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Red River Waldorf

Behaviour Policy

Behaviour Policy

Reviewed on Date: June 2016

Next review Date : June 2017

 

Aim

This policy aims to outline the approach and strategies that staff and volunteers use to support positive social behaviour and effective learning.

We strive to create a calm and nurturing environment where children feel valued as individuals and valued as a member of the community.

 

Key Principles

The principles that underlie our approach to achieving considerate and positive social behaviour in the setting are:

  • Children learn social behaviours including language through imitation and role modelling of adults around them, this can include those seen in computer games, media, films and on TV.
  • The way adults respond to behaviour and emotions in children can influence a child’s development in many ways: for example brain development, self- esteem and confidence and the development of social and emotional skills that can support them to effectively manage their emotions and behaviour in the future.
  • Inappropriate behaviour can be a sign to what skills a child could benefit from learning.
  • All Children learn and grow in their understanding of socially acceptable ways of behaving and can develop and learn new skills.  Children can learn to consider the views and feelings of themselves, others and the impact that behaviour has on people and the environment around them.

 

Key Methods

The staff use a number of strategies for promoting positive social behaviour and self- esteem.

  • We aim to not shout at children or threaten children with punishing consequences in response to inappropriate behaviour- e.g. If you don’t do this, you will miss your playtime.
  • We do not use stickers or charts as a general method to support behaviour management.
  • We do not use language or techniques that single out individual children that cause humiliation or shame.
  • We do acknowledge positive social behaviours and values in children e.g. kindness, patience, willingness to co-operate.
  • We aim to use communication that encourages a respect for the individual, others, the community and nature.
  • We create a co-operative environment rather than a competitive one to promote social harmony and positive social behaviours between children. We do not use Competitions in the learning environment.
  • We do have a set of clear expectations and rules for children and staff to follow.
  • We do engage children in the discussion of rules in the setting.
  • Children receive specific social and emotional learning sessions where they develop social and emotional skills e.g. recognising and managing feelings, relationship skills and peaceful problem solving.
  • We strive to show empathy and kindness to the children and to the problems, difficulties and range of emotions they experience throughout the day.
  • We aim to support each child to develop a sense of belonging, feeling valued and welcome in the setting.
  • We create opportunities to gather the views of children, listen to their ideas and respond where we are able to.
  • We support the children to learn to consider the feelings, thoughts and needs of themselves and others through many ways in the curriculum and setting.
  • We require and support all staff to use positive strategies for responding to inappropriate or disruptive behaviour. We aim to acknowledge and validate feelings, identify possible causes and help children to problem solve and resolve conflict peacefully.  We give clear explanations of what behaviour is unacceptable and why and support children to learn skills so they can learn more appropriate responses.
  • We support children to value each member of the community, and strive to develop positive relationships throughout the age groups through various methods e.g. shared lunch, play time and circle time.
  • The structure of the day and activities are created to be age appropriate and enjoyable and not stressful, anxiety provoking or overtiring for children.

 

 Staff approach to dealing with disruptive or unacceptable behaviour.

Our approach aims to:

  • seek an understanding of children’s behaviour and emotions
  • acknowledge the feelings of all children involved
  • empathise and listen to the children’s point of view
  • support them to see the impact of their behaviours on themselves and others
  • Refer to the Settings Rules for children
  • respond to underlying causes of behaviour where possible
  •  support them to learn new skills and appropriate behaviours and ways of expressing themselves through positive role modelling, encouragement, guidance, clear expectations and individual support if appropriate.

 

We recognise that learning new ways of appropriate responding can take time, effort and support by staff and parents.

 

 Responding to disruptive behaviour in class

Disruptive behaviour in class includes any behaviours that disrupt the teacher from delivering the session to the class or disrupts any other child’s learning.

For Middle Class Children.

The teacher will aim to

  1. Describe what behaviour is inappropriate and why, including the impact it has on others.
  2. If appropriate, acknowledge possible emotions that could underly the behaviour.
  3. Describe what else they can do that is appropriate.
  4.  For recurring mild disruptive behaviour, e.g. talking whilst the teacher is, a child will be issued 2 warnings and then moved to different place in the classroom.
  5. If a behaviour recurs again, they will be asked to leave the class to spend some time in reflection or doing a constructive activity before re-joining the session.
  6. For recurring disruptive behaviour in a session a child will be moved to another class for the remainder of the session.

