Hillview Primary School’s approach to behaviour

1. Hillview Primary School’s approach to behaviour Parent information evening 6.2.14

2. Responses to parent questionnaire

3. Hillview Primary School Rules We respect everyone and everything. We always try our best We remember that everyone is important.

4. School Practice • Adults will set good examples and be excellent role models. • Public and private praise is an integral part of our behaviour management. • Adults must have a consistent approach. • Children will be given time to appraise their own behaviour (through role play, circle time). • Activities set will be appropriate to the individual’s ability in order to prevent unacceptable behaviour being used as a diversionary tactic. • Children will be taught strategies for independent working. • Regular circle time will encourage a greater knowledge of and respect for peers, to enhance self-esteem and foster a caring ethos.

6. House point system – Every child will belong to a House (Robinswood, May, Coopers or Chosen)Siblings will all belong to the same team. House points will be awarded for attitude to learning, effort, work produced, home learning/attendance, behaviour and good manners. House points will be collected weekly by monitors (each Friday afternoon by Y6) and the totals for each team will be announced in Monday assembly. A team point chart will be on display in the Hall. Each classroom will have a way of recording individual team points and team totals.Y6 children will be selected to be House Captains and Y5 as Vice Captains. • Celebration Assembly Celebration assembly is on a Monday. Certificates/praise postcards etc are awarded. • Hillview Heroes– Termly rewards for outstanding achievement. In addition to these, other reward systems may run in individual classes if appropriate and they are in line with our agreed principles. Rewards

7. My child is well behaved all of the time. How are they rewarded?

8. Golden Time 5 minutes golden time is collected daily for the children who stay on a green card (KS2)/in the sun(EYFS and KS1) all day. The children decide on which golden time activity they are going to participate in at the beginning of each week and this is used to motivate the children to adhere to the 3 school rules. Rewards

9. Why do “bullies” get rewarded with charts or attention from Mrs Talbot or Mrs Deasy?

10. When children’s behaviour is not acceptable • Adults must try to discover the reason for the behaviour – health, learning difficulties, bored, home circumstances, preferred learning style not being met. • Adults must try to enforce good behaviour through praise and/or restoring the child’s self image. • Adults should consult colleagues/previous teacher/Head Teacher for any relevant information about the child. Adults should: • check child’s understanding; • establish whether they know the behaviour is unacceptable; • explain the effect that such behaviour has on others; • examine strategies for avoiding same situation; • encourage child to think of or offer some other alternatives.

11. We remember - It is the behaviour which is unacceptable – not the child We consider the deed not the perceived reputation of the child Prior to the sanctions being imposed the following techniques can be employed • Ignore/distract • Scan classroom regularly • Circulate around the class • Make eye contact • Target questions • Change activity or pace • Move closer to source of inappropriate behaviour • Move child closer • Use hypnotic language – ‘I know that you will do this sensibly’ rather than ‘Don’t do this…..’

12. Sanctions

13. There are 3 stages and there is a visible way of showing stage 2 and stage 3. This may vary across the Key Stages (clouds in EYFS and KS1 and Yellow/Red cards in KS2). Prior to the first stage adults will have distracted, ignored, warned etc. • Stage 1 is a direct and clear verbal warning including reasoning and explanation.

14. Stage 2 is a direct indication to the child that they have behaved in an inappropriate way – in KS1 it is moving the child’s name from the sun to a cloud, in KS2 it is a yellow warning card. Children who have had a yellow card do not collect their 5 minutes of Golden Time for that day. In the Golden Time session (on a Friday) those who have not collected all their minutes spend time with the Pastoral Manager or Assistant Headteacher discussing strategies for improving their behaviour in the following week.

15. Stage 3 would result from a third incident or ‘red card behaviour’ being displayed and would mean - in KS1 in the child’s name moving to the black cloud and in KS2 a red consequence card. The child is sent to the KS Leader/Headteacher. Lunchtime detentions are used as a result of a red card. All red cards are logged in the behaviour file. Children who receive a red card do not collect their 5 minutes of Golden Time for that day. 2 detentions in the same term results in a letter to parents, informing them of their child’s behaviour. A further detention results in a meeting being organised with parents, child and Headteacher to discuss the child’s behaviour. Any further detentions will trigger SEN procedures. Any child using the sanctions system frequently must be referred to the SENCO in order that they have an Individual Behaviour Plan and are on School Action.

16. Do children who have difficulty behaving have a different set of rules?

17. Children may skip steps if behaviour warrants this. • These stages are displayed in a clear, child friendly and age appropriate way. • All adults in the school must be respected so the same principles should apply at lunchtimes for the LTSs, TAs and SSAs.

18. “Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical; teachers and schools have to make their own judgements about each specific case.” http://www.education.gov.uk/schools/pupilsupport/behaviour/bullying/f0076899/preventing-and-tackling-bullying/what-is-bullying What is bullying?

19. Anti Bullying • Bullyingnot acceptable. We define it as: • Deliberate hurtful behaviour. • Repeated over time. • There are three main types of bullying: • Physical hitting, kicking, taking belongings. • Verbal name calling, insulting remarks, racist, homophobic or xenophobic remarks. • Indirect spreading nasty stories about someone regularly excluding someone from social groups. Our school endeavours to provide an environment where bullying does not occur.

20. I believe my child is being bullied what shall I do?

21. All alleged incidents of bullying are fully investigated by Mrs Curtis or Mrs Talbot. Details of the alleged incidents are taken, recorded and fully investigated. The outcome of the investigation is shared with the person who has reported the alleged incident. Their response to the findings is sought and recorded.

22. Any incident of bullying: • Will be investigated thoroughly, taken seriously and acted on quickly. • The victim will be given support and advice and their parents contacted. • Children exhibiting bullying behaviour will be dealt with by the Headteacher • Children exhibiting bullying behaviour will have time to discuss their behaviour and will be encouraged to see the victim’s point of view. • The names of children displaying bullying behaviour will be recorded by the Head Teacher in the behaviour file. • Children displaying bullying behaviour will go through the sanction system at the appropriate rate. • Parents of the children displaying bullying behaviour will be informed and a meeting arranged. • Repeated behaviour of this nature could lead to a fixed term exclusion.

23. Mrs Curtis or Mrs Talbot has investigated bullying and my child is still unhappy. What should I do?

24. Mrs Curtis or Mrs Talbot has investigated bullying and I don’t agree with their conclusion. What should I do?

25. In the first instance come back and speak to Mrs Curtis. If you still believe that the outcome of the investigation and conclusions drawn are incorrect then contact Steve Hutchinson, SEN and Child Protection Governor via clerk@hillview.gloucs.sch.uk