7

Behaviour/Relational Approach

Behaviour Approach

At Wheatfield Primary School, we believe that positive behaviour is the outcome of positive, consistent and defined relationships between staff and pupils. High expectations for pupils’ behaviour and conduct ensures that all children feel safe, make good academic progress and are able to enjoy their time at school.

Principles:

  1. We, as the adults, always model calm, controlled and caring behaviour.
  2. We verbally thank children for positive conduct and look to highlight children going ‘above and beyond’ by giving them formal recognition.
  3. We define as a school what we will all consistently do: recognition, expectations, and routines.
  4. We make our expectations explicit through clear routines which we actively teach.
  5. We have 4 school values, which are referred to in discussions with children about behaviour and conduct.
  6. We will consistently apply consequences

 

Our values expect and teach children to:

  1. Choose Respect
  2. Take Responsibility
  3. Show Resilience
  4. Be Kind

All conversations with children about conduct will refer back to these values and will be restorative in their approach

 

Persistent poor behaviour choices:

If a child has been sent to a partner class twice in a two-week period, the class teacher will ring the parents to discuss this pattern of behaviour, engaging parents early to secure their support.

If a child has been sent to the HT office twice in a term, and are not on an individual behaviour plan, they will be placed on individual report:

    1. A member of the SLT will contact the parent and explain why the child has been placed on report.
    2. For younger children (EYFS & KS1) this will involve the teacher meeting the parent briefly at the end of each day and sharing the successes and areas that need improvement.
    3. For older (KS2) children, this will involve being placed on a ‘daily monitoring report card’:
      1. This will be completed for every session showing good choices and poor choices.
      2. At the end of each day the child will bring this to the Headteacher to discuss how the day has been. This will look to celebrate the positives as well as discussing poor choices.
      3. At the end of the week this will be sent home to the parent.

 

Severe Behaviour:

  • If a child engages in any of the following severe behaviours, the above stages (at learning time or breaktime) can be by-passed and the staff member may choose to immediately send for the SLT.
  • In this case the child may be required to spend a limited time out of the classroom (Removal) and this is considered a serious consequence. The time is proportionate to the behaviour.
  • Refusal to follow a direct instruction after take-up time has been given.
  • Hate speech (homophobic, racist, transphobic, sexual).
  • Verbal abuse or swearing at an adult.
  • Bullying (as defined in Anti-bullying policy).
  • Violence towards an adult or child.
  • Running away from an adult.