Expectations for Learning Policy
Our Expectations for Learning policy is designed to ensure that all adults and pupils at Alexandra Park Junior School have a strong internal drive to have a thirst for learning. Our school provides an environment conductive to learning with teachers who foster and nurture our children’s natural curiosity as delicately as they would a seedling.
We ensure that our children begin their school day ready to learn with early morning meet and greet and this is monitored regularly. This enables our children to feel welcome, happy and cared for.
Modeling positive Expectations for Learning are our priority and we promote high levels of engagement and focus with children in helping them to develop independent learning skills and excellent co-operative skills required for life-long learning.
We aim to ensure thats parents understand and support our school’s Expectations for Learning and they are encouraged to sign the home/school agreement in the first structured conversation meeting in September. Teachers continue to communicate closely with parents via telephone conversations, face to face contact, texting, letters and notes in planners.
*To promote a culture of mutual respect.
*To help children understand appropriate Expectations for learning.
To create a consistent approach to positive behaviour management throughout the school, celebrating and praising model Expectations (achievements at all levels are acknowledged and valued) and enforcing firm procedures for unacceptable behaviour.
To provide a framework of Expectations of behaviour in and out of school.
* To create a calm, purposeful, happy and safe environment (both physically and mentally) with enjoyable activities that stimulate the children throughout the school day.
* To use positive language and praise to reinforce good behaviour patterns.
* To encourage each child to take responsibility for their own behaviour and attitude to learning, understanding the consequences of their actions leading to increasing independence and self-discipline and make positive choices.
* To work in partnership with parents.
Awareness of and adherence to our language of Expectations will be clearly modelled by adults and children throughout the school.
Children and adults will be expected to be polite and courteous and will show consideration and respect for the rights and needs of others within the school and the wider community.
All adults will be addressed by their title and surname e.g. Mrs Seabright. We encourage excellent relationships between all adults and adults; children and children; adults and children.
Positive relationships are the backbone of our well balanced school and a central part to ensuring high standards of Expectations.
The following expectations promote a culture of mutual respect.
All adults and children are expected to –
*do our best
*handle our emotions appropriately
*be in the right place at the right time
Incentives to promote these Expectations
* Reflect on their own behaviour management and use the materials through training with jigsaw.
* Be consistent taking into account each individual child’s needs in rewarding and sanctioning behaviour.
* Work closely with Teaching Assistants, parents, year group members, Learning Mentor, Nurture Leader, SENDCo and Deputy Headteachers.
* Focus on good behaviour, catching children being good.
* Create a calm working atmosphere in the classroom, with established routines for clearing up, collecting equipment, changing classes etc. using music, timer on the IWB etc.
* Be punctual when collecting classes and ensure children are never left unattended.
* Make children aware of the appropriate behaviour in all situations.
Be aware of all children’s behaviour in class and around school.
Deal and sort incidents as they happen with a calm approach and using the conflict resolution approach.
Ensuring children are feeling 10/10 when arriving in school and settling into the afternoon with registration.
* Work in partnership with parents communicating if their child models our ‘Expectations’ and also informing them of any behavioural issues with the use of phone calls home or notes in the children’s planners.
* Use adherence to the ‘Expectations’ as a measure of good behaviour, displaying it in classrooms and referring to it frequently. Match collective classroom rules, agreed in Autumn Term, to these ‘Expectations.’
* On school trips remind children they are responsible representatives of our school.
Whole School Positive Reinforcements
Our ‘Good to be Green’ scheme is an effective way of promoting positive expectations, rewarding those pupils who consistently behave appropriately, and is a means of being able to track those pupils who find it harder to meet the school’s expectations.
The scheme is very visual, with child friendly resources which allow our pupils to easily see how they are doing in class. We believe that it is important to promote a positive message regarding behaviors management at all times- ‘Good to be Green’ is a means of promoting our high expectations of positive Expectations . It rewards all children for keeping and developing our Expectations for learning which develops consistency throughout school and motivates all staff and children.
Teachers monitor the green cards earned daily in relation to our Expectations for Learning and record this on a visual poster in order for all children to see.
Our House point leaders (Year 6) collect the number of green cards earned from each house weekly and this is celebrated in Friday’s whole school assembly.
be for at least 30 minutes
Every Wednesday afternoon children take part in engaging and structured activities which promote life skills – this has replaced Golden Time.
We believe it is very important to reward children who consistently model our Expectations for Learning and they are taken on a trip at the end of each term.
Other whole school positive rewards
*Children are given roles of responsibility within the school such as Head girl/boy (Y6), sports leaders, School Council, Children’s Leadership Team, class responsibility badges
* Attendance is monitored by our Learning Mentor and rewards given accordingly every term and celebrated in assemblies.
* Weekly class attendance to be shared in assembly by the Head teacher and a shield is displayed in the class winning the attendance that week. The Class teacher will organise some fun activity, extra playtime etc. for winning the attendance shield and additional rewards if classes achieve 100%.
Positive comments from visitors are celebrated in assembly and with parents and governors.
