Promoting Positive Behaviour

Promoting Positive Behaviour
It is our aim at all times to support and improve the behaviour of all the children under our care. To do so we acknowledge the important part that parents play in supporting the school to achieve our aim.
Below is a copy of our current behaviour policy, although pupils, parents and staff are currently working together to review and enhance our existing practice with regards to promoting positive behaviour.

We aim

To maintain and develop a safe, friendly secure environment
To encourage good attitudes to learning and co-operation
To promote respect and consideration for others
To encourage and guide children make the right choices
To promote responsibility when dealing with school and personal property
To ensure that everyone in the school shares responsibility for making Earlston Primary School a happy place to work in

With these aims, we believe we will raise the self-esteem of all involved.

How can we achieve our aims?
Everyone in the school community working together;

with a positive approach to behaviour
using praise and recognition for good behaviour
with a focus on raising self esteem
and treating each other with respect in a fair and just manner
while helping children realise they are responsible for their choice of behaviour
and dealing with problems in a sensitive and caring manner
with high expectations of each other

Learning and Teaching
There is a very strong relationship between behaviour and learning, children learn better in an ordered and positive environment. Equally, children who are stimulated and engaged in their learning through high quality, effective teaching, and children who have their progress and achievements recognised will feel valued and motivated to achieve more.
Within our learning programmes and in class activities, including circle time, we teach children:

responsible behaviour and that their feelings and reactions can be affected by what is happening within and around individuals
relationships with others and that friendships, caring and respect for self and others are important in maintaining positive relationships
responsible citizenship, including opportunities to discuss issues and views and influence positive change in the school.

Rules
A key element in promoting positive behaviour is the formation of a small number of positively worded rules which are explicitly taught and consistently applied and reinforced both routinely and in response to specific behaviours.

Consistently Calm Adult Behaviour:

All adult behaviour will be calm and controlled reflecting the vision and values of the school- there is an expectation that shouting at children is not acceptable, but that clear messages should be delivered firmly and calmly.

The behaviour must be separated from the child.

All adults will be kind, caring but demanding of the highest standards of behaviour across the school.

Key values such as respect will be specifically taught through HWB curriculum and revisited frequently throughout the year.

Expected behaviours based on the three key rules of:

To be READY for learning, opportunities and the future
To be RESPONSIBLE in our care for ourselves, others and our planet
To be RESPECTFUL in our words and actions and to be considerate of others

Will be taught, reinforced, modelled and applied consistently.

Behaviour will be corrected privately where possible- no child will be named and shamed.

As far as possible, teaching staff will manage behaviour and take responsibility for this. SLT can assist by providing a united front or reinforcing the messages of the class teacher/member of support staff.

To support children in following the rules, we have taught procedures for moving around the school, lining up, organising of belongings etc. This gives children a clear understanding of what is expected of them.

First Attention to Best Conduct
In order for this to work most effectively, teachers place a strong emphasis on positive behaviour by recognising and giving praise when pupils follow the rules and routines.
Adherence to school rules and expected behaviour will be acknowledged quietly and regularly through verbal recognition:

I noticed you…
I was pleased to see…

“Above and beyond or consistently achieving expected” behaviours will be recognised through:

Positive phone calls home or conversations with parents face-to-face or leave a voicemail
Good news postcards posted home, addressed to parents

Understanding and addressing challenges
We recognise that there are many reasons why children may experience difficulties behaving in an appropriate way. If a child is experiencing difficulties, our aim is always to understand the reason behind the behaviour and to put support in place where and when necessary.
The language of choice will be used with the children. Clear consequences will be indicated as part of this:

If you choose to… there will be a consequence of…

It should be brought to the child’s attention how their behaviour is impacting on themselves and others.
Language used by adults will also be authoritative:

You need to…
I need to see you…
I expect…

Reminders of the positive behaviour sought will be delivered.
Consequences where required will consist of the following:

Reminder of vision/rules
Caution
Time out (within class or another class) followed up with restorative conversation
Phone call home

If staff can see a pattern of behaviour then SLT should be notified. Parents may then be invited in for meeting to explore behaviours in more detail.
For any acts of physical, racial or sexual violence parents of children involved must be notified (as should SLT)
Any allegations of bullying must be passed onto SLT

Restorative Conversations
When children’s behaviour falls below what is expected of them, they take part in a restorative conversation with those who have been most affected by their behaviour. The aim of a restorative conversation is to support the creation, maintenance and repair of relationships in an environment that focusses on support and skill building. Restorative conversations usually get the child to consider the following:

What happened?
How were you feeling at the time?
Who has been affected by your actions?
How can we repair the relationship with those that have been affected?
What could you do differently in future?

The Playground
In order to ensure the children’s safety and to help with any difficulties, Scottish Borders Council employs a playground supervisor during all breaks.
The playground supervisor is in the playground from 8:40am to 8.50am. Children should not be in the playground before 08:40 as there is no supervision prior to this time.
The same school rules and strategies for behaviour management and restorative conversations also apply to the playground.

Disclaimer
Please note that whilst information provided on this website is considered to be correct at the time of printing, it is possible that there may be some inaccuracy by the time you read it.