Promoting Positive Behaviour

At Manor Park School we aim to:

Create a cohesive and collaborative school community, where our learners are confident, engaged, motivated and inspired to be the best they can be.

Our approach to Promoting Positive Behaviour has been created in order to support this vision. This approach has been created through consultation with pupils, staff, parents, partners, using research into appropriate approaches which consider the needs of our children and the context in which they live, as well as our desire to embed wellbeing as the foundation from which we will achieve our aim.

School values and aims:

• Respect

We aim to create a community based on mutual respect, through the development of strong relationships, which understands and appreciates what every member brings to our school.

• Resilience

We aim to ensure our learners have the experiences and skills to build resilience and confidence in learning, work and life and are able to overcome barriers to learning and achievement.

• Safe & Healthy

We aim to give our pupils the knowledge and skills to make informed choices, which ensure that they, and other members of the community, are safe and healthy.

• Aspiration (for Learning, Work and Life)

We aim to have aspirational pupils who are able to contribute, as active citizens, to the community of now and the future.

Curriculum Aims:

As a whole school, we aim to create a curriculum which is relevant, progressive and coherent ensuring that the uniqueness of each one of our pupils is recognised. Our aim for our curriculum is to ensure that it supports pupils to be ready to learn, engaged in learning and to excel at learning. We aim to create confident, effective, responsible and successful learners who have the skills, knowledge and ability to apply their learning out with and beyond school.

These aims and values underpin our daily work and support our pupils to make good choices, which ensure that they and others can concentrate on engaging with their learning and be able to be the best they can be.

Context for Approach:

Who are we?

Manor Park is a diverse community, with many of our children having experienced early adverse childhood experiences which impacts on their readiness and engagement in learning. This means that we have ensured wellbeing is at the centre of our approach to supporting our pupils to overcome barriers to learning and promoting positive behaviour. We therefore treat each child as an individual, with some of our children requiring more specialised support in relation to self regulation and making good choices. This ensures that our school is a safe and positive place where pupils can learn and feel confident that they will be supported.

We aim to ensure

Safe Our Staff and pupils will feel safe and secure in school.

Healthy Our pupils will learn to make the right choices and understand their emotions to self-regulate.

Achieving Our pupils will be ready to learn and be able to engage in learning without interruption.

Nurtured Our pupils will feel listened to and valued as individuals.

Active Our pupils will be encouraged to work cooperatively.

Respected All members of our school community will have their views and actions valued.

Responsible Our pupils will independently be able to make good choices and these will be recognised.

Included Our pupils will feel part of Manor Park School

Supporting Positive Behaviour:

The following have been agreed by pupils, staff and parents as a way of supporting and promoting positive behaviour.

• Our core values of RESPECT, RESILIENCE, SAFE, HEALTHY AND ASPIRATION will be developed, promoted and celebrated as part of our approach to positive behaviour through our curriculum, within the classroom and throughout our school.

• We will work together to create a nurturing school ethos, where individuals are recognised and valued for where they have been and what they can bring, through positive relationships and interactions.

• All members of the school community will be valued, supported and treated with respect by others.

• Positive behaviour will be recognised and promoted through rewards and systems to ensure that pupils feel fairly treated.

• Parents will support the school, through partnership working, and reinforce this policy to ensure that our school is a safe, calm and nurturing environment for all our children. • Individual pupils who require additional support in terms of self-regulation, emotional and social support, which results in distressed behaviours will use alternative approaches in order to ensure they are fully supported. These children will be on individual education plan, with the strategies being shared by staff.

Nurturing Approaches:

Using Education Scotland’s Guidance on Nurture, Adverse Childhood Experiences and Trauma Informed Practices¹the following practices and values will be used across our school to support Positive Behaviours and developing pupils’ wellbeing in relation to emotional and social competencies.

Staff understand that positive adult relationships can make all the difference, and through our own professional learning in relation to Adverse Childhood Experiences we will continue to develop and model nurturing approaches through our interactions, relationships and focus on wellbeing within our school.

Over the next session we will be developing the following nurturing approaches:

• We will continue to develop nurturing approaches across our setting at Universal, Targeted and Specialist support.

• We will continue to develop an ethos which is welcoming, inclusive and respectful for all members of our community.

• Health and wellbeing is at the heart of learning, especially the mental and emotional health of our children, and is used to support pupils to positively engage with learning. • Staff will maintain high expectations for all pupils, but will show flexibility and compassion towards those pupils who are unable to meet those expectations consistently. • Staff will continue to increase their awareness of how environmental and social factors can impact on our pupils’ behaviour and use professional learning and dialogue to reflect on their practice and develop dynamic responsive approaches to this behaviour.

