Balby Central Primary School

Policy for Behaviour

Date of Policy: October 2014
Approved by the Governing Body: to be approved in
November 2014
Review Date: October 2015





If you believe in yourself anything is possible
Introduction
At Balby Central Primary School the aim for all children to be the best they can be
encompasses the whole ethos and approach to the positive school climate we create.
There is a quiet yet firm insistence on high standards of behaviour at all times in order to
create a safe, caring and enjoyable environment where learning can take place and children
can meet challenge with success.
We acknowledge that every child in school has an entitlement to an education and working
environment which is free from harassment, oppression or abuse (physical, verbal or
psychological). We accept that is the responsibility of everyone in the school community to
ensure that learning takes place in a caring and protective environment. Our approach
reflects the demands of safety and consideration for others and is applicable to both
children and adults.
We work alongside all stakeholders in school to help our children grow socially, personally
and academically to develop a set of moral values, attitudes and beliefs based on reason,
which lead to mutual understanding, care of the environment, self-discipline and courtesy.
Our emphasis on praise and encouragement is approached with consistency across school
and with a focus on children taking increased responsibility for their own behaviour and
learning to learn ethos driven by the seven school Super Learning Powers
Confidence Collaboration Reflection


We believe children should be given opportunities to make choices, be accountable, to
reflect upon their behaviour and to show initiative and responsibility as appropriate to
their age and ability.
1. Behaviour Code
We expect children
Be at school on time
Take part in all class activities and complete home learning tasks
Be polite to all adults
Walk about school quietly and calmly
Wait their turn to speak to others
Care for the school environment
Tell the truth
Be proud of their appearance
Follow class and playground rules
Behave in a safe and appropriate manner when on school visits
Resilience Determination Effort Talk


We encourage children to
Listen to adults and each other
Consider each others feelings
Value and praise each other
Work and play co-operatively and independently
Admit to their own behaviour and accept responsibility for own actions
Make amends and forgive
Value and respect others for all cultures and backgrounds
Care for school and personal property
Children can expect adults in school to
Treat them with respect, encouragement and consistency
Listen to them
Value their achievement both individually and as part of a group
Speak calmly, fairly and positively in a reasonable tone of voice
Provide a level of care and safety
Foster and strengthen home / school links
Provide equal opportunities for all to succeed
Involve children in decision making

2. Promoting Good Behaviour
We use whole school and class rewards to promote the ethos of the school. Children are
recognised for their individual achievements both within class and as part of school assemblies.
Adults set clear expectations and are positive role models to encourage children to take pride
in their achievements. The inclusive approach to school uses many nurture approaches to
ensure a positive climate is encouraged all of the time and children are supported when it is
identified to be a specific need.
At Balby Central we use praise to encourage children to model great expectations of behaviour
by
Encouraging children to share their work and success within class and as part of a wider
audience
Valuing work through quality display
Thanking children who have worked well
Giving responsibility for jobs in class and around school
Giving encouraging and effective feedback for good outcomes in work
Using a traffic light system in the classroom red, amber, green
Recognition in the weekly Balby Broadcaster Central News



Key Awards
a) Be the Best we can Be Class pitch each Friday in KS1 and KS2 assemblies for the
winning class status
b) Lunch awards rewards for good behaviour on the playground and in the dining room
c) Good to be Green Foundation Stage system
d) Terrific Tiger Award KS1, for children showing great behaviour throughout the week
e) Effort points KS2 classes individual awards monitored by each teacher on a weekly
basis for a class reward

3. Negative Behaviour
Although we stress positive behaviour with encouragement, praise and a positive
atmosphere, there are occasions when children behave negatively and this has to be dealt
with. It is the joint responsibility of all adults in school to manage behaviour problems
through consistent implementation of this policy.
Most of the negative behaviour we encounter in school is fairly minor or short term and
children respond well to the strategies below.
Use of agreed sanctions
Verbal reminder of school expectations and desired behaviour
Children moved within the classroom
Children moved to a different classroom
Keeping children in at break and lunchtimes. Parents are kept informed if this is for
more than one day
Using strikes against the code of conduct. The phase leader will award the strike
and parents will be contacted (See Appendix 1)
Individual class teachers with the phase leader when a child is persistently asked to
leave the class for negative behaviour
See parents both formally and informally
Strategies and procedures for dealing with serious or persistent negative behaviour
If children are frequently of regularly involved in incidents of negative behaviour or if the
incidents are serious, further steps are taken to assess behaviour using the Local Authority
Thresholds for Behaviour. These would include
Serious incidents include verbal, or physical abuse of staff, fighting, deliberate
destruction of another childs work, verbal abuse (especially of a racist, homophobic or
sexist nature) which cause distress to other children, damage or destruction of property
and theft
Less serious incidents which are persistent can also be treated as serious. These include
disruption of teaching and other childrens learning, interfering with children and their
work, teasing and name calling, distracting and disturbing other children, calling out
And making inappropriate noises, refusing to work in class, rudeness to adults in school
Adults will follow general guidelines in these instances

