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Behaviour, Rewards and Sanctions

Behaviour

 

We pride ourselves on our levels of good behaviour and believe that positive and consistent behaviour management is crucial to the School’s success.   Parental support is of utmost importance to creating an ethos of mutual support for all children.

 

Respect & Responsibility

 

At Alder Coppice we promote respect – for self, others and property and also emphasise the importance of taking responsibility. This is reinforced with our Respect & Responsibility Code. The statements are all positive ones as in “Do” rather than “don’t” and reflect the high profile give to personal development, respecting each other and securing the best possible learning climate for each child to succeed.

 

Rewards System

 

Our system encourages and rewards good behaviour, effort and achievement.  It is a whole school approach to positive behaviour.

 

Consistency in approach should:

 

  • help children to settle quickly into class;
  • support other teachers, including supply teachers, coming into the classroom;
  • encourage the development of our whole school ethos.

 

It is a staged system, with rewards being given for:-

  • effort;
  • commitment;
  • achievement;
  • appropriately completed returned Homework;
  • effort in behaviour;
  • applying the Respect and Responsibility Code;
  • being helpful.

 

When children move into Reception they move on to the ACE (Alder Coppice Expects) Reward System.

 

Behaviour and Rewards System – Early Years and Key Stage 1 - Shoot for the Stars

 

Early Years/Foundation Stage

 

In our Early Years and Foundation Stage, pupils focus on the key areas of Effort and Respect & Responsibility. Every child begins each day on the Sunshine. If they demonstrate excellent achievements in one of these key areas then they will be moved to the Star above for that area. This will also be rewarded by the child being awarded a sticker to wear.

 

Children who demonstrate persistently low-level behaviours will be given three warnings about this before being moved to the Raincloud below. Children who deliberately physically hurt another child or adult, use inappropriate language or demonstrate extreme behaviours will be moved to the Raincloud without warning.

 

Where a child has been moved to the Raincloud, this will be recorded on the Behaviour Log to enable staff to track any patterns. Staff will also report this to parents/other approved adult collecting the child.

 

All children on the Raincloud will then have the opportunity to demonstrate the required behaviours and move themselves back to the Sunshine.

 

Over the Term we would expect all children to be given a Certificate which celebrates an individual area of success/achievement. These are presented at the weekly Reception Celebration Assemblies, to which parents are invited.

 

Behaviour and Rewards System – Year 1

 

In Year 1, pupils will continue to focus on the key areas of Effort and Respect & Responsibility. Every child begins each day on the Sunshine for both Effort and the Sunshine for R&R. If they demonstrate excellent achievements in one of these key areas then they will be moved to the Star above for that area. This will be acknowledged by the child being awarded a House Point for inclusion on their class House Team Chart.

 

Children who demonstrate persistently low-level behaviours will be given three warnings about this before being moved to the Raincloud below. Children who deliberately physically hurt another child or adult, use inappropriate language or demonstrate extreme behaviours will be moved to the Raincloud without warning.

 

Where a child has been moved to the Raincloud, this will be recorded on the Behaviour Log to enable staff to track any patterns. Staff will also report this to parents/other approved adult collecting the child.

 

All children on the Raincloud will then have the opportunity to demonstrate the required behaviours and move themselves back to the Sunshine.

 

Incidents of a more serious nature such as a child deliberately physically harming another child, demonstrating extreme behaviours or using inappropriate language will result in staff speaking to parents and automatically being recorded on the Behaviour Log.

 

We would expect all children to receive a Termly Certificate, acknowledging that they are consistently meeting the School’s expectations for Effort and Respect & Responsibility.

 

Behaviour and Rewards System – Year 2

 

During Year 2, children will continue working towards the two key areas of Respect & Responsibility and Effort. Each child will have a half-termly Tracker Card. This will be separated into the correct number of weeks for that half-term, and each week will display two rockets for Effort and R&R in the morning and two for the afternoon. When a child is not demonstrating the values of Respect & Responsibility or putting in an appropriate amount of Effort, an adult will initial in the appropriate section of the Rocket. The aim will be for the children to have shaded in four complete Rockets which will show they have met the expectations for Effort and R&R throughout the week.

 

At the end of each week, the children will count-up the number of shaded spaces on their Rocket.

 

The number of shaded boxes will then be linked to whether a child is presented with a certificate each half-term.

 

At the end of the academic year children will receive either a Bronze, Silver or Gold Medal in recognition of how well they have done.

 

Incidents of a more serious nature such as a child deliberately physically harming another child, demonstrating extreme behaviours or using inappropriate language will result in staff speaking to parents and automatically being recorded on the Behaviour Log.

 

Behaviour and Rewards System – Key Stage 2 – SMART System

 

Behaviour and Rewards System – Years 3, 4, 5 and 6

 

In addition to Respect & Responsibility and Effort the Key Stage 2 system focuses on acknowledging Learning Outcomes and Attitudes.

 

Each child will have a SMART (School Merit And Reward Tracker) which they are responsible for. This should be accessible and visible at all times during lessons.

 

Each child should work towards remaining on the Green Line which shows they are meeting the expectations for Attitude, Effort, Learning Outcomes and Respect & Responsibility.

 

Where their behaviour or work falls below these expectations they may be given 3 verbal reminders or warnings. Where no improvement is made, the member of staff will move the child below the Green Line to the Amber box and note the reason for this.

 

Hopefully, this will encourage the child to change their behaviour with the aim of working their way back to the Green Line. Where this is not the case, the child will then be moved to the Red box which will mean that a parent will be spoken to about their behaviour either in person or via telephone if necessary. This will also be recorded on the Behaviour Log.

 

A child may automatically move to Red where an incident is of a serious nature, for example, intentionally physically hurting another child, refusing to comply with an instruction from an adult or using inappropriate language or damaging school property. Parents will be notified of the issue and it will automatically be recorded on the Behaviour Log.

 

It is the aim that the children develop a greater independence in making the right choices and aim to stay on the Green Line at all times.

 

The aim is that the children should be able to shade in all five boxes, on a weekly basis, for each of the four areas if they have met the expectations in the four areas each day. Where a child has been moved to Amber or Red, they will not shade in the box for that day. The number of boxes shaded will determine the award which they receive at the end of the Term.

 

Awards

 

Children who have been able to show that they have made the right choices and who have largely remained on the Green Line will receive a Certificate at the end of each Term. This will follow a set scheme. Please note that this is not an automatic right, and where staff feel that a child has been recorded on Amber or Red too many times, the child will not receive the award for that Term.

 

At the end of the academic year children who have received all 3 termly certificates will receive a Gold Badge, 2 certificates a Silver and 1 with a Bronze.

 

Whole School House Points

 

When certificates are issued the totals for each Year group will be added together and the House Team with the highest score will earn 100 House Points in total from their Year Group for the whole school totals board, the second highest House Team – 75 points, the third 50 and the fourth 25.

 

Year 1 are also awarded House Points in recognition of excellent achievements in one of the 2 key areas when they are moved to the Star above for that area. These are placed on their class House Team total chart.

 

House Points will also be earned through events such as the House Team Activity Days, Sports Days, quizzes or for attendance. These are not linked to the individual awards system but will contribute to whole class and whole school totals.

 

There are other times throughout the year in which children may receive items which are not rewards.

 

Whole School Sanctions  (See Behaviour for Learning Policy for full details)

 

It is hoped that each system links to the next and each will enable many children to make the right choices about their behaviour, but in instances where this is not the case, other sanctions will be put into place.

 

  1. A child may have to take Time Out within their own classroom to sit at a quiet workspace which will enable them to reflect on their choices, possibly complete work and then re-join the class after a short time.
  2. A child may be sent for Time Out to work in another class.
  3. Where a child has failed to complete enough work or complete it to an adequate standard, they may have to return to class after they have had their lunch to complete or repeat the task.
  4. Children who make the wrong choices in relation to Respect & responsibility, Effort, Learning outcomes and Attitudes may remain in at lunch time (after they have eaten) for supervised Reflection Time. This provides an opportunity for children to reflect on the choices they have made and the consequences of any negative choices. Adult support and guidance can also be offered, where appropriate.
  5. A child persistently making the wrong choices may be referred to their Phase Leader, who will discuss their choices and the consequences of these.
  6. Where an incident is very serious, or where a child has continually failed to act responsibly, they may be sent immediately to either the Deputy Headteacher or Headteacher.
  7. A meeting may be arranged with parents, staff and the pupil to discuss their behaviour, choices and consequences and to put into place a plan to help to support them if this is required. This may be in the form of a Behaviour Support Plan or through the use of a Focus Card with targets specifically designed to meet the needs of that child and which will help them make to make the right choices.
  8. The involvement, where appropriate, of the Special Educational Needs Co-ordinator (SENCO).
  9. In some cases, it may be felt that other Outside Agencies and Specialists may be required to support some children’s behaviour. If this is the case, you will be contacted regarding this to obtain permission before a referral is made.
  10. In serious cases a child may be excluded from school, either on a fixed-term basis or permanently.

 

The use of sanctions will be in line with the Policy but may vary depending on the context of the situation including the age, understanding and needs of the child concerned and the severity and/or frequency of an incident. School staff will use their professional judgement in determining the best course of action, which may result in a different range of actions, or a different order for the steps taken than those indicated in the Policy.

 

(Please note that on occasions children may stay in during part of lunch time in order to catch up on work, receive additional support so that they are ready for the next stage in whole class learning. This will not be because the child concerned has not put in the required effort and is not a punishment).

Respect and Responsibility Code

Behaviour for Learning Policy

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