Behaviour Policy

Encouraging Positive Behaviour

We Believe:

  • Pupils want to behave well

  • Pupils can learn to improve their behaviour

  • Mistakes are part of the learning process

  • All adults can learn strategies to support pupils to improve their behaviour

We would look for pupils to:

  • Come to school ready to learn.

  • Follow the Code of Conduct – Be Fair, Be Safe, Work Hard.

  • Know that positive behaviour will be recognised and celebrated.

  • Know that unacceptable behaviour will result in sanctions being used.(Ready to Learn Framework)

We would look for staff to:

  • Actively model and engage in creating positive relationships with all children

  • Understand that children have different needs and will be treated according to their needs

  • Recognise and celebrate positive behaviour

  • Have high expectations for all children. (see visions and values)

We would look for parents to:

  • Know that they are working in partnership with the school and should share the responsibility for their child’s behaviour in school.

  • Praise and encourage their children when they are rewarded for positive behaviour.

  • Understand that if their child shows unacceptable behaviour they may be asked to come in and discuss this with their child’s teacher or a member of the management team and decide together how to improve this behaviour.


Our Code of Conduct –

Everyone working together to promote positive behaviour

Be Safe, Be Fair, Work Hard

What is Positive Behaviour?

Our Vision and Values

  1. Encourage and Persevere

  2. Co-operate

  3. Choose Responsibly

  4. Respect and Care

How we Encourage Positive Behaviour

  • High quality and engaging learning experiences to encourage a positive attitude towards learning.

  • Use Cooperative Learning to encourage and promote team work.

  • Encourage equity and respect: Valuing people as individuals with different strengths and needs

  • To promote, encourage and build confidence, self- esteem  and self-discipline by using strategies e.g  referring to class rules, using Pitt Stop, managing emotions,  Mindfulness techniques and social stories.

  • Good liaison between school and home – open door policy, good lines of communication

  • A photo achievement wall in each class to be updated regularly

  • Use assemblies to share and promote positive behaviour and positive role models 1 certificate per class each week related to Visions and Values.

  • Using meaningful, specific praise for work and behaviour eg

     ‘I like the adjectives you’ve used to describe the dog in your story.’

    ‘I can see you are using wonderful manners when speaking to your friends’.

  • Recognising using manners and following the school/class rules.

  • Use Dojo points for positive behaviour only. (Formula for whole class dojo treat – class number x 5 then multiply by number of weeks in term.)

 

 Managing Challenging Behaviour





We collaborated with children, teachers and parents to create  our Ready to Learn Framework in 2013. In March 2016 this was revised in light of parent feedback wishing for clearer communication about children’s behaviour in school. The  proposed changes to the framework were shared at Parent Consultations in March 2016 and feedback from this used to finalise our framework.


The Ready to Learn Framework helps us to share our high expectations and outlines procedures for when these expectations can not be met.


Every class should display a copy of Ready to Learn Framework.


Here is our revised framework.


Copies of the full documents are available at the file store at the bottom of this page.



Pit Stop

PURPOSE: Provide support for children when they are unable to cope with learning in class.


  • The children are given a pit stop card for 15 minute nurture/supported time then return to class. All children go to Pit Stop with current learning task.

  • Some children may stay for longer periods to complete work.

  • Parents are contacted if children needing to use Pit Stop frequently.



Caution


PURPOSE: A reminder to children that their negative behaviour is affecting learning


  • Children will be given a Caution as a reminder that their negative behaviour is affecting learning.

  • This is recorded on monitoring sheet.


Reflection

PURPOSE: A formal reminder that their negative behaviour is affecting learning.


  • Adult will complete  the Reflection Sheet.

  • Reflection sheet signed by the adult and the child.

  • This is recorded on monitoring sheet (attached)

  • Reflection sheet taken to reflection room for completion/discussion with an adult. This is sent back to the teacher who will then send down to admin for recording on Pastoral Notes.

    • 12.45—P1, P2, reflect with P6 Mentors and one member of support staff.

    • 13.00— P3 to P7 reflect with support staff who will collect the children from a designated line.

  • If the child receives 2 reflection in a 7 day period a text message is sent home: “ On two occasions within a week [Child’s Name]  did not meet the expectations of the school. Time has been spent reflecting on this in school. We ask that you support our behaviour policy and ensure your child is encouraged to meet school expectations. Please discuss this with your child.”

  • If a child is significantly upset by the actions of another child who has received a reflection room. The adult will agree with the class teacher who will contact parent to notify them. This can either be a phone call or an email

Management Referral

PURPOSE: An immediate formal reminder that their negative behaviour is dangerous, inappropriate or totally unacceptable. Management team and parents need to be informed to challenge and support.


  • Children will be given a Management sheet by an adult as an immediate formal reminder that their negative behaviour is dangerous, inappropriate or totally unacceptable.

  • Adult will complete a Management Sheet.

  • Management sheet signed by the adult and the child.

  • This is recorded on monitoring sheet.

  • Management sheet taken to the office.

  • Incident dealt with by Management Team and consequences agreed with family.

  • Management Team contact parents via text message/phone call depending on urgency

  • Reflection sheet taken to reflection room for completion/discussion with an adult. This is sent back to the teacher who will then send down to admin for recording on Pastoral Notes.

    • 12.45—P1, P2, reflect with P6 Mentors and one member of support staff.

    • 13.00— P3 to P7 reflect with support staff who will collect the children from a designated line.

  • If a child is significantly upset by the actions of another child who has seen management. The management team contact parent to notify them. This can either be a phone call or an email
We collaborated with children, teachers and parents to create and review our Ready to Learn Framework.

The Ready to Learn Framework helps us to share our high expectations and outlines procedures for when these expectations can not be met. 

Every class should display a copy of Ready to Learn Framework. 

A copy of the revised Ready to Learn Framework can be found at document store at bottom of page.

RESTORATIVE PRACTICE

We aim to support children to understand their actions and move on through restorative practice approaches:


Here is an example of a restorative meeting:

YouTube Video


Concerns Regarding Bullying
Bullying behaviour is unsafe and concerns should be reported to the Head Teacher immediately for assessment. A child, a parent, a community member or  a staff member may raise a concern .The Head Teacher will assess the situation and plan next steps. If there is evidence of bullying behaviour the Head Teacher will follow East Lothian Respect for All Guidelines. These are available below.
If there are concerns regarding a bullying incident,  advice and support  for children, parents and staff  can be accessed via ABEL (Anti Bullying East Lothian).
At times children, families and staff will be referred to ABEL for support to help assess bullying and identify support strategies.
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