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Behaviour

Below is a copy of our updated Behaviour policy, detailing rewards and sanctions within the school.

 

If you have any concerns regarding your child's behaviour, or that of another child, please speak to your child's class teacher first of all.  If you still require further support or assistance, please come and see Mrs Dennis or Mrs Kay.

BEHAVIOUR BLITZ

Each term, in additional to the usual expected behaviours, rewards and sanctions, the school will have a behaviour focus, introduced to the children as “This term’s behaviour blitz” and based on our School Values.  This will be presented in an assembly, exploring what it really means and the sort of behaviours we are looking for, and will be shown on our behaviour display board in the corridor.  All staff will be particularly vigilant, looking for examples of this type of behaviour.

 

Independent, successful,

AUTUMN TERM 1 – being Successful (an Achiever)

AUTUMN TERM 2 – being Inspired or being Inspiring

SPRING TERM  1- Helping others – being Friendly and Nurturing

SPRING TERM 2 – being Independent

SUMMER TERM 1 – being Respectful and Responsible

SUMMER TERM  –  being Imaginative and Curious

 

Children seen to be displaying these behaviours will be awarded 3 housepoints.

 

Below are the assembly slides which will be shown to children to introduce this term's Behaviour Blitz.

GOLDEN TIME – FOUNDATION STAGE AND KEY STAGE 1

 

In Foundation Stage and Key Stage 1, children have 10 minutes golden time at the end of each day, in order to give a more immediate reward or consequence for their behaviours.

All Foundation Stage and infant classes have a four stage chart in their classroom (design decided by the class and their teacher).  All children start the day on Step 3 and remain here for consistently good behaviour.  Behaviour above and beyond that e.g. helping others, working particularly hard, will result in a child moving their name up on the chart and receiving an additional rewards (to be decided by the class) e.g. housepoints.  Children on Step 3 and 4 will receive all of their Golden Time at the end of the day.

Unacceptable behaviour e.g. hurting another child, being off task, being rude to another child or adult etc, will result in the child’s name being moved down the chart.  This will result in the child losing part of their daily golden time.   Continuing to behave in an unacceptable way will result in the child moving down the chart again, and will mean they miss all of their golden time.

Still continuing to behaviour in this way will result in the child’s parent being spoken to at the end of the day.

If children move down the chart for any reason, they are able to move back up by improving their behaviour and heeding their warnings.

 

STEP 4     Receive all of their daily Golden Time. Additional reward e.g. housepoint

STEP 3     START HERE. Receive all of their Golden Time

STEP 2     Lose part of the day’s Golden Time

STEP 1  Lose all of the day’s Golden Time

 

 

GOLDEN TIME – KEY STAGE 2

Due to the children being older and more able to understand the need to work towards a reward, children in Key Stage 2 have 30 minutes Golden Time on a Friday afternoon, before merit assembly.

Just like in Foundation Stage and Key Stage 1, children in Key Stage 2 have a four stage chart in their class, and begin each day on Step 3.  Children move up or down the chart depending on their behaviour and this counts towards their weekly Golden Time.  Children on Step 3 or 4 of the chart at the end of the day, receive 6 minutes Golden Time on FRIDAY (allowing a possible total of 30minutes).  Children on Step 2 will  lose 5 minutes of Friday’s Golden Time and children on Step 1 will lose 10 minutes of 10 minutes of Friday’s Golden Time.

  

STEP 4  Additional rewards e.g. housepoints. Receive Golden Time

STEP 3  START HERE Receive 6 minutes Golden Time on Friday 

STEP 2  Lose 5 minutes of Friday's Golden Time 

STEP 1  Lose 10 minutes of Friday's Golden Time 

 

BULLYING

There is a section in our Behaviour Policy regarding bullying, explaining the processes and systems in place to deal with incidents of bullying.  If you or you child think that they are being bullied, your first port of call should be their class teacher.  If you require further support, you may also come and see Mrs Dennis, Mrs Kay or Miss Bibby.

 

The children will be having an assembly to learn more about bullying.  Below are the slides which will be discussed.


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