a) Explore every avenue to help children manage their behaviour better and keep
evidence of it
b) Adults will keep clear, consistent and dated records of incidents, sanctions and
strategies in the class log book or through the Inclusion Team
c) Parental support is seen as essential if there is to be significant change in the childrens
behaviour
d) Staff consult with Phase Leader, Inclusion Team, Deputy Head or Head Teacher in the
event of extreme incidents or they discuss the progress of children at Triage sessions
who persistently exhibit negative behaviour
e) For children with specific behaviour needs with an Individual Behaviour Plan a five step
action plan is used (Appendix 2)
Exclusion
Persistent negative behaviour or serious incidents may lead to exclusion. The factors
leading to the Head teacher making this decision are complex- isolated serious incidents
cannot be compared to less serious, but persistent incidents. However, both may warrant
exclusion.
Exclusion for repeated less serious incidents is preceded by a warning to parents that
exclusion is being considered if the behaviour pattern continues. Exclusion will be seen as a
last resort for the school and is not taken lightly. It is only the Head teacher (or Deputy in
the Head teachers absence) who can do this. Reasons which will include,
Highlighting the seriousness of the incident or a situation that has been developing
over a period of time
Punishing a child for a specific incident
Providing a cooling off period for the child
Protection of other children and staff
Maintenance of the learning situation for other children
A reciprocal arrangement within the cluster of schools for in house exclusion operates, for
those children who have received exclusion for the first time. The child will spend the length of
the exclusion period with their parents in one of the local schools and arrangements for work
to be carried out that day are made by the schools themselves. This pre-exclusion is an
informal arrangement and does not involve the Local Authority. For formal exclusions there
are clear guidelines from the Local Authority which the school follow, parents are informed in
writing with copies to the Chair of Governors and the Local Authority reporting the reasons,
length of time and arrangements for the exclusion outlined.
4. Parents
All adults in school make every effort to liaise with parents to ensure we work together with an
agreement of shared values and perception of behaviour. We are open, honest, supportive and
welcoming involving parents as much as possible where the needs and interests of the child
are of paramount importance. We offer guidance of ways parents can support their children:


Clear standards of work and behaviour expected
Telling children not to retaliate
Ensuring children attend school regularly
Make sure homework is taken seriously
Attend events for parents
Helping children to be ready for school each day
Read the weekly home / school communication Balby Broadcaster Central News
Make sure children go to bed at an appropriate time
Be positive with children taking an interest in learning and praising them
Seeing each child as unique and not to compare with friends or siblings
Work with school rather than against it
Make appointments to discuss progress or problems
Approach staff in a calm and reasonable manner
Support school when sorting out problems

5. Lunchtime arrangements
At Balby Central we have a team of lunchtime supervisors who work together on KS1
playground, KS2 playground and in the dining under the direction of a senior Lunch supervisor.
On specific days lead practitioners Pulse, run different sports and physical activity sessions for
each class. Designated members of staff assist children with football and in playing games. The
Head teacher, Deputy Head teacher or Business Manager monitor behaviour and offer further
support to the team during this period. Children who are part of a jobs team carry out different
activities around school including roles as personal assistants and office angels.
On the playground children line up in classes for hot dinners in the hall or packed lunches in
the Year 5 and 6 shared area. Both at playtimes and lunchtimes children are given a signal to
come in from the playground with a focus on independence to walk in a sensible and safe
manner. Lunchtime supervisors follow the same behaviour systems found in the school day. If
there are times when behaviour does not follow the school system routines are followed
Children are asked to walk with an adult for a period of time if their behaviour is
causing concern
Any incidents will be reported to the class teacher at the end of lunchtime
If children need a moment of calmness they stand near to the wall on the playground
for an amount of time
Where appropriate parents will be contacted if any incidents are reported
All lunchtime supervisors wear high visibility vests so that children are able to clearly see them
on the playground and fields. Children are not allowed to leave school premises at lunchtime.
6. Safety and care of property
We encourage children to make the right decisions to care for themselves and the school
environment and to ensure the children remain safe. It is for this reason children are asked not
to bring to school

