At Abbey Hulton Primary School, we are very proud of the high standards of behaviour achieved by our children. We have a very successful Positive Behaviour system in place, which encourages good behaviour and rewards the children who always behave well.
The following information explains the detail of the Positive Behaviour System that we have in school.
To ensure all pupils develop self-respect and self -worth.
To ensure all pupils develop self-discipline and take responsibility for their own actions
To ensure mutual respect between all stakeholders
To establish a positive climate for learning together
Our system runs throughout the school, with some adaptations for younger pupils and pupils with Special Educational Needs. We recognise that some of our children have additional needs for a variety of reasons. Therefore, class teachers should liaise closely with other members of staff who may work with the child, for example the SENDCo, Learning mentor or Safeguarding officer to ensure all children’s needs are met.
What is the Positive Behaviour System?
An inclusive scheme where all pupils feel valued.
A structured approach that gives continuous, positive feedback to pupils who behave appropriately and follow the school rules.
An approach that values the positive and supports children’s self-esteem and well being.
A system based on simple, clear rules which are explained to all the children.
A system which has a clear list of consequences if rules are broken.
A system which contributes to raising standards of achievement.
Core Principles for Staff and Supply Staff
Use a positive, firm clear voice to give instructions to the whole class.
Make your expectations very clear, reinforcing them with praise.
Remain calm and in control.
Criticise the behaviour and not the child.
Use descriptive praise to get what you want – e.g. “Well done XX, you are showing me that you are ready to listen because you are sitting silently, looking at me with empty hands.”
Use proximity praise to correct low level inappropriate behaviour eg “Well done XXX and YYY. You are sitting with your legs crossed, ready to listen.” The target child is actually child ZZZ who is sitting between them
Avoid raising your voice. Research shows that raised voices can trigger a response in the amygdala part of the brain if the child had a negative experience of raised voices in early childhood. The child will be unaware of this biological response but it may affect their behaviour.
The School Rules
The emphasis of the Behaviour System is on reinforcing positive behaviour and encouraging children to:- MAKE THE RIGHT CHOICES.
Behaviour for Learning
The School has identified 7 key behaviours for effective learning. (EYFS have a simplified version: Good Looking, Good Listening, Good Talking, Good Thinking and Good Sharing)
We sit properly.
We join in lessons by sharing ideas and listening well to others.
We can focus on our learning without being distracted.
We know when to work independently and when to work with others.
We are thinkers!
We know when to ask for help.
We are brave risk takers.
These are discussed with pupils at the start of the Autumn Term and are referred to as appropriate by each class teacher. At the end of each lesson/session a ‘Star Learner’ is identified. The class teacher explains to the whole class WHY the child has been awarded ‘Star Learner’ and the child’s name is written on the Star Learner Board that is displayed in each classroom.
The Reward System
The message to children is clear and simple “It’s Good to be Green” and the object is for children to remain on the green step every day.
We operate a Reward/Sanction Chart with 3 steps. Each Class Chart includes a Red, an Amber and a Green step. Each class may personalise the chart for the age, interests and needs of the cohort.
The system operates on a daily basis, so that each day is treated as a fresh start. At the start of each new day, the children’s names/photos are always on the Green step.
Each class has an additional reward system for rewarding positive behaviours, positive attitude and excellent work. In KS1and KS2 children may be rewarded with electronic dojos. Dojos must be given for positive reasons only.
Treats and rewards can be earned but once a child has been rewarded this cannot be withdrawn. A consequence must be issued instead.
There are two “warning” steps. The first is a verbal warning. The second is a move to the Amber step. When a child’s name/face is moved down to Amber or Red, the staff member MUST explain to the child which rule they have broken.
A child that has been moved down the chart can redeem himself/herself during the day and be moved back up. Children have until 2:45pm to move back up the chart.
A child should, however, remain at the bottom of the chart (Red) at the end of the day if the behaviour is of an unacceptable nature, even if their behaviour has improved:
What we consider to be Red Behaviours (Unacceptable Behaviours)
Bullying – mental or physical.
Physical harm -fighting, kicking, pinching, biting etc.
Persistent disruption during lessons
Disrespectful behaviour towards teachers, other adults and each other.
Making racist, sexist, homophobic or transphobic comments.
Making inappropriate sexual comments.
If a child remains at the bottom of the chart (Red) at the end of the day, their class teacher will send a text home to inform parents. Whenever possible, the teacher will explain the events to the parent in person at the end of the day.
If a child has engaged in any of the Red Behaviours (see above list), they are to be referred to the Deputy Head Teacher/Senior Teacher who will log the incident and issue the appropriate consequence. The Deputy Head/Senior Teacher will also contact the parents at this point.
