Good behaviour is a necessary condition for effective teaching to take place.

"Good behaviour is a necessary condition for effective teaching to take place."
(Education Observed 5 - DES 1987)

Appleton Roebuck Primary School accepts this principle and seeks to create an environment which encourages and reinforces good behaviour. Furthermore, it is acknowledged that society expects good behaviour as an important outcome of the educational process.

Aims
It is a primary aim of our school that every member of the school community feels happy, valued and respected, and that each person is treated fairly and well. We are a caring community with mutual trust and respect for all.
The primary aim of this policy is to promote good choices which lead to effective relationships so that everyone can support each other, work together and learn well. It aims to promote relationships which are happy, safe and secure.
This policy aims to help children to become positive, responsible and increasingly independent members of the school community. The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. The policy is designed to promote good behaviour, not merely deter anti-social behaviour.

Central within the policy is choice: we refer to good choices (which lead to good consequences) and choices which are bad (which lead to negative consequences, usually based around our system of warnings). There are two key reasons for using the language of ‘choice’:
• it promotes self-management of behaviour and enables some reflection of what behavioural choices exist(ed) i.e. there are always different behavioural options (we don’t accept / expect that some children will always behave in such a way) and;
• it avoids labelling children - instead, we refer to the choices we all make and that we should always try to make good choices.

Praise is key to nurturing motivated, engaged children who make good choices and consequently build positive relationships.

Throughout school, all stakeholders (not just staff, but pupils, parents and visitors) should
aim to ‘spot’ good behaviour. If we became complacent, many good choices could be taken for granted and many children who always make good choices could become ‘invisible’.

Refer to Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings for important safeguarding procedures to which we all adhere.

The Curriculum and Learning
We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour. It follows that lessons should have clear objectives, understood by the children, and be differentiated to meet the needs of children of different abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children's efforts are valued and that progress matters.

Classroom Management
Classroom management and teaching methods have an important influence on children's behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave. Classrooms should be organised to develop independence and personal
initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual's contribution, and overall the classroom should provide a welcoming environment.
Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. If pupils do have to be reprimanded regarding inappropriate or anti-social behaviour, this should be done in a constructive manner; condemning the behaviour without humiliating or “putting down” the child. Staff should not shout at children, the only exception to this is if the child or another child is in danger. A raised voice or tone should only be used in exceptional circumstances. The raised hand signal or count down from 3,2,1 should be used to calm and quieten the children, raised voices and ssshing should be avoided. There should be no use of whistles or banging of objects to get children’s attention.

Golden Rules The Golden Rules will be displayed on each hall and throughout the buildings.
It is the responsibility of pupils to make good choices at all times and with all adults and pupils in school. This will lead to pupils behaving well and building up and maintaining good relationships. Pupils should follow the agreed Golden Rules:
• Be honest at all times.
• Do my best, ask for help and tell someone if I am unhappy.
• Be gentle, polite and kind to everyone both inside and outside school – treating others as I wish to be treated.
• Listen to others and value their views.
• Always behave appropriately in class, the playground and at special quiet times.
• Look after my and others’ belongings and surroundings.

Rewards
Whilst our ultimate aim is to develop children who are intrinsically motivated to make good choices, we also recognise that children like to be rewarded and recognised. Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour and effort is valued.

Importantly, there is a clear rewards system shared as a school.

At the beginning of each term the class teacher and pupils agree a rule for behaviour in class to be added to the Golden/School Rules. This should be phrased positively, making the behaviour that they wish to encourage explicit. A large version of the agreed rules is then signed by all pupils and displayed prominently in the classroom. It should be used as a reference point and be reviewed regularly. Each teacher and their class follows the school system of reward and praise, based on the principles set out in this policy. This will include individual and class rewards and typically, (especially beneficial with older children), house group rewards to promote inter-personal relationships.
Some of the positive consequences for the good learning, good choices and good behaviour that children show are:
 Golden Time- 30 minutes on Friday afternoon where children are offered special activities.
 regular verbal feedback to reinforce positive behaviour
 reference to good role models – “Look at **** - he is ready to learn!”
 children are congratulated
 stickers, house points or “Gold Standards”
 Gold standards – awarded for exceptional effort or attainment with regard to golden rules / lesson objectives/ achievements outside school. (Each gold standard is worth 5 house points)
 House points – awarded for good work, following rules – general good work and behaviour. Up to two house points (hp) can be given at any one time. These are rewarded by teachers, support staff, lunchtime staff and recorded by children onto the chart on their classroom wall. House captains collect these points each week for announcement in Friday Celebration Assembly. A special Head teacher sticker is placed on the house wall that wins.
 Stickers are given (especially in KS1) as a form of positive praise.

Please note: Sweets are NOT used as rewards; as a healthy school, we prefer to reward in other ways (see Food in Schools Policy).

Assemblies
Assemblies, especially our Friday Celebration Assemblies, are an opportunity to publicly celebrate the good choices children have made in school and to share some of the good work they have been producing. Also important is to celebrate achievements out of school in order to promote a wider range of interests and a broad outlook.

