Positive Behaviour Approaches
We want all our children to feel happy and safe in school. Our positive behaviour approaches support this aim.
We believe every child should develop key learning skills that will enable them to flourish at school and beyond. These are known as our 5Rs:
When children and young adults acquire these skills, they are enabled to have a growth mindset, a belief and ability to manage challenge, to persevere when the going gets tough and to be creative in their thinking when learning may not be easy the first time.
At Twin Sails and Hamworthy Park, we value every individual child and believe that a nurturing environment, with consistent high expectations for behaviour, is one in which children can flourish. Our ethos is:
Every Child, Every Day, Every Possibility
Our behaviour policy is designed to ensure progression across the Federation within a shared ethos. As pupils mature and move from the Infant School to the Junior School, the systems alter, to reflect their age and our expectations of their behaviour.
It is important that we consider pupils as individuals. When applying the behaviour policy, we should consider the age, understanding, context and any additional needs of the pupils.
At Twin Sails, we all follow the ‘Superstar Rules’ to ensure everyone in the school is happy and safe. These are:
Each class has a mobile, compromising a rainbow, star & cloud. All children start the day with their name peg on the star.
If a child shows excellent behaviour, they may move to the rainbow. They will also be given a rainbow sticker to wear.
Where a child has had difficulty following the Super Star rules, they will be reminded of the expectations. However, if this behaviour continues, they will take their name peg and place with Little Miss/ Mr Reflective where the adult models how they can reflect together about the behaviour. The child will be supported to place their name peg back on the star as quickly as possible.
Children receive ladder points for excellent behaviour and following the superstar rules. Once the meet thresholds, they will get a reward. These are shown in the triangle below:
For ‘every child’ to try their best ‘every day’, and therefore access ‘every possibility’ to its full potential, we believe that all children must feel happy and safe.
These learning behaviours thread through our school ethos, where we believe the whole school community should model the qualities of the Hamworthy Child.
Rewards and Awards
For those children who are modelling the 5Rs and the ASPIRE ethos, House Points will be awarded. These House Points go towards personal achievements, as well as achievements for their house teams (Red- Fire, Green- Earth, Blue- Water , Yellow- Lightning). Below are the milestones pupils work towards each year:
Whenever children get a House Point, they also add a token to their house pot. These tokens are counted each term, with the winning house receiving an extra reward as voted for (extra play, film afternoon in the hall).
Throughout each section of the behaviour triangle, all adults will support the pupils in looking at how to improve their behaviours, as well as identifying what may be causing this.
Where children demonstrate opposing behaviours, they will receive a verbal reminder that they are not following our ASPIRE expectations. This may involve a more in-depth discussion with the adult to understand the reasons or potential barriers the child may be experiencing that is preventing them from making better choices. Hopefully this time to reflect and grow will be enough to enable them to become successful again. Where necessary, teachers may wish to speak to parents and the child together to ensure everyone is supporting the child to make better choices going forward. If they continue needing further reminders, to exhibit the ASPIRE behaviours, then they will be given a final verbal warning, alongisde a written reminder in chalk pen on the table, of the ASPIRE expectation. They will be reminded that consequence would be given such as time with teacher to complete incomplete work during play time; or time outside at play walking beside the adult to help reflect and observe positive interaction.
If the behaviours are deemed to be too severe, an internal exclusion will be put in place. This sees the pupil spend a specific amount of time with a member of SLT. During this time, they will not mix with their peers, and have break and lunches separate to their year groups. Parents and carers will be notified of this decision and receive a letter explaining the reasons.
Every week pupils are selected to be the Proud Person. This is announced in whole school Friday assembly. These pupils can be selected for several reasons: they have excelled in a subject during that week, they have demonstrated the ASPIRE ethos, or they have done something else which is extra special.
During playtimes and lunchtimes, children have lots of choice to play ball games, use equipment from the sports shed, or just have some quiet time on benches and other less busy areas of the playground. If there is in incident where an adult must warn pupils about their behaviour, the pupil will be asked to stand/ walk alongside an adult on duty. For more concerning behaviours, they may be taken inside for some time away from the playground.