The Governing Body

Statement of Behaviour Principles

The overriding principle for the governing body is that good behaviour in school is essential to ensure that all pupils can benefit from the opportunities provided by education. The Governing Body believes that high standards of behaviour must underpin every aspect of this school’s work. They know that good behaviour enables all pupils to benefit from a high quality of education without interruption or disruption. Good behaviour ensures that all pupils thrive, make good progress and enjoy school.

To promote excellent standards of behaviour the governing body has put into place a behaviour policy that sets the expectation for the behaviour of all in school.

The behaviour policy is based on the following principles:

• All pupils and staff have the right to feel and be safe in school.
• Mutual respect will be the basis for all behaviour and relationships.
• There will be no discriminatory behaviour and the statutory rights of minority groups that have been established in the Equality Act 2010 will be upheld at all times.
• Bullying of any kind will not be tolerated.
• Tolerance of and respect for people of all faiths and cultures and lifestyles will underpin the good behaviour that is expected of all.
• Parents and carers will be expected to support the school’s behaviour policy.
• The expected standards of behaviour will be shared with and explained to all pupils.
• The behaviour policy will be consistently applied by all staff and regularly monitored for its effectiveness.
• Good behaviour will be commended and rewarded and sanctions will be applied where behaviour falls below the expected standard.
• Good behaviour will underpin the ethos of this school making it a happy and safe place which pupils and staff enjoy attending.

That behaviour policy is supported by other policies which have also been put into place to ensure that good behaviour is established in all aspects of the school’s life and work.

The governing body delegates the implementation of the behaviour policy to the headteacher and staff and it fully supports them as they apply the principles of that policy in the day to day running of the school.

Intent

To nurture, encourage and develop all of our children and promote behaviours to build resilience and skills needed to become lifelong learners. 

Aims for all children 

- To teach children how to understand their emotions

- To communicate with one other in a positive and respectful manner

- To build strategies to manage their emotions in a safe and appropriate way

- To feel comfortable to speak to someone about how they're feeling and ways to resolve difficulties 

Aims of our behaviour policy

- To provide a consistent approach to behaviour management

- To outline how pupils are expected to behave using a zone board system

- To outline our system of rewards and sanctions

- To define what we consider to be unacceptable behaviour, including bullying

Implementation 

At Broomwood Primary we aim to promote the behaviours that will enable children to achieve high standards and be successful and happy in different aspects of their lives. We do this by modelling good learning behaviour ourselves and also by direct teaching.

The Zone Board

The zone board is used to monitor behaviours and promote consistency across the school from Nursery to Year 6. 

In every class, a zone board is displayed.

The behavioural zones are:

Purple- Exceptional

Blue- Very Good

Green- Expected

Yellow- Needs to Improve

Orange- Inappropriate

Red- Unacceptable

The children enter each session (morning/afternoon) on the green zone. This means that the children's behaviour is expected. Expectations are discussed with children, who are partners in agreeing rules and consequences.

Our expected standard:

- Politeness

- Co - operation with others

- Supporting others

- Kindness

- Perseverance

If a child displays behaviour that is above the expected standard, they can move up to the blue and purple zones.

At the end of a session, if the majority of children have moved up to blue and purple, the class teacher will has an opportunity to reward the class with one or two marbles, depending on the level of exceptional behaviour.

Once the class has achieved 30 marbles, the class will be rewarded with a “Marble Treat” during an afternoon session. 

A teacher also gives stickers to children who are on purple, to put on their sticker chart.  All children have their own personal sticker chart. On completing the chart with 20 stickers, they get to visit the headteacher and select a prize.

Star of the week

Every week a child is selected from each class to be their ‘star of the week’. Parents are informed in advance so that they can attend a celebratory assembly on a Friday.

Secret Star

We recognise that some children always demonstrate exceptional behaviour and therefore they are chosen by the teacher and other children in their class to be a ‘secret star’. The children get the opportunity to take part in a fun activity such as cooking. 

There will be times when despite all our efforts children can make inappropriate choices about their behaviour. Refusing to work, to co-operate with other children, particular individuals or teachers, to complete work is all viewed as poor behaviour. We are also striving to illuminate low level behaviour disruption and we take this very seriously.  Initially we would aim to deal with these through a range of low-level corrective or re-directive behaviours, for example:

• Non-verbal signals
• Reminder of the choice you would like the child to make
• Reaffirmation of the rule which is being broken
• Visual warning of being moved down to the lower section of the green zone.

However, if a child’s behaviour is negatively affecting their own and others learning, they will move down the zone board into the yellow, orange and red zones and formal consequences will follow.

• Yellow Zone-  A child may be moved or have time out within the classroom.

• Orange Zone- A child is sent to another class for a time out session. They take their class time out book containing restorative questions and are asked to complete them. The child discusses their behaviours with the “time out” teacher" which are signed. The child is returned to their own class teacher. Time out in other classes is no longer than 15 minutes. Children may miss play or lunch times. 

• Red Zone- Child is sent to the Headteacher with an ABC sheet that is completed by the class teacher

ABC sheet

This outlines:

A) Antecedent - what led up to the incident

B) Behaviour - what the incident involved

C) Consequences.  The Headteacher will record any consequence or further action on the ABC, and this is given to the class teacher upon the return of the child to the classroom. ABC records are kept by the school and may form the basis of discussions with parents or carers.

Straight to Red Zone

There may be times when a child’s behaviour is too severe to follow the zone board process. A child would move straight to red if there are elements of bullying, racism aggression, inappropriate language, vandalism or theft to their behaviour. If this is the case, a child will skip the yellow and orange zone and go straight to red.