Each Friday morning, there will be a whole school celebration assembly to which parents and friends of the school are openly invited. During this assembly, there will be presentations of:

 bronze, silver and gold award certificates as children gain “Gold Standards” to fill the relevant pages in their planners
 Class medal for “Going for Gold” Child in each class each week – not just for academic attainment – recognition of effort and personal, social and emotional achievements are also important. This child then places a trophy for their class on their house shelf – awarding their house a sticker. The medal is worn with pride across the week and returned to the HT by Thursday lunchtime.
 Writer of the Week – linked to our literacy focus for the year and to raise the profile of writing across the whole school.
 “Be there badger” – given to the class with the best attendance each week. (Reward is ten minutes extra play in the afternoon – Teacher to administer) If a key stage achieves 100% attendance, the two classes get a piñata!
 House point totals - House captains collect these points each week for announcement in Friday Celebration Assembly. A special Head teacher sticker is placed on the house wall that wins.
These will be added at the end of the year and a winning house will be announced at Sports Day.
 Presentation of certificates and awards from out of school achievements.

Golden Time
Golden Time is a weekly timetabled slot of at least half an hour. Each child starts the week with these 30 minutes. Children choose an activity they would like to do in this time. The children keep their Golden Time if they keep the Golden Rules all week.

Each time a Golden Rule is broken the child is given a warning and their name moved from the Golden area on the class chart to the blue area. If a second warning has to be given regarding behaviour that session (morning or afternoon), the child’s name is moved to the red area and the child loses some Golden Time. This is recorded on the chart in the classroom / lunch hall / outdoor area. Golden Time is taken off in minutes (up to 5 minutes at a time). A warning is given before any Golden Time is lost except in situations where behaviour is physically violent, in which case, immediate loss of ten minutes is given. It is crucial that children are allowed to start afresh on the golden section of the chart at the start of each day and at the start of lunchtime. Golden time CAN be earned back if lost at the discretion of the teacher. When it is Golden Time the children that have lost some sit out for their allotted time.

Golden Time ensures that children who behave well are rewarded by all members of staff team. The message we will be sending the children is if they are sensible, co-operate and work to the best of their ability, they will be consistently rewarded for their efforts. Staff will use their professional judgements in implementing Golden Time.

Children can lose the whole thirty minutes over the course of the week. For children who do not respond to this system, other options or approaches to GT may be required. E.g. earning golden time from scratch at the start of the week.

At lunchtime, any child who has been physically violent to another child will immediately lose 10 minutes of GT. The Lunchtime supervisors will inform the class teacher.

Sanctions
Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the school community. In an environment where respect is central, loss of respect, or disapproval, is a powerful punishment.

The use of punishment should be characterised by certain features:-

• It must be clear why the sanction is being applied.
• It must be made clear what changes in behaviour are required to avoid future punishment.
• Group punishment should be avoided as it breeds resentment.
• Sanctions which are humiliating or degrading should never be used;
• Sanctions should be applied quickly and pupils left in no doubt as to why they are being punished and how they can improve behaviour;
• There should be a clear distinction between minor and major offences.
• It should be the behaviour rather than the person that is punished.
• Sanctions range from expressions of disapproval, through withdrawal of privileges, to referral to the Head teacher, meetings with parents and, ultimately and in the last resort, exclusion (following the LA guidelines). Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions and loss of Golden Time. It is important that the sanction is not out of proportion to the offence. If in doubt, please check with the Head Teacher.

Where anti-social, disruptive or aggressive behaviour is frequent, sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures should take place to eliminate these as contributory factors. Additional specialist help and advice from the Educational Psychologist or Child Guidance Service may be
necessary. This possibility should be discussed with the Head teacher and SEND Coordinator.

The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session. The class teacher discusses the school rules with each class, and also creates a Classroom Charter as part of their New Beginnings SEAL work. This is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school.

The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour.
All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff would only need to intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him / herself. The actions that we take are in line with government guidelines on the restraint of children. We follow the comprehensive recommendations set out by the Department for Education (see website referred to at start of policy) for clarification of any specific matter e.g. confiscation of an item.

Communication and parental partnership
We give high priority to clear communication within the school and to a positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour.

Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response. The key professional in this process of communication is the class teacher who has the initial responsibility for the child's welfare. Early warning of concerns should be communicated to the Head teacher so that strategies can be discussed and agreed before more formal steps are required.

A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in
dealing with difficult issues of unacceptable behaviour.

The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.

Monitoring
The Leadership team and the Head Teacher monitor the effectiveness of this policy on a regular basis. The Head Teacher reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. The school keeps a variety of records of incidents of misbehaviour. The class teacher records incidents with reference to the warnings system; we also keep a record of serious incidents that occur at break or lunchtimes.
The Head Teacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

Racial incidents must be reported to the local authority; homophobic incidents are also recorded.
It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.

Equal opportunities
The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply this policy without prejudice in a consistent, non-judgemental way.