Behaviour Approaches

Maintaining Positive Relationships Strategy (This strategy will be discussed by Governors on October 2nd 2018 and therefore may be subject to minor changes.)

Statement of intent

It is a primary aim of Bredbury Green Primary School that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school’s Positive Relationships Strategy is therefore designed to support the way in which all members of the school can work together in a supportive way. It aims to promote an environment in which everyone feels happy, safe and secure.

Types of Incidence and proportionate responses

All responses have been checked for relevance, proportionality, responsible thinking, restitution

Tier Incidence Response
1 – No disruption Meeting expectations End of day recognition using recorded by class teacher

Accumulative recognition

45 = Bronze award

50 (+45) = Silver award

55 (+95) = Gold award

Each award = badge, certificate, letter home

By July 12th 2019

Gold badge holders = off site activity

Silver badge holders  = on site activity

Bronze badge holders = on site activity

2 – Low level disruption Calling out Sliding Scale through

  • Target Stop Do
  • Language of Choice
  • Up to 10 minutes of missed playtime
Talking when whole class is being addressed Sliding Scale through

  • Target Stop Do
  • Language of Choice
  • Up to 10 minutes of missed playtime
Non-compliance with Hi 5 Sliding Scale through

  • Target Stop Do
  • Language of Choice
  • Up to 10 minutes of missed playtime
Sitting on their chair inappropriately Removal of chair for a proportionate amount of time
Disorderly movement around class or school ‘Orderly movement’ training. Playtime or lunchtime

Tier  Incidence Response
3 – High Level Disruption

3 instances of tier 3 behaviours = letter home to parents

Letter will be sent home to inform parents of Internal Exclusion

Swearing, inappropriate language, prejudicial language

Consider

  • Language used
  • Audience
  • Trigger – what provoked this?
  • Position this behaviour has come from
Dependent of severity of language used – Sliding Scale through

  • Removal from class (time limited and given to diffuse and create some thinking space/calming down time)
  • Apology to wronged party/ies
  • Missed Lunchtime (consequences sheet to be filled in by child and discussed with adult)
  • Internal Exclusion (must be discussed with SLT member prior to this happening)
Name calling

Consider

  • Language used
  • Audience
  • Trigger – what provoked this?
  • Position this behaviour has come from
Dependent of severity of language used – Sliding Scale through

  • Removal from class (time limited and given to diffuse and create some thinking space/calming down time)
  • Apology to wronged party/ies
  • Missed Lunchtime (consequences sheet to be filled in by child and discussed with adult)
  • Internal Exclusion (must be discussed with SLT member prior to this happening)
Refusal to follow instructions

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this?
  • Position this behaviour has come from
Dependent of severity of incidence  – Sliding Scale through

  • Removal from class (time limited and given to diffuse and create some thinking space/calming down time)
  • Apology to wronged party/ies
  • Missed Lunchtime (consequences sheet to be filled in by child and discussed with adult)
  • Internal Exclusion (must be discussed with SLT member prior to this happening)
Disrespectful attitude

(talking back, eye rolling, sucking teeth, imitating etc)

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this?
  • Position this behaviour has come from
Dependent of severity of incidence – Sliding Scale through

  • Removal from class (time limited and given to diffuse and create some thinking space/calming down time)
  • Apology to wronged party/ies
  • Missed Lunchtime (consequences sheet to be filled in by child and discussed with adult)
  • Internal Exclusion (must be discussed with SLT member prior to this happening)
Tantrumming

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this?
  • Position this behaviour has come from
Dependent of severity of incidence – Sliding Scale through

  • Removal from class (time limited and given to diffuse and create some thinking space/calming down time)
  • Apology to wronged party/ies
  • Missed Lunchtime (consequences sheet to be filled in by child and discussed with adult)
  • Internal Exclusion (must be discussed with SLT member prior to this happening)
4 – Significant disruption

Zero Tolerance

Any instance of tier 4 behaviour = letter home

All incidents of this nature must be referred to a member of the SLT – they will have final say on level of consequence.

Fighting

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this? (Was it football related?)
  • How quickly did the child respond to the adult intervening?
  • Position this behaviour has come from
Dependent of severity of incidence – Sliding Scale through

  • Playground Exclusion
  • Internal Exclusion
  • Fixed Term Exclusion
  • Permanent Exclusion
Deliberately physically hurting someone

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this? (Was it football related?)
  • How quickly did the child respond to the adult intervening?
  • Position this behaviour has come from
Dependent of severity of incidence – Sliding Scale through

  • Playground Exclusion
  • Internal Exclusion
  • Fixed Term Exclusion
  • Permanent Exclusion
Deliberately verbally hurting someone

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this? (Was it football related?)
  • How quickly did the child respond to the adult intervening?
  • Position this behaviour has come from
Dependent of severity of incidence – Sliding Scale through

  • Playground Exclusion
  • Internal Exclusion
  • Fixed Term Exclusion
  • Permanent Exclusion
Destruction of school property

Consider

  • length of incident
  • Level of disruption to class
  • Language used
  • Audience
  • Trigger – what provoked this?
  • How quickly did the child respond to the adult intervening?
  • Position this behaviour has come from
Dependent of severity of incidence – Sliding Scale through

  • Playground Exclusion
  • Internal Exclusion
  • Fixed Term Exclusion
  • Permanent Exclusion

Repair or replacement costs to be invoiced to the family.

Bullying Response

Bullying is the repeated use of force or threat to intimidate or dominate others. At Bredbury Green Primary School, where this occurs, we will deal with it quickly, directly and appropriately.

We take bullying very seriously as a school, across the whole community, and will not tolerate bullying in any form.
We follow up all concerns expressed by children, staff or parents and make sure that we feed back the results of any investigation. Sometimes what is seen as bullying is simply unacceptable behaviour and we address this
Differently.  We always encourage children to tell, making it clear that we take action when we know about issues as they arise.