MARVELS LANE PRIMARY SCHOOL
Aims and Values
We believe that all children at Marvels Lane School should have the right to feel safe and happy. They should have every opportunity to be able to learn and achieve. We aim to create an ethos where respect, kindness and tolerance are expected to be given and received by all members of our school community.
The following represents the guiding principles all members of our community, children and adults, are expected to follow:
Everyone will be encouraged to:
~ be polite, use appropriate language and show good manners at all times;
~ show kindness, respect and tolerance for all;
~ listen to each other;
~ follow instructions the first time;
~ not put anyone down;
~ respect property and the school environment;
~ not be verbally or physically aggressive;
~ learn and practise self control;
~ learn from our mistakes.
• Walk quietly and calmly throughout the school at all times.
• Listen to others carefully without interrupting.
• Ask adults for help when there is a problem.
• Look after their own and others’ belongings.
• Complete work to the best of their abilities.
• Use a suitable classroom voice.
• Keep to the school routines.
• Listen to children.
• Provide a safe and secure learning environment.
• Work in partnership with parents and carers.
• Apply firm and consistent approaches for behaviour management.
• Apply sanctions/consequences fairly, justly and consistently.
• Reward positive behaviour fairly, justly and consistently.
• Implement specific or differentiated approaches and plans for individual children as necessary.
• Maintain the school routines.
• Develop class rules and routines through consultation with children.
Parents will be encouraged to have read the behaviour policy and work in partnership with the school in promoting the positive behaviour of their children. If there are concerns, the school will inform and consult with parents at every stage about their child’s behaviour, as appropriate.
• Make sure their child attends school regularly and punctually.
• Make sure their child is dressed appropriately for school and has any necessary equipment.
• Discuss the school rules with their child.
• Talk to their child about their behaviour.
• Listen to their child’s point of view whilst also considering the other side.
• Talk to their child’s teacher or a member of the Senior Leadership team if they are concerned about a behaviour issue.
Rewards and Sanctions
Just as our rules and routines apply to the whole school community, all members of staff within the school will also apply rewards and sanctions fairly and consistently.
Children should be rewarded for keeping the rules and expectations and also for efforts to improve in all areas of behaviour.
Rewards may be class based and include praise, stickers, gem points, lucky dips and other class based reward systems, e.g. extra play and Golden time, or beyond the classroom e.g recognition in assembly through the Head Teacher’s Golden book, cards and postcards home, telephone calls home, being sent to a member of the Senior Leadership Team. Rewards may be earned individually or corporately by a group or class.
Teachers will keep a record of rewards to ensure consistency and fairness.
If a child has done something wrong they will be encouraged to:
a) Take responsibility – by being honest and then taking any consequences or sanctions.
b) Make things better – by saying / showing they’re sorry and attempting to repair any damage or hurt caused.
c) Learn from the situation.
Sanctions/Consequences may include missed playtime or lunchtime time (Red Zone),
removal of privilege such as being a monitor, phone calls home or speaking to parents, being sent to Head Teacher or member of the SLT or removal from a lesson or session. In more extreme cases internal or external exclusion may be necessary.
Behaviour for Learning
A coloured cards system is in place in all classes to support the clear and consistent implementation of this policy.
This system is designed to reward good behaviour, as well as providing stepping stones of consequences for making wrong choices in the classroom and around school.
A Green Card can be given at any time as one of the ways to reward good or improved behaviour. A green card means a child has earned a reward to be decided by individual class teachers.
A Yellow Card can be given at any time to draw attention to low level distracting behaviour such as rocking on chairs, talking when teacher is talking, leaving seat without permission etc- each class will decide on yellow behaviours as part of class contracts. A yellow card means a child will miss a portion of their playtime. 3 yellow cards means missing all of playtime and any further incidents would result in the issue of a red card. Playtime lost can be earned back and the yellow card removed if a child’s behaviour improves and/or an effort to improve is clear.
A Red card can be given to replace 3 yellow cards for lower level disruption or given instantly for a higher level behaviour such as:
• Verbally aggressive behaviour to both children and adults.
• Leaving the classroom without permission.
• Play fighting.
• Deliberately taking or damaging equipment.
On very rare occasions behaviour may be so extreme (i.e fighting in class, swearing at the teacher) that a child will be instantly referred to the Head or Deputy Head Teacher.
For children who frequently receive red cards there may then be the need to:
• Consider the need for additional support through the school Inclusion leader or PPSW (pupil parent support worker).
• Initiate closer monitoring i.e. frequency monitoring, time sampling etc.
• Complete a ‘Behaviour Assessment Profile’.
• Inform Parents by phone/letter.
• Meet with parents to investigate possible causes/alternative strategies i.e. parents.
work alongside child, reduced school day etc.
• Referral to other agencies i.e. Behaviour Support/Ed Psych etc.
• Consider the use of internal and external exclusion in line with current LA and DFE guidance and advice.
These are our way of encouraging children to be the best learners that they can be. They cover many of the key characteristics and behaviours that make successful and independent learners.
• Sapphire Power helps children focus and avoid distracting or being distracted by other children.
• Ruby Power encourages children to be positive.
• Emerald Power supports the development of perseverance and helps children cope with frustration.
• Diamond Power develops skills in solving problems and independence.
We believe that no child or adult should be discriminated against on the grounds of age, class, culture, disability, gender, language, race, religion, sexuality or special needs. In line with the current equalities legislation (see Equalities Policy), we will be proactive in promoting equality, eliminating discrimination and eliminating harassment. Any attitude, use of language, action or practice which assumes or implies inherent inferiority or superiority of any group will be dealt with and challenged whether it is overt and intentional, disguised yet deliberate, or unintentional. Any such action, verbal or physical, by pupils will be dealt with rigorously.
We aim to create an environment in which children feel safe and bullying is prevented at every opportunity. An ethos is created where children can talk to a whole range of adults about any concern. Any instances of perceived or actual bullying will not be tolerated (see Anti-Bullying Policy for definition and more detail). They will be investigated, dealt with as appropriate and then monitored.
• All teachers will have their own behaviour management plan detailing their strategies for managing behaviour with classes, groups or individual behaviour. These plans will be reviewed and amended as necessary.
• Regular inset staff training will continue to support the development of skills and strategies for all staff.
• Behaviour management and learning behaviour will be monitored by the Senior leadership team through observations, scrutinies and the monitoring of teacher’s reward and sanction records.
We believe very strongly that our values education should play a key role in the experiences of our children in the school community and beyond. Through these (see website), our aim is to promote positive behaviour by enabling everyone:
to know and understand what the key/core values in our community are;
to find and develop these within themselves;
to understand that what they say and what they do matters, affects others and therefore affects their community.
In conclusion, the primary aim of our behaviour policy is to promote good behaviour.
Having high expectations, being good role models and rewarding pupils enables us to promote
positive behaviour. Marvels Lane School aims to enable children to achieve the highest possible standards academically, creatively, personally and socially – To Be The Best That They Can Be.
Click here to download our Behaviour Policy.