It is a primary aim of Antingham & Southrepps Primary School and Nursery 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 behaviour policy 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.
Our aims are:
- To support the educational and other aims of the school.
- To contribute to the ethos of the school
- To prevent and tackle bullying
- To ensure that our schools have an anti-bulling culture whereby no bulling, including bullying between adults and children, will be tolerated
- To ensure that the conduct of all members of the school community is consistent with the values of the school.
- To ensure all children have the maximum motivation and opportunity to learn positive social behaviour.
- To provide a calm, safe and happy environment for all children
The school has a number of rules, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.
The school expects every member of the school community to behave in a considerate and respectful way towards others. We treat all children fairly and apply this behaviour policy in a consistent way. This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.
The school recognises and promotes good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to encourage good behaviour, rather than merely deter anti-social behaviour.
Good to be Green Behaviour Scheme
The ‘Good to be Green scheme is an effective way of promoting positive behaviour, rewarding those pupils who consistently behave appropriately, and is a means of being able to track those pupils who find it harder to meet the school’s expected behaviour code (see Behaviour Policy).
The scheme is very visual, with child friendly resources which allow our pupils to easily see how they are doing in class. We believe that it is important to promote a positive message regarding behaviour management at all times- ‘Good to be Green’ is a means of promoting our high expectations of positive behaviour. If a child has had a bad day, they can start afresh the following day.
Every child starts their day on a positive note with a green card displayed in their pocket of the Class Chart. The card says- ‘It’s Good to be Green!’ and the children soon learn to associate being on Green with a feeling of having done the right thing. If they are still on Green by the end of the day, the child is awarded a Dojo point.
If, during the day, in lessons, or at break times, a child has to be warned of inappropriate behaviour, or has broken a school rule, then a Stop and Think or Yellow Warning Card will be displayed over the top of the Green card. The warning gives the child the opportunity to reflect, consider and review their behaviour. If a child is already on a Yellow Warning Card, and they have to be told again of inappropriate behaviour, then there are consequences. Sometimes, moving a child onto a Red Consequence Card is enough to encourage them to behave appropriately.
Once a child has received a consequence then a restorative practice approach will be used as part of a planned response to relationship and/or discipline difficulties. This is a more effective response and can change the emotional atmosphere in a school and lead to more positive relationships between pupils and between pupils and staff.
A restorative approach may include having a ‘restorative conversation’. These conversations may happen during the school day and practitioners will use restorative language and questions to allow children and young people to understand the impact of their behaviours.
More serious incidents may require practitioners to hold a formal meeting and involve parents or families where appropriate. Examples of questions used in a formal meeting include:
- What happened?
- What were your thoughts at the time?
- What have been your thoughts since?
- Who has been affected by what happened?
- How have they been affected?
- What do you need to happen now?