Furness Behaviour Policy

What is the core philosophy?

Development of self-discipline to encourage responsibility, awareness, respect in an environment that is safe, calm, orderly, and positive

What are the guiding principles?

Consideration, equality, fairness, kindness, listening, patience, respect, responsibility, sharing

What is the view on incentives vs sanctions?

Incentives are preferable

Children should be given the opportunity to…

make choices and be accountable, reflect on behaviour, exercise initiative and responsibility

What are the 3 Rs of classroom expectations?

Readiness, respect, responsibility

What do you do before using playground/equipment?

Explain how to use safely

What two actions signal quiet and request for all to listen?

Raised hand; clapping pattern

Where can students go to self-regulate?

Specific place with adult present

What must you do before sending children to an alternate year group?

Inform Head teacher

How do you hear children out after an incident?

Separately then together

How should younger/older children take responsibility?

With images or writing how it could be avoided

What must be done to student accounts of incidents?

Sign and date

What and when is Circle Time?

Discuss variety of topics

Weekly

How is behaviour rewarded weekly Reception-Yr 4?

Golden time

How can comic strips be used?

Restorative justice

How are parents held accountable for their child’s behaviour?

They sign an agreement on admission of child to school

What are weekly assemblies for?

Affirmation sharing

Positive reinforcement

Focus on a PRIDE value

What are the incentives during the weekly KS Affirmation Sharing assembly?

Class of the week

Certificates x3

School council (how many pupils, when are meetings, how are suggestions made)

2 kids/class

Monthly meetings

School Council Box in class

When are you permitted to search a student for forbidden items without their consent?

If approved by Heads

True or false: electronics (phones, consoles) are prohibited

True

If you see a phone being turned on/used, what do you do?

Confiscate it

What is the touch policy?

Use of reasonable force

Last resort

What do you do if you find a student with a weapon?

Confiscate, seal, notify police, complete report

What happens to a student if they’re in possession of a weapon, using it to threaten, or cause harm?

Permanent exclusion & police

If a student makes a racist/sexist comment, what is the protocol?

Apologize, educate, monitor, escalate if they refuse to apologize

How should you record behaviour concerns?

Edaware or behaviour book

What are rewards given in class for outstanding behaviour? (8)

Stickers

Marble jars

Star/point charts

Class/YG points or treats

Dojo points - certificate for most points every half term

House points

Golden time

Circle time

What is the progression of misbehaviour categories?

Needs help managing behaviours via restorative practices/sanctions

Often unacceptable

Sustained misbehaviour

Totally unacceptable

What are restorative behaviour improving strategies for when behaviour is not always good? The student needs to improve some behaviours (5)

Verbal warning first

Apology letter

Comics

Questions

Target setting

Zones

What are sanctions for improving behaviour for when behaviour is not always good? The student needs to improve some behaviours (6)

Verbal warning first

Confiscation

Loss of privileges

Time out

Golden time withdrawal

Playtime withdrawal/detention (w/ teacher or YG lead)

Sent to YG lead/head

When behaviour is not always good, and strategies are in place, what is the protocol for improvement?

Given time to show improvement, parents informed, info recorded, ABC sheets used if appropriate

What are behaviour strategies for when behaviour is often unacceptable?

Working with office, and

ABC forms

Alternative arrangements for parts of the day

Behaviour contract

Other strategies decided by office

What happens when behaviour doesn’t improve and is now sustained?

Sent to Heads of Schools for formal meeting with family. Possible consequences include temp exclusion, assessment, reduced timetable

What happens when the behaviour doesn’t improve and is now totally unacceptable?

Head contacts family

Chair, executive head, inclusion team informed

Return to school interview if temp excluded

How is readiness shown? (3)

Ready for orderly start

Materials needed

Remove outdoor clothing/bags, sit in seat, await instruction

How is respect shown? (5)

Show consideration to all

Listen to speaker

Respect opinions

Think before you speak

Treat classroom respectfully

How is responsibility shown? (6)

Take responsibility for self

Follow instructions

Ask for help

Be aware of needs of others

Aim high

Do your best

What are restorative questions to respond to challenging behaviour? (7)

What happened?

What were you thinking at the time?

Who has been affected by your behaviour and how?

How do you think they felt when you behaved this way?

What do you think you need to do to make things right?

What should be the consequences?

What have you learnt to help you make the right choice?

What are restorative questions to help those harmed by others? (5)

What did you think/feel when this happened?

How are you feeling now?

How has this affected you/others?

What was the hardest thing for you?

What do you think needs to happen now to make things right?

What are the 3 Rs to help navigate emotions?

Regulate, relate, reason

Regulate (3 Rs)

Self-awareness and calming strategies

Show red stick for 5 mins quiet time

Relate (3 Rs)

Positive relationship building by understanding others perspectives

Talk to teacher to find solution

Reason (3 Rs)

Reflect on actions and make decisions

What made them feel that way, what can they do differently, what can be changed to help them

What do students do if they’re stuck?

5 Bs

Brain - think again

Book/Board - reread instructions

Brave - try again

Buddy - ask someone at your table

Boss - raise hand for help

What are the 8 Es?

Embed

Explore

Explain

Examples

Expand

Enrich

Evaluate

Expertise

Embed

Revisit prior learning

Explore

Introduce new concept

Use prior knowledge

Ask questions

Explain

Learn from teacher

Discuss

Address misconceptions

Examples

Build confidence, collaboration, skill

Expand

Apply knowledge

Take learning further

Enrich

Challenge self

Make connections

Deepen learning

Evaluate

Self assess

Peer review

Set targets

Expertise

Teach someone else

Give feedback

Demonstrate mastery

What is The Learning Pit?

Model for growth mindset

What is the traffic light noise leveler?

Red - silence, independent

Yellow - whisper, pairs

Green - quiet, group

blue zone (state & examples)

low energy, down

sad, tired, bored, sick

green zone (state & examples)

calm, ready to learn

happy, focused, content

yellow zone (state & examples)

elevated emotions

excited, nervous, silly, frustrated

red zone (state & examples)

intense emotions

angry, panicked, out of control

PRIDE values

Punctuality

Respect

Individual responsibility

Dress in uniform

Excellence