If a child is regularly sent to the Deputy Head/Senior Teacher during a half term the Deputy Head Teacher will meet with parents to discuss a Behaviour Chart and /or a Behaviour Contract.
Behaviour at break times and dinner times
In line with school policy, good behaviour at break and lunchtimes should be recognised and praised.
If an incident takes place on the playground (playtime or dinner time) it is the Lunchtime Supervisor/Teacher on duty’s responsibility to deal with the incident. All incidents must be communicated to the class teacher by duty staff. If an incident cannot be resolved by duty staff (Red Behaviours) the incident must be referred to the Deputy Head Teacher/SLT to ensure no learning time is lost at the start of lessons.
Each teacher keeps a Class Behaviour Record (Appendix 1)
This must be completed weekly for all Red and Amber behaviour. Class behaviour data is collected each Friday afternoon.
The best behaved class (highest percentage of green) will mentioned and applauded in Celebration Assembly.
Each half term, the Deputy Head Teacher collects all Class Behaviour Records.
All children who are “Green” for a whole half term or have less than 3 recorded Red or Amber are rewarded with a class behaviour treat. Teachers may choose from a menu of activities
Film and pop corn
The SLT Behaviour Log is monitored by the Deputy Head Teacher. Behaviour incidents are analysed at the end of each half term and shared with class teachers. Analysis informs future provision such as Lunchtime Staffing, Assembly themes, specific rules for class teachers to focus on, support from the Learning Mentors etc.
Continued Red Behaviour
The school has an additional system for situations when the whole school policy is not having a positive impact on behaviour. This could be for many reasons and it is at this stage that the school will personalise an approach to meet the needs of individual pupils. Whenever possible, the school will work with the child and their parents together. This support ranges from informal meetings with the Home School Link worker, sessions with the Learning Mentor or Early Help lead by the school. The following are the usual procedures but the school may choose to adapt them to meet the needs of individual pupils and their families.
In the first instance, the Deputy Head will work with the child and class teacher to devise an individual behaviour chart. An appropriate time scale for the Behaviour Chart will be agreed between the Deputy Head Teacher, class teacher, child and parents.
A Behaviour Chart is designed to reduce unwanted behaviour by focussing on all instances of positive behaviour. The school day is divided into sessions. If a child keeps to the school rules for each identified period, they are instantly rewarded with a green tick.
Each block of time is RAG (Red, Amber, Green) rated to clearly show how the child has worked towards achieving their target.
The aim is for the child to receive as many green ticks as possible.
Where a child has received a red cross for a session, the Class Teacher will talk to the child about how they can get back on track.
If a child receives the agreed target of green ticks, they will be rewarded by the Deputy Head Teacher/Senior Leader at the end of the day.
Any red incidents will be discussed with the Deputy Head Teacher/Senior Leader at the end of the day and no reward will be awarded.
Any instances of extreme behaviour are dealt with by the Senior Leadership Team (SLT). All behaviour incidents should be fully investigated by class teachers, before being referred to SLT. The member of SLT dealing with the incident will issue an appropriate consequence in line with school policy.
If the child’s behaviour is putting them and/or others at risk, then the other children should be safely removed from the classroom and a Senior Leader informed as soon as possible. Any serious incidents should be recorded and signed by all witnessing staff and handed to the member of SLT who is dealing with the incident.
If records show persistent disregard for school rules and/or extreme unacceptable behaviour, a child will be referred to the Deputy Head Teacher. This will usually be for a Behaviour Chart.
If persistent disregard for the school rules continues, parents will be invited to a meeting with the Deputy Head Teacher, class teacher and child to discuss the child’s behaviour and a behaviour contract will be drawn up. A Behaviour Contract runs for a minimum of 4 weeks.
Certain serious behaviours will trigger an automatic behaviour contract eg biting or bullying behaviour. If necessary, appropriate outside agencies will be notified.
The behaviour contract will be drawn up by Deputy Head Teacher in consultation with class teacher to ensure it is appropriate.
If the contract is not broken, the contract ceases after a period of 4 weeks.
If a child keeps to the targets on the contract, they will receive a daily reward.
The behaviour contract will be reviewed by the Deputy Head Teacher every Friday. If a contract has been broken during the week, it will be extended for another week.
If a child continues to disregard school rules and there has been no significant improvement in Behaviour, the child will be referred to the Head Teacher.
At this point, the Head Teacher is likely to consider Fixed Term Exclusion.
Ultimately, extreme and/or persistently disruptive behaviour could result in Permanent Exclusion from the School.
All external exclusions are reported to the Governing Body.
The school has several staff trained in MAPA techniques. Physical restraint is only ever used as a last resort – please refer to the physical restraint policy.