Our aim is to establish the highest standards of behaviour possible in a calm and encouraging environment in which positive behaviours and attitudes for successful learning and mutual respect take place. This will be achieved by everyone working together collaboratively and constructively with children to ensure they understand the expectations we have in terms of behaviour and conduct. This is based on a commitment to spend time ensuring children are given clear boundaries, encouraged to reflect on and learn about how their behaviour affects others and to support them in developing empathy with those around them. This will be fostered within a calm and purposeful environment in which the development of respectful relationships is seen as a priority.
Waycroft Academy has three values, which should be evident in every lesson, corridor and playground every day. Our aim is ‘to enable our pupils to be independent, confident members of the community who are equipped with skills to be lifelong learners to engage with their dreams and aspirations’.
Ready Respectful Resilient
Generally, behaviour at Waycroft Multi Academy Trust schools is very good. Our success has been based on praising and rewarding children’s efforts and a consistent approach by all adults. We have a number of ways of praising children for behaving well and working hard.
Incidents of racism, sexism, harassment, victimisation, sexualised behaviour and homophobia are dealt with very severely. The parents/carers of the victim(s) and the perpetrator(s) are contacted immediately. All incidents are logged and reported to the Academy Councillors.
All children have the right to learn and work in an environment where they feel safe and that is free from harassment and bullying. As with racism, incidents where bullying is proven are dealt with very seriously. The parents/carers of the victim(s) and the perpetrator(s) are contacted immediately (for further details please refer to our anti-bullying policy).
We always promote our school values and acknowledge positive effort and successful application to any learning by effort, attitude, behaviour or outcome through the following:
We have consistent whole school strategies for ensuring smooth transitions and movements around the school, which reinforce positive behaviours. See Appendix 2 for these.
Children who have difficulty with meeting the behaviour expectations despite the conscientious, consistent and caring application of this behaviour policy, will need a “Pastoral Support Plan (PSP)”. This will be written by the SENCo, class teacher, other relevant adults, parents/carers and child. A personal support plan sets clear expectations around behaviour and support; it’s a commitment from the school that focuses on support, wellbeing and developing a child’s skills. They can also help to make sure everyone follows the same approach with a focus on success. It can help to keep a child engaged with school and connected to the school community. A PSP may supersede other rewards and sanctions within this policy, according to a child’s needs.
All staff should consistently use the following approach when dealing with unwanted behaviours, throughout all times of the school day. The following may not apply to individual children, if they have a PSP (Personal Support Plan).
| Behaviour | Response |
| Warning
Rudeness to staff, throwing small equipment, continual talking, refusal to follow instructions; swearing heard by other children; unkindness to peers etc (these apply to all times of the school day). |
School values to be reinforced.
“I have noticed that you are not be respectful because…unwanted behaviour” “This is a warning that you need to show me you are ready by…desired behaviour” “Yesterday/Last week I remember that you were resilient when you…positive behaviour recalled.” |
| Restorative Conversation
Continued disruption to learning or play (as described above). |
Conversation to be held between member of staff who was involved or who witnessed the activity.
