THE MEAD INFANT SCHOOL

BEHAVIOUR POLICY

































This policy was first presented to The Governing Body in the Autumn
term of 1996 and is reviewed annually.


Policy reviewed in : Spring 2014

Date for next review: Spring 2015



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POLICY FOR THE MANAGEMENT OF BEHAVIOUR
AT THE MEAD SCHOOL

This document is a statement of the shared aims, values and practices for the
management of behaviour at the Mead School.

It is our intention that all pupils should be enabled to develop self- respect, respect for
others and for property, and to learn to take responsibility for their own actions.

As a school we are aware of the needs of children who may need special support for
behaviour.

The school will monitor the impact of the Behaviour Policy on pupil, staff, parents
and different racial groups.

A summary of the behavioural policy is circulated in order to establish and reinforce
expectations.

AIMS

Our aim is:
That through appropriate behaviour, the school functions as an orderly, safe
and corporate environment.
That pupils develop self esteem, self discipline and self confidence.
That pupils are courteous to one another, to staff and to visitors.
That pupils relate well to each other, to adults, and show mutual support and
respect.
That pupils develop a caring attitude for the school environment, the buildings,
equipment and personal effects.
That the school has shared values and a clear set of general rules (Code of
Conduct) so that children understand what is expected of them.
That the understanding and practice of appropriate behaviour contributes to
effective teaching and learning in the school.
That pupils develop respect and proper regard for authority.


VALUES

We expect:
Consideration Neatness and tidiness
Co- operation Safety
Respect Honesty
Effort Self-discipline
Helpfulness Punctuality
Kindness
Responsibility

PRINCIPLES
It is the responsibility of all members of the school community to manage pupil
behaviour. High standards of behaviour are expected from pupils of The Mead School
at all times
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The school will ensure that staff members are well informed about cultural differences
in behaviour and their implications

Effective management of pupil behaviour depends on:
Provision of quality care and education.
Provision of a stimulating learning environment.
Children believing that their efforts, ideas, positive contributions, and work are
valued.
Opportunities for children to work alone or in a group, unsupervised by an
adult, to develop self discipline.
Effective, interactive and inspiring displays around the school.
Children believing that they have a voice.
Appropriate and sufficient resources of interest and quality.
Good relationships between all members of the school community
A sense of team spirit and belonging.
An atmosphere of respect for differences, whether by gender, religion, race
and culture, abilities and disabilities.
A clear code of conduct.
A framework of incentives and sanctions which recognises teacher rewards
and celebrates positive behaviour.

The Governing body will ensure that the behaviour policy designed to promote good
behaviour and discipline is followed at school. They will bring to the attention of the
Headteacher any measures that they consider she/he should have regard to, and offer
guidance as appropriate

Children will be given the opportunity to share their views through the School
Council and have access to a suggestion box for their own ideas. Opportunities for
pupils to discuss personal and social issues which may affect them will be addressed
through PSHE lessons based on a scheme of work called MEAD (managing our
emotions, attitudes and decisions) which uses aspects of SEAL but has been adapted
to meet the needs our children at The Mead.

CODE OF CONDUCT
Throughout the school the signal for stop look and listen is a raised hand with
command signal on. The school follows the 6 school rules:
We are honest
We use good manners
We are kind and take care of each other
We take care of things in our school
We listen
We work hard and try our best







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In the school
Class teachers will use the following expectations to discuss and devise a set of
simple rules for their own individual classroom in the first weeks of the Autumn
Term. Staff may wish to display these somewhere in the room so that they may be
referred to from time to time.

We expect:
Entry and exit to be orderly and quiet.
Movement around the room to be sensible and considerate.
Everyone to show respect for the school property, the work and the property of
others.
Everyone to listen to; respect the views and contributions of others.
Everyone to try hard to do their best and to take pride in their work and
achievements.
Everyone to help tidy up and keep the room orderly.
That there should be a productive working atmosphere for the benefit of all.
Children to be able to work alone or in an unsupervised group, and have the
self discipline to work productively and responsibly.
That children should work quietly in the hall in order to be safe.
That children only help with the apparatus under the instruction and
supervision of the teacher.
That children do not wear jewellery or watches for P.E.
Everyone to use the toilet facilities correctly i.e. flush the toilet after use, wash
hands, keep basins clean, use paper towels economically and respect the
privacy of others.
Everyone to sit quietly and eat sensibly at lunchtime, displaying good table
manners.

In The Playground or On The Field

We expect:
All children to play sensibly, fairly and safely, showing care and consideration
for others.
All children to behave in such a way that no others are deliberately upset,
frightened, hurt or intimidated (see also the policy for Anti-bullying).
Children to play ball games sensibly, being aware of others in the playground.
Children to play sensibly on the climbing frames under the supervision of the
adults in the playground- children who do not climb with care should be told
how to behave safely, or be removed from the climbing equipment.
Children to stay in the playground at playtime unless otherwise instructed by
the supervising adults (children should ask permission to return into school to
go to the toilet).
All accidents to be reported immediately to an adult who will send or
accompany injured minimal time spent by an adult on duty away from the
playground area.
At lunch play for children to stop immediately when the bell sounds, and all
the children to stand still and wait instructions. Each class will be called to
walk into the school silently by the teacher on duty.
At the end of morning break the teacher on duty will begin to direct groups of
children into the school. The teacher on duty will direct a child to take a
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message to the staff room to signal to the teachers that it is the end of break
and that the children are returning you their classrooms. The teachers will
return to their classrooms whilst the teaching assistants monitor the corridors.

At Wet Playtimes


We expect:
All children in Key Stage 1 to play in their classrooms under adult
supervision.
Year R children will be supervised in the Community Room.
Everyone to understand the limitations of space and to move about carefully.
Everyone to play sensibly with indoor games, and to cooperate with each other
and to respect other childrens activities.
An acceptable level of noise.
All activities to be tidied away by the end of the playtime.

On School trips

We expect:
Good behaviour on transport and on educational visits.
Respect and co-operation towards adults involved in their supervision.


Incentives and Sanctions

Incentives and Rewards

All children need self esteem. They need to feel good about themselves, to receive
recognition, attention and appreciation. It is important that they receive positive feed
back on their academic and social strengths to enhance their own self image and to
raise the expectations of others. It is with this in mind that the following incentives
and rewards framework has been devised. The school follows the Happy Sunshine
and Sad Cloud procedures (see appendix 1).

Regular recognition by the class teacher:
- Stars, stamps, stickers, smiley faces etc. in books, on child, on a chart- for
improvement or achievement.
- Words of praise both privately and publicly-adults should catch children
being good and give immediate positive feedback, stating specifically what
they liked about the childs behaviour I liked the way you helped to tidy
up today without me asking you to do it. Well done!
Well done stickers given by the Headteacher.
For work, good / improved behaviour, thoughtfulness etc, related to the Code
of Conduct.
Parents informed
- of good behaviour, effort, achievement etc.

Gold Award Certificate/ We are Proud of You Certificates
- Given during whole school assembly for outstanding improvement or
achievement related to the Code of Conduct.
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Achievement assemblies
- In Reception these take place on Fridays in the Community Room led by
the Senior Leader. For year 1 and 2 these take place in the Hall led by the
class teachers on a rota. Two children are rewarded from each class and
have their names written in the Achievement book and are given a
certificate to take home.

We expect children to say Well done and Thank you.

Sanctions

It is our view that the best way of getting rid of behaviour we dont want is to
teach other things we would prefer. It is sometimes possible to avoid difficult or
unacceptable behaviour by having routine, agreed rules, giving warnings, telling
children exactly what you want them to do, rewarding good behaviour etc. The
child will be taken to a list of our rules and asked Which rule did you break?
What do you think should happen now?

However there are times when it will be necessary to impose sanctions to
reinforce the notion that some forms of behaviour are totally unacceptable to the
rest of the school community. We must make it very clear that it is not the child
we do not like, but the behaviour.

Controlling responses- brief eye contact, frown, quick verbal check, shake of
the head.
Oral reprimand- This should include encouraging the children to think about
the effect of their behaviour and others and to think of or offer alternative
strategies, followed by a further oral reprimand.
If oral reprimand is not sufficient to stop bad behviour, the teacher should
remove privileges, (e.g. miss playtime, time out to reflect).
Contact with parents- there will be occasions when a pupils behaviour will
need to be discussed with parents. In these cases the Headteacher will always
be informed and involved:
- persistent poor behaviour
- violent behaviour
- bullying
- deliberate destruction of property
- use of bad language
- graffiti
- racial abuse
- lack of respect to adults
Teachers will work with Parents to try to overcome the difficulties, and
discuss ways of encouraging good behaviour. See also the Policy for Anti-
bullying.
Hierarchy of discipline referral:
Non-teaching staff
Class teacher
Year group leader/ Head of Unit
Deputy Head teacher
Head teacher
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Dealing with violent behaviour/serious verbal abuse

In the playground:
1 The incident will be stopped by the adult (s) present.
2 The child (ren) will be taken to the Head teacher or Deputy Head (with relevant
witnesses if necessary).
3 The class teacher will be notified.
4 The Head teacher will question individuals and resolve the incident.

In the classroom:
1 The incident will be stopped by the class teacher.
2 If the teacher feels unable to deal with the incident alone, a classroom red alert
card will be sent to the Head teacher/Deputy head teacher/Head of Unit.
3 The Head teacher will be informed as soon as possible.
4 The Headteacher will question individuals and resolve the incident.

Children will be given the opportunities to discuss their violent/abusive
behaviour, and sanctions imposed as appropriate. They will be given the
opportunity to apologise. Parents will be informed by telephone and/or in writing,
of the unacceptable behaviour and of the sanctions. Parents will be invited to
school to speak to the Head teacher and class teacher. (See also Policy for Anti-
bullying.)

Register of Special Needs
Children who exhibit repeated behavioural difficulties might be placed on the
Register of Special Needs. Parents and staff then work together to help the
children overcome his/her difficulties

Exclusions and suspensions
Pupils may be suspended/ excluded following Surrey County Council guidelines
and after discussion between Head teacher, relevant staff, Governors and parents.

Learning Behaviours

At The Mead we follow the Winnie the Pooh 5Rs learning behaviours as a
school wide approach to behaviour and learning. This enables us to talk about
how we learn, foster excellent behaviour and give our children life long skills:

Resilience

Responsible

Resourceful

Reflective

Reasoning





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