Through promoting positive behaviour we aim to make Prestonpans Primary school a place where everyone is respected, feels safe and secure and has the opportunity to give of their best and reach their full potential.
As a staff we all:
- Work together to create, develop and maintain a positive climate, ethos and relationship with children and each other
- Have high but realistic expectations of learners and ourselves
- Recognise and reinforce achievements from all learners at their own levels
- Teach, encourage and recognise positive behaviours in our learners
In Prestonpans Primary School we expect all children to follow the 3 School Rules in all areas of the school. These rules are simple, easy to remember and apply at all times, without exception.
These 3 rules are central to our behaviour policy and to creating a positive learning and teaching environment
- We do as we are asked
For teachers to teach, and learners to learn effectively and safely, pupils must follow directions from all staff the first time and without argument.
- We use appropriate school language: no put downs, teasing or bad language
All pupils have the right to feel safe and valued and to learn in an environment which is supportive and positive.
- We keep hands, feet and objects to ourselves
For pupils and staff to feel safe they need to know that they are protected from violence and that property (both personal and school) is protected from theft or damage and not used inappropriately.
School rules are displayed prominently in all classrooms and around the school to remind children of staff expectations of their behaviour. The school rules should form the basis of all discussions with pupils about their behaviour and actions and referred to regularly through class discussions, circle time and assemblies.
It is very important for positive behaviour to be recognised by all members of staff and children who consistently follow the school rules can be rewarded in the following ways:
Pupil of the week
Class Dojo Points
Phone call home
Visit HT and DHT
Lunch with the Headteacher
Class Smiles are on display on each classroom door.
All staff may give classes smiles for:
walking through the school quietly,
lining up quietly,
generally showing the school values as a collective.
Pupils are rewarded for playing well at Break and Lunch times by the Support Staff. Support Staff take note of pupils who play particularly well and share this with class teachers. This good behaviour is then rewarded with Class Dojo Points and Praise Padz.
Playtime is a very important part of every child’s day, and a positive, peaceful and safe experience at these break times helps to encourage positive behaviour in class. Pupils are supervised closely by our support staff and management and, as well as developing social skills with other pupils, they are given opportunities to play on the trimtrail, participate in skipping games, play football, rugby and basketball… There is also a wooden ‘Stage’ for those who enjoy using their imagination through role play.
A warning bell sounds at the end of break and lunch times to tell children they have 3 minutes to return to lines before being brought into school.
All classes have designated areas in the playground at which they should line up in their Houses, or in their own class, and wait for their teacher to collect them.
Pupils should be supervised by a member of staff at all points of their journey through the school to their class and in the cloakroom. This is arranged in year-groups to ensure one member of staff is always at key points to maintain order.
At the end of the day pupils must be supervised as they exit the school building.
A member of staff will aim to be in the playground at the end of the day to be available to speak with parents/carers and ensure that pupils leave the school grounds safely.
When classes are walking inside the school building to the gym hall, music, assembly … class teachers must determine a ‘usual order’ in which the children should line up. This will allow teachers to position children appropriately to help reduce disruption.
Pupils must walk, not run, quietly on the left hand side of the corridor in single file, demonstrating consideration for other learners in the school.
Pupils and staff are expected to greet each other politely and demonstrate a respectful attitude by holding doors and allowing each other to pass.
School Tracking System
Where pupils are choosing to behave inappropriately and break the school rules, the school tracking system is put into operation.
Verbal Warning (VW)
The pupil is warned by the staff member that their current behaviour is inappropriate. The behaviour should be verbalised to them, to ensure they are aware of which school rule they are not following and expected behaviour should be made clear in positive terms.
1. First Tracked Warning
If the pupil is still unable to follow the rules, the teacher will record the school rule broken (1, 2, or 3) on the tracking sheet and state in positive terms what the expected behaviour is. At this point a ‘Time Out’ may be appropriate. Time Out can take different forms but essentially is time for the pupil to calm down, if necessary, and reflect.
2. Second Tracked Warning
If the pupil continues to be unable to follow the rules, the teacher will again record the school rule broken (1, 2 or 3) on the tracking sheet and state in positive terms what the expected behaviour is. Again, at this point a ‘Time Out’ may be appropriate.
3. Reflection Sheet
If a pupil continues to break the school rules then a reflection sheet will be issued by the teacher responsible for the pupil at the time. Reflection sheets will be taken home to be discussed with a parent/carer, signed and returned to school the following day. This is noted on the tracking sheet.
4. Management Referral
At this stage, if the pupil is still unable or unwilling to follow the school rules, they will be referred to a member of the Management Team to discuss their behaviour.
A Management Reflection Sheet will be issued and taken home to be discussed with a parent/carer, signed and returned to school the following day. The Management Reflection Sheet will replace the previous Reflection Sheet and will be recorded in the pupil’s chronology.
For pupils who continue to have difficulty managing their behaviour, extra support may be required to ensure that effective learning and teaching can take place for all, and to enable these children to participate in the daily school structure.
This may include:
- Regular behaviour target setting (short/long term) above and beyond that done with the whole class
- An individual behaviour chart
- Regular phone-calls or emails between home and school
- Weekly behaviour log
Staged Assessment Meetings will automatically be organised for pupils who have been issued with 3 Management Reflection Sheets within a period of 6 weeks, as a way forward to discuss how best to support the pupil, the identified staff members and the parent/carer.
Red cards should be sent to a member of the Management Team by a responsible class member when a pupil is behaving in a way which poses a risk to health and safety. A management reflection sheet will be issued and parents/carers will be contacted.
Our aim at Prestonpans Primary is to keep all children fully included, engaged and involved in their education. However, as a last resort, it may be necessary to exclude a pupil who displays extreme behaviours to allow time to; reflect and take responsibility, review any support plans, support other pupils or staff affected by the behaviour, carry out a risk assessment or arrange a meeting with the authority.
Working in Partnership
Research suggests that pupils do well at school when parents/carers support the work of the school and there is a strong sense of partnership between home and school. Parents/carers can help promote positive behaviour by emphasising the need for good behaviour at school and praising achievement and success. We strongly encourage the wearing of our school uniform which helps to build a sense of identity, pride and belonging within the school community.