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St George's School

…where we grow together to reach our dreams and achie​ve our potential;

build nurturing, caring and secure partnerships, enjoy opportunities for all to build skills for life and make a difference in our world.

St George's Policy for Positive Behaviour and Motivated Learners; Whole School Approach

The purpose of our policy is to support pro-social behaviour amongst the pupils using a Trauma Perceptive Practice Approach throughout the school, so that all pupils can effectively learn, be safe, feel respected and develop self-discipline. This will prepare them for later life.

At St. George’s we use a consistent, clear and fair whole school approach, focusing on setting high expectations for behaviour and learning attitudes. Pupils are given opportunities to reflect on their behaviour and are supported to respond with a restorative approach.

We understand that challenging behaviour is a form of communication, often born from a reaction to Adverse Childhood Experiences suffered by the pupil. As a team, we work hard to identify what is underpinning the behaviour being displayed. A reflective approach is key. For some pupils, this will require an individualised approach which will be in the form of a Risk Reduction Plan, tailored specifically for their needs.

We understand that consistency, connection and building positve relationships is key and work collaboratively with pupils, families and external agencies to develop a joined-up approach and support. 

St George's School...

Supporting young people to manage their behaviours and make the right choices...

... we catch young people doing the right thing! We award 'Dragon Tokens', 'I've Been Green All Week' stickers, and Certificates of Achievement. Behaviour at the school is good, and many of our young people have outstanding behaviour and attitudes. However, as a community school, we recognise that some of our young people benefit greatly from specific support and guidance to help them make positive decisions, and as a result be maturing into wonderful citizens of the future!

What positive behaviour looks like...

  • Pupils are focused on their learning without interruptions.
  • The curriculum is delivered effectively, and all pupils are engaged.
  • Transitions are smooth and routines are established.
  • Pupils use strategies to co-regulate and then self-regulate their emotions and behaviours.
  • Strong relationships are developed.

Three Core Rules at the heart of what we do:

1. Be Ready

2. Be Respectful

3. Be Safe

Supported by a Traffic Light System:

Our Traffic Light System enables pupils to easily understand and visualise how their behaviours and attitudes have been at school.

Green – The pupil is following the 3 core rules: Always Ready, Always Respectful, Always Safe

Amber – Needs a bit of support to get back on track. Time to stop and reflect with adult guidance; Am I Ready? Am I Respectful? Am I Safe?

Red – STOP! The behaviour is Not Ready, Not Respectful or Not Safe.

Whole School Reward System - Dragon Tokens:

Dragon tokens will be presented to pupils for going ‘above and beyond’ in displaying positive learning attitudes and behaviour. They are used by staff across the school and/or off-site.

 The Dragon Token system works as follows:

  • Pupils are placed in one of four dragon teams: Smokey (red), Blue Dust (blue), Robotics (yellow), Flame Thrower (green)
  • Siblings will be placed in the same dragon team
  • Dragon Tokens will be awarded to pupil’s who go above and beyond at following school rules and expectations
  • Behaviour is RAG rated every week and children receive a sticker if they have been ‘Green all Week’
  • Dragon Tokens collected are counted and work towards the six stages of certificates: Bronze, Double Bronze, Silver, Double Silver, Gold, Double Gold
  • Dragon teams with the most tokens receive a reward at the end of the year.
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Curriculum:

  • Pupils will be taught what positive behaviour looks like, including strategies to use when they are not effectively managing their emotions and behaviour.

    Key areas of the curriculum which promote the development of pro-social behaviour include:

  • Personal Social Health and Economic education (PSHE),
  • Relationships and Sex Education (RSE) and Online Safety.
  • Collective Worship will also be utilsed to strengthen children understanding of core values and rules.

Positive behaviour is promoted when:

  • A clear and consistent approach is used by all adults
  • Common language is used with children I wonder, I imagine, I notice
  • Behaviour is modelled and supported by adults so that children are clear about what positive learning and attitudes to behaviour looks like.
  • Strong relationships are developed
  • Pupil’s contributions are valued
  • Positive behaviour is celebrated
  • Clear expectations are set in place for everyone to follow
  • Effective ‘learning to learn’ skills are identified

Rewards to show recognition of positive behaviour include:

  • Praise linked directly to the positive behaviour
  • Proximal praise
  • Individual or whole class rewards in recognition of positive behaviour and learning attitudes including Certificates of Excellence, class certificates, stickers, public praise in assemblies for exceptional achievements
  • Telephone calls/letters home to parents

Bullying:

Bullying is the ongoing and targeted behaviour of one or more people which is intended to impact negatively upon another. Bullying behaviour is unacceptable, and the school works collaboratively with families to address reported concerns. St George’s School works to support both the person/people who are subjected to the bullying behaviour and the person/people who are displaying the bullying behaviours. The aim is for the pupil to reflect on the behaviour, understand the impact and effect of that behaviour and for the behaviour’s exhibited to stop. Pupil’s involved will be supported by the Nurture Team, and direct involvement of the Senior Leadership Team if appropriate.

Supporting Behaviour:

There may be times when pupil’s find it difficult to exhibit appropriate behaviours. When this happens, children are provided with support to co or self-regulate their behaviour using a Trauma Perceptive Practice Approach.  An emphasis is placed on a collection of evidence around the alleged incident, using a ‘non-judgemental’ approach. Key supprt and interventions might include:

  • Reflecting on what happened
  • Reflecting on actions and response
  • Developing an understanding of personal triggers and emotions
  • Learning prevention strategies
  •  Calm staff team response; onus on maintaining a safe learning environment
  • Use of visual reminders or social stories
  • Time with a Nurture Mentor or member of SLT to work out what wnet wrong for the child/next steps
  • putting into place a Risk Reduction Plan
  • Enlisting support from other agencies if appropriate.

 

Sanctions:

Occasionally it may be necessary for a sanction to be put in place because of the behaviour displayed. Particularly when a pupil is persistently disruptive and support is not deterring the behaviour exhibited. Sanctions used will be proportionate and reasonable responses to the behaviour, that may vary according to the age of the pupil and any other special circumstances that affect the child.

Sanctions might include:

  • Change of colour card
  • Missed break
  • Reflection time
  • Confiscation of items

If a sanction has been necessary, the pupil will also be supported to reflect on what went wrong, make good the situation and identify ways to reduce or prevent further incidents. This will happen as soon as possible following the incident. Where behaviours displayed have resulted in a sanction being implemented, parents/carers will be informed to enable a joined-up approach.

Suspensions and Exclusions:

In extreme circumstances it may be necessary to implement further consequences. The school will work with the pupil and the parents to avoid suspensions or exclusions wherever possible. However, if the pupil continues to breach the school rules and the health, safety and welfare of both the pupils and/or staff team and the property of the school is jeopardized, the following sanctions may be carried out.

  • Internal exclusion/removal from class
  • Fixed Term Suspension
  • Permanent Exclusion

The wider context of the pupil and any underlying factors will be considered as part of the decision-making process. Fixed term suspensions and Permanent Exclusions will be reported by the Head Teacher to the Local Authority. 

The reasons behind the above will be made clear to the pupil, staff involved and parent’s will be informed.  The length of time for removal will be proportionate to the behaviour concern.  

Where a fixed term suspension has been implemented, reintegration meetings will be held prior to a pupil’s return to school. Support will be put into place for the pupil re-entering class.

In some circumstances, a referral may be made to a Pupil Support Unit as a final preventative measure to support pupils at risk of permanent exclusion.

Pupils with Special Educational Needs and/or disabilities

We understand that there may be occasions where provision and support will need to be personalised in order to enable all pupils can access the whole school approach to behaviour as set out within this policy. This enables pupils to feel part of the school community and enables high expectations to be maintained for all pupils.

Behaviour exhibited by pupils will be considered in relation to their SEND needs, although it is also acknowledged that not all incidents will necessarily be connected to that pupil’s SEND need.

Where a pupil has an Education, Health and Care Plan in place, the provisions as set out in that plan linked to supporting behaviour will be followed. 

The use of Physical Intervention

In extreme situations when a pupil’s behaviour could cause injury to themselves or others, put them in danger of committing an offence or cause damage to property, members of staff have the power to use reasonable force to prevent this from happening. It may be necessary to facilitate the use of the ‘Step – On’ approach for de-escalation and conflict resolution. Colleagues are trained in the principles of:

  • The importance of a whole school culture.
  • Pro-social language and body language.
  • Physical guidance, stopping short of physical intervention.

Parents will be informed if physical intervention has been necessary, and this will be recorded using the school system.

Safeguarding and behaviour

Where behaviour is poor, pupils can suffer from issues as diverse as lost learning time, child on child abuse, anxiety, bullying, violence and distress. It can cause some pupils to stay away from school, missing on vital learning time.

St. George's School acknowledges its legal duty under the Equality Act (2010) and Keeping Children Safe in Education (September 2022), towards safeguarding pupils linked to behaviour displayed in school.  This includes managing any incidents of inappropriate behaviour particularly those regarding child on child abuse or acts of prejudice.  This includes but is not limited to; SEND, gender identity, race, religious beliefs, poor mental health, poor physical health, disadvantage.

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