Behaviour Policy

Kilmorie Qualities

We are an inclusive, vibrant community committed to enabling our pupils to be successful citizens with a great love for learning. Our school environment is safe, exciting and welcoming to our children and their families. Our curriculum is broad, rich, immersive and purposeful. We encourage our children to be independent, innovative and curious learners. As well as academic success we strive to develop the children’s emotional intelligence and their empathy for others.

The key qualities we encourage in children through modelling in our own behaviour and discussing in assemblies and lessons are illustrated below.

Kilmorie Child 8 Qualities

Our Philosophy

At Kilmorie we believe that the qualities enshrined in our school through the model of the ‘Kilmorie Child’ (above) together with teaching, which engages and excites children, creates a school where learning behaviour is excellent and children develop good inter- personal skills which enable them to regulate their own behaviour in and around the school.

We expect all adults who work with children to support the Kilmorie Qualities and to model positive behaviour between themselves and with children.  We work in partnership with parents and carers to promote positive behaviour and problem solve when necessary.

The high expectations of behaviour in our school allow children to contribute to their learning experience and flourish in a proactive way whether in school, on educational visits or visiting places whilst representing the school.

Our School Rules

In school we expect all members of the school community (pupils, staff, parents and visitors) to:

  • Show respect, care and consideration to all
  • Challenge unacceptable, unkind behaviour
  • Care for our school environment
  • Promote good learning behaviour

Roles and Responsibilities

Governing Body

The governing body is responsible for reviewing and approving the written statement of behaviour principles (see appendix 1).

The governing body will also review this behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation

Headteacher

The headteacher is responsible for reviewing this behaviour policy.

The headteacher and the senior leadership team will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

Staff

Staff are responsible for:

  • Implementing the behaviour policy effectively
  • Modelling positive behaviour
  • Providing a personalised approach to the specific behavioural needs of particular pupils
  • Recording serious or ongoing behaviour incidents and reporting to appropriate member of senior leadership team

The senior leadership team will support staff in responding to behaviour incidents.

Parents

Parents are expected to

  • Support their child in adhering to the Kilmorie school rules
  • Model positive behaviour
  • Inform the school of any changes in circumstances that may affect their child’s behaviour
  • Discuss any behavioural concerns with the class teacher promptly
  • Support the school where necessary with the implementation of consequences and behaviour plans

Promoting Good Behaviour

Using Praise and Recognising Good Behaviour

Praise is key to nurturing motivated, engaged children who make good choices and consequently build positive relationships. It is important that children who make good choices are recognised and praised. (For examples of positive language see Appendix 2 and ideas for rewards Appendix 3).

Children are encouraged to be polite and respectful towards others. This is encouraged and modelled by adults and by older children, for example Year 6 monitors.

All members of staff are committed to using positive behaviour reinforcement by doing all we can to avoid humiliating a child, overreacting or giving blanket punishment. Instead we work on building positive relationships, and strive to use humour, keep calm and be positive. We get to know pupils as individuals and try to leave the child on a positive note after dealing with situations.

Children’s achievements are acknowledged in a variety of ways, which include during Celebration Assembly; by in-class reward systems and through the Kilmorie Qualities Cups.

Teaching children about good behaviour and about respecting the rights of others

Spiritual, Moral, Social and Cultural Development is promoted not only through our curriculum but also through the ethos of the school and through the development of positive attitudes and values and planned time for reflection.

As part of our curriculum children are involved in stories, assemblies, planned activities, learning opportunities and games where they learn and discuss what good behaviour means and how to resolve situations where they are unhappy about their own behaviour or that of others. Teachers use lessons (often ‘Circle Times’) when particular issues arise in their classes or the playground that are affecting the learning or wellbeing of the children.

Children are given many opportunities to work collaboratively in class, which helps them to share and take turns, listen to others and value their opinions.

Children are encouraged to recognise that we are all different and to respect this.

