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Positive Behaviour Management Policy

Positive Behaviour Management Policy

 
Prasarnmit Primary International Program (PPiP)
 
Reviewed by: Lavinia De Vivo
Review Period: 2 years     
Date Adopted: November 2015
Next Review: November 2017

Contents
 
Our School Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction to Policy  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Personal Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 & 3
Rewards: House Point System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 & 4
Celebrating Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 & 5
Sanctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 & 6
Bullying Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6, 7, 8 & 9
 
 
Our School Vision
 
The creation of our school vision involved the whole school community. Prasarnmit Primary International Program (PPiP) is a nurturing, inclusive school that provides children with the knowledge and skills to prepare them for their future in an ever changing world.
 
At PPiP, we educate and support the whole child by providing opportunities for each child to find and nurture their own unique talents and abilities. At PPiP we offer a safe environment that promotes tolerance and respect as part of an international community. We motivate our students to be happy and confident learners. We create a culture of accomplishment within a vibrant and stimulating learning environment ensuring positive reinforcement at all levels of ability through appropriately differentiated expectations. Children strive to reach their full potential and become independent learners through an engaging and creative curriculum. Our vision is for PPiP pupils to become lifelong learners, who are able to use their own initiative to encourage themselves to grow in confidence and become positive contributors to society. 
 
Introduction
 
This policy is to be read together with the Learning Policy as together they establish the ethos of the school. This policy provides a framework for establishing a happy, secure and caring environment where all children are aware of what is expected of them. This policy was formulated as a school community with input from all members of staff.
 
Personal Goals
 
The school embraces the 8 personal goals laid out by the International Primary Curriculum (IPC), which we follow. These goals are explored via assemblies, class reflections, circle time and also throughout the school day through the house point system. The goals are given a character who is representative of that goal and shows that quality in themselves. The children should also be able to relate to these characters. As a school we believe consistency is key and therefore all years use the same characters to represent the personal goals. Our personal goals are:
 

  • Adaptability - to be able to cope with change.
  • Communication - to be able to voice their thoughts and opinions effectively.
  • Cooperation - to be able to work alongside and with others to achieve.
  • Enquiry - to be able to ask questions to obtain information.
  • Morality - to be able to understand the difference between right and wrong.
  • Resilience - to be able to overcome difficulties consistently try and work past them.
  • Respect - to be able to treat peers and teachers in the correct way.
  • Thoughtfulness- to be kind and considerate of others, to think before they act and show care and love to their friends.
 
PPiP takes a positive attitude towards behaviour management and discipline. We are committed to providing an environment where all pupils are valued and are able to learn and play together in a caring, happy, co-operative and safe atmosphere. It is the responsibility of the children, teachers and parents to ensure that high standards of behaviour are maintained in an atmosphere of mutual respect, trust, openness, fairness and consistency inside and outside of school. We aim to do this by:
 
  • Ensuring that all children are happy at all times.
  • Ensuring that everyone feels safe and secure.
  • Helping all children develop appropriate and relevant social skills.
  • Involving parents and ensuring that communication between home and school is clear, open and honest.
  • Creating a friendly and peaceful environment in which children want to participate and belong.
  • Creating an interesting and stimulating environment with exciting lessons which make children want to learn.
  • Rewarding and praising good behaviour and good choices.
  • Encouraging children to care for others and to understand and tolerate diversity.
  • Modeling the personal goals to the children through adult interactions and direct teaching of the personal goals in monthly assemblies and lessons.
  • Providing children with the language and skills to solve their problems calmly, openly and with understanding.
  • Creating opportunities to share feelings and talk about strategies to help solve problems e.g. circle time.
  • Encouraging pupils to take self-responsibility for the consequences of their actions and choices and developing collective responsibility.
  • Rejecting all forms of bullying and anti-social behaviour, feeling confident to seek support from the school should they feel unsafe.
  • To encourage the children to use their knowledge and understanding of the personal goals outside school as well as inside to create positive and successful learners.
 
 
 
 
Rewards: Catching Children Being Good!
 
Catching children being ‘good’ and rewarding positive attitudes, thoughtfulness, patience, positive behaviour, effort and quality of work is fundamental to our ethos.
 
