The Village Academy

The Village Academy is a group of town, city and village schools that have joined together to provide the very best education for the children in our care and where we believe that education is very much a matter of the individual.

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Behaviour

Children come to school to learn and develop as individuals; any behaviour by another that stops this happening is unacceptable.

At Milstead and Frinsted we aim to ensure that every member of our school community works in partnership to create positive relationships and behaviour. We aim to promote a welcoming, safe and caring environment, where all relationships are based on kindness.  We are a distinctively Christian school so the story and values of our Christian faith underpin our community rules to promote excellent behaviour. We aim to provide an environment based on kindness, care and empathy. 

Our School Community Golden Rules

  • We are different and equal.  We treat everyone with respect.
  • We are gentle, kind and forgiving
  • We work hard and try our best
  • We are loyal and supportive friends
  • We look after property and our school
  • We listen to people and follow instructions from adults
  • We are brave and honest

    Our Playground and club golden rules:

    • Follow our community golden rules
    • Be polite, kind and respectful
    • Look out for others
    • Play nicely, fairly and safely
    • Be calm in the peace garden

    Our rules before and after school:

    • Stay on the playground
    • Stand with an adult or play sensibly.
    • No running or ball games.
    • No playing on the equipment

    Responsibilities of children

    • Follow the community golden rules and playground rules
    • Help formulate and comply with the classroom rules.
    • Share in celebrating the achievements of all members of the school community

    Responsibilities of staff

    • Work as a team to follow the school’s policies and procedures consistently.
    • Treat all children fairly and with respect and speak to children and adults politely, kindly and respectfully, in a calm, measured voice (we do not shout).
    • Maintain high expectations of pupil behaviour and learning.
    • Set expectations and use sanctions clearly and consistently.
    • Listen to the children’s explanations regarding behaviour difficulties. Explain decision if a sanction is used
    • Recognise each child as an individual and to take into account the needs of each child.
    • Refer to our Christian values and golden rules to praise positive behaviour and manage unwanted behaviour.
    • Meet and greet children kindly and calmly.
    • Give clear rules and explanations throughout the school day, including play times and lunch times.
    • Model positive behaviour, manners and appearance and demonstrate emotional control at all times
    • Establish effective partnerships with parents so that children can see the key adults in their lives share a common aim.
    • Create a safe, stimulating and pleasant environment for learning.
    • Deal with poor behaviour calmly and factually.
    • Never ignore poor behaviour
    • Log incidents using the school behaviour forms.

    Responsibilities of parents

    • Aim for full attendance and arrive on time each day.
    • Support the school in the management of age appropriate rewards and sanctions across the school
    • Tell school staff about anything that may affect children’s work and well-being at school
    • Establish good communication with school staff and support the behaviour policy. This includes speaking to the child’s class teacher if there is an issue, not other children or their parents.
    • To encourage self-discipline, independence, respect and good behaviour and to make their children aware of inappropriate behaviour.
    • To work with school staff, and any outside agencies as necessary, to address and review any behaviour issues with their children.
    • Work with school staff to address and review any behaviour issues with their children.

     

    Positive reward system

    We use a 5 point visual behaviour system where all children start in a neutral place and are able to move up 2 places for exceptional behaviour (or down 2 places if behaviour is unacceptable).  In key stage 2 and at playtimes we use a traffic light system (red, amber, green, and silver, gold).  In Reception and Key stage 1 classrooms, additional age appropriate visual cues are used such us sun and stars.  However the principle is the same.

    If children stay on green or above all term, they receive a ‘good to be green’ certificate.  Children who move to silver or gold will be given marvellous me awards (year 1 to 6 only), and house points/raffle tickets (or another in class reward agreed with the teacher).  Children who reach gold 3 times in a half term will also receive a Head teacher’s certificate.

    Our whole school rewards include:

    • House Points – winning team receives extra playtime once a term
    • Weekly certificates by year group to celebrate learning and demonstration of Christian Values.
    • A weekly Class attendance award
    • Raffle tickets - The raffle is drawn during celebration assembly each week and children are able to choose a small reward.
    • Marvellous me feedback (years 1 to 6)
    • Stickers
    • Head Teacher’s award.
    • Postcards home

    Consistent consequences

    It is important that consequences of poor behaviour are presented to children as a choice to help children develop a sense of responsibility.  Consequences should not be seen as a punishment but rather as a natural outcome of poor behaviour choices and an opportunity to reflect on those choices.

    Amber or red lights will be reviewed throughout the day with a view to moving a chid back to green as soon as possible.  It is also important that every day is a new day, and therefore a new chance to make better choices. At the end of each day all of the names that were moved on the traffic light system are returned to the green traffic light, so that children know that they have the opportunity to change their behaviour patterns. All consequences will be managed by staff calmly, consistently and objectively by referring to the behaviour expectations, by using the behaviour traffic lights (or sun, cloud, rainbow system in Reception and Key Stage 1) and by using the following guidelines.

     

    Traffic light behaviour management


    Behaviour in with expectations

     GOLD – outstanding behaviour and attitude

    MARVELLOUS ME BADGE, RAFFLE TICKETS/HOUSE POINTS

    3 IN ONE TERM – HEAD TEACHERS CERTIFICATE

    SILVER  - excellent behaviour and attitude

    MARVELLOUS ME BADGE, RAFFLE TICKETS/HOUSE POINTS

    GREEN - expected behaviours and daily starting point 

    POSITIVE PRAISE AND REWARD INCLUDING MARVELLOUS ME, HOUSE POINTS, RAFFLE TICKETS, STICKERS, TERMLY GOOD TO BE GREEN AWARDS

    EXCEPTIONAL BEHAVIOUR RECOGNISED BY MOVING TO SILVER OR GOLD

    STAGE 1 – Behaviour out of line with expectations

    NON VERBAL   WARNING                    REMINDER OF CHOICES PHRASED POSITIVELY IF YOU DO THIS, YOU WILL STAY ON GREEN   PRAISE CHILDREN DOING THE RIGHT THING

    STAGE 2 –continued poor behaviour choices

    MOVE TO AMBER TRAFFIC LIGHT,

    REMINDER OF CHOICES PHRASED POSITIVELY – IF YOU DO THIS, YOU CAN MOVE BACK TO GREEN

    POSSIBLE ‘TIME OUT’ FOR REFLECTION IF NEEDED

    PARENTS INFORMED AS APPROPRIATE

    STAGE 3 – no improvement from stage 2, or more extreme behaviour such swearing or violence

    MOVE TO RED TRAFFIC LIGHT             IMMEDIATE ‘TIME OUT’ FOR REFLECTION    

    REMINDER OF CHOICES PHRASED POSITIVELY – IF YOU DO THIS, YOU CAN MOVE BACK TO GREEN

    PARENTS AND HEAD TEACHER  INFORMED

    Stage 4 - three red warnings in a half term

    REFERRED TO HEAD TEACHER                        PARENTS INFORMED AND INVITED TO MEETING


    There may be occasions where a child displays ‘red behaviour’ without any build up or opportunity for an adult to intervene.  In these situations, a child may move straight to red without a warning.  However, an explanation will be given to the child and the child will be encouraged to explain what happened and reminded how they can move back to green

    Each teacher will generate with their class gold, silver, green, amber and red behaviours with the children in order to promote ownership and respect.  Examples of these are listed in appendix 1. This is not an exhaustive list and will evolve over time. 

     Playtime and lunchtime

    Staff on playground duty will manage behaviour using the traffic light system.  Any incidents that arise will be as fully investigated as possible within the time constraints.  Time out for reflection will be given for red warnings and may be given for amber warning.  These will be reported to the child’s class teacher and reflected on the class behaviour chart. 

    SEND

    We expect all children to make the best choices possible and, whenever possible, we want children with special educational needs and disabilities within our whole school behaviour management systems. This, however, may be more difficult for some children at certain times. Children with behaviour difficulties may need the whole school behaviour systems to be modified to manage their behaviour. Some children may struggle to comprehend the rules and structures of school and find it difficult to meet expectations without additional support. In such circumstances, adjustments to the procedure or additional arrangements may be put in place with the agreement of parents/carers and the SENCO.  This will be clearly explained to all those who might have contact with the child in school.  After discussion with parents, and if deemed appropriate and helpful, this may be explained to the other children in the class for example explaining that a child with autism may need additional support or instructions.  This would only be done with parental agreement.

Bullying

We consider bullying to be repeated behaviour that makes others feel uncomfortable, threatened or distressed. This can be physical, verbal or emotional. Whilst occurrences in our school are extremely rare they are dealt with firmly, quickly and sensitively. The exact response would, of course, depend on the nature of the bullying however in all circumstance parents of the children concerned would be notified and the situation carefully monitored.

For a full copy of all our Policy documents, including the Behaviour Discipline and Home-School Agreement Policy, please click here