Helping children feel safe

We recognise that in order for children to feel happy and to develop positive relationships they need to feel safe. As adults it is important that we:

  • Treat children fairly (and are explicit in this)
  • Build positive relationships with all children we have contact with
  • Apologise if we make mistakes
  • Avoid shouting or using derogatory or humiliating language when speaking to children or to one another
  • Teach children ways to manage minor incidents independently and tell other children when they don’t like what is happening
  • Encourage children to identify a ‘safe adult’ in the school they would feel comfortable speaking about difficulties with friendships, behaviour or issues at home etc.
  • Recognise that when children demonstrate behaviour which distracts themselves or others that there is usually a reason behind this
  • Teach children how to stay safe on the internet, and particularly when using social media
  • Are vigilant in recognising changes in children’s behaviour and speaking to parents about this if appropriate
  • Follow the school safeguarding policy at all times

Helping Children to resolve difficulties

When children fall out they are supported and given time to listen to each other’s points of view, consider how their actions have made others feel and come to an agreement about how arguments and disputes can be resolved and avoided in the future.

Members of staff are trained in restorative thinking – an approach which focuses the individual on their responsibilities to the rights of others and enables those who have been harmed to convey the impact of the harm to those responsible. We aim to deal with conflict peacefully and fairly, while promoting a safe caring environment where problems can be resolved successfully.

The restorative approach does not preclude using sanctions, but it does provide a framework for making them more meaningful as everyone is involved in decision making.

Unacceptable Behaviour

All children break the rules from time to time. When this happens staff can often change this by either praising other children for doing the right thing (for example ‘you’re listening really well’) or describing their behaviour to the child (e.g. you’re calling out, you’re running).

Actions and Sanctions

Class teachers use a variety of visual cues and systems to promote good behaviour and inform children when their behaviour is having a negative effect on their learning and the learning of others. All systems adopted help give children ownership of their behavioural choices and give children the opportunity to redeem themselves.

When a child is not behaving as expected, staff always refer to a child’s behaviour rather than the child, take into account the context of the situation and the children involved and allow children ‘cooling off time’ if and when necessary before investigating a situation. It sometimes helps to send the child to another class so they can have some time to calm down and reflect on their behaviour.

Sometimes children do not respond to strategies in class or behave in such a way that they need to be removed from the situation. In these cases, an adult will share the details with a member of the senior leadership team (SLT) and where possible the assistant head with responsibility for that phase. The SLT member will then investigate what has happened and deal with the matter appropriately. This will be recorded in the behaviour log.

Pupils that are found to have made malicious allegations against staff will have breached our school behaviour policy and consideration will be given to an appropriate sanction. (For more details of the process of managing malicious allegations please refer to our safeguarding policy).

Where appropriate the school may use a variety of sanctions, including those listed below.

  • A verbal reprimand
  • Sending a child out of class
  • Keeping a child in for some or all of play time
  • Referring a child to the assistant head of the phase they are in
  • Letters or phone calls home to parents
  • Agreeing a behaviour contract
  • Putting a child on report

Management of Behaviour Outside of the Classroom

In the playground, we have similarly high expectations of all children. Consistency of support and keeping contact between the members of staff on duty and the class teachers is integral to the smooth running of the school.

Staff members on duty have allocated areas of the playground to ensure all children are supervised at all times and know where to find an adult should they need one. The lunch time supervisors ensure that they enforce the same ethos as the rest of the staff by ensuring all sides of the story are listened to.

There are a range of different activities available in the playground at lunchtimes to ensure that children have lots to do, which helps sustain positive behaviour.

Off-site Behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as on a school trip or on the way to and from school.

Racist, Homophobic and Bullying Incidents

Racist, homophobic or bullying incidents are not tolerated at Kilmorie and are dealt with accordingly. All incidents of this sort are reported to the borough and records are kept. Please see the Anti bullying policies for more information on this.

Persistent Poor Behaviour

Where there are on-going concerns about a child’s behaviour, parents will be informed. It is important that home and school work together to identify the cause of the behaviour and ways to address it.

