Behaviour

What is ‘good’ behaviour?

We focus on what successful behaviour looks like and seek to achieve this by being clear and consistent with the children. We have established ‘non-negotiables’ with regard to the behaviour we expect from our children:

• Walking calmly and silently around the school.
• Showing active listening when being spoken to (e.g. being still, giving eye contact, waiting to talk).
• Sitting sensibly on the carpet and on chairs/benches.
• Keeping hands, feet and objects to oneself.
• Being polite and courteous (saying please and thank you, taking turns, holding doors, giving and responding to greetings).
• Following instructions the first time they are given.
• Completing tasks and activities to the best of your ability.

Anti-social behaviour is easy to spot. It is disruptive and often noisy and stands out in a crowd, making it obvious and giving adults a prompt to respond. Pro-social behaviour is what we expect and is practised by the majority of children most of the time. We believe that all pupils should be treated equally and taught key skills in pro-social behaviour in order to maintain positive relationships with peers and adults and learn positive learning behaviours that allow them and others to make academic progress. These behaviours are taught through our curriculum and whole school assemblies.

The fact that these pro-social behaviours tend to be social norms, means they are much less obvious and also less likely to receive attention. However, as reward and recognition strategies demonstrate, positive praise is an incredibly powerful motivator for children to behave well.  

To provide a prompt for adults, to help them respond to children’s pro-social behaviour, what follows is a (non-exhaustive) list showing how children might demonstrate pro-social behaviours:  

• Being polite  
• Saying ‘please’ and ‘thank you’ 
• Holding a door open for someone else or letting them pass first  
• Taking turns and waiting for others  
• Moving quickly, silently and without fuss (e.g. into the class or to the dining table)  
• Making eye contact quickly and quietly when asked to listen  
• Paying attention  

• Sitting still when required (e.g. in assembly or at a performance)  
• Responding when asked (e.g. to start class work, line-up) 
• Treating books, equipment, belongings carefully  
• Following instructions at the first time of asking 
• Keeping books, work, possessions, their desk, etc tidy  
• Keeping themselves and their physical appearance clean, smart and/or tidy  
• Tidying and clearing up 
• Moving from one task to another without reminders 
• Working very hard at something 
• Showing kindness, respect, responsibility, honesty or politeness  
• Taking a lot of care or giving something a lot of thought (e.g. work or a present)  
• Contributing in discussions (willing to answer questions or talk about a subject) 
• Asking for help when they need it 
• Keeping calm in a difficult situation 
• Being a good friend 
• Working well with classmates or siblings 
• Listening and acknowledging someone else’s point of view 
• Finding things to occupy themselves (especially once one task is done)  
• Speaking up on behalf of another person (perhaps if they are being bullied)  
• Sharing concerns with an adult 
• Being prepared to try something new or difficult 

• Performing in front of others or speaking up in front of a large group 
• Asking to borrow something without just taking 
• Sharing (equipment, books, toys as well as games) 
• Encouraging others to join in or befriending in other ways 
• Doing classroom jobs willingly and well 
• Offering to help without being asked 

Our behaviour policy has a strong emphasis on celebrating and promoting positive behaviour. Consequently, we have introduced a character curriculum. This involves actively teaching what are referred to as ‘pro-social behaviours’. These are necessary in order to maintain positive relationships with peers and adults and learn positive learning behaviours that allow themselves and others to make academic progress.

Each week, we focus on a different pro-social behaviour. Introducing these in assembly on a Monday and offering lots of praise to children seen showing the expected behaviour around school. An example of some of the behaviours we cover are:

How to walk along the corridors
How to introduce yourself
How to sit on a chair or carpet
How to behave in the lunch hall
How to ask to go to the toilet

Rushy Meadow Character Curriculum

Children are given praise on an individual and group basis through: 

• Non-verbal (smiles, thumbs up, etc) and verbal praise 
   
• Positive and constructive feedback on work  
   
• Star of the Week Awards celebrated in a weekly assembly, these focus on academic achievements and positive behaviours for learning, such as where children show resilience or for displaying our golden rules to a degree that is worthy of special praise. These are often linked to a whole school positive behaviour focus as shared in assembly.
   