 
House Point System
 
At PPiP we have developed a reward system to praise children for using their personal goals in school. Each month we have a new personal goal of the month which will be announced during each monthly assembly. Teachers and staff members will look out for children using the personal goal of the month especially, as well as the other personal goals. If children are caught using the personal goal of the month or any of the other personal goals they will be awarded a house point. House points will be displayed on a noticeboard outside the drop off/collection area for parents to see.
 
To develop a sense of belonging to a team, we may also remove a team point from their house as a sanction for a poor choice of behaviour. This is to help the children understand that sometimes their actions can also let others down as well as themselves.
 
Celebrating Success as a School: Award Assemblies
 
As a school we join together once a month and have an assembly run by one of the teachers based on the personal goal of that month. We talk to the children about the personal goal that we have just focused on, the personal goal that we will focus on next month and we hand out certificates to celebrate:
 
  • Personal goal of the month award (one winner from each house)
  • House winners award (for the most points so far that academic year)
 
Celebrating Success as a Class
 
Foundation Stage
 
At the beginning of each day, children’s names are displayed on a Cloud picture. Children are rewarded for good choices with praise and attention and their name is moved onto the Sunshine picture and then onto the Shooting Star picture. Those children on the Shooting Star picture by the end of the day may receive a special sticker.
 
Milestone One
 
The class teachers use a program called ‘Class Dojo’ which they use to communicate with parents and reward good behaviour. The teachers use the program as a reward to give the children points for good behaviour and choices such as kindness, good work, improved English etc. The class’ points are then tallied and when a total of 100 is reached, they will be rewarded as a class with sweets. Names of children working especially hard or behaving really well may also be put on the board so that the children feel a sense of pride and achievement.
 
Teachers from all classes will also speak to or email parents if they feel that a child has performed or behaved especially well or better than normal each day.
 
Sanctions: Supporting children to make the right choice!
 
At PPiP, we believe that the children should be taught to make the right choices and so we help them to understand when they are making the wrong choice. Therefore sanctions will only be used when a child continues to ignore the expectations given to them. The strategies we use at PPiP before sanctions are given include:
 
  • Praising surrounding children to reinforce the teachers’ expectations.
  • Use of the child’s name.
  • Distract the child by asking them about the work they are doing.
  • Remind the child of the expectation for their behaviour/piece of work being completed.
  • Move the child to another spot in the classroom for an agreed amount of minutes with an expectation of what they should achieve in that time.
  • ‘Catch’ the child making a positive choice and immediately praise them for doing so.
 
Foundation Stage
 
At all times teachers and staff will model good behaviour and socialisation skills, raising children’s thoughtfulness towards other children around them and helping children understand which behaviours are acceptable in a social situation. For some children the transition from home life to having to share the attention and care of the adults at school with so many other children can be a big step to achieve.
 
Alongside working on the children’s tolerance of others, children’s names are moved onto a Rain Cloud chart for any wrong choices of behaviour, followed by a Storm Cloud chart. If children’s names are on the Rain Cloud chart they will be given a verbal warning and will miss one minute of their next playtime and if they are on the Storm Cloud chart they will miss two minutes of their next playtime.
 
We may also remove a team point from their house as a sanction for a poor choice of behaviour.
 
Key Stage 1 & 2
 
For times when children choose not to behave as agreed there is a sanction procedure in place. The pupil is always given a reason as to why they are in the wrong and also always given a chance to improve their behaviour and earn their way out of the system. The system is as follows:
 
If the child chooses to behave wrongly their name will be put on the board under a sad face, they are then given two more chances until they are sent to another classroom for time out before returning to their classroom with a newly found positive attitude for learning.
 
We may also remove a team point from their house as a sanction for a poor choice of behaviour.
 
A new day, a fresh start!
 
Most issues are dealt with on the day of incident and we believe that each day should be a clean and fresh start for everyone.
 
Dealing With Bullying
 
What is Bullying
 
We regard bullying as any antisocial behaviour directed towards others. In its extreme, it is repeated and persistent abuse, physical or psychological, carried out over time by individuals or groups on those who are not equipped to deal with it. It may however be one unkind incident deliberately targeting an individual or group. Bullying causes misery, fear, stress and insecurity to the victim and is unacceptable behaviour in our school community.
 
Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of sexual, sexist, racist or homophobic bullying when children with disabilities are involved. If the victim might be in danger then the intervention is urgently required.
 
Although bullying can occur between individuals it can often take place in the presence of others who become ‘bystanders’.
 
Specific types of bullying include:
 
  • Bullying related to race, religion or culture.
  • Bullying related to special educational need or disability.
  • Bullying related to appearance or health.
  • Bullying related to sexual orientation.
  • Bullying of young carers or looked after children or otherwise related to home circumstances.
  • Sexist or sexual bullying.
 
There is no hierarchy of bullying – all forms are should be treated with equal seriousness and dealt with appropriately. Bullying can take place between young people, between young people and staff, between staff and between individuals and groups of people.
 
The school regards instances of bullying as a serious matter. We recognise that bullying happens in all schools and we try to encourage children to speak out when confronted with a problem, either to a friend, a parent, or a member of staff. The teachers are aware and look out for signs that a child is unhappy and may talk sensitively to the child if they are suspicious.
 
If parents find a problem, the school encourages them to share their thoughts. The school also needs to be informed of incidents outside school which may affect relationships during the school day. Proactive elements are also planned into the curriculum, equipping pupils with a variety of skills to deal with such situations, e.g. through Personal Goals, PSHCE lessons and circle time.
We teach our pupils that all children have the right to:
 
  • Be physically safe.
  • Keep their own possessions.
  • Be free of insult, derogatory terms and teasing.
  • Be able to associate with others for companionship and friendship by choice.
 
What do we do if it happens?
 
The traditional method has been to punish the bully. Research shows that the bully feels more aggrieved and therefore seeks revenge on the victim. It therefore becomes even less likely that the victim will report any further incidents, and the victim will not feel more secure. It is necessary to work with the bully/ies positively in order to change their behaviour in a way that makes them feel less inadequate while making the life of the victim more secure. However, it is imperative that the Bully is made to be aware of the sanctions and impact of his/her behaviour choices.
 
As with all life situations, there is no one way of dealing with these issues and teachers use their extensive knowledge of our pupils and their professional judgement in reaching resolution. In all cases of bullying it is important that the wishes of the victim are considered in reaching a resolution. The ultimate aim is to stop future occurrences and enable the victim to feel secure.
 
The following method is a “step by step” guide to investigating and resolving conflict and is one which is frequently used by staff and can be evidenced as successful. All incidents of bullying are recorded by class teachers in class or year group incident books.
 
Strategy for Dealing Fairly with Victims and Bullies
 
What to do if you are told that a child is being bullied:
 
If a parent comes to tell you that their child is being bullied they will be naturally be concerned and will want reassurance that something will be done about the situation.  The parent may not always have all the facts, especially if they have a very young child. It is important to:
 
  • Take what they have to say seriously.
  • Give them some proper time to discuss their concerns (if you can’t give them the appropriate amount of time when they approach you with their problem, arrange a time when you can have a proper meeting).
  • Ask the following questions:                                                                                           
  • How long has the bullying been going on?- What has been happening?                                                                                             
  • Where is it happening?                 
  • Who was involved?                                                                                                                                            
  • Were other pupils around at the time?                                                                                              
  • How is it affecting the child?
  • Did the child tell a teacher or any other adult?
  • Tell them how you will follow this up and a give them a timescale with when you will get back to them to discuss your findings of the situation.
 
You will then need to interview:
 
  • The pupil.
  • Bystanders who were named as being present.
  • Other staff.
  • The pupil accused of bullying.
  • Other pupils who are not particular friends of either child.
 
Keep notes on the conversations you have with all of the people involved, including each time you speak with the parents. Keeping notes enables you to remember what has been said and by whom and provides evidence of previous incidences that may help to identify possible patterns in behaviour.
 
If a child comes to tell you they are being bullied, you should assure them that they have done the right thing in telling you and reassure them that you will investigate what they have disclosed, by following the same procedures as above.
 
Ways to help them could include:
 
  • To find them a buddy
  • To give them a teacher to report to if they feel under pressure
  • To find them things to do at break and lunchtime so they are not alone (do not take the child who has reported being bullied away from the playground, their routine should not be affected)
 
Report back to the parents with your findings. If it is deemed to be an incident of bullying, tell the parents what will happen next and encourage them to continue to keep open communication with you, so you are both fully aware of the situation if it should continue.
 
Sanctions will depend on the nature of the bullying, however the child’s parents will always be informed.