Behaviour Policy

Craigievar Primary School – Promoting positive behaviour, relationships and ethos policy

At Craigievar we believe positive relationships lead to happier, safer and more confident learners. This leads to higher levels of mental and emotional wellbeing, which allow pupils to achieve their best.

Reward systems

We believe pupils should be encouraged to achieve our shared aims. To support this, we have a range of reward systems and approaches in place.

All pupils within the school are members of one of our 3 ‘houses’: The Pine martens, The Wildcats and The Foxes. The houses are led by a captain and a vice captain and have a member of staff allocated.  Pupils have opportunities to earn house points each day, perhaps through their actions, the effort they have made with their work, their achievements out of school or the skills they have displayed.

House points can be earned, but not lost.

At the end of each week’s assembly, the house points from each class are added to our points tubes and plotted on a graph in the hall. At the end of each term pupils from the house with most points earn a special reward.  The house with the most points accumulated throughout the course of the school year is awarded the house cup.

House points can be awarded by any member of staff within the school.

Each week, a pupil from each class who has demonstrated behaviour linked to our school values is chosen to receive the Head Teacher’s award. We focus on one of the following values each week.

o        Healthy – in body and mind
o        Motivated – to achieve our best in school and beyond
o        Caring – towards others, our environment and the wider world
o        Ready – to use our knowledge and skills for future challenges and opportunities

Receiving a Head Teacher’s award earns 5 house points.

Our Rainbow Rules

Our ‘Rainbow Rules’ help pupils identify the key positive behaviours we encourage at Craigievar, both in class and in the playground.

These rules are displayed in each classroom alongside a ‘ladder’. Each pupil has a peg with their name on it which starts the week in the ‘ready’ position.  Pupils who display the positive behaviours within our ‘Rainbow Rules’ can move up the ‘ladder’.  Reaching the ‘superstar’ spot at the top of the ladder and maintaining that position until our weekly assembly is quite an achievement.  This is recognised at assembly and pupils get to choose an emoji cushion to sit on for the rest of the week.  They are also awarded 3 house points.

Masterclasses

Pupils who work hard and follow our Rainbow Rules throughout the week will have the opportunity to take part in a 45-minute masterclass each Friday. Masterclasses provide opportunities to learn new skills and are planned, organised and delivered by older pupils.  Occasionally, members of the community with specific interests or skills can offer masterclasses which are delivered in school and supported by a member of staff.  Children sign-up for one of four available masterclasses, which run for four consecutive weeks.

Sanctions

Occasionally, the effort shown in class or behaviour displayed will fall short of our high expectations. Pupils will be directed to consider which of the Rainbow Rules they have not met, encouraged to address this and display ownership of their behaviour.  If the behaviour continues to be displayed, the pupil’s peg will be moved down the ‘ladder’.  Pupils can climb back up the ladder by displaying good choices about their behaviour.  Moving down the ladder leads to an incremental loss of masterclass time in 5-minute chunks.  Pupils whose pegs are at the bottom of the ladder lose all their masterclass time for the week.  If pupils lose all masterclass time for 2 consecutive weeks, parents will be informed and invited to discuss their child’s behaviour with school staff to explore the reasons for this and possible solutions.

Parents will continue to be contacted by the school when significant incidents occur involving physical aggression towards pupils and/or staff.

Exceptions

For most children, the combination of rewards and sanctions outlined above will be sufficient to ensure they feel happy, safe and engaged with school. However, some pupils can find making positive choices about behaviour very difficult for a variety of reasons.  In certain circumstances, after discussion with parents, individualised approaches to promoting positive behaviour will be used such as behaviour charts, check-ins with staff, alternative arrangements for break times etc.

 

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