• Staff will continue to recognise and identify gaps within pupils early childhood experience which impacts on our learners’ development and provide learning opportunities to support children to have an opportunity to address these gaps and develop key skills for learning, work and life which will support them to move forward positively.

Leadership of Change to Support Positive Progress in Promoting Positive Behaviour

Quality leadership of change, at all levels, is required to developed nurturing approaches across our school and therefore the expectation is the following consistent approaches and qualities would ensure the maximum impact in developing positive approaches to behaviour at Manor Park School.

Adult Roles and Responsibilities in Supporting Positive Behaviours:

Everyone has a role and a responsibility in ensuring that promoting positive behaviour is successful at Manor Park School.

Parents/Carers will:

• Work in partnership with school, supporting and understanding the school opinions, actions and sanctions.

• Contact the school immediately and directly when there is an issue or concern.

• Ensure adult conversations are left to the adults and therefore their child experiences consistency of approach and is not involved in inappropriate discussions.

• Engage with support interventions, which are used to ensure all children are successful in developing positive behaviours and attitudes to learning, work and life.

• Reinforce and support the school’s approach to behaviour; engaging with consultations as required.

• Model positive and respectful behaviours towards all members of the school community (pupils, staff, partners and other parents).

Whole School Systems and Strategies:

House Points:

• House points will be used to celebrate hard work, determination and positive behaviours, which will connect to each Class Charter. This will include House Tables at lunchtimes.

• Gold Star Points (25 house points) can be rewarded by any member of the Senior Leadership Team and will be used to recognise acts of kindness, where a pupil has gone above and beyond to support another member of the community, shown a positive example of learning or one of our core values.

• The winning House each month will receive 15 minutes extra playtime/Golden Lunch Ticket.

• The winning House each month will receive a reward for their work and this will be decided by the Junior Leadership Team (House Captains) and Senior Leadership Team at the start of every term.

• An end of year House Reward will be chosen by the Head Teacher and will be worked towards

Good Choices, Great Learning Reward system:

• This system of recognising those who make good choices every day (Bronze, Silver, Gold and Platinum) will continue as a way of acknowledging the majority of our pupils for their hard work and ensure they feel they are being recognised for these choices. This is connected to class Golden Time and has been identified as a positive approach to celebrating the majority of our children by parents and pupils.

• Parents will be involved in celebrating their child’s achievement through termly Assemblies.

• Information from this will be used to track behaviours by looking for patterns, which may result in whole school approaches to specific behaviours.

Celebrating Success, Hard Work and Positive Attributes:

• Success of individuals, both in and out of school, will be celebrated through our weekly assemblies (Achiever of the Week and Manor Park Merits).

Promoting Positive Behaviour in the Classroom:

• The needs of individuals will be recognised and the uniqueness of their experience before, and out with, school will be understood when planning for learning, activities, environments. • All pupils and staff will be treated with respect, which will be reciprocal.

• Clear, consistent and agreed systems to support and promote positive behaviour will be undertaken in every classroom and agreed by both staff and pupils. These will connect to our core values and support pupils understanding what they look like in action.

• House points will connect to this to the whole school system and will reinforce and support positive behaviours across our school.

• Pupils, as part of our approaches to Health and Wellbeing, and also in supporting them to understand fairness, equality, diversity and inclusion will learn about different needs which may impact on their peers in terms of behaviour.

• Golden Time should be used as a reward for good choices all week. Golden Time should not last more than 50 minutes (5 minutes per day in class, 5 minutes per day from the Pupil Support Assistants in the playground).

• Individual pupils will be supported to develop strategies to deal with issues, which result in inappropriate actions by themselves and disrupt the learning of others.

At times this policy will not be effective in ensuring that pupils make the right choices. When this happens the following process will be put in place.

Behaviour Intervention Process:

Classroom or playground rules, which are not followed, will result in a consequence which is reflective of the individual pupil and the circumstances in which the incident happened. Where possible this will be resolved by the staff member involved through a restorative discussion which is based on facts (What happened? Why did it happen? How are we going to change this?). If it is not resolved by the class teacher then they will be informed for their information.

If a minor incident, which is the first time there will be a warning. After this the following possible initial consequences will be used:

• Loss of some Golden Time, positive playtime inside, discussion with pupil and member of staff, time out (5 minutes).

If the incident is considered to be more serious; significantly disrupts learning, or causes concern for the safety of others, then the following consequences will be used:

• Parent meeting and discussion with Class Teacher (alongside DHT/HT where appropriate).

• Behaviour Chart/Diary, Restorative Support sessions with member of SLT during Golden Time/Lunchtimes.