Positive Reinforcements used in classrooms
All class teachers will have their preferred methods of rewarding children who model our expectations, this maybe be team or individual. These will be monitored regularly by the class teachers and may take the form of;
* verbal and non-verbal praise – smile, eye contact, thumbs up, mentioning the child’s name,
teacher and children’s agreed form of rewards e.g. table points, individual points, stickers,
raffle tickets, extra playtimes, counter jars, certificates, dojo’s
* sent to Mrs Barratt for Good Work / behaviour / attitude / praise postcards
* Positive comments written in children’s planners by teachers or texts home to parents.
Newsletters, parents day meetings and end of year reports celebrate positive behaviour.
Positive Reinforcements used;
We have a reward system to encourage positive play in regards to the Expectations and privilege cards are given out to children by adults at lunchtimes.
Expectations for Learning are also adhered to at wet playtimes and lunchtimes and a learning atmosphere is promoted through games such as children learning their times tables, study time and reading for pleasure.
We use a finger telling system ‘walk silently, one behind the other’ to maintain quiet and calm atmosphere when moving around school.
Classes are escorted around the school safely ensuring teachers and children walk down the steps and up the slopes. Teachers place themselves at the front of the line (know which child is at the back) and stop at regular points to ensure you can see all the line is silent when walking through school.
We have an open door policy in school. If children arrive before 8.30am they must go straight to the hall where breakfast club takes place, they are also able to attend Computer club which begins at 8.15am. At 8.30am children can sensibly make their way to their classrooms where their teachers will meet and greet them ensuring children are ready for the school day. Early morning activities are well prepared.
To ensure all children go home safely a teacher from each class takes the children out into the playground and are fully aware of children who may go home alone or whom are collected by an adult as this is signed at the beginning of the year in the child’s new planner. This promotes positive links with parents.
After school clubs
To ensure children go home safely from an after school it is the responsibility of the adult running the club to ensure the same as the above.
Despite focussing on the positive aspects of children modelling our Expectations, we recognise that there will be times when a clear procedure for managing unacceptable behaviour will be required. It is vital that all adults and children must pre-empt and understand the needs of our children and therefore aim to prevent unacceptable behaviour before getting to Step 4. Conflict Resolution can also be used as a way for two or more parties to find a peaceful solution to a disagreement among them. The disagreement may be personal and or emotional. When a dispute arises, often the best course of action is negotiation to resolve the disagreement.
(See appendix 1)
The steps are as follows;
STEP 1: Be given a warning.
STEP 2: Have your name written underneath the unhappy face on the board.
STEP 3: Get a yellow warning card.
STEP 4: Given a red card – with a reason why. Sent out of class to another class in the same year. A phone call home and parents asked to come into school to discuss the behaviour. Depending on the occurrence of incidents liaise with Deputy Headteacher, SENDco, Learning mentor and Nurture Leader.
Children will be given a red card instantly if they:
* make physical contact
* damage property
* bully/cyber-bullying (See appendix 2)
are racist (see appendix 3)
say any derogatory comments
Other sanctions may include teachers speaking to the child’ parents at the end of the day.
Sanctions for inappropriate behaviour at playtimes and lunchtimes
For minor incidents:
Step 1 – Verbal warning
Step 2 – Go into a quiet area of the playground to reflect on their behaviour.
Step 3 – Discussion with class teacher, Learning mentor and Nurture leader about support in helping the child to play. Activities are organised with these children to help them gain the social, emotional and/or behavioural skills needed when learning in school.
Areas of Need
In addition to our High Quality Teaching (Wave 1) we offer a range of support systems to help the inclusion of pupils with: Communication and interaction; Emotional, social and mental health,;sensory and physical impairment and cognition of learning. Our aim is that the programmes intervene as early as possible, to help them to ‘catch up’, and reduce the numbers needing further additional provision. (See Provision Maps Appendix 4)
We are an inclusive school and our aim is to whenever possible avoid exclusion. The Headteacher and Governors have the final decision wether to exclude a child, for a fixed term or permanently, in line with this policy, taking into account all the circumstances, the evidence available and the need to balance the interests of the child against those of the who school community.
Behaviour Recording Systems
All class teachers will have an inclusion file with a section specifically for behaviour.
Good to be Green posters are displayed in the classroom and stickers awarded for children showing our Expectations for Learning.
Green cards are totalled at the end of each week and recorded in file.
Records are to be filled in by the teacher and child involved if a red card is given and when a child is exited from class.
(Examples of these can be found in Appendix 5)
Additional records are kept in the file e.g evidence to support Individual Behaviour Plans
These forms are to be monitored every other week by both the Deputy Head teacher’s.
Jenny Seabright Year 5/6
Shazia Ashraf Year 3/4
Card recording system
Parents are immediately informed if their child has received a red card and this is reviewed regularly in Structured conversations with parents. It is the class teachers discretion to either meet with parents face to face or have a telephone conversation depending on the severity of the incident.
Teachers will need to monitor the yellow and red cards given and work closely with parents to decide the next course of action for individual children.
Each half term a clean sheet is set up for each child and a new Good to be Green chart is displayed on the classroom walls. Records are still kept of previous cards and teachers continue to monitor.