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Behaviour

Behaviour Policy

Version 1.0

January 2017

 

       1.0 Aims:

At Castle Academy, our aim is that every member of the academy community feels valued and respected and that everyone behaves in a way that is socially acceptable.

Our behaviour policy is designed to support the way in which all members of our academy community live and work together, by creating an environment in which everyone feels happy, safe and secure. The academy acknowledges its responsibility with regards to the Equality Act 2010 and this policy runs in conjunction with the academy’s other policies such as the restraint policy and the safeguarding policy

 

2.0 Roles and Responsibilities:

Roles and Responsibilities
Staff and Governors Pupils Parents
To lead by example and be consistent in dealing with pupils To take responsibility for their own actions and behaviour To ensure that pupils come to the academy regularly, on time with the appropriate equipment

 

To encourage the aims and values of the academy and local community among the pupils To respect, support and care for each other both in the academy and the wider community To be aware of and support the academy’s values and expectations as identified in the home school agreement
To have high expectations of the pupils To attend the academy regularly, on time, ready and equipped to learn To take an active and supportive interest in your child’s work and progress, e.g. attend parents evenings
To meet all the needs of the pupils through an appropriate curriculum To be tolerant of others, irrespective of race, gender, religion and age
To encourage regular communication between home and the academy To do as asked by all members of staff throughout the academy day


3.0 Support and Systems for Individual Pupil Needs:

  • If there is a persistent problem, the class teacher and the SENCO/Inclusion Manager will draw up a Behaviour Support Plan to support the pupil in partnership with parents. All staff working with the pupil will be informed of this, including midday supervisors, where appropriate. This will give a consistent approach throughout the academy day
  • If the problem continues, together we will work with outside agencies to seek solutions to support the pupil. For pupils who are having these difficulties the academy will provide targeted pastoral support or mentoring by adults or peers. (i.e. positive play, circle of friends, peer buddies/ mentors etc)

4.0 Rewards:

  • Verbal praise: a ratio of 3 positives comments to one negative.
  • Weekly certificates celebrate children’s curricular, extracurricular and behavioural achievements – these are given out in Celebration Assembly.

4.1  Success Stars:

  • All children will be part of the Success Stars Reward system, where children are given stars that are attached to their scrolls of success. Stars can be awarded for any positive actions such as :
    • Being considerate
    • Being enthusiastic
    • Being respectful
    • Encouraging others
    • Playing nicely
    • Working hard

The scrolls progress through the colours of the rainbow with incentives for completing a scroll and for moving up a level. These scrolls will progress with the children throughout their time at Castle Academy.

Discretion will be used for children who join the academy at any other time than Foundation Stage.

The incentives are as follows:

Colour and Total No.to be completed. Scroll Number Reward
Red (5) 1 Small sticker
2 Large sticker
3 Smelly sticker
4 Principal sticker
5 Principal certificate and small prize
Orange (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Yellow (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Green (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Blue (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Indigo (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Violet (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Bronze (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Silver (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Gold (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize
Platinum (3) 1 Small sticker
2 Principal sticker
3 Principal certificate and small prize

 

4.2 Reading Incentives:

  • Reading Incentives are in place to promote and encourage reading.
  • Children receive a sticker on their bookmark for every read that is recorded in their reading record book outside of the academy. The stickers can then be used to “buy” prizes from the Prize Shop which is open once every half term.
  • For children that go over and above the expected number of reads per week (4) or do additional work such as a book review or character description/drawing, they will receive a golden star that will be stuck in our “Big Book” in the hall. These children will be celebrated at the weekly Celebration assembly.

4.3 Assembly Mascots

  • Assembly mascots (3 Dragons – Darla, Cinder, Legend) are awarded to classes at the end of every assembly, based on the children’s behaviour and contribution during assembly.

4.4 Other rewards

  • Stickers are given out to celebrate positive behaviour award stickers.
  • Weekly ‘Sharing Assemblies’ encourage pupils to be proud of their work
  • Weekly certificates are presented to the classes with the best attendance and punctuality.
  • Termly ‘Achievement Assemblies’ provide an opportunity for all staff to recognise the achievement or positive behaviour of pupils.
  • Year 6 “Stars of the Week” are given the reward of helping in FSU for an hour on Friday afternoon.

5.0 Consequences

The use of consequences should be characterised by certain features:

  • It must be clear why the consequence is being applied
  • It must be made clear what changes in behaviour are required to avoid future consequences
  • Group consequences should be used with care as they may lead to resentment
  • There should be a clear distinction between minor and major offences, as outlined in the behaviour pyramid.                                                                                                 

6.0 In conclusion

Behaviour management is a key priority at Castle Academy and is monitored on an ongoing basis to ensure best practice.

Level 2 + incidents will be recorded in Child Protection Online Monitoring System (CPOMS) by the member of staff who initially dealt with the incident. Actions will be recorded linked to the incident report. Incidents and patterns are monitored by Senior Leaders each half term to identify patterns and particularly vulnerable children. This will inform behaviour support planning and leadership interventions.

Level 1 behaviour will be recorded on class incident sheets. These will be monitored by each teacher and Senior Leaders to ensure any patterns of low level behaviour are identified and dealt with appropriately.

 

7.0 Review Date

This policy will be reviewed every 2 years.

Next review: January 2019