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Behaviour Policy

Our Ethos

At Hankham we have a positive behaviour policy which is understood by pupils, staff and parents, and is applied consistently.  Pupils know that behaviour management is consistent and fair and are therefore  better able to adopt positive attitudes to learning.

Expectations are high and adults model the behaviour they expect to see.

We know that pupils behave better when they are involved in interesting and relevant learning. For this reason, planning appropriate levels of support and challenge in the context of engaging activities is at the heart of our ethos for ensuring good behaviour across the school.

Praise, encouragement and a sense of social justice are the cornerstones of our behaviour policy. We focus on identifying and reinforcing good behaviour.

Our code

At all times, we:

•             move quietly and safely

•             are   polite

•             try our best in our work and relationships

•             respect the views, beliefs and the property of others

•             respect and care for our environment

•             help and look after others

•             use appropriate language

•             are proud to represent our school

•             start each day on time and ready to learn

 

Reinforcing the Code

We constantly reinforce the code by giving praise and encouragement, and support pupils to achieve the expected standard in calm discussion.

  • Whole school reinforcement strategies are:
  • Good work stickers
  • Good conduct stickers
  • DoJos
  • Special Mentions in Reward Assembly

Teachers also develop their own reinforcement strategies, in addition to the above and in negotiation with groups or individual pupils, to ensure they are relevant to the needs of their class.

 

When pupils do not achieve expected standards of behaviour

All pupils sometimes need supporting to achieve the high standards we expect.  At Hankham we do this by ensuring that all learning activities are engaging and appropriately challenging, modelling appropriate behaviour and constantly reinforcing good examples.  With this in place, where pupils are still not complying with the code, we use the following staged response system:

Stage 1

Adults will discuss behaviour with pupil/s, referring to the part/s of the code which is being broken.  Pupils who have been directly affected by the inappropriate behaviour will know that the issue has been dealt with fairly. 

Most aspects of the behaviour code will be addressed in Stage 1.

Stage 2

If inappropriate behaviour persists pupils are warned verbally and the pupils' name noted on the board or in the behaviour book (during play or lunch time also).  Pupils know that they need to adjust their behaviour or there will be further consequences.  If they adjust their behaviour in a positive way, their name can be removed at the end of that session.  Any further issues, if they arise, would be addressed under Stage 1 again.

Stage 3

If pupils have not managed to adjust their behaviour in a positive way, an appropriate sanction will be applied: for example loss of some play-time to complete work missed.  The sanction must take place as soon as possible, to enable each day to start with "a clean slate".  Pupils will be clear as to the reasons for the sanction.

Stage 4

Stage 4 actions are only applicable when pupils have been through all other stages or for behaviours which fall into particular categories (see below). 

If pupils do not respond to the stages above, they are sent to work in another classroom if appropriate, for a set amount of time.   Parents are contacted by the class teacher with details of the behaviour, the stage strategies and the sanctions applied.  Class teachers are responsible for recording of all stage 4 incidents on SIMS.  Class teachers may issue a green check card which will be monitored by the parent and class teacher.

 

 

Stage 5

Where a pattern of Stage 4 incidents occur (i.e. three times in two weeks) the SENCO and Headteacher are informed, who will give appropriate advice and support.  In these situations parental involvement is crucial, so they can be part of the actions plan to improve the pupil's behaviour.  The Headteacher  may issue a red check card which will be monitored by the parent and class teacher.

Special Case Behaviours

Some types of behaviour are never acceptable, and as part of our code we do not accept any incidents of:

  • Hate-based behaviour e.g. racist, sexist or homophobic language and behaviour
  • Bullying (repeated, long standing or continuous  violence, physical or psychological, conducted by an individual or group against an individual who is not able to defend himself in the actual situation")
  • Intentional harming of others

We make sure that pupils understand why these are wrong, through a planned programme of Personal, Social, and Citizenship education.  Incidents of such behaviour are serious and dealt with on a special case basis, with parents always informed and appropriate action taken.