Ashcombe School Behaviour Blueprint
At Ashcombe Primary School we aim to create a happy, caring and co-operative school community with partners who are motivated to develop capable, confident and tolerant members of society.
We believe in the power of positive reinforcement of desired behaviours rather than focussing too frequently on children’s unwanted behaviours.
To foster high standards of behaviour is the shared responsibility of parents, all teaching and non-teaching staff and the children themselves.
1 To show respect for all people.
2 The children to accept responsibility for their own actions and exercise good self control.
3 To instil a respect for property and the environment.
4 To develop a clear understanding of right and wrong.
1 Our 3 Rules are to be expressed clearly and are to be constantly reinforced by encouragement and praise.
2 Children will have regular opportunities to discuss and understand the 3 school rules.
3 In cases where sanctions are necessary, appropriate sanctions will be applied fairly and consistently.
4 Where misconduct is serious enough or frequently repeated it will be reported to parents and where necessary an individual action plan for the child will be formulated.
Rewards & Sanctions
We work within these three general principles:
- We prefer to work through encouragement and praise rather than punishment.
- We will always listen to children and try to treat them fairly.
- Whenever possible we hope to start each day afresh, not carrying forward incidents from one day to the next.
Desirable behaviours are reinforced and celebrated through:
- Adult verbal praise on a continual basis
- Recognition boards in every classroom
- Weekly Family Crew & Jigsaw lessons based upon the SEAL materials
- Postcards home and hot chocolate with HT
- Additional support given to a small minority of students to help them to manage their behaviours and relationships more effectively (LM support, IBPs, Action Plans etc.)
Misconduct will be dealt with by applying the following hierarchy of sanctions,
- Stepped boundaries – see above blueprint.
- Low-level disruptive behaviour during class lessons & wet lunchtimes will be recorded by teachers and lunchtime supervisors and a time out sanction given, this will be recorded on the child’s individual behaviour record. (Safeguard system).
- Removal from a situation or loss of privilege for repeated minor misbehaviour or rudeness to an adult or another child or behaviour that results in hurt or damage.
- Referral to head for serious misconduct, especially deliberate, aggressive or destructive behaviour. Details of each behaviour incident will be recorded on child’s individual behaviour log (Safeguard system). If deemed necessary parents will be invited into school to discuss incidents with the headteacher & pupil. Discussion of the school rules and how the child breached these will be part of each referral process.
- Immediate parental consultation for individual serious incidents when the classteacher or headteacher feels it is necessary to inform parents and involve them in the resolution of the situation. Confirmed bullying incidents will always be reported to parents.
- The school will implement the local authority exclusion procedures if necessary.
Any of these sanctions may be applied immediately depending upon the severity of the incident.
Rules (the Ashcombe 'Be s')
1. Be safe
2. Be respectful
3. Be ready
1. Daily meet and greet
2. Lovely lines
3. Wonderful walking
Over & Above Recognition
1. Postcards home (all staff)
2. Whole school 'shout out' board
3. Phone calls home
1. Walk around school
2. Wear school uniform
3. In lines when moving as a class
1. Reminder of rule
3. Last chance (using micro scripts and mantras)
4. Time out
5. Repair/Restorative conversation
Microscripts & Mantras
1.' I've noticed you are...'
2. 'It's this rule that you've broken...'
3. 'Do you remember last week when you [add positive memory]? That's who I need to see now. Thanks for listening'
4. 'Now you've chosen to go for time out for ... minutes'
1. What happened?
2. What were you thinking at the time?
3. How does this make people feel?
4. Who has been affected?
5. How were they affected?
6. What could we do to put this right?
7. How can we do it differently in the future?