Behaviour Policy – Booker Park

Behaviour Policy – Booker Park

The purpose of this policy is to promote a secure, safe, consistent and caring environment where all pupils and staff can feel safe and happy and able to concentrate on teaching and learning.

Principles

Effective and successful behaviour management is an essential part of curriculum delivery in Booker Park School. We believe that all children and young people have the right to learn in a supportive and caring environment, which enables them to learn respect for themselves, others and the wider community. In order to achieve this, it is necessary to work in partnership with parents and all members of the school community to promote positive attitudes and relationships. By learning to accept that individual pupils are responsible for their own behaviour in terms of their relationships with others and their attitude and application to the learning process, they will move to becoming successful learners.  Eventually these skills will become a way of life and help them on the road to becoming successful adults.

All members of the school community have a right to be treated with respect. Within the school we recognise and celebrate effort and success so that pupils feel valued. Pupils will be taught to take responsibility for their actions and to accept the consequences of the choices they make. This is set out within the Home/School agreement for pupils and discussed with pupils and parents on entry to Booker Park.

Behaviour difficulties in some of our pupils may arise from characteristics associated with a range of learning difficulties, autism, ADHD, emotional and social difficulties, communication difficulties, obsessive or ritualistic behaviours, sensory processing difficulties, over sensitivity to stimuli and high arousal.  Challenging and unwanted behaviour may be a reaction to these difficulties and an attempt for the individual to control a situation or communicate distress or frustration. As professionals working in a mutually supportive partnership with parents we must seek to understand the pupil’s behaviours in the wider context of the individual, their difficulties and their response to their environment at school and at home.  Whilst we empathise that certain behaviours are characteristic of and arise from their special educational needs, we teach appropriate social skills and coping strategies to help the pupil understand and accept boundaries of reasonable behaviour.  We aim to understand the underlying factors causing the behaviour in order to respond positively, consistently and effectively.  Our responses will be consistent and will be in line with their long-term behaviour targets (where appropriate).  Responses will depend on the individual needs of the pupil and their level of comprehension, their difficulties and their motivation. We will provide structures and strategies to empower the individual to manage their own behaviour where possible, promote independence, enhance communication and social skills and raise self-esteem. Where appropriate pupils will learn to assess themselves, awarding their own points if they are able to do so. Throughout the school day and in every aspect of school life they will be encouraged to be responsible for themselves. Responses to behaviour will be positive, respectful and non-confrontational.  We need to make clear to the pupil, communicating this in a meaningful way that it is the behaviour we disapprove of, not the pupil themselves.

It may be pupils’ lack of social understanding that results in undesirable behaviours. For some pupils personal comic strip conversations or social stories are written to help them understand specific situations and offer strategies to help them cope. For non readers social cues may be presented pictorially to help them learn appropriate behaviours in different situations.

Aims

  • To secure a well ordered teaching, learning and working environment for all children.
  • To develop self awareness and self control. Children are encouraged and supported to take responsibility for their own actions and behaviour where appropriate.
  • To provide a place where the children are happy and secure.
  • To encourage the development of positive behaviour patterns and an understanding of the consequences of their actions through positive behaviour management strategies.
  • To develop an understanding of the importance of socially acceptable behaviour within communities.
  • To provide a consistent approach to behaviour management where all staff and pupils understand clear expectations and guidelines.
  • To respect the rights and property of others
  • To encourage a positive attitude towards work
  • To seek to be honest and encourage personal integrity
  • To learn the value of friendships and develop trusting relationships

