Our aim is to promote an ethos where everyone feels happy, comfortable and confident within our school surroundings. Exceptional behaviour is founded on strong and positive relationships. This policy aims to promote exceptional behaviour, self-discipline and respect; prevent bullying; ensure that pupils complete assigned work; and regulate the conduct of pupils.
At Westerings, we:
• promote and develop self-discipline; awareness and respect for the whole school communities’ needs
• understand, and respect the needs and rights of others
• show a caring attitude for people, property and the environment.
Class Rules / Class Charter
Classroom rules, class charter, should be established promptly at the start of each academic year and negotiated by the children and teachers together. Class Charter; the children and staff will agree a short list (approx. 5-8) rules, rights and responsibilities. These will feature as a document displayed in the classroom, which can be signed by the teacher and pupils to show their agreement to these commitments. They should be:
• Kept simple and understandable.
• Displayed clearly in the room.
• Written as positive statements.
• Used as opportunities to praise and as discreet reminders to individuals.
• Reviewed regularly (at least termly) to cover respect, communication, learning, movement and safety, as well as the needs of the specific cohort.
Effective class and group management skills are the most essential factors in achieving high standards of behaviour. Classroom organisation is important so that children have routine and order in a limited space.
Playground rules have been created by the children and staff together. These rules are reviewed and discussed in our whole school assemblies, with our Playleaders, Midday Assistants and with our student council members. They are displayed clearly in the playground and everyone is expected to adhere to them.
Behaviour Management and Routines
Positive Behaviour Management and associated reflective conversations should:
a) Develop children’s self-discipline and self-control.
b) Enable children to be on task with their learning.
c) Enhance their self-esteem.
d) Encourage accountability and responsibility for behaviour.
e) Encourage a child to recognise and respect the views and rights of others.
f) Promote values of honesty, fairness, respect for others, property and environment.
g) Encourage co-operation in learning.
h) Encourage responsible independence in learning.
i) Help resolve conflicts and reflect on the choices they made.
To establish the high expectations of behaviour and to ensure our academy can function effectively for everyone, there are times when we need routines that are consistent throughout the academy:
Playground Supervision Break time 10.45 - 11:00am
We expect high standards of behaviour at break time. All children are expected to be good role models for each other. It is our belief that if children are well occupied, there is less opportunity for issues to arise. Playground games and equipment are available for the children to play with, and significant investment in outdoor activity areas has taken place in recent years to facilitate purposeful playtimes. If any issues do arise then these must be dealt with immediately. Always listen to each side of the story in order to establish what has taken place. Minor misdemeanours can be dealt with through warnings, extra supervision or the child remaining with an adult for the rest of the session. More serious incidents such as hitting, kicking etc, will result in appropriate sanctions (e.g. incident logged on Arbor system, loss of playtime, writing letter of apology etc.). Missed playtimes can be a sanction for poor behaviour choices. At the end of playtime, children are asked to walk to their class lines where they line up quietly and sensibly. Children line up at their class doors where teaching staff will invite the class back into their classroom.
“Staying in” Supervision If a member of staff wishes a child to remain in school during portions of their break time or lunchtime, that member of staff must ensure adequate supervision. A toilet and refreshment opportunity will be offered before the child is required to rejoin lessons.
EYFS:/Infants 12:00pm - 12:45pm, Juniors: 12:30pm - 1:15pm
• Infant classes will be lined up by teachers and led into the hall at 12:00pm by a midday assistant or from the playground shortly thereafter.
• At the end of Infant lunchtime, a midday assistant will blow the whistle and the children will line up outside classes at 12:45pm.
• Junior children will go into the playground at the beginning of their lunchtime.
• Each class – dinners and sandwiches – will be called for by the mid-day assistant. Children eating school dinners are checked against the daily register as they enter the canteen.
• Children should not be in classrooms unsupervised during playtimes or lunchtimes.
• Any issues regarding behaviour must be dealt with immediately, and not left for the teacher to resolve after lunchtime. A note must be made in the Midday’s book of what has taken place, who was involved and how it was dealt with. A more serious incident must be relayed back to the class teacher at the end of lunchtime and to the supervisor, Mrs Clarke, so that the incident can be logged on Arbor. Senior staff will audit these logs on a weekly basis to look for trends/patterns.
• At the end of Junior lunch time the children will line up outside their classrooms.
• Playleaders (pupils) support younger children by running games and activities.
Lunch time Field Supervision
When children are on the school field, Adventure Golf or down in the woodland areas, members of the midday team will monitor these areas and the playground toilets will be monitored separately. All midday staff on thei field carry First Aid kits. Children are not to leave the field unless they have permission from an adult.
Out of School Supervision
• When children have sports, educational visits etc, offsite, and the staff in charge of the children will be making judgements as to acceptable standards of behaviour in accordance with the Trust's Behaviour Policy.
• If outside coaches/ club leaders are taking a club, they must abide by the Trust's Behaviour Policy. If persistent or unacceptable behaviour is encountered, the trainers/coaches must report this to a member of staff. Persistent poor behaviour may result in a child losing the privilege of attending after school clubs or participating in certain off-site visits.
Positive Behaviour Management
These are the systems and processes that have been agreed by the whole staff in order to promote positive behaviour consistently across the academy. They have been shared with pupils and parents. Children receive Dojos as positive recognition of exceptional behaviour and attitude. Dojos are collected by children electronically (using the ClassDojo system) and then tallied up at the end of each term. Children earn rewards (NutNotes - currency to use within our school shop) for the more Dojos collected.
We have 4 school houses at Westerings – Badgers, Foxes, Squirrels and Woodpeckers. Throughout the academic year, children get to work alongside (or compete against!) each other in their house groups e.g. Sports Days. Older children often get to be role models for the younger pupils in their house groups; they act as good role models. Our children show pride in their house groups and work hard to set high standards to achieve points for their house. House Points can be awarded to individual children for exceptional behaviour, attendance, playtime/lunchtime behaviour and other positive attitudes. These are tallied at the end of the year - one house wins the House Cup!
Agreed behaviours and actions that will be rewarded with Dojos.
Each teacher sets the range of positive behaviours that can lead to Dojos being given, using their app/desktop site of ClassDojo.com. In addition to these, we also have our whole-school values which pupils can earn Dojo points for. Outstanding work, effort, politeness, kindness, positive attitude, supporting others, good manners and exceeding expectations are some examples.