Behaviour Support Plan: Good Practice

St Leonard’s Infant and Nursery School, Dawley

Problem Solving…Playground Strategies

Rules for behaviour in and around school written by the Class during PSHE sessions at the beginning of the school year.  The rules are positive.e.g. 

walk up and down the steps / keep your hands and feet to yourself.

The rules are displayed in each class and referred to.

When necessary the rules are altered / changed / added to or reduced as the Class members see a need, after discussion at PSHE time.

When new pupils join the class the children explain the rules to them.

The list of rules look very different in each class e.g.

• a hand with a rule on each finger
• smiles by each rule.

During the Summer term we usually experience some behaviour problems with Year 2, these are mainly due to the pupils feeling their ‘independence and age’!

All year 2 pupils attend a planning meeting with as many adult helpers as possible

We discuss the problems;

• Playing rough / unsuitable games
• Leaving individuals out of the activity
• Spitefulness / bullying / threatening
• Flouting adults / school safety rules etc.

Pupils divide into small groups with an adult (not necessarily the class teacher) and start to discuss ways of solving the problems.

Their solutions are recorded on a large piece of card,( telling the teacher is an option but not the only one or the first one to be tried.)

The solutions are discussed and explained and an overall list drawn up, this is then taken back to each class to be used / discussed in more detail within the class.

Everyday problems

We use the peer group to help those having trouble behaving in an unacceptable manner, the group are aware of the problem, the ways it can be improved and agree to try to help the individual stay on target.  They also give verbal praise and are part of the reward where possible.

When there is a problem with an individual we inform parents from the first instance, if the problem persists, they are asked if they will join in the reward system.  A timetable is worked out, each session (usually 6 / 7 a day) can be rewarded with a sticker/star/smiley face/etc. This gives the child an incentive to try again (if there has been a problem during one session) and not feel that the whole day is a ‘wipe-out’.

At then end of the day there is a reward from the Headteacher / class teacher if all the sessions have been successful. e.g.

• a biscuit from the teachers tin
• choose a ‘special sticker’
• go to another class for extra praise

At the end of the week the parent is asked to reward with something special to that child.e.g.

• Baking at the weekend.
• Going out with Dad / Mum / Granddad without the rest of the siblings.
• Having a longer bedtime story.
• Going on a bike ride.

 (We discourage expensive presents, but encourage time spent with the child).

We have started using an Early Bird scheme to reward attendance and we have ‘class drives’ on all attending every day this week/everyone remembering their book/homework etc.

We have, through PSHE sessions with the EWO attending, talked about and written up the children’s feelings and fears when they arrive late or miss school.  We share these with the parents at new entrant meetings and include quotes from the children in the prospectus.

I am sure all of these go on in many schools, this is a snapshot of the daily work which goes on here.  Much of the management is through clear communication between the class teacher and pupil, and the whole ethos of valuing each other, a slow process BUT continual…consistency is important.  Every member of staff is involved, lunchtime supervisors / administration and caretaker.  If we can be of any help then please ask.