- Changes to the Behaviour Policy
Changes to the Behaviour Policy
16 December 2016 (by Webanywhere User (admin))
Main changes to our Behaviour Policy for January 2017
• There will be no red card table on a Friday.
• Mrs Allcock, pastoral manager, will be available from 12.30pm in the woodland retreat room, to run a reflection session for those children who have received a red card. ( see questions below that children will be expected to think about and reflect on)
• Children who receive a red card in the morning session of school will be sent to “Reflection” at lunch time from 12.30pm. KS2 children will have their lunch on a designated table, while Key Stage One children will have their lunch with their class.
• Children who receive a yellow card at lunch time are encouraged to redeem their behaviour over a ten minute period in a designated time out area. If they redeem their behaviour they are put back to green, but if they receive a second yellow card, they will be asked to have their lunch and go to “Reflection,” missing the rest of their lunchtime.
• KS2 (years 3 -6) children who make poor choices at break time will go to KS1 for the rest of their break. Key Stage One children, who make poor choices at break time will go to Year 3.
CLASS RED CARDS
• Children who receive a red card are sent to another class and are given a clipboard with a list of the Golden Rules to note any positive behaviours being displayed in another classroom.
• Questions used in reflection with Mrs Allcock
The questions used by Mrs Allcock are part of a restorative approach to work on resolving conflict and repairing harm. It encourages those who have caused harm to acknowledge the impact of what they have done and give them an opportunity to make amends to their behaviour.
The Restorative Approach.
As restorative is a difficult phrase to use we have opted to use the word reflection, but adopt the same principles. Everyone involved in an incident is taken through the 5 stages of the Restorative Approach and is therefore supported in coming to understand the harm that has been caused to all parties.
The 5 stages are:
What happened? Drawing out each person’s story one at a time.
What do you think and feel about that? What each person was thinking at the time, before and since.
Who has been affected and how? Who has been harmed/affected and how?
What are the needs of those involved? What those affected need to feel better, move on, repair harm and rebuild relationships.
What agreement can we reach about the future? How do those people agree and negotiate meeting the needs identified above and what support might they need to do this? Staff support pupils in this process but try to ensure the pupils form their own agreement when possible.
This approach encourages those involved to identify ways in which a relationship can be repaired or how they can move forward. By giving pupils this responsibility we are supporting them in developing their own strategies for avoiding and resolving conflict. We also believe that if pupils reach their own agreement as to how to move forward after a conflict, they are more likely to abide by it than if it is suggested by an adult or imposed upon them. By involving the pupils in the design of the agreement we give them ownership over it and ensure it is helping them to resolve the situation in their own way.