Behaviour at Djanogly Strelley Academy

Our vision is: 

Be the best you can be  

Our vision is for everyone in our community: children, staff, governors and parents to be the best they can be.   

We do this by:  

Believing in ourselves and striving to improve 

Valuing our education  

Taking risks and learning from our mistakes 

Accepting that we are all unique  

Respecting different opinions - disagree respectfully  

We are all proud to be part of our DSA family; part of an important community where home and school work together 

Our learning behaviours  

At our school children are expected to: 

• Be ready – give 100% attention to the adults teaching and listen carefully, sit still on your chair/on the carpet, follow the instructions given, do your best with tasks given, learn from mistakes. 

• Be respectful – say please and thank-you, hold doors open for adults, talk nicely to other, say good morning/afternoon, share items in the classroom and on the playground, face and listen to the person who is speaking. 

• Be safe – keep your hands and feet to yourself, tell an adult if something doesn’t feel right, say sorry if you make a mistake or hurt someone, keep your workspace in the classroom tidy, look after school property – in school and at home. 

Social, emotional and mental health (SEMH) needs. 

To help reduce the likelihood of behavioural issues related to SEMH needs, the school will create a safe and calm environment in which positive mental health and wellbeing are promoted and pupils are taught to be resilient.

The school will promote resilience as part of a whole-school approach using the following methods: 

• Culture, ethos and environment – the health and wellbeing of pupils and staff is promoted through the informal curriculum, including leadership practice, policies, values and attitudes, alongside the social and physical environment.  

• Teaching – the curriculum is used to develop pupils’ knowledge about health and wellbeing. 

• Community engagement – the school proactively engages with parents, outside agencies and the wider community to promote consistent support for pupils’ health and wellbeing. 

All staff will be made aware of how potentially traumatic adverse childhood experiences, including abuse and neglect, can impact on a pupil’s mental health, behaviour, and education. Where vulnerable pupils or groups are identified, provision will be made to support and promote their positive mental health.  

Rewards 

All staff use non–verbal rewards such as smiles and thumbs up FREQUENTLY. Verbal praise is used EXTENSIVELY.  

Children receive tangible rewards in the form of dojos that they can collect daily. They will receive them for; good work, courtesy, care, consideration, hard work and effort. Lunchtime stickers and dojos can also be rewarded.   

During our weekly Achievement Assembly, positive contributions from pupils are recognised.    Staff will also seek to publicise and praise specific achievements that children have made in out of school activities as well as good attendance and reading engagement. There is also a reward for the class who have earned the most dojos.   

Key Stage teams choose behaviours to focus on through analysis of behaviour logs and records. These threads are reviewed regularly to reflect the behaviours that the class / key stage want to focus on e.g. sitting on chair sensibly, eyes on speaker.  Language will be phase specific.  Agreed behaviours will be for both positive and negative.   

Each week – the Dojo class totals are shared in Friday’s celebration assembly. A running total is kept on display per half term. The winning class for the half term choose a reward: class vote – non-uniform day, extra playtime, hot chocolate and games afternoon etc.   

A ‘Treasure shop’ runs regularly for each phase where children can spend their points (or save for big prizes if want!).   

Consequences 

We expect children to follow the behaviour rules and policy.  There will be times when children do not meet our high expectations of behaviour.   

Verbal warning and reminder of school rules.      

Time out – calming table in own class for reflection time.   

Take off dojo and reminder of expectation. Children are encouraged to make it up / earn back the dojo where possible.    

Time out in another class.    

Contact made by class teacher with parent to communicate behaviour choices.   

Time out with learning mentor  

Contact made by learning phase leader with parent and report to pastorale lead.   

If the above happens three times, then a meeting is arranged with parents and child, class teacher and SLT to discuss behaviours, agree targets and agree a review date.   

In EYFS and specialist provision, the principles remain the same but how this is implemented is tailored in recognition of the children’s age and in response to the children’s individual needs. 

Serious breaches of the behaviour policy 

Instances of unacceptable behaviour will be taken seriously and dealt with immediately. Staff will respond promptly, predictably and with confidence to maintain a calm, safe learning environment. Staff will consider afterwards how to prevent such behaviour from recurring.  

The pastoral lead will keep a record of all reported incidents to help identify pupils whose behaviour may indicate potential mental health or safeguarding problems. All