Danegrove Primary School’s

Positive Behaviour Support Plan and Programme

At Danegrove Primary School we aim to provide a learning environment in which children can achieve their maximum learning potential.

Children need security, consistency, praise and encouragement, if they are to develop a

positive self-image and be able to achieve. It is also our aim to teach children not only all

aspects of the curriculum, but also appropriate behaviour so that they become responsible

social people within the school and society.

 

In order to meet these aims we have created a structured behaviour plan in which:

1 Clear, firm limits are set.

2 Children are encouraged to be responsible for their own behaviour.

3 Children are given a great deal of positive reinforcement.

4 Consequences of inappropriate behaviour are dealt with fairly and consistently.

 

Danegrove School Rules

These are six clear rules which apply at all times in all places.

1. Stop, look and listen to all staff speaking to you.

2. Show courtesy to all members of the school community.

3. Choose your words and actions wisely, do not hurt others by what you say or do.

4. Treat other people’s and the school’s property with respect.

5. Move around the school quietly and sensibly

6. Do the work you should be doing and let others do theirs.

 

Rewards – Individual

Teachers use a range of reward systems for good behaviour, courtesy and learning from the

following:

-Stamper booklets leading to badges

- Letters home

- Class star charts

- Stickers or small rewards

- Whole class rewards including Golden Time

-a house system -involving individual responsibilities contributing to house rewards.

Year Group Assemblies

Each week teachers select a group of students to recognise from within their classroom. Children may be chosen for good behaviour, good learning, homework, being kind and helpful, a good citizen etc. The aim is for each child to have received at least three certificates during the academic year. Teachers need to keep a tick list to ensure that this happens.

The stars of the week are displayed on display boards outside classrooms. Photographs of students taken and included in our weekly school newsletter.

 

Consequences

If rules are not adhered to the following consequences are worked through.

 Consistency in applying these is absolutely vital.

1. First warning given.

2. Second time -five minutes off break/lunch time.(To motivate positive behaviour and response students should be given opportunities to earn time back.)

3. Fill out think sheet in another room (The rule I broke: What should I do next time:).

4. Send to the year group leader.

5. Send to Deputy Head or Head Teacher – parents informed.

 

Violent behaviour/severe fighting or absolute refusal to follow direction, or extreme

rudeness to member of staff will result in internal exclusion – i.e., spending the rest of the

day in a different class. Parents must be informed of this.

Very challenging behaviour may result in a fixed term exclusion at the Head Teacher’s

discretion.

 

Break Times

The same rules apply at play and lunch times. If children continue to behave inappropriately

after being given a warning, then they may be sent to see a member of the leadership team or the Deputy Head Teacher.

Children should however be praised and acknowledged by supervisory staff for playing well

and for showing respect and kindness.

 

Assemblies

Assembly is a special, reflective time of the day and the school’s assembly rules must be

followed.

These are:

- Eyes to the front

- Hands in laps

- Lips closed

- Legs crossed

 

Each CT and Learning Assistant needs to take responsibility for the behaviour of their class and ensure children enter and exit in silence. Adults should act as positive role models and set an example of appropriate assembly behaviour.

 

Assertive Effective Teaching

- Be calm, firm and positive.

- Give clear specific direction for all activities and constantly review these with the

children.

- Have constant high expectations of children in terms of their learning and behaviour.

For off-task behaviour use:

- the look.

- physical proximity – praise the student nearby.

- the child’s name.

For disruptive behaviour – follow through the series of consequences:

- Only restrain a child physically if he/she is going to harm him/herself, others or

property. (This should be read in conjunction with the school’s

Restraint policy).

- Sometimes it is necessary to take children aside to teach alternative behaviour.

Ask a child:

- What they did and why it was inappropriate?

- What they would do differently?

- What is expected next time?

- Lower your tone to gain attention or when reprimanding.

- Shout only in violent situations or when it is necessary to startle and gain quick

attention.

- Have a clear cue to gain children’s attention, e.g. clap, chime bar, “eyes on me” ,

“3,2,1”, Stop, look, listen!

- Use techniques such as scanning - followed by praise.

- Circulate amongst the children, giving positive signs e.g. thumbs up, a nod.

 

Teaching Responsible Behaviour

Just as the children need to be taught about the curriculum in order to learn and

understand, so they need to be taught how to behave responsibly if they are to do so. At

Danegrove, children will be specifically taught responsible, appropriate behaviour. This will be

done through the following:

 

  • Specific teaching of the Behaviour Expectations through the curriculum, e.g. drama, role play,

  • art, discussion, bookmaking: especially at the beginning of each academic year.

  • Regular weekly circle time in order to allow children space to ask about and discuss

  • behaviour.

  • During assembly our values based focus is a proactive measure aiming to create appropriate behaviours.

  • Class weekly behaviour/PHSE targets.

  • Modelling good behaviour.

  • Giving very clear, specific and firm directions of what is expected and appropriate.

  • Consistently reinforcing appropriate behaviour through praise.

  • Ensuring children understand why certain behaviour is necessary and appropriate.

  • Ensuring children understand that that their behaviour affects not only themselves

  • but others in the school community.

  • Consistent redirecting of inappropriate behaviour.

  • Specific teaching of alternative behaviour.

 

Children with persistently challenging behaviour

Some children with more specific behaviour needs may have a Personalised Behaviour Plan

in place with individual targets and strategies. These may include:

  • Home/school liaison book.

  • Daily sticker chart.

  • Specific mentoring sessions.

 

Acknowledging children’s good behaviour

Praise is the most effective, powerful tool for developing self esteem, confidence and

positive appropriate behaviour. At Danegrove, we aim to develop a welcoming, warm, positive ethos and attitude to work and behaviour by use of praise.

 

Praise will mean acknowledging both individual and groups of children, recognising their

good behaviour. We should aim to

  • Greet each child personally in a positive way, every morning.

  • Praise each child each day in some way for appropriate behaviour.

  • Give meaningful praise for good behaviour as and when it occurs.

  • Smile and use eye contact then praising children.

  • Be sincere and genuine about our praise.

  • Use terminology such as “thank you for...”, “I like the way you ...”.

  • Use children’s names when you praise them to show that you value them as

  • individuals

 

Be specific e.g. “thank you Nick for lining up so quickly.”

It is our aim that praise is the most consistent, positive reinforcement strategy used in our

school. Teachers should find opportunities daily for acknowledging children’s good

behaviour.

 

Role of parents

In order for our behaviour programmes to have maximum benefit for our children it is vital to involve our parents through a partnership of mutual support. This means that parents are:

 

- involved in the plan thorough the sending home of good letters, certificates and

rewards.

- involved with the consequences of inappropriate behaviour by meeting with the

senior staff member to resolve difficulties.

- given information on a regular basis about their children’s behaviour

- informed, as new parents, of the structure and importance of the Behaviour Plan.

In the Foundation Stage the whole school Behaviour Plan is modified to meet the needs

of young children.

 

Discriminatory Behaviour

Any racist, sexist or discriminatory behaviour is regarded as unacceptable and is logged

separately and reported to the LA.

The school specifically teaches the importance of valuing and respecting each other.

Children are taught that all forms of discrimination are wrong.

Our positive behaviour plans and programmes are designed to create a safe and healthy environment for all.