“Name, please come and talk to me. I gave you a warning but you have continued to _____________. What can we do to resolve this? Is something wrong?…” “If you choose to continue to ———————– I will limit your playtime.” (Conversation to ideally take place outside the classroom or at least away from other children. On the playground, the child should be taken to a quieter and less crowded space; often the side of the playground). To only be recorded on CPOMs if relevant for a specific child or if also a possible safeguarding concern. |
| Limited Playtime/Time out in another classroom to complete work
The amount of limited time is according to the significance of the behaviours demonstrated. As above but may skip straight to this stage for: hurting another child, swearing directly at an adult, spitting, refusal to follow adult instruction, throwing equipment, leaving the classroom, disrupting others’ learning. Parent informed by class teacher |
“Because you have_________________, I am limiting your playtime/sending you to another class to complete your work (this might be immediate or the following break)”
Examples of activities that it may be appropriate for children to do if play is limited: write an apology note/letter, draw a reflective picture, sit and reflect on behaviour, tidy something up, set something up for the next lesson etc. Parallel teachers support each other in being present with the child for this time, to keep the child safe and provide support to improve behaviour moving forward. ‘Reflection Sheet’ (see Appendix 2) to be completed when appropriate according to the significance of the incident. Sheet to be scanned and added to CPOMs.and communicated with a parent/carer. To be communicated with parent/guardian and recorded on CPOMs by the member of staff, according to the situation. This might also depend on whether the behaviour is becoming repetitive and if so, further triggers need to be explored and provision tweaked, with the support of SENCO/phase leader/outside agencies. |
| by the member of staff, according to the situation. This might also depend on whether the behaviour is becoming repetitive and if so,
further triggers need to be explored and provision tweaked, with the support of SENCO/phase leader/outside agencies. |
|
| Sent to Phase Leader
Repetitive behaviours that are not changing in response to sanctions above over the course of a week or term. This could also be due to a ‘one-off’ significant behaviour/incident’. Parent informed by Phase leader |
Meeting to be held with the pupil to identify any issues they are having. Support offered and expectations made clear. If the teacher IS the phase leader, child to be sent to another phase leader.
Recorded on CPOMS Monitoring of any further behaviours |
| Internal suspension
Continuation of playtimes being limited. Deliberate violence towards a child, incidents of discrimination, upturning furniture, throwing equipment at others. |
Sent to Assistant Headteacher (AH) or Headteacher (HT)
Possible sanctions: Recorded on CPOMs |
| Put ‘On Report’ Continued repetitive behaviours after being spoken to by Phase Leader (at least once). |
Assistant Headteacher or Headteacher introduces ‘report card’ to child will be in place for a minimum of one week. As relevant to the behaviours shown, child to go to Assistant Headteacher, Headteacher, FLW or SENDCO at the end of each lesson/playtime/day/half day etc to report on behaviours and attitudes.
Recorded on CPOMS |
| External Fixed term suspension
Physical violence towards staff, leaving the school grounds, climbing on school property. Anything within internal suspension section which is repeated or more extreme. |
Sent to the Headteacher
The headteacher will then decide possible sanction: Return to School Meeting |
| Permanent Exclusion | Our school will do everything possible to avoid permanently excluding a pupil.
A permanent exclusion of a pupil would only take place if a serious breach or persistent breaches of our school’s expected behaviour has taken place. All contributing factors to a child’s behaviours and needs would be taken into account before making the decision to permanently exclude. |
|
Consistent whole school strategies |
|
| Gaining attention inside
|
Silent signal
-Adult’s hand raised in front -Children to mirror back and gently tap arm of person next to them if they have not responded -Adult to count down, ‘5,4,3,2,1’ but only if needed |
| During Learning | -Good sitting (feet on the floor and reference to ‘Ready’ value)
-Children stand to give any answers that require a sentence or more to be said; class give good eye-contact to the speaker –Silent signal used to add information to what someone else has said (closed fists on top of each other) |
| Gaining attention outside | On sound of a whistle, all children to stand still, come down from any equipment and look at the adult. |
| Transitions
|
Silent signal
Example for lining up from table: Adult raises ‘1/2/3’ fingers: 1 = Stand up 2 = Tuck chair under 3 = Walk to line in silence
Example for moving from carpet to table: 1 = Stand up 2 = Stand behind chair 3 = Sit down |
| Walking in a line
|
Single Safe Silent Stay on the left: hand on blue rail going up the stairs and red coming down. |
| Transition – Classroom to playground
-Playground to classroom
|
-Children line up in silence
-Adult to get eye contact from all children -Stay on the left -Adult leads them out to the playground |
| Uniform
|
-Hats/hoods off when inside
-Jumpers not to be tied around waists -Policy followed |
| Entering the school in the morning
|
-Quiet voices
-Walk on the left -Straight to class from cloakroom -Adult to greet children at classroom door |
| In the dining hall
|
-‘Please’ and ‘Thank you’
-Chairs tucked in (eat over the table) -Knife and fork together when finished eating -Hands up to leave the table |
| Toilet visits
|
-One at a time during lessons when appropriate
-Ask an adult if outdoors |