• Stickers given out by teachers and teaching assistants for effort with work and behaviour and achievement in work. Taken home to be shared with parents/carers.
   
• Marble Jar: all classes in KS1 & 2 work towards a negotiated ‘treat’ by earning marbles for times when the whole class has behaved or worked appropriately. Marbles are rewarded for positive behaviour and not removed as a consequence for poor behaviour choices.
   
• Gold Stamps: Gold Stamps are given out by adults for achievement in work or displaying positive behaviour. These Gold Stamps are collected on the child’s personal chart. Once a child achieves 20 stamps they earn their Gold Coin, 40 stamps achieves Gold Dust, 60 stamps achieves Gold Star, 80 stamps achieves Gold Crown, 100 stamps achieves Gold Trophy and 120 stamps achieves Gold Medal. These awards are celebrated throughout the year, with Gold Medals handed out to pupils in our final celebration assembly.

​Behaviour Ladder – We use behaviour ladders to clearly specify expectations for behaviour and to indicate when behaviour may lead to a consequence.

The ladder is organised in five stages, with a different colour for each. From Year 1 to Year 6, a 'good to be green, great to be gold' chart will be displayed in class, with different coloured cards displayed next to each child's name, depending on their behaviour. Children are expected to have 'green' behaviour and can strive to have 'gold' behaviour.

The five stages of the ladder are as follows:

Gold: great behaviour

            Green: expected behaviour

             Blue: escalating behaviour 

             Yellow: poor behaviour

             Red: serious poor behaviour

• Children will be recognised for great behaviour and gold stamps are given to children when they receive a gold card. Children work through a series of stamp charts, moving through a gold scale that is also displayed in classes. At the end of the year, children who complete the final stamp chart, will receive a gold medal in assembly. Their positive behaviour will be publicly acknowledged and celebrated. Once stamp charts are completed, they are taken home so parents/carers are also involved in the praise and encouragement of great behaviour.
• Our behaviour ladder is shared with parents/carers and constantly referred to. The ladder is explained to all children in an age appropriate way. We have separate behaviour ladders to cover behaviour in the classroom and on school trips, and in the playground and during lunchtime.  The classroom and trips behaviour ladder has two versions; one for KS1 (Appendix Ai), one for KS2 (Appendix Aii).
• The behaviour ladders show the correlative reward and consequence for behaviour choices.

In Reception, pupils use a visual representation of the ‘good to be green, great to be gold’ system. Children start with their name tag on green each day, they can be moved up to gold, or down to blue or yellow. Children will receive stickers for effort with work and behaviour and achievement in work.

The Rushy Meadow  Reminder, Warning, Consequence System was designed so that a consistent approach to tackling unacceptable behaviour is used by teachers and teaching assistants.  

Universal support for all 

At the start of every teaching session, the teacher will set expectations for good behaviour, for example: good sitting, good listening and making it clear what volume the children are expected to be working at.  

If these expectations are not met, the teacher will use positive narration: focusing on what students are doing correctly and openly saying those things aloud to help motivate students. If the expectations are still not met by all, the teacher will use group correction (a verbal reminder to the whole group or a smaller group) with clear instructions requiring specific action.  

If positive encouragement and group correction do not work, staff will use the Reminder, Warning, Consequence system. The scripts below show the language and guidance that teaching staff at Rushy Meadow have been trained to adopt. Scripts 1, 2 and 3 naturally escalate (so if Script 1 fails to have the desired effect, Script 2 is used and so on).

In EYFS, while the same system of scripts is followed, the language may be simplified so that it is age appropriate, e.g. ‘Bob, eyes on me/ looking eyes.’

Script one – Private reminder of the expected behaviour. e.g.: “Bob, this is a reminder that we face the front and listen. Thank you.”   

