ARCHBISHOP SUMNER – MANAGING BEHAVIOUR

 “Love me when I least deserve it, because that’s when I need it the most.”- Swedish proverb

As a church school, our behaviour systems are underpinned by our Christian values. Each week the children are introduced to a new value which forms the foundation for the week’s prayers and activities. Members of staff are encouraged to talk about these values in relation to the children’s negative and positive behaviour both to children and parents. In Friday’s Praise Assembly, children are celebrated whose behaviour has reflected the week’s value.

What kind of rewards and encouragements do we use?

  • Praise – verbal, written, sticker, friendly word or gesture, referral to another adult e.g. Head Teacher, certificates, praise assembly every week and celebration assemblies termly.
  • Special responsibility, privilege or trust e.g. register monitors, school tour guides, reading buddies
  • Informing parents – communicating good news in person, by phone call or by a note home.
  • Playground tokens – which result in the winning class being awarded a prize at the end of the week.
  • Classroom specific charts e.g. table points

We expect our adults to:

  • Plan challenging and engaging lessons
  • Provide support for those that need it
  • Be role models 
  • Give children time and space to calm down 
  • Be fair and consistent with rewards and sanctions
  • Talk to child about their behaviour
  • Always give child a fresh start following their consequence
  • Punish sparingly and only those who need it

We expect all our children to:

  • Think about our school values
  • Work hard and to the best of their ability.
  • Treat others how they want to be treated.
  • Be honest and accept responsibility for their own behaviour.
  • Walk quietly around the building and silently as a whole class.
  • Look after the school building and equipment.

We do not tolerate:

  • Name calling or verbal abuse of any kind
  • Deliberate acts of violence.
  • Deliberate acts of disrespect (e.g. kissing teeth, making obscene gestures).
  • Bullying (threatening, picking on or intimidating another person, deliberately leaving someone out).
  • Stealing or damaging property.
  • Swearing or using offensive or insulting language.
  • Leaving the classroom, building or grounds without permission.
  • Stopping others from working or interfering with others’ work.
  • Refusing to follow a reasonable instruction.

Levels of Behaviour

Teachers refer to behaviour as different levels. Low level behaviour refers to shouting out, swinging on a chair, chatting when it’s learning time, not listening straight away. In isolation, low level behaviour can be easily dealt with through a warning or a chat but repeated incidences of low level behaviour can be very disruptive to learning.

What are the consequences?

In most cases the teacher will deal with low and medium level behaviour. For low level behaviour a child will receive a visual or verbal warning. For continual low level or medium level behaviour the teacher will use their behaviour chart. This will include a child moving down the chart which will also mean that children miss some or all of their playtime. The amount of playtime a child misses correlates with their age. Some whole school behaviours, our golden rules, have set consequences which mean an immediate loss of playtime. They include, talking in an assembly, running in the corridor and talking in the line around the school.

Behaviour Charts

Each class has a behaviour chart which allows two movements downward and at least two movements up (at the moment this is the general rule but not standardised). The class teacher is allowed to personalise this system but the consequences are standardised across the school. Children can move up and down the chart and always have a fresh start the next day.

For example:

GOLD - Parent informed verbally, by a sticker on the child or a little note.

SILVER - Lots of verbal praise.

GREEN - All children start the day on Green

ORANGE - The child will miss some playtime & talk to the teacher about their behaviour

RED - The child will miss some or all of their playtime & talk to the teacher about their behaviour

Every classroom has a place where children can reflect or calm down. The teacher might use this place to help the child stay in their learning space and not need to leave the classroom.

If a child continues to misbehave and cannot be managed in the classroom then they will be sent on a timeout to another class (10 mins for KS1 or 20 mins for KS2). They will compete a reflection sheet and then be taken back to the class to continue with their work. The child will miss the same number of minutes of playtime. The Parents will be informed when a Time Out has occurred. If a child has more than one Time Out in a day or multiple in the week they may be asked to leave the classroom for a whole day. This is called an Internal Exclusion.

If a child is being sent out of class regularly, has been frequently in detention, is behaving out of character or has been showing high levels of behaviour the parent might be asked to come in and talk with the class teacher and a member of the SMT (Senior Management Team). Spending a lot of time out of class could mean that the child is monitored more closely and may end up with them being monitored on a report card.

What can parents do?

  • Ask their child about the weekly value and apply it to home life too.
  • Support and trust the teacher’s decision.
  • Communicate with the teacher if the child has had a difficult morning or weekend.
  • Speak to the teacher without the child present if a point is disagreed with.
  • Talk to their child about their day and praise them for a good day.
  • Talk to their child about any negative behaviour and how they can make a better choice next time.
  • Where there is concern or children are reporting problems always talk with teacher/ senior management first – there is always another side to a story!
  • And give us feedback and make suggestions – we genuinely try to take them on board.