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In 2015, we reviewed our practices and it was noted that there were one or two areas of our previous behaviour policy that could be tightened up to help maintain and further develop our standards of behaviour. Some of the areas that were highlighted: the way in which parents were notified about behaviour that disrupts learning; the consistency of approaches between different members of staff and a general clarity about the consequences of poor behaviour.

From this, we put together a Behaviour Plan that addresses these issues and this was put into place in January 2016. The system covers all aspects of behaviour in and around the classroom and works on a scale of consequences - the more serious the incident, the more serious the consequence. Children can also receive higher consequences for repeated poor behaviour. We do not anticipate anyone ever reaching the far end of this consequence scale but it is in place merely to enable everybody to be aware of what may ultimately happen as a result of continued poor behaviour. For the majority of children at our school, reaching Consequence 2 on the scale would be a rare event but we feel that parental notification of this is important so that support from home can be provided at an early stage.

For children in KS1, any behaviour at C2 (Consequence 2) is commented in a class file. At this point a text is sent home to notify parents of this so that they can ask their child about the incident. This comment is recorded in a central school record at the end of the week so that we can monitor behaviour patterns over a longer period.

For children in KS2, any behaviour at C2 (Consequence 2) or above is commented in the child’s planner. We encourage parents to check their child’s planner daily so that they can respond to any issues as soon as possible. This comment is recorded in a central school record at the end of the week so that we can monitor behaviour patterns over a longer period.

Children who are repeatedly receiving comments in their planners and folders may also receive extra behaviour support from school in the form of sessions with our Learning Mentor and in some cases a special Individual Behaviour Plan will be drawn up. Behaviour charts may also be used as part of this to strengthen further the communication between school and home. Parents will be called into school for a meeting at this stage to discuss a plan of action.

When staff issue one of our children with a C1 or a C2 this is mainly for minor disruptions inside or outside the classroom.  These are the kind of low level incidents that would previously have earned some kind of sanction such as missing part or all of a playtime.  Previously you would not necessarily have found out about these incidents.  The children now do not receive a sanction from school for these incidents – the only outcome is that their parents are informed.  The school is not expecting parents to provide sanctions at home for receiving these comments, we are merely trying to keep lines of communication with you as open as possible so that you are fully aware of daily behaviours.

To make the system manageable and effective for staff, we would not normally provide any great detail of the incident but you are more than welcome to contact your child’s class teacher if you do require more information about what lead up to the comment.

For children in KS2, the key to the success of this system is 'The Planner.' Year 5 and 6 children are already used to using their planners to communicate with home but this will be new to Year 3 and 4 children. They will receive their planners on the first day back in September and there are a few things that you can do to help support this system.

1 - Check your child's planner daily for any comments.

2 - Make sure your child brings their planner to school every day.

3 - Encourage your child to take some responsibility for their own planner (this is especially important for Y5/6 - when they get to high school they may receive isolation for persistently not coming to school with a planner)

Models of good behaviour will also continue to be celebrated. We have a team points system where children are given a team point to take to Mr Coe's office and explain why they have received it. The team points are counted at the end of each week and the winning team is announced in our Friday Golden Book Assembly. Exceptional achievement and behaviour is written into our Golden Book. This is shared personally in our Golden Book Assembly and parents are sent an invite via text to come and join us to celebrate. Children may also bring in any certificates or medals etc that they have achieved at home so that we can celebrate their successes together. Each class also has their own unique reward systems in place that your child will be able to explain to you in more detail. Regular and consistent homelearning is rewarded with tokens to enter into our half-termly prize draw where a variety of family prizes may be won. Further enhancements to these systems may be put into place later in the year where necessary.

We feel that this system works well in tandem with the Home-School Agreement to help staff and parents support the children in developing an even more positive attitude to behaviour. This will help us achieve our main goal which is to create a safe and respectful environment in which to learn.

Thank you for your support.