1. Understand policies and procedures for promoting children’s and young people’s positive behaviour.
1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour
PRINCIPLES OF BEHAVIOUR MANAGEMENT RECOGNISED BY ALL ADULTS WORKING WITH CHILDREN WITHIN THE SCHOOL
Expect, encourage and model the behaviour you want to see.
Actively build trust and rapport appropriate to the age and maturity of the children
Focus on primary behaviour; avoid reacting to secondary behaviour
Follow up on issues that count, ignoring minor infringements where they are not detrimental to others.
Deal with and discuss behaviour without personalising the issue.
Present children with options to help them choose appropriate actions and behaviours
Always start with ‘least intrusive’ sanctions enabling a more positive corrective tone.
Whenever a behaviour issues is addressed make sure a positive relationship has been maintained. Work to rebuild this if necessary.
Involve children as much as possible; seek opinions and help with decisions about procedures and rules.
Incentives for Good Behaviour and Effort
Every child has an Ambassador card which has space for a photo and a logo or monogram to personalise it. There are also spaces for three sticky stars. All children are Saltergate Ambassadors but they are ranked as either one, two or three stars. This is decided by the child with a little guidance from the class teacher if necessary, using the criteria on the back. Children stick the stars on the cards themselves. Teachers’ help children come to a realistic judgment.
Some children will start with and will keep 3 stars throughout their time at Saltergate. This is a way for us to acknowledge the fact that they are polite and responsible children who we would trust to represent the school favourably either on a visit or with visitors in school. All children should aspire to being 3 star ambassadors.
For those who do not manage to behave appropriately in some situations, the expectations are clearly laid out so that they can see what they need to do to improve. There should be plenty of encouragement and support for these children who we hope will aspire to 3 stars. Year 6 children will be presented with theirs at the end of term.
Behaviour Development: class teachers ensure that every child below 3 stars keeps copy of the reverse side of the card which clearly indicates the aspects requiring improvement. Every opportunity should be taken to help children develop.
Parents will be informed twice a year of their child’s status.
Incentives for Good Learning Behaviour
Year 3 & 4 have a table points system where each child can gain points for their table and will receive a certificate at the end of each week for the winning team.
Year 5 & 6 have a token system. During the week children can earn a token for good work/behaviour in class which they out their name on and put into the relevant pot (one each for literacy/maths/afternoons) and a winner is randomly picked at the end of each week and they receive a prize from the prize box.
Saltergrams – a note home, a certificate and an incentive
Saltergrams are awarded to children whose behaviour a teacher wishes to acknowledge. The counterfoil is entered in a draw made in whole school assembly for a small prize.
Managing Unsatisfactory Behaviour (** also see CALM ROOM)
The main purpose of applying consequences is to reduce the likelihood of the reoccurrence of misbehaviour; sanctions should be chosen with this in mind.
Class teachers are responsible for managing the improvement of any unsatisfactory behaviour. It is vital that they liaise with MSAs and playtime supervisors to keep informed about children’s progress.
In applying any sanctions, staff should take care to do so in a way which minimizes the risk of escalation