Behaviour

Behaviour and Discipline Policy

Behaviour is good at Anglesey because we work hard to ensure that everyone understands what is expected. We encourage children to make the right choices and we talk calmly to the children about the consequences of their choices. We have a clear behaviour system which all staff implement. We focus on rewards and praise – we discourage anger and raised voices. Children have the opportunity to earn tally points for positive behaviour and attitude, which they can save up to swap for a Golden Ticket. This, in turn, can then be swapped for prizes from our Golden ticket shop.

Children also look forward to our regular 4 A's assemblies, where they are chosen by staff and children for the positive contributions they have made during the week.

We work closely with parents to encourage a positive partnership when promoting and maintaining good behaviour. Where behaviour is causing concern, we would always prefer to work closely with parents so that everyone is aware of the concerns and the positive steps that are being taken in response.

Please click the link below to view our latest Behaviour Policy:

Click here to view our Behaviour and Discipline Policy

Aims

Our aim is that all of the children at Anglesey Primary School behave in a socially acceptable way to help them learn and be good members of our school and community.

To be socially acceptable, it means that we think of others, that we respect and follow rules, know and understand why we have rules and want to be proud of our behaviour and attitudes.

At Anglesey we will see:

Children being respectful towards and listening to all adults All adults respecting and listening to all children

To ensure this, all staff will:

  • have a responsibility to manage the behaviour of all children at all times
  • treat all children and adults with respect
  • display the five rules, rewards and consequences and use as an integral part of everyday teaching
  • encourage children to earn their golden time
  • have effective behavioural strategies to use with children when needed
  • ensure all other adults in the class know the strategies used for consistency of practice
  • have a positive approach to children in all aspects of their school life, so that they understand that they are liked and valued
  • explain to children what they should have done or said when they get it wrong and how they might do it differently next time
  • tell parents about their child’s efforts and achievements
  • model the behaviours they expect of children

All children will follow five simple rules:

We will follow directions from all adults

We will keep our hands, feet and unkind words to ourselves

We will walk sensibly and quietly in the corridors

We will always try our best to be good learners and good friends

We will look after our school

General behaviour:

  • When moving the whole class around school, staff will line children up in orderly fashion, lead from a place where they have the best view of their class and stop at appropriate places to ensure class stay together and move safely.
  • At playtimes and lunchtimes member of staff on duty will blow whistle to indicate end of play and children will stand still. A second whistle will then be blown for children to walk sensibly and quietly to their line. The best class lining up wins gold star and class with most stars each week in year group gets extra playtime.

We will not accept:

  • Dishonesty
  • Bullying of any kind- including name calling, threats and intimidation
  • Racism, homophobia or sexism including name calling and any type of harassment
  • Verbal or physical aggression
  • Abusive or foul language to anyone
  • Damage to property, including graffiti and damage to toilets
  • Disruption to lessons
  • Inappropriate behaviour to others
  • Answering back
  • Not doing as asked first time
  • Running in corridors

If rules are not adhered to.

Explanation and warning: (STEP ONE)

  • We will tell the child that it is wrong and explain what they should have done or said [or not said].
  • If the behaviour is repeated, the child will be reminded once more as above.

Reflecting on changing behaviour: (STEP TWO)

  • Moved to a thinking table, draw or write what was unacceptable about their behaviour
  • Talk to child when appropriate as soon as possible after they have sat on the thinking table
  • If the behaviour continues or you feel it relevant, speak to the parents with the child at the end of the school day or over the telephone with the child present.
  • All records must be dated and initialed and logged. Patterns of persistent poor behaviour can be identified. Such evidence will be required when talking to parents or in the referral of a child to the Educational Psychologist or to the Behaviour Support Team.

Phase Leader involvement: (STEP THREE)

  • Time out in Phase Leader’s classroom
  • Child is referred to phase leader, logged on SIMS
  • Parental support: Parents to be informed at this stage if the class teacher has not already done so
  • Phase leader to decide on appropriate consequence (loss of playtime, golden time etc)
  • A Blue Card may be used over a period of weeks as a record of behaviour, both in class and at playtime/lunchtime, to change a pattern of poor behaviour. This card is shown to a member of SLT at lunchtime and end of day. It also goes home to be signed by parents.

Deputy Headteacher/Headteacher: (STEP FOUR)

In extreme cases or persistently inappropriate behaviour, refer straight to Vice Principal or Principal.

Exclusion

It is envisaged that exclusion, partial or permanent, of a child from this school should only happen rarely, if ever. However, the option of exclusion should exist to cater for the extremes of behaviour that could occasionally occur. All of these should be dealt with by the Principal. Anglesey Primary Academy follows the guidance and procedures as set out by AET.

In certain circumstances, children may be placed on the SEN register for behaviour.

Persistent anti-social or dangerous behaviour cannot be tolerated and, in these circumstances, children may be entered into the system at a point further along than step 1.

Referral may be made to the Educational Psychologist or the Behaviour Support Team and CAMHS may become involved. Partial (perhaps at lunchtime) or permanent exclusion from the school may be considered.

Whole School Rewards:

  • KS1 classrooms must have a visual display showing children’s efforts and behaviour, e.g. sun, cloud, raindrop.
  • Tally points to be given out for following rules, good manners, helping others.
  • 4A's Assemblies on Fridays.

Behaviour outside of school:

We will impose a sanction, where the school is satisfied it is reasonable to do so, upon any pupil whose behavior when they are not in school or under the lawful control of a member of staff, could , in the opinion of the school:

  • have repercussions for the orderly running of the school
  • pose a threat to another pupil, a member of staff or a member of the public
  • adversely affect the reputation of the school.

The Greens Reward Scheme

The Greens .pptx