Positive Behaviour Management Policy

Transcription

1 Positive Behaviour Management Policy 1. Introduction 1.1 We are required to ensure the safety and well-being of all our children and staff, and take great pride in the behaviour and conduct of all our students. 1.2 In keeping with the Independent School Standards Regulations 2010 (as amended 2013), our policy outlines our code of conduct as well as the use of sanctions and rewards to ensure our high standards are maintained. 1.3 Every school must have a behaviour policy. Our governance arrangements, from Ofsted, set the general principles which form our approach towards behaviour and discipline in our schools. This is in keeping with the spirit of the Education and Inspections Act 2006, with Ofsted s governors acting on behalf of the proprietor. 1.4 Our policy and principles have been developed in wide consultation with staff, students and parents to ensure that we adopt a consistent approach to behaviour management. 1.5 The Principal is responsible for developing the behaviour policy within the framework set by the governors, and in keeping with best practice in schools outlined by DfE. 1.6 This means that the Principal decides and sets the standard of behaviour expected of all students in our school. This includes how the standards will be achieved, the school rules, any disciplinary penalties for breaking the rules, and rewards for good behaviour. The measures in our policy aim to promote good behaviour, self-discipline and respect, ensure that students complete assigned work and regulates conduct. 1.7 Our Behaviour Policy also refers to our approach towards managing any bullying behaviour and our school strategies to prevent all forms of bullying. To this end, we also hold an anti-bullying policy document, which is available on our website and from the school office. Page 1 of 6

2 1.8 Our school policy takes into account the need to safeguard and promote the welfare of students, as outlined in our safeguarding policy, and in accordance with section 157 Education Act 2002, our general duty to eliminate discrimination under the Equality Act 2010, as well as our support for students with special educational needs. 1.9 If any behaviour is considered by the Principal to be criminal or to pose a serious threat to a member of the public, then it will always be reported to the relevant police authority. If any misbehaviour is considered to be linked to any child suffering, or being likely to suffer, serious or significant harm, then our safeguarding/child protection policy and procedures will be rigorously followed We publish our policy for parents, students and staff. It can be found on our website and accessed from the school office. We review this at least annually. This policy is referred to in our parent contracts accordingly. 2. Behaviour Expectations Sandwell Valley School and Sandwell Community Care Trust Training staff will use positive behaviour management techniques when needing to address behaviour that is unsatisfactory. This approach is based on both students and staff right to learn and teach and be respected. With these rights come responsibilities for students and staff. We are all responsible for ensuring that our teaching and learning environment is safe and that everyone is treated with respect and integrity. There will be incidents of poor behaviour from time to time. When these occur ASD Learning Ltd, has adopted very clear guidelines about the consequences of given behaviours. These are outlined in the 'steps' approach attached to these expectations. These outline unacceptable behaviours which are matched against sanctions. Sandwell Valley School and Sandwell Community Care Trust Training will not accept the use of isolation or seclusion for any student under any circumstances. Any staff members who have concerns for student and staff wellbeing as a result of behaviours demonstrated by a particular student should speak to their line manager immediately. Page 2 of 6

3 Staff and students should be familiar with these expectations during their induction to the provision 3. Rights and Responsibilities Rights Students will be safe Students have the right to learn Student will be treated with respect Adults will plan appropriate work for students Adults will listen to students Student s property will be safe Responsibilities Listen carefully to teachers and other students Students have the responsibility to allow others to learn Respect others property Respect others feelings Work hard towards your targets If you have a problem speak to an adult 4. Positive Management of Behaviour Encouraging a Positive Ethos We encourage a positive ethos for teaching and learning by using the following strategies. Setting boundaries and rules through a shared understanding Positive feedback Praise Points and rewards systems Differentiated activities Activities to develop self esteem Inclusive displays Welcoming and facilitating regular communication from parents/ carers Celebrations Outings Positive links with mainstream schools Good modelling by adults Page 3 of 6

4 Positive strategies used to reward behaviour We use rewards in order to Encourage good behaviour Place emphasis on and reinforce positive achievements Raise self-esteem Reinforce and teach desired behaviour Acknowledge that staff notice and value student efforts Encourage responsibility Send positive message to parents Rewards Used Points awarded each lesson for punctuality, effort achievement, behaviour and outstanding including PSHE Points gained leading to vouchers and outings Descriptive Praise Body language azdne.eg thugs-up, smile Ticks and positive comments on work Quick notes home to parents Certificates Phone calls home Our aim is to catch students being good as frequently as possible and to praise / reward them accordingly, we are ensure that the positive feedback given is personal, specific, and genuine and appropriate The types of behaviour that we reward include; Following instructions Kindness Finishing Work Completing tasks Sharing Concentrating Quality of work Caring Responsible Behaviour Positive attitude Listening Sensible Behaviour Positive and thoughtful Playing co-operatively Making appropriate contribution Staying on Task choices Attendance Thoughtfulness Honesty Page 4 of 6

5 Descriptions of Behaviour Step 1 Step 2 Step 3 Step 4 Step 5 S Being Rude Be taking the Rules Not listening Not following instructions Leaving the class without permission Swearing, name calling Continuing to break the rules Continuing to not listen Continuing to ignore instructions Continuing to break the rules Swearing /name calling at someone else Spitting Touching people in an unkind way Hitting punching people by accident Damaging Property Fighting Hitting /punching on purpose Kicking teachers or students Spitting Hitting /punching other children Damaging property Dangerous behaviour CONTINUAL Hitting /punching teachers or children Kicking Spitting Damaging property Dangerous behaviour Description of Sanctions Step 1 Step 2 Step 3 Step 4 Step 5 Cool off period (1-5 mins) Cool off period (5-10 mins) Missing some activities at break time Cool off period (10 15 mins) Incident Form Time away from group Phone call home Call Director Practicing behaviour required Miss whole break time activity Incident Form Phone call home In house exclusion Meeting with parent On report Sent home Fixed term exclusion Meeting with parent/ carer On report Page 5 of 6

6 The following policies below are linked to the positive management behaviour policy: Disciplinary policy Anti-bullying policy Safeguarding Policy Date: October 2016 Review Date: October 2017 Page 6 of 6