For aggressive or threatening behaviour children will be separated immediately from other children asked to sit outside or join another class if appropriate.

  1. If a child is asked to leave the class this will be communicated to the parent/carer on that day and the parent may be requested to collect the child if it is felt necessary by staff.
  2. Following this the teacher will make a time to discuss the inappropriate behaviour with the child to support them to learn new appropriate ways of behaving.

When recurring behaviour comes problematic or there is cause for general concern we work with other teachers and parents to identify the cause and find solutions together.

Approaches for consideration include:

  1. Parent notification and consultation on a regular basis.
  2. The details of recurring concerning behaviours are recorded in a Behaviour Observation file:  Possible Triggers, What happened, Consequences, Action taken by staff and Planned follow up actions.
  3. Teacher review on a regular basis.
  4. Discussion with children, parents and staff.
  5. Implementation of an action plan to target a particular problem or concern.
  6. Recommendation to consult with other professionals for help and support.

When these strategies are in place and there is no positive change, children who are continually disruptive to other learners will be asked to stop attending for an appropriate length of time, after which they will offered the opportunity to attend again on the condition that the behaviour improves.

Persistently disruptive children may be offered 1:1 support when they are asked to stop attending, so that they can have an opportunity to develop any needed skills and be supported to make some positive changes.

If this support is ineffective or rejected by the family the child will be asked to give up the place to a child on the waiting list.

 

Behaviour problems can include:

 Continual non participation in lesson tasks and activities.

Disruption to other learners in the class.

Inappropriate language or name calling to other children.

Aggressive attitude and language, including threatening language and behaviours.

Physical violence.

Not observing rules

Damage to school property/property of others.

 

Staff and Volunteers Roles and Responsibilities

  • Staff and volunteers seek to create a calm, co-operative and nurturing environment.
  • For staff and volunteers to provide a positive role model for values and behaviour by treating each other with friendliness, care and respect.
  • All new staff and volunteers are familiarised with the Behaviour Policy and the settings approach to promote positive behaviour.
  •  Staff follow the settings Behaviour Policy.
  • Staff share the setting rules with children and support them to understand the reason and meaning of them and to follow them.
  • Seek support from other staff members when appropriate.
  • Staff Development: All staff engage in continued professional development, training and shared reflective practice so that we are delivering best practice for working with children.  ( See Staff Development Policy

 

Code of conduct for children

Classroom Rules

No Outdoor games such as tag, running or throwing in the classroom.

Do not draw on books, furniture, and the floor.

There is a time for making noise and a time for listening.

If you have to wait, be respectful of other learners and teachers.

Children must have permission to access any part of the site. Children may not play on the hall or in other rooms without permission.

Do not use ‘bad’ language e.g. shut up, and swear words.

Everyone is expected to join in. If you have a reason to not join in tell the teacher.

Children who don’t join in very often will be asked to discuss with adult/parent teacher and may be asked to give up their place to another child.

Children are not allowed to stand on sofas, tables, worktops or window sills.

 

Work

Complete set tasks within the week. Make time.

Treat books with respect and only use them for set work.

Parents must ensure their children observe school rules during school hours.

Parents are expected to encourage children to complete set tasks and bring in necessary materials when requested. Notes to parents/children in homework book/on FB page should be checked.

Do not be wasteful of paper and resources.

Respect resources : furniture, art materials, paper, crayons and pencils.

Recycle paper and compost.

Work and belongings that are kept at school for more than 2 weeks unclaimed without reason/permission will not be kept due to lack of storage space.

 

Outdoor play

Children may not play in bramble area of field and all other areas of field are shared.

Children who are often unable to play peacefully and respectfully will be offered 1:1 support to develop appropriate skills. If this is not taken up or ineffective the child may be asked to give up their space.

War games/games involving weapons and sticks used in an aggressive way are not allowed.

Tree climbing or climbing on top of the tree house is not allowed.

Children are not allowed to leave the field without adult supervision. If children need to go to the toilet, they will need to ask an adult in charge to walk with them to the toilets as this requires children to cross the car park.

Children can visit the animals with adult supervision.

 

Pick up arrangements

Children may not leave classroom/company of adult in charge if a parent has not arrived to collect.

After school hours parents are responsible for their children at the site.

 

Review

The Policy will reviewed annually or may be reviewed at an earlier date if it is felt that this is appropriate.