POWERS HALL ACADEMY
Policy for Behaviour Improvement
School mission statement: 'Proud To Succeed'
"A good self-image is the most valuable psychological possession of a human being"
[John Powell 1976]
"We must move toward developing competency and self-worth, accompanied by responsible decision making and helping one another. In this atmosphere schools can empower young people with courage, confidence and life skills instead of burdening them with feelings of fear and inadequacy.
[Nelson, Lott and Glenn]
A commitment to the continual improvement of behaviour underpins the structure of the school and all members of staff follow the whole school approach to behaviour improvement.
Whole school agreement on improving behaviour generates high morale amongst staff and children. The children know behaviour improvement will be consistent throughout the school and this in turn generates security.
When members of the community work together to create a learning environment that enables everyone to feel comfortable and successful inconsiderate behaviours will be reduced.
A well-structured and consistent set of procedures will be supportive to new members of staff, covering teachers and new pupils.
All behaviour improvement at Powers Hall concentrates on raising self-esteem, encouraging self-discipline and engendering a community identity. The existence of a Behaviour Team, with special responsibility for the development of behaviour systems and procedures, is an indication of the importance attached to this area.
Every Child Matters
At PHA we work to ensure that the following principles, which are fundamental to all aspects of school life, are a high priority:
Aims of this policy
At Powers Hall we aim to:
• Provide a structured, stimulating and secure environment where all children feel safe, respected and free to learn.
• Create a climate for mutual respect where all members of the school community are listened to, taken seriously and work together for the benefit of all.
• To raise the children's self -esteem
• To allow the children ownership of their behaviour, by developing self-discipline and self-control.
• To encourage the children to respect the rights of others and be confident in the fact that they in turn will be treated with respect.
• To ensure the children are able to learn without disruption.
To achieve these goals, we have developed a structured, consistent, and above all a positive approach to behaviour improvement, based on rules, rights and responsibilities.
Our rights at Powers Hall are an expression of the fundamental values that we as a community encourage, teach and promote. To ensure everyone's rights are protected; members of the community must abide by the 'fair' school rules and accept the responsibility of their own behaviour.
Values held by our school community
We all have the right to
Our responsibilities are
The Elton Report  suggests that when considering the requirements for effective school behaviour improvement the following 3 needs should be addressed
~~ 'a clear code of conduct'
~~ 'a balanced combination of rewards and consequences'
~~ 'a positive community atmosphere'
At PHA we feel we have addressed these three needs very effectively in the procedures and strategies that we have in place to promote acceptable behaviour and working habits.
Our school rules serve to protect the rights of all members of the school community.
These rules are displayed in a prominent position in every classroom. They are revisited at regular intervals throughout the school year and the children are encouraged to show responsibility in abiding by them. All procedures and strategies are based on these 'fair' rules.
Codes of Conduct
At the beginning of each new school year the class teacher and children will formulate a class code of conduct to operate alongside the school rules. This will be the basis for all classroom behaviour improvement. The children and staff from each class in the year group, then get together to formulate their Code of Conduct for the year. See Establishment procedures for details. These rules will be revisited at regular intervals throughout the school year.
Each week the children decide to work towards a target that is based on social skills. This can be related to behaviour issues, friendship issues or working together in class.
Circle time or class meetings provide a structured forum for class discussions. They give teachers great insight into pupil’s attitudes, concerns and opinions on school topics. Within this framework topics such as making rules and behaviour can be discussed in an open, democratic way. Circle time promotes group co-operation and cohesion as well as raising self-esteem.
There is a set format to follow with definite rules:
• only one person can speak at a time [eg.a special object might be passed round the circle and a person can only speak if he/she is holding the object]
• everyone has the right to contribute or not to the discussion
• all comments about each other have to be positive.
Circle time can be very rewarding for both staff and pupils as they build up trust with one another.
It is essential to ensure that all participants in Circle time feel comfortable. There are many 'warm-up' activities that can be used to achieve this.
Celebration of Achievement at Powers Hall Academy
The whole school approach to behaviour improvement at PHA is a positive approach and the celebration of achievement is an essential part of this. The more valued a child feels the more positive is their self-image. When children feel their efforts and achievements are recognised by the other children and adults within a school, they will strive to achieve more. Fundamental to any whole school, positive approach to behaviour improvement is the support of the Head of School.
Promotion of a positive system of behaviour improvement must begin with the Head of School. It is essential that she has a very active and high profile participation in the celebration of achievement. At Powers Hall this happens through:
The Head of School has a collection of special stickers that the children can choose from when they bring examples of excellent work [for that child]. The sticker is attached to the work and initialled by the Head of School; a copy may be taken to send home for parents/carers.
Head of School certificates
These certificates are awarded for participation in special events or contributing to school life in a special way. These can be individual or class awards [e.g. participation in District Sports, Music Festival]. These are often presented at a whole school assembly.
Pupil of the Week certificates and stickers
At the end of each week a whole school assembly is held to celebrate the special achievement of one child from each class. The Head of School leads this assembly and class teachers explain to the whole school how and why the child has been nominated for the award.
Ambassador of the Week
Each week one child will be nominated by their peers as ‘Ambassador of the Week’. They will consistently have been a good ambassador for the school, within their class, on the playground and around the whole school site. Children receive certificates, which are presented during Ambassador Assembly.
Contact with Parents
Staff often inform parents personally of their child's special achievement, by telephone, before or after school and through the Home School books or emails.
Children are awarded House Points to acknowledge a wide variety of achievements or successes. This includes acts of kindness to others; manners, offering questions or answers in class; identifying mistakes in their work and using this as a learning opportunity. Every child belongs to one of the three houses and the House Captains count and record the total number of House Points for each house weekly. An announcement is made after Ambassador assembly and the winning house has their house ribbons attached to the House Trophy, which is displayed in the entrance.
There are House Assemblies and the children vote for which charity they want to support and discuss strategies and ideas to raise money for their nominated charity.
The Senior Leadership Team spend time in classes, observing and talking to children, looking at work and celebrating individual/class successes. This is very supportive for class teachers and indicates to the children that the senior management of the school take an active interest in their classroom activities. Positive comments show appreciation of the hard work resulting in a good classroom atmosphere.
Each classroom has a designated area for the children’s WOW work. This is a piece of work, selected by the child, which they are particularly proud of.
MDAs on the playground award stickers and/or House Points for a number of reasons including appropriate behaviour, good choices and for having a healthy lunch. This helps the children have a sense of continuity and consistently all through the day.
The Elton report suggested that classroom management skills were perhaps the ‘single most important factor in achieving good standards of classroom behaviour.'
Class Teachers, HLSAs and LSAs plan very carefully to ensure their lessons run efficiently and effectively at all times. All classrooms are organised so the children have adequate working space and easy access to equipment. Books and other resources are displayed to create an attractive, stimulating work environment.
Class teachers take much time on displaying children's work, demonstrating how this work is valued. All children will have work displayed over the year.
Work planned by the class teacher is differentiated to cater for the individual children's abilities and needs. Teaching of activities is very varied so the children experience a wide range of teaching styles and stimuli. Support staff work alongside the class teacher to support individual children or small groups.
It is essential that all class teachers follow this procedure as it establishes their own and the school’s expectations of behaviour management.
All children must have access to a copy of the school rules. These must be read through carefully and discussed to ensure understanding, particularly the rights and responsibilities
This explains the purpose of the year group Code of Conduct and the relationship of these to the school rules. In groups children formulate suggestions for 4-5 ‘rules’ for the code of conduct. Each group presents to the rest of the class. All suggestions are discussed and then 4-5 ‘rules’ are chosen to go forward to the year group meeting. The class also decides who will present the suggestions.
The whole year group meets in the hall and suggestions from each class put forward and discussed. The whole year group then vote for the rules they wish to adopt. Members of staff must explain the importance of these negotiated codes and the fact that they will be the basis for all behaviour management throughout the year. The children also need to know that all members of staff that teach them will be aware of their code.
All children will sign their Codes of Conduct and the signed copy will be displayed in the classroom. A copy will also go home to the parents. During the first week of the school year the code should be referred to and revisited regularly so the children become very familiar with it as do we all!
Once the above have been accomplished the children must understand the consequences and reward systems that accompany the Codes of Conduct. Time Out and Reward times must be carefully explained. The children must be clear about the following:
Where they take class Time Out.
Who their Paired Time Out teacher is.
Why they are taking Time Out.
If a child fails to respond to classroom procedures, they may have to be isolated from the rest of the group for a specified time. Each class has a designated Time Out area for this purpose.
If the child refuses to take Time Out within their classroom, or continues to be disruptive, they will be asked to take themselves to another class teacher to take Paired Time Out in their area.
If the child refuses to leave, the class teacher will send for the paired teacher, who will come and remove the child. If the child still refuses, the Behaviour Lead will be called to remove the child. Parents will be called to discuss the child’s behaviour. All children who have had 3 (or more warnings), Time Out or Paired Time Out, receive a letter informing their parents, which the child completes after discussion with the Behaviour Lead in the Break/Lunchtime Room. This should be signed and returned. In extreme cases the child may be internally secluded or excluded for a few days.
Every incident of Time Out is recorded and followed up by the Behaviour Lead.
Identified children may have a Consistent Improvement Plan. These outline the school’s main areas of concern, set targets for the children and record how progress towards these targets will be achieved. The programmes are implemented by all adults involved with the teaching and learning for the child. The plans support the child with their difficulties during this time and the child will have a monitoring chart as well. At the beginning of each week they will spend time with the Behaviour Lead discussing an individual target; which will be their focus for the week. Each session parents receive a copy and are encouraged to come into school and discuss their child’s progress and next steps.
Morning Break time
The members of staff on duty monitor behaviour on the playground. At the end of playtime, a member of staff blows a whistle. All children stand still and silent. They are then given a verbal instruction to walk to their lessons. This is to encourage a calm end to play ready to begin the next work session. All incidents of inappropriate behaviour are dealt with initially by members of staff on duty but if the situation escalates the child/children involved in the incident will be sent to the Break time/Lunchtime Room. If an incident needs further action all involved will come back at lunchtime to discuss further.
Lunchtimes can, at times, present difficulties for some children. It is very important for the children to have some unstructured time, when they organise their own play. [Although soft play equipment is provided]. This can lead to disagreements and tempers can become frayed. At PHA we have evolved a set of procedures to help children take responsibility for their behaviour in the same way as we have for other school times. All midday staff have a very positive, supportive approach to the children, which helps make the lunchtime procedures so successful.
Minor incidents at lunchtime are dealt with on the playground by the MDAs who record the incident in their record books. These record books are collected each lunchtime and all incidents and/or issues reviewed by the Behaviour Lead. If a child’s name begins to appear regularly in these records he/she is asked to come to the Break/Lunchtime Room to discuss their behaviour and the consequences of continued problems. They will be given the opportunity to have respite from the playground if they wish to spend time playing inside during these times.
This is a designated classroom, where the children can take themselves or be taken should they need 'time out' from the playground. The area is supervised by the Behaviour Lead or another member of the Leadership Team.
If a serious incident occurs at lunchtime all concerned will be directed to Break/Lunchtime Room. If the child refuses to follow these procedures, they will be collected and removed from the playground.
The child/children will be spoken to and the incident logged and recorded. All children involved will be given the opportunity to write/tell their side of the story. Once the incident has been dealt with to the satisfaction of all concerned the child/children may then return to the playground or possibly spend some time playing inside.
In addition, this room is also used for ‘make-up’ time [see Time Out procedures] and for those children unable to go onto the playground for medical reasons. Any child who is not wearing correct school uniform will also play in here. Euston Square is also very popular with children who want to spend a bit of time inside playing. There is a range of toys and children will often ask to play in with a friend. Sometimes they just want a break from the playground or to spend some quiet time reading or drawing. If a child has an injury or illness, that prevents them from doing PE they will play in Euston square with a friend until well enough to go back outside.
A high standard of behaviour is expected of the children when eating. The Lunchtime staff monitor this.
If a child's behaviour is inappropriate he/she will be spoken to. If the behaviour persists, the child may be asked to eat in the Break/Lunchtime Room.
Those children that experience problems regularly at lunchtime are paired with a named MDA. Success is rewarded with certificates/stickers.
Raising children’s self-esteem is the most effective way of improving their behaviour. If the child spends much of his/her time with adults who concentrate on their failings, their self-esteem or self-image is damaged. Their emotional, social and academic development is blighted. If, however a child experiences respect for their opinions, has appropriate behaviour reinforced and is given time and approval they will develop a sense of security, identity, belonging and competence. The best way to enhance a pupil’s self-esteem is to, verbally and through actions, makes them feel special.
If a child lives with criticism,
He learns to condemn.
If a child lives with hostility,
He learns to fight.
If a child lives with ridicule,
He learns to be shy.
If a child lives with shame,
He learns to be guilty.
If a child lives with tolerance.
He learns to be patient.
If a child lives with encouragement,
He learns confidence.
If a child lives with praise,
He learns to appreciate.
If a child lives with fairness,
He learns justice.
If a child lives with security
He learns to have faith.
If a child lives with approval,
He learns to like himself.
If a child lives with acceptance,
He learns to find love in the world.
“A good self-image is the most valuable psychological possession of a human being"
[John Powell 1976]
Policy Updated Summer 2018 - written by Behaviour Lead
Head of School: Mrs R Prigg
Ratified by PRM Committee October 2018
Policy for management of bullying: Appendix to Behaviour Policy
“Bullies are found in every age group and they learn that their behaviour gets them what they want. Like aggression, bullying is a learned behaviour.” [Besag 1989]
Definition of bullying
Bullying is the intention to hurt, frighten or intimidate another person. Bullying can manifest itself in many forms and can be difficult to identify, because serious sustained bullying is very secretive. It is also deliberate and persistent. It is not isolated incidents.
During our Let’s Talk Assembly, the pupils at PHA voted for us to adopt this: Several
Common forms of bullying
Signs that a child is being bullied
• withdrawn behaviour
• failure to thrive [academically and socially]
• lack of interest and motivation
• loss of self-confidence
• unwillingness to go to school [ headaches, stomach aches]
• displaying ‘retaliation’ behaviour [adopting ‘bullying’ behaviour but at random
• attention seeking behaviour as a cry for help
Our Policy for Behaviour and Discipline states that at PHA we aim to:
• provide a structured, stimulating and secure environment where all children feel safe, respected and free to learn.
Bullying will not be tolerated at Powers Hall Academy because a child who is being bullied does not feel safe, respected or free to learn. We take all reported cases of bullying type behaviour very seriously. All staff are very vigilant and, the Behaviour Team, is responsible for all procedures dealing with this.
Pupil voice is given a very high priority at PHA and this is very apparent in all systems and procedures, including those in place for bullying.
PSHE lessons for all year groups tackle bullying and children are consulted when formulating an anti-bullying policy.
Information for Parents/Children
A ‘Who can help’ information leaflet identifies members of staff who have responsibility for dealing with behavioural issues, including bullying
A Behaviour improvement sheet outlines procedures within the school and encourages the parents to come in.
Information is also included in the school prospectus and newsletters.
Procedures used in the management of bullying at Powers Hall Academy
During Establishment at the beginning of each academic year the procedures for all behaviour issues are explained to the children so they are aware of where to go and who to talk to if they have concerns, this is reinforced throughout the year. This procedure is revisited and discussed regularly throughout the year with the children.
Children will be taught to understand the definition of bullying and will be taught to understand that it refers to persistent incidents not one off friendship disputes.
The school is part of the Peer Mediation Scheme, whereby children in Year 5 undergo training in dealing with minor friendship issues. Very often children find it easier in the first instance to share concerns with their peers.
When a child informs us they are experiencing difficulties with a certain child or children:
• He/she talks with an adult experienced in dealing with these difficulties.
• Friends are detailed to ‘keep an eye’ on the him/her, and to ensure they always have someone to play with, sit with at lunchtimes etc.
• An M.D.A. is detailed to monitor him/her, ensuring he/she is safe at all times on the playground at lunchtimes.
• ALL staff receive a message, explaining that he/she needs to be monitored for a set period. Any incidents involving him/her will be reported to a member of the Behaviour Team.
• Meetings are arranged with his/her parents, where all procedures are explained, anxieties allayed and confidence boosted.
• Parents are given regular updates of developments.
Talk sessions with members of staff
These are vitally important in helping children cope with bullying because they:
• reassure the child that the bullying WILL stop
• show the child that someone will listen and take their problems seriously
• allow the child’s fears and frustrations to be expressed in a non-threatening situation.
• gives the child increased self-confidence to face the situation
• allows the child to talk through the bullying with an experienced member of staff who can offer strategies to make the bullying irrelevant.
During these sessions the member of staff will work on raising the child’s self-esteem by re-enforcing their strengths and talents. The taunts and abuse are discussed and the child is made to believe they are irrelevant and must be rejected. It is explained that if the bully sees a ‘submissive’ reaction to his/her taunts it gives the message that even the ‘victim’ in a way believes the taunts. Once the victim is able to reject them the bully has lost his/her strength.
The ‘victim’ is also offered the opportunity to ‘face the bully’, to express face to face how they feel. [This is very carefully supervised by experienced staff]
When a child has been identified as a bully:
Interviewing the bully
Bullies are often very unhappy, insecure individuals, who bully others to make themselves feel more powerful. They often choose victims that have abilities or attributes that they would love to have themselves. It is therefore vital to raise the bully’s self-esteem so there is no longer the need to bully.
At the interview the bully will:
Questions will be asked to determine whether the he/she is being bullied inside or outside school.
The member of staff will spend time looking at the positive qualities of the bully of the bully, and how these can be used in a positive way, [to raise the bully’s self-esteem].
Updated Summer 2018
Click here for more information.