This can include:

  • Parent/carer meeting with the class teacher and or member of SLT
  • Referral for assessment of underlying need which might be affecting behaviour, for example:
  • hearing
  • eyesight
  • speech and language
  • Team around the child, to include any professionals working with the child
  • Referral to school learning mentor or behaviour outreach worker
  • Referral to the school SEN co-ordinator
  • Drawing up of a behaviour plan with objectives agreed by parents, school and child

Exclusions

Very rarely it may be necessary to exclude a child as a result of their behaviour. This can be:

  • Internal exclusion where a child is excluded from their classroom and the playground for a fixed period of time. This will be supervised by a member of SLT or the learning mentor

Exclusion from school, which can be:

  • For a lunchtime only
  • For a fixed period (e.g. 3 days)
  • For an indefinite period
  • Permanent

Parents are always notified of the reason for and length of exclusion and have the right to appeal against exclusion to the Governing Body.

The Headteacher is responsible for decisions regarding exclusion from school.

A child who has been excluded for a period of time will be brought into school by their parent or carer to attend a reintegration meeting with the Headteacher. The child will then be supported to be reintegrated back into school in a way appropriate to the child’s needs.

Physical Contact

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

  • Causing disorder
  • Hurting themselves or others
  • Damaging property

Incidents of physical restraint must:

  • Always be used as a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible
  • Be used in a way that maintains the dignity and safety of all concerned
  • Never be used as a form of punishment
  • Be recorded and reported to parents

Please see the Restraint Policy for further information.

Pupil Support

The school recognises its legal duty under the equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.

The school’s SEN team will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

Pupil Transition

Moving into a new year or a new school can be a challenge, particularly for vulnerable children. At the end of each year all children meet their new teacher and spend some time getting to know them. In addition, children who find change a particular challenge may meet their teacher individually, sometimes with their parents.

Staff will have time to exchange information about children. In addition, Lewisham run a day where primary schools can exchange information with secondary schools in order to ease the transition for Year 6 going into Year 7.

Other Relevant Policies

Anti-bullying policy
Restraint policy
Inclusion policy
SMSC policy

Reviewed September 2020 and by Governors October 2020

Appendix 1

Written Statement of our Behaviour Principles

  1. Kilmorie Primary School is a community in which high standards of behaviour are nurtured in order to create a whole school environment conducive to maximising an individual’s learning potential and achievement
  2. It is the responsibility of all staff to ensure that all pupils of the school maintain excellent behaviour at all times. This is achieved by high expectations, well planned lessons, positive behaviour management and staff modelling good behaviour themselves.
  3. Pupils play a key role in the promotion of acceptable behaviour
  4. Parental support is essential in promoting positive behaviour in pupils
  5. Our behaviour policy is underpinned by
    1. Restorative practice which aims to build community through promoting positive relationships and managing conflict by repairing and strengthening these relationships
    2. Our school rules, which apply to the whole community:In school we expect all members of the school community to:
      • Show respect, care and consideration to all
      • Challenge unacceptable, unkind behaviour
      • Care for our school environment
      • Promote good learning behaviour
    3. Our core values which feed into the ethos of our school :
      • Honest
      • Empathetic
      • Resilient
      • Innovative
      • Respectul
      • Collaborative
      • Curious
      • Independent

Aims of our statement of behaviour

  1. To ensure that praise, encouragement and rewards are used effectively to promote achievement and good relationships
  2. To ensure that all are treated equally and that bullying of others is not tolerated on any grounds, including ability, additional educational need or disability, age, culture, faith gender, ethnicity or sexual orientation
  3. To develop self-discipline, self-control and a sense of responsibility for the school and its environment
  4. To encourage members of the school community to demonstrate respect and courtesy to one another, to visitors to the school and our community neighbours
  5. To provide a clear and precise framework which all colleagues, parents and pupils view as being fundamental to enhance learning and achievement
  6. To promote our school’s expectations and ethos through our school rules and our Kilmorie Qualities
  7. To ensure that there are clear and consistent approaches to managing poor or disruptive behaviour
  8. To provide challenge and support for pupils who deliberately and persistently disrupt others learning or do not follow school rules
  9. To provide appropriate support for colleagues and parents in managing behaviour effectively
  10. To ensure effective management of teaching and learning with well organised classes and lessons that are stimulating, appropriate and differentiated

Signed

Chair of Governors …………………………………………………..Date……………….

Headteacher ……………………………………………………………Date……………….