Their own play equipment for the playground
Sweets or fizzy drinks for lunch boxes
Jewellery, with the exception of studied earrings or watches
Money (unless it is to pay for a school trip which is placed in a named envelope in the
office)
Toys
Expensive items of clothing


























Appendix 1
Behaviour Sanctions Information for Parents
Within school we have a clear system for children in Key Stage 2 to monitor behaviour
if it is necessary to issue children with a strike. We work closely with parents at this
stage and inform them of their childs progress and the next steps the school will take,
working closely with the inclusion team and parents to support the child during this
period of time.
Meeting with parents (class teacher)
1
st
strike (phase leader)
2
nd
strike (phase leader)
Green Report (phase leader)
Yellow Report (Welfare Mentor)
Red Report (Head Teacher)

Each strike lasts for a period of 2 weeks with different sanctions in place when each
strike is given. The first strike acts as a warning to the child and identifies the need for
further intervention following an incident. The second strike extends the first strike and
children are now not allowed to go to any discos or out of school hour activities for the
duration of the strike. If a third strike is given during this time scale your child WILL go
on green report. Green report also lasts for 2 weeks providing your child does not get
any Us. If they receive a U it is up to the teacher to decide if the report should be
extended. If an incident occurs whilst your child is on green report which warrants a
strike your child will move up to yellow. All yellow reports are monitored by Mrs Slack
from the Inclusion Team on a daily basis. The yellow report lasts for 2 weeks.
Providing your child is demonstrating a positive behaviour change they then move back
down to green report as above.
All childrens parents moving to red report are asked to meet with the head teacher to
discuss a course of action. The head teacher will monitor your child whilst they are on
red report when they move back down to yellow the Inclusion Team will take over this
role to nurture and support children through this process.
Please note some children can go straight to green, yellow or red report if the
behaviour incident deems it is necessary due to its seriousness and parents will be
informed.
All children coming off report have a two week probation period. If an incident occurs
where a strike would be given they will go back on report and the system starts again.







Appendix 2

For children with specific behaviour needs with an IBP
Strategy Next
Step
Step 1 Teacher strategies using class room expectations and
own management systems following Green, Amber and
Red. If a child moves to red and their behaviour does
not improve move to Step 2
Step 2
Step 2 A member of the Inclusion Team or Deputy Head
teacher will receive a message to support the child in
class for a period of 10 minutes to settle and child
focusing on strategies of behaviour for learning
Step 3
Step 3 The child is sent to work in another classroom for the
rest of the day and parents are informed. At this point in
KS2 a strike would be given
Reception to Year1 Year 1 to Year 3 Year 2 and
Year 4
Year 3 and Year 5 Year 6 and Year 1
Step 4
Step 4 The child is removed from the classroom to work an
isolated space in the Star Room or Inclusion Office with
an office
Step 5
Step 5 Child is sent to Headteacher for further action based
needs of the child, actions they have taken impact on
others in school

If a child runs away from an adult in school Immediate action is to move to
step 3










Appendix 3

Childs name____________________________________ date___________
First strike Second strike Third strike

At Balby Central Primary School we expect everyone to follow this code of conduct.

Strike against the Code of Conduct

1. Be polite at all times to everyone in school

2. Be calm and considerate in all school situations

3. Do not hurt other children, either by hitting or name calling

4. Be responsible for your own actions

5. Follow instructions given by the adults who work in our school

6. Look, listen and sit properly

7. Take pride in everything to do with our school, making it a pleasant place to be

8. Respect school property and the property of others

9. Treat other people as you would want them to treat you

10. Come to school wearing the agreed clothing and bring only the equipment you need.

Please sign to acknowledge that you have seen this strike

Parent signature _________________________________




REASON FOR STRIKE



Report Good Conduct Behaviour Chart

Name________________ Week No_________
My Behaviour Targets are :-
Session 1 Session 2
Break
Session 3
Dinnertime
Session 4
Break
Session 5 Parents
Mon
Tues
Wed


Thur
Fri


A pupil has worked and behaved to the best of their ability
B pupil has done well but could have done better
C teacher is only just satisfied with pupil
D pupil hasnt worked or behaved properly
U totally unacceptable behaviour pupils attitude has to
be altered completely