• Adults will use a firm but calm voice showing they are serious but in a non-confrontational way that might otherwise lead to a defensive response.   
• Adults will be assertive and avoid starting or ending with ‘please,’ end with ‘thank you’ instead. This carries an expectation that they will do as you have asked of them and helps support the idea that your request is not optional.   
• Adults will make eye contact with the child and stand/sit so they are at an appropriate eye level with the child ( depending on the child this may not be appropriate) 
• Adults won't ask ‘why?’ children are doing what they’re doing, as this can be confrontational. 
• Child will be quietly reminded ‘ if you continue .. behaviour, you will be getting a blue clip on your chart.’ 
• If a positive change in behaviour is seen, it will be acknowledged with a further ‘thank you’ or with a gesture (e.g. a smile or a thumbs-up).   
• Children will be given ‘take up time’ to think about their behaviour and respond. It may be desirable to deal with another task or child, to temporarily divert attention away from the child, and allow sufficient space and take-up time.  
• When the child is demonstrating a positive change, make sure to acknowledge that with praise: “Thank you, Bob, for... (e.g. walking/putting your pencil down/listening nicely...)”  

​If the child’s behaviour doesn’t change after a reasonable take-up time, move on to the warning stage in Script 2. 

Script Two – blue clip, e.g.: “Bob, I’ve reminded you to face the front and listen. This is now a blue clip. If you continue to talk, then you will miss 5 minutes of your play.”   

• Adults will remain calm, without any sense of agitation, while making it clear to the child that they are responsible for the consequences of their actions; that what has happened so far and what will follow is their choice.  
• Adults will need to ignore minor secondary behaviour, e.g. stomping about, muttering, or answering back – the most important thing is that the child has made the right choice about their initial undesirable behaviour.   
• Where appropriate, allowing a child to have the last word can help resolve or avoid further conflict and can also be valuable in helping you to role-model grown-up behaviour.   
• If the child chooses to do the right thing, then the adult must praise them for making the right choice. This will help them learn that it’s good to do the right thing and that the adult is pleased with their choice. Every child likes to be praised and acknowledged on the inside, even if they might not show it on the outside: “Well done/Thank you, Fred, you made the right choice.”  
• The blue clip will stay on their chart until the end of the lesson ( Key Stage 1) and session ( Key Stage 2) 

​Should you not see a positive change in behaviour, move on to Script 3.   

Script Three – The child will be informed that they are missing 5 minutes as a consequence.   

‘Bob, you have chosen not to follow our rules and will now be on a yellow card and miss 5 minutes of your break/ lunch’  

• Should the child choose not to do as they have been asked, then the adult must follow through with the consequence. This is very important so that the child comes to understand that you mean what you say. Failing to be consistent in carrying out consequences that have been threatened quickly undermines the adults authority and indicates to the child that they need not listen to future requests for improved behaviour.   
• Once a consequence has been issued, it must be seen through and not ‘earnt back’. Adults will not cave in to protests, remove or reduce the sanction. If good behaviour follows, that will be rewarded separately, but the consequence will be maintained.   
• When a child has completed their 5 minutes of missed break, they will reflect with their teacher on their behaviour and say “Sorry, Mrs XX.”  
• If a child gets this consequence before play time, the issuing adult will phone SLT for location at break time. If a child gets this between break and lunchtime, they will have the consequence with Phase/Senior Leader. Adults will use a timer from when the child arrives.
• If a child progresses through the Reminder, Warning, Consequence system during lunchtime, at this stage the child will be issued a yellow card and told to sit on a bench for 5 minutes.  If it is wet play, they will be sent to the office. 

​Should you not see a positive change in behaviour, move on to Script 4.

Script Four: Removal to another classroom (reinforce and depersonalise) / red card at lunchtime: “Bob, at Rushy Meadow we respect and listen so that everyone can learn, you need to go to Mrs X’s classroom now and be ready to listen when you get back.”    or
“Bob, at Rushy Meadow we respect and listen so that everyone can learn, you have chosen not to follow our rules and will now be on a red card and miss 15 minutes of your lunch.”