Appendix 2

Here are some tried and tested tips for positive behaviour management:

  • praise specific good behaviour.
  • ignore persistent callers-out.
  • establish signals for getting attention:
    • a clapping rhythm
    • a bell
    • a hand signal
  • Continually observe or scan class behaviour
  • Encourage turn-taking in discussion e.g. use a ‘magic’ stone
  • Stop everyone – don’t speak to an inattentive audience
  • Develop a repertoire of ‘looks’
  • Be a bit unpredictable (not inconsistent)
  • Give clear messages that bad behaviour is always unacceptable – not the person who is doing it
  • Give quiet, firm warning or consequences of misbehaviour
  • Avoid direct conflict by giving the child a choice of actions
  • Isolate trouble makers from main group (but make sure you can see them)
  • Be aware of, and control, your own behaviour, including stance and tone of voice
  • Analyse your own classroom performance and learn from it. (This could involve you asking for an observation of you to be made for constructive suggestions).
  • Have a ‘secret pupil’ – who can earn a reward for the class or group / ‘team’. They are revealed at the end of the session
  • Speak to children away from the whole class when having to address a behaviour
  • Ask children to reflect on behaviour – “do you think you have made a good choice?”

Appendix 3

Teachers at Kilmorie may choose to reward children in the following ways:

  • Plenty of verbal praise is given to acknowledge good behaviour and effort
  • Taking children to celebration assembly, for good work or behaviour
  • By giving children the privilege of doing a special job
  • Stickers and stamps may be given at the teacher’s discretion and may be linked to behaviour targets
  • Team spirit e.g. table of the week
  • Where the class have successfully achieved a class target, a whole class activity or some designated free time
  • In some circumstances, (perhaps where a child has significantly improved their behaviour), a ‘good’ letter informing the parents can be an effective reinforcement
  • Class points – where whole class can work towards a reward
  • Pebble jar – as above
  • Phone call to parents with good news
  • Surprise post cards home to celebrate good news
  • Have a class treasure box which can be used in a variety of ways – tidying up, team winners, helpfulness etc.

Addendum to behaviour policy during full lockdown

Due to the breakout of COVID-19, there may be some changes in the way in which we manage behaviour of the children who are attending school. This addendum applies until further notice.

When pupils are in school, we expect them to follow all the school rules that are laid out in our behaviour policy and this addendum.

We will continue to:

  • Praise and recognise good behaviour by
    • Using praise
    • Reminding children of how to be respectful to others
  • Enable children to resolve issues amongst themselves where possible
  • Use sanctions where necessary
  • Deal with and report racist, homophobic or bullying incidents

Parents will continue to:

  • Support their child in adhering to the Kilmorie school rules
  • Model positive behaviour
  • Inform the school of any changes in circumstances that may affect their child’s behaviour
  • Discuss any behavioural concerns with the bubble  teacher promptly
  • Support the school where necessary with the implementation of consequences and behaviour plans

Changes to usual practice:

  • In the event that a child is not adhering to the Kilmorie rules regarding behaviour and a parent needs to be spoken to, we will ensure any relevant information is passed to all adults who work with the bubble
  • Should a child not adhere to the rules and the adults in the bubble feel that they are unable to manage this behaviour themselves, a member of SLT will be called for
  • Should a child need regular restraining or we feel we cannot meet the needs of that child during a full lock down, we will seek further advice from the borough and work with the family to ensure the safety of the child and staff members

Parents should contact a member of SLT if they think that their child might not be able to comply with some or all of the rules, so we can consider alternative arrangements with them.

 We will review this policy as guidance from the local authority or Department for Education is updated.

Addendum to behaviour policy to keep up to date with COVID-19 restrictions 

Children should be kept in their classes as much as possible, if a child needs to be removed, this should first happen in the classroom.

If a child needs to be sent out of class for a ‘time out’ or to be further removed from a situation, they should only be sent to a class in the same outer bubble (year group), preferably they should be in a shared area with an adult for the duration of their time out of class.

In the unusual event that a child needs restraining to keep themselves or others safe, the adult/s should have the option to wear PPE and always thoroughly wash their hands (or any other parts of their body that have been in contact with the child) after the event. This will not cause the adults extra exposure unless the child later develops symptoms and tests positive.

 

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