Behaviour and wellbeing
Ravenstone’s Core Values underpin our approach to behaviour and wellbeing of our children and staff. The core values form the basis of our code of conduct and are to be respected and abided by all stakeholders.
These values are at the heart of what we want to achieve at Ravenstone.
These values underpin our vision of every child reaching their potential.
Happy, Kind, Creative, Honest, Determined
These values are the core to our conduct and expectations of children. At Ravenstone these values replace the setting of ‘rules’ and we focus on what children should be doing rather than what they shouldn’t.
We never blame, label or judge a child for their actions. We focus on the action and address this. We give the child every chance to show us themselves at their best. We will only achieve this by believing, listening and fostering strong relationships with every child across the school.
Each phase will work together to create consistency in approaches towards dealing with behaviour management in class and across the phase. Weekly assemblies will focus on promoting positive behaviour and wellbeing. The Head of Phase and their team will constantly be promoting the expectations of the phase, the behaviours, the school’s core values and celebrating positive examples of these.
All staff will focus on the behaviour the child is demonstrating and not the child themselves.
Methods phases will adopt within their phase expectations
‘Why crush behaviours with punishment when you can grow them with love? Visible consistency with visible kindness allows exceptional behaviour to flourish’ (Paul Dix 2017)
Our approach is quick, timely and personal – Children are spoken to individually and reminded of the expectations/values. The adult who is speaking to them will always do this in a calm and considerate way while focusing on the initial behaviour only. Timely consequences work the best and a fresh start that focuses on positive aspects of the child’s behaviour should be used.
Classroom values display – The consistent classroom displays across the school will be used to reinforce positive behaviour and the expectations across the school. The displays outline the values, their attributes, listening expectations, warnings, time outs, celebration. The displays reset at the start of every day.
Welcome into the classroom – At the start of the day, all teachers will welcome the children who enter the classroom. This will show the children they are welcome, believed in and that the day is going to be positive. The model of how this is achieved will be different dependent on the phase.
Loss of playtime/lunchtime – As a consequence children may be kept in for a certain amount of time during lunch or play (they will never miss the whole of the playtime). This time could be used to complete a reflection sheet or a time to complete work missed during the lesson itself. The teacher who issued the consequence will be the teacher to supervise the child and talk to them about changes needed.
Time outs – Time out of class (an allocated space in the classrooms) can be used well if it is timely. It is vital that the teacher/adult who issues this clearly explains to the child why they are having it, doesn’t engage with them during the time out and then re sets the expectations.
If a child is sent to another adult as part of the time out then it is vital that the adult who sent the child speaks with the child and the adult that they were sent to together. This is to show unity and to not undermine the teacher who sent them out. If this isn’t followed through then the child will just lose respect for the teacher who has to get another adult to ‘deal with behaviour’.
Behaviour plans – Some children will have individualised behaviour plans that are designed by the inclusion leads, class teachers and parents.
It is important for all stakeholders to remember our motto of ‘Listening is caring’
What doesn’t happen – Children’s names are not written on boards, traffic lights systems or such like are not used, children are also not made to stand up in assembly or face a wall at any times. These forms of public shaming are proven not to work in addressing children who are going against the values. If anything this humiliation will have a lasting negative affect on the child.
When a child isn’t following the school values or classroom expectations the adult dealing with the situation will remain calm and in control of their emotions.
Incidents that require immediate intervention and parental involvement
These actions will be acted on by a member of the leadership time at the moment the incident occurs. This actions focus on addressing any child that swears, uses abusive language, is violent or shows any racism. All members of staff will be aware of this procedure and identify the action, note it and inform a member or the leadership team immediately. These actions will be logged on sims.
Language deemed not to be in line with our values
Any language that is not in line with our values will be addressed by staff. Children’s language needs to be kind and caring at all points. Any swearing/abusive language or any language deemed to cause offense, insult or come across as aggressive will result in 15 minutes with a senior leader. If this continues to a second occasion then an hour out of class with a member of the senior leadership team will take place and a letter sent home.
Physical contact (hitting, kicking etc)
Staff (playground and in class) will make a judgement that if any physical contact is intended to cause hurt to someone else it will result in 15 minutes if it is a first time offence and second time onwards is an hour out of class or lunch/playtime to spend with a senior member of staff. A text will also be sent home to inform parents.
Racism, sexism, homophobia and any other derogatory comments
Any intentional racism/sexism/homophobia will be investigated by a member of SLT and if the child who has been racist/sexist/homophobic understood what they were saying and it was intentional, parents will be called in for a meeting and appropriate next steps decided as a group. Records are kept and sent to the LA