• If the behaviour continues and is preventing the child or other children from learning in class, the child will be sent to work in another class for the rest of the lesson (a guide for a Reception child is 15 minutes). Ideally within the same Key stage but not year group, but this may not always be possible. The child will take their learning with them. At this point, parents will be informed.   
• Red card behaviour will result in 15 minutes with an SLT member at lunch and completion of a red card reflection sheet.
• The member of staff who has been sent the child will not speak to them about their behaviour and will keep any communication to a minimum, simply directing to where they should sit.   
• If the child refuses to leave the classroom, a phone call will be made to SLT and a member of the senior leadership team will assist.   
• Referring to whole school expectations can be very helpful in reminding children rules and values which never change. This approach indicates that the request is fair and consistent; it is simply what has always been and what will always be expected, rather than personal ‘against’ them.  
• If the child reaches this stage during lunchtime, the child will be issued with a red card and sent to the purple chairs to be spoken to by a member of SLT. 

Additional strategies to support positive behaviour:

Learning:

• Have class charters up in all classes. These clarify and personalise the school’s values for individuals, and class groups.
• Have clear and consistent high expectations
• Be well prepared for all learning activities, and differentiate according to need
• Make it explicit to children what they are learning and how they can be successful, by using learning objectives and success criteria.
• Encourage children to self-evaluate what they have learned and respond to teacher’s feedback
• Display the children’s work prominently and attractively and take every opportunity to celebrate small steps of achievement.
• Stickers may be used to praise high quality work

Feedback:

• High standards and clear rules promote the five Cirrus Trust values: respect, resilience, honesty, inclusion and ambition
• Facilitate pupil parliament (Wellbeing and Teaching and Learning groups) to meet regularly and give all children a voice
• Within PSHE and circle time, refer to the five British Values: democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs
• We share positive behaviour as well as poor behaviour with parents

Organisation:

• Establish and maintain routines which children are expected to follow including entering the classroom, putting coats and belongings away, seating arrangements, distributing and collecting equipment for learning, giving an overview of the day, listening to instructions and others when speaking, stopping work and ending sessions, summarising and reviewing sessions, going to the toilet, clearing up, leaving the classroom
• Lead groups of children around the school in a silent and orderly way
• Be ready to meet children as they come in from break times, lunch times and first thing in the morning
• Organise the learning environment so it is organised, tidy and holds resources easily accessible by the learners
• Some children may be given a helping job that requires responsibility and commitment. This may be working with younger children as well as helping in their year group
  
  Transition arrangements:
• Transition sessions in the summer term where children can spend time in their new classroom / phase as well as the playground to prepare them for the new environment
• Children on the SEND register are provided with a social story to support their transition
• Teachers are provided with a pupil passport for SEND pupils transitioning into their class to ensure that support is in place to meet the pupil’s specific needs
• Pupils new to school will be inducted into behaviour systems, rules and routines when they start.
• At the start of each school year, all pupils will be re-inducted into behaviour systems, rules and routines.

Attitudes:

• Describe the behaviour we see not the person doing it
• Depersonalise – reiterate our expectations for all pupils at Rushy Meadow
• Model clear communication and positive interactions between each other: staff, children and parents

​Wellbeing:

• Lunchtime clubs: we offer different clubs during lunchtime to support pupils with their emotional wellbeing and regulation. These include Bubble Club, which is led by an ELSA and is open to all children in KS2. Children may also be directed to one of our other lunchtime clubs, e.g. Mindfulness or Feel Good club
• Nurture: a select group of children may be directed towards nurture provision for a fixed period of time. This takes place two afternoons per week.

In instances when, despite preventative measures, a child’s behaviour deteriorates to the extent that they are not safe and putting others at risk, we will use a range of sanctions alongside rewards to manage the behaviour. Parents will always be informed and involved in managing the challenging behaviour.

Strategies that may be used:

• The class teacher may arrange a formal meeting with the child’s parent/carer and a senior member of staff to share the behaviour incidents the child has been involved in, and discuss next steps.
• The child may be referred to sessions with an ELSA (Emotional Literacy Support Assistant) if it is felt that their poor behaviour is arising from a difficulty in expressing their emotions appropriately.
• The child may be set up with a behaviour plan or contract. The child’s behaviour will be reviewed at the end of each session, and it will be shown to a senior member of staff at the end of each day
• The school and parents will continue to speak regularly to discuss progress and set new targets as necessary. Referrals to other agencies may be completed as necessary, and local expertise sought
• If there is no improvement in behaviour, a Phase Leader, Assistant Head or Headteacher may become directly involved, and will hold a meeting with the class teacher and the child’s parent/ carer. We will discuss barriers to behaviour, making reasonable adjustments, and reduce any fears or worries they may have that could be contributing to their poor behaviour.
• Personal behaviour plans can be used to meet the individual needs of specific children.
• Where necessary, significant poor behaviour will lead to internal or external suspensions or permanent exclusion.  This could be due to repeated failure to comply with the schools’ behaviour expectations or for serious one-off behaviours.  The decision to suspend or exclude is serious, and not taken lightly. Suspension/permanent exclusion is at the discretion of the Headteacher.
• In some circumstances, the school will consider whether an alternative to suspension is appropriate. This could, for example, take the form of an off-site reflection day at another Cirrus Primary Academy Trust school or displacing a child to another year group or class if their behaviour is unmanageable in their current class. These considerations form part of our graduated response,
• Appendix E of our Behaviour Policy contains a list of behaviours that have been identified by the Department for Education as reasons when a school may consider that a suspension or permanent exclusion is necessary.
• Where staff have witnessed an extreme behaviour incident that results in suspension, they will be asked to  complete a witness account.

Removal from the classroom

Removal from the classroom/activity may be necessary in circumstances where:

• Other behavioural strategies have been attempted and the behaviour has not de-escalated
• The behaviour is so extreme as to warrant immediate removal
• Misbehaviour prevents other pupils from learning

Removal should be used for the following reasons:

• To maintain the safety of all pupils and to restore stability following an unreasonably high level of disruption
• To enable disruptive pupils to be taken to a place where the education can be continued in a managed environment.
• To allow the pupil to regain calm in a safe space

Safe removal spaces at RMPA include:

• Another classroom, Headteacher office, AHT office, AHT Inclusion Office, ELSA room

Reintegration:

• When the child has regained calm, the supervising adult will judge whether they are ready to return to class. This will be based on the severity of the original incident, how the child is presenting and whether they feel ready to return. The supervising adult will escort the child back to class. If a lesson has already begun, the supervising adult will support the child to rejoin the learning. The adult will remain in class to monitor and indicate to class teacher when they determine the child can learn independently again.
• In certain circumstances when a pupil is involved in an incident of misbehaviour (non-criminal) or bullying occurs outside of school (for example, if a pupil is identified by their school uniform) and this is reported to the school, a member of the leadership team may investigate the incident.

​The following action could be taken:

• Discussion with the pupil/s involved
• Discussion with parents
• Referral to the safer neighbourhood team
• Sanctions or loss of privilege
• Any such incidents will be referred to the school’s safeguarding lead and the appropriate action will be taken (see Safeguarding policy).
• Where appropriate, children will be placed on the Special Educational Needs Register for behaviour (social, emotional, mental health category). Specific targets will be set and reviewed regularly.

Cirrus Primary Academy Acceptable Use Agreement

Any breach of the Cirrus Acceptable use Agreement is taken very seriously. Misuse of technology, either at school or at home may result in a behaviour sanction. In the event of criminal acts, these will be shared with the necessary authorities, including police and cyber security.

Please read the CPAT E-Safety Policy for further details.