St John’s Catholic Primary School: Behaviour Management Strategies
In the first instance… Intervention (positive reinforcement) using the Zones of Regulation as an initial ‘check in’:
Find out where each pupil is using the Zones of Regulation and the reasons behind the inappropriate behaviour.
If the pupil is angry / dysregulated – use the Zones with them to find out how and why they are angry / upset.
When in a position to speak, tell pupils that their actions are inappropriate, why they are inappropriate and give a positive example of what they should be doing or could do next time (depending upon the severity, it may be possible to move straight to sanctions). The first intervention will always be supportive and advisory.
Pupils will be expected to consider what they have done and amend their behaviour.
We expect pupils to tell the truth, face the adult, not walk away, not answer back, take turns to speak and apologise for their actions. All staff must insist on this.
After the intervention and the offering of advice, pupils will be expected to and given the opportunity to put into practice what they should be doing.
Conflicts must be dealt with immediately by the member of staff who witnessed the conflict. Speak to those involved, give everyone a chance to speak and make notes if necessary.
Ensure high quality communication between all staff that need to be informed.
Any of the above should be simply and accurately recorded in CPOMS – without opinion, just state facts.
Immediate sanctions at playtimes, lunchtimes, before or after school, if poor behaviour persists…
Any member of staff can implement the following steps……
A time out: Pupils may be removed from the situation / game / class to spend time with an adult on duty or to go elsewhere to calm down, for a period of about 10 minutes, to then return to play again or to return to the classroom.
Report ALL playtime / lunchtime incidents verbally to class teacher at the end of playtime / lunchtime.
If severe enough (eg: serious physical altercation), child must be brought in off the playground to a member of SLT.
Stop the child doing an activity and prevent the pupil / pupils from taking part for the rest of that session, if behaviour endangers the safety of others.
Again, consistently log all details into CPOMS.
Sanctions can also include:
Loss of playtime (time out): From class or 1 playtime to several days play, depending on the severity of the behaviour.
Loss of privileges: If poor behaviour persists, pupils ultimately may not be allowed to school events, activities, lunchtime clubs, extra-curricular events or extended services.
In the 1st instance: Teachers MUST share initial, early concerns either face to face in an informal meeting / on the door / via a telephone call – to share details about the low-level poor behaviour / disruption.
Use of the Behaviour Report Card: If deemed appropriate (shared with parent / carer) – teacher can implement a Behaviour Report Card (that goes home daily) for up to 4 weeks (as a maximum).
TEACHER must send Letter 1 – speak to parent about ongoing poor behaviour (persistent low-level poor behaviour).
TEACHER must send Letter 2 – 2nd contact with parent (with Assistant HT – a member of the Senior Leadership Team).
HEADTEACHER must send Letter 3 – seriousness of the situation clarified.
If behaviour is considered serious enough over time OR immediately: Fixed Term Exclusion or even the possibility of having to consider a permanent exclusion (which is extremely rare).