Expectations

  • We aim to provide a happy, healthy, mutually respectful working environment for our pupils and staff, where bullying, intimidation or interference by any party will not be tolerated.
  • High expectations of behaviour are reinforced in assemblies, PSHE lessons, reflection and reward times in school and at circle times, friends groups and Talkabout groups.
  • Certain expectations are made clear to pupils to enable effective learning – e.g, “good looking, listening, sitting and waiting”.  Where appropriate these are symbolised and displayed in classes.
  • Where set, behaviour targets are discussed by a multi-disciplinary team including parents at Annual Reviews, parents’ evenings or other professional meetings.
  • Behaviour targets (where appropriate) are set and reviewed in IPs to give staff and parents an agreed and shared focus.  Children in Linden department are all assessed using the Boxall profile and behaviour targets are set following analysis of this and then incorporated into IPs.
  • Liaison with parents takes place through a daily home school diary, phone calls, letters, e-mails and at parents’ evenings and other meetings.  There is a partnership approach between home and school. Where appropriate a home visit may take place.
  • Expectations are defined and agreed between pupil, parents and staff via the “Home School Agreement”.

Guidelines for Teaching and Non-Teaching Staff

Booker Park is a caring community.  We have created a positive environment based upon mutual respect.  All members of the school community are expected to be role models for each other, promoting positive relationships.  It is important however that staff safeguard themselves and do not put themselves into positions where they might be vulnerable to allegations of abuse (Ref: Practice for the Protection of Children and Staff in Educational Settings, DES February 2005). All staff have the right to be supported by their peers and managers and are encouraged to ask for support when needed, and to offer support to colleagues.

It is the responsibility of all members of staff to enforce the Behaviour Policy with all children at all times in a consistent and agreed manner to the individual child.

‘Team Teach’

Booker Park is committed to upholding a positive approach to behaviour. As a basis for our policy we acknowledge the philosophy promoted by ‘Team Teach’. All staff have received training  and this is updated at regular intervals by in-school ‘Team Teach’ trainers.

The ‘Team Teach’ approach aims to meet the care and safety needs of both pupils and staff. Clear expectations are set by staff and early intervention and distraction are used to prevent situations developing, wherever possible and in most circumstances. When a child’s behaviour requires physical intervention, this will comply with the ‘Team Teach’ guidelines as practised and promoted within the school. This is recommended and supported by Buckinghamshire Local Authority. Staff have a duty of care to all pupils, to protect them from harm and to handle them in a gentle, respectful manner.  Staff also have the right to protect themselves from injury. When managing difficult behaviour staff aim for the minimum but most effective intervention – first trying diversion, distraction, backing off, talking down, moving other children out of the way, etc. and giving the pupil time and space to respond to our requests. Restraint and physical handling as a form of behaviour management are to be used only in response to situations likely to result in harm to the individual or others, damage to property or disruption to the smooth running of the school and to the learning of others.  (See also Positive Handling Policy)

Record Keeping, Monitoring and Evaluation

  • Class staff record pupils’ merits and behaviour/work points on daily charts.
  • Incident sheets are used to record behaviours that are inconsistent with what would normally be expected of a pupil, and any behviours which have required physical intervention. In Linden department there is an incident book per class. In Silver Birch and Redwood departments there is an incident book for each department.
  • Where Behaviour Support Plans are set up for a pupil a copy of these are kept in their red file and in the classroom and available to all staff concerned.
  • Pupil conversations or comments causing concern are recorded and shared with a member of SLT. If appropriate, this will be reported to one of the  designated members of staff for safeguarding who may then seek further advice or  refer to social care.
  • Parents are to be given a copy of behaviour management plans.
  • Individual behaviour analysis is carried out every half term using the behaviour analysis tool for pupils who have a high number of incidents. This information is shared with relevant staff and informs future planning and provision for that child.
  • Behaviour analysis for all departments is carried out half termly and trends and issues are identified to inform future planning.

