Attitude & Behaviour
Getting it Right
We have a very clear and simple approach to enabling our children to develop good habits for life. Our intention is to build on the expectations set within their home and to work together to offer a school culture that holds effort, consideration and self-awareness in high regard. To put it simply, we begin with relationships and knowing each other well. We believe that this is the most significant aspect of each school day, underpinning everything else. We believe that good old fashioned manners and good humoured interactions foster mutual respect. We share the expectations with the children in a way that enables them to act positively and to help them to understand how their actions can directly effect others and themselves, developing a sense of personal responsibility.
We focus on effort in all aspects of the school day and the recognition given from each child trying hard. This means that we place less emphasis on rewarding achievement as research shows that this can create worry or low self-esteem. Rewarding effort engages the children and motivates them to do their best in all aspects of the school day, without the possibility of failure.
Our children know that a safe, calm and happy school is everyone's responsibility.
Step 1: WHAT
This is 'what' we think is important in our school.
We believe that all our pupils thrive when in a nurturing environment with clear expectations.
We have three simple rules which can be applied to all ages and in all aspects of school life.
We talk to all our pupils about how these rules apply at different times, areas of school and across the ages.
Examples we shared with pupils are listed below.
Step 2: HOW
This is 'how' you can do it!
Our St Thomas Top 10 is displayed in every classroom and around the school. This poster offers the children 10 great ways to have a good day. They're very simple and they add value to some very simple behaviours that can create some very positive outcomes.
As you will see, the reference to effort threads through. This helps our children to develop good behaviours and habits. When we share this with our children, we offer them the opportunity to take responsibility.
Putting these behaviours into place at a young age can ensure that the children grow older with a sense of identity, pride and responsibility.
Step 2: How
This is 'how' you can do it.
Our rules are supported by an overall expectation of Effort from all pupils.
Quite simply effort means everything. From an early age our children are given recognition for their efforts. This means that they can approach all tasks, and all relationships in a positive way. It really helps them to know that it's that simple.
There are many opportunities to do something great each day at school, all of which require individual effort, no matter how challenging it may appear.
When our children step into the big, wide world, it will be their work ethic and their interactions with others that will help them to be happy and successful.
This is 'how' we support.
Our aim is that pupils intrinsically know and demonstrate appropriate behaviour but we recognise that children also thrive on acknowledgement and recognition for. heir effort. ClassDojo is a digital classroom management tool designed to help our teachers promote positive behaviour. Each student gets an avatar, which the child can personalise, and teachers create goals or behaviors to track, such as completing homework, participating in class, staying on task or demonstrating effort. In our reception and year one classes we use ClassDojo to acknowledge when a child has completed one of their independent challenge activities, ensuring that our children engage in their own learning when not directly supported by a teacher. Teachers use their iPads or computer in class to give points. Each student’s points can be displayed via a smart board and shared with the children or families. Every point earned contributes to the children's house point scores, promoting great teamwork and collaboration across the whole school. We can show you your child's Dojo on parent's evening, celebrating their attitude and efforts. Most importantly, the children really like it because it's fun.
Alongside Class Dojo children may be given stickers, merits, texts home and celebration certificates.
Step 3: IF
This is what happens 'if' you don't get it right.
Rules are important in society for all of us. It would not be fair on our children if we did not ensure that they had a realistic understanding of the negative outcomes related to anti-social behaviour. We focus initially on the 'what' and 'why' and finally on the 'if' so that we put the emphasis on the positive behaviours. If a behaviour is not good enough then we can use our policy, to manage pupils in the right way. This enables children to reflect and evaluate their own behaviour.
We have a shared consistent approach to negative behaviours.
SEND & INCLUSION
Meeting the needs of all pupils
Recognising the impact of SEND on behaviour
The school recognises that pupils’ behaviour may be impacted by a special educational need or disability (SEND). When incidents of misbehaviour arise, we will consider them in relation to a pupil’s SEND, although we recognise that not every incident of misbehaviour will be connected to their SEND. Decisions on whether a pupil’s SEND had an impact on an incident of misbehaviour will be made on a case-by-case basis. When dealing with misbehaviour from pupils with SEND, especially where their SEND affects their behaviour, the school will balance their legal duties when making decisions about enforcing the behaviour policy. The legal duties include:
Taking reasonable steps to avoid causing any substantial disadvantage to a disabled pupil caused by the school’s policies or practices (Equality Act 2010)
Using our best endeavours to meet the needs of pupils with SEND (Children and Families Act 2014)
If a pupil has an education, health and care (EHC) plan, the provisions set out in that plan must be secured and the school must co-operate with the local authority and other bodies
As part of meeting these duties, the school will anticipate, as far as possible, all likely triggers of misbehaviour, and put in place support to prevent these from occurring. Any preventative measures will take into account the specific circumstances and requirements of the pupil concerned. These may include:
Short, planned movement breaks for a pupil with SEND who finds it difficult to sit still for long
Adjusting seating plans to allow a pupil with visual or hearing impairment to sit in sight of the teacher
Training for staff in understanding conditions such as autism
Use of calm spaces where pupils can regulate their emotions during a moment of sensory overload
Adapting sanctions for pupils with SEND
When considering a behavioural sanction for a pupil with SEND, the school will take into account:
Whether the pupil was unable to understand the rule or instruction?
Whether the pupil was unable to act differently at the time as a result of their SEND?
Whether the pupil is likely to behave aggressively due to their particular SEND?
If the answer to any of these questions is yes, it may be unlawful for the school to sanction the pupil for the behaviour. The school will then assess if it is appropriate to use a sanction and if so, whether any reasonable adjustments need to be made to the sanction.
Considering whether a pupil displaying challenging behaviour may have unidentified SEND
The school’s special educational needs co-ordinator (SENCO) may evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met. Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs. When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.
Pupils with an Education, Health and Care Plan (EHCP)
The provisions set out in the EHC plan must be secured and the school will co-operate with the local authority and other bodies. If the school has a concern about the behaviour of a pupil with an EHCP, it will make contact with the local authority to discuss the issue. If appropriate, the school may request an emergency review of the EHCP.
Preventing recurrence of misbehaviour:
As a school we are committed to using a range of initial intervention strategies in order to reduce likelihood of suspension or permanent exclusion in addition to the strategies outlined in our behaviour system. The aim of all interventions is to identify and address underlying factors leading to misbehaviour and to assess the appropriateness of the provision in place for the child. We also work with local partners, for example alternative provision for short term interventions and the pupil referral unit for advice and support. In addition, we are proactive in working with Early Help. Where a child has an EHCP we work closely with the LA Send team to review provision.