed with the parents consent. If a child is in danger of exclusion, a Pastoral Support Programme (PSP) may be agreed with parents
Stage 5: In exceptional cases, there may be times when all the support given does not work, and having tried every practicable means of managing a pupil's behaviour the individual pupil's behaviour is so badly disruptive they have to be excluded from school, or have a managed move to a more suitable setting.
Children whose behaviour is deemed to be inappropriate, dangerous, confrontational, provocative or uncooperative will be:
Reporting and Recording
Continuity and Progression
Close co-operation between all members of staff ensures the understanding and implementation of agreed expectations and outcomes.
Okehampton Primary Parent Guide on Anti- Bullying
This is a statement of the principals and strategies for the management of bullying at Okehampton Primary School. It supports the school’s Behaviour Policy and Anti Bullying Policy.
We define bullying as the persistent and/or premeditated victimisation of a child by one or more persons. This may include physical, verbal and mental abuse or intimidation. The logs kept in school will help to identify these children.
Generally we do not perceive bullying to refer to the arguments, disagreements, disputes or occasional assaults that children sometimes become involved in. However, it is the duty of all staff to establish whether the reported incident is bullying or unacceptable behaviour and to deal with the matter in an appropriate manner. It is then the responsibility of staff to make this distinction clear to children.
We are explicit in our intolerance of bullying. Any reported incident will always be recorded on incident sheets, investigated promptly and appropriate action taken.
All parties will be spoken to at length, especially the perpetrator, so that they are made fully aware of the consequences of their actions.
The strategies and sanctions to be employed are outlined in the school’s Behaviour Policy. Where parents are informed they will be included in monitoring future behaviour.
We encourage parents, staff and children to report all bullying incidents.
Our Anti -Bullying policy is available on this website and in s