Rewards

Good work and good behaviour may be celebrated in the following ways:

  • Through verbal or visual praise.
  • Awarding stickers, certificates or individual rewards (relevant and motivating to the individual child)
  • Being sent to another teacher to be praised or share work.
  • Awarding of extra points/merit points  towards Premier League status or certificates/prizes
  • Visit to Head of Department/Deputy Headteacher/Headteacher
  • Tea and biscuits/special time with the above staff.
  • Note/phone call to parents.
  • Entry into the Praise Book (to be read out during assembly)
  • Awarding of one of the weekly trophies in assembly (Linden)
  • Choosing time – three set times throughout the day rewarding children for good behaviour and completion of work. (Linden)
  • Special responsibility
  • Class/group treat
  • Marbles for class jar
  • Prominent display of pupil’s work

Sanctions

For low level inappropriate behaviour strategies and sanctions may include:

  • A verbal reminder, pointing out the expected behaviour, rather than the unwanted behaviour.
  • A verbal or visual reminder, pointing out the consequence of not complying.
  • Ignore inappropriate behaviour whilst praising good behaviour
  • Diffusion/diversion/distraction
  • Move to another part of the room
  • Removal from the group to work 1 to 1 with a member of staff.
  • Loss of choosing time/playtime supervised by a member of staff to discuss behaviour/complete unfinished work.
  • Loss of a privilege (e.g. soft play) to complete work missed (this must not be a curriculum activity).
  • Being sent to a member of SLT to calm down and complete work.
  • Phone call to parents to discuss their child’s behaviour.
  • Parents informed via daily home/school diary
  • Detentions: after school with parental agreement

For higher-level disruption strategies/sanctions may include:

  • Allow individual time out
  • Physical intervention (See positive handling policy)
  • Professionals meeting with teachers, parents pupil and outside agencies to consider long term plans and strategies
  • Internal exclusion
  • Involvement of parents
  • Fixed term or permanent exclusion.
  • Involvement of police

Some individual pupils may require the specific support of Individual Behaviour Support Plans which set up specific strategies and experiences for helping a child to overcome persistent difficulties with inappropriate behaviours. These are regularly reviewed and updated and shared with all relevant staff.

Bullying

Bullying is the use of aggression (verbally or physically) with the intention of hurting another person.  What sets it apart from other aggressive behaviours is the intention to harm along with the repetitive nature of the aggressive behaviour and the unequal power between the aggressor and the victim.

At Booker Park School everyone has the right to be treated with respect and bullying of any kind is unacceptable. The school has a zero tolerance approach to bullying by adults or children and if bullying does occur, all pupils and adults should be able to tell and know that incidents will be dealt with promptly and effectively.

 

See Anti-Bullying policy.

See Positive Handling Policy

Appendix 1 – Exclusion

Exclusion is not an immediate consequence of any behavioural issues at Booker Park. It will only be considered as part of an ongoing assessment of the individual and individual circumstance.

In all areas of the school fixed term exclusion is only implemented with the greatest reluctance. If a pupil seriously compromises the safe running of the school community, health and safety, well being of others including teaching and learning then this action may then be considered. It is important that both the pupil concerned and other pupils who may have witnessed this behaviour understand that there are consequences and clear action will be taken.

On return to school there will always be a reintegration meeting which will be conducted in a positive framework for all concerned. Parents, class teacher and either Head of Hall, Deputy Head and/or Principal will be present. The participants will explore and discuss some or all of the following:

  • The reason for the exclusion
  • Any issues or change in circumstances that may have contributed to the behaviour
  • A joint home school approach to supporting the pupil – this may be a shared behaviour support plan or agreed actions
  • Any other actions that can be taken to support improvement. This may include – involvement of other agencies, increased focused home school communication, CAF etc)

The pupil will spend time with a member of staff on a one to one basis to enable the pupil to re-enter school and to ensure that he/she is able to rejoin their class in a positive manner. It is essential that the pupil and class teacher or senior support assistant have reviewed the behaviour support and targets together to give the pupil ownership of any strategies and support.

It also needs to be recognised that certain legal demands and/or health and safety issues may result in a permanent exclusion being considered.Pupils who have a significant learning disability may also have challenging behaviour. This is often linked to their difficulties with communication and is addressed through teaching and learning, as part of this, some pupils will have an individual behaviour support plan.

For pupils who attend Booker Park as a consequence of their behavioural difficulties, the focus of their educational placement is to support and help them to address these issues and to improve their access to learning. Part of this process is an individual behaviour support plan and any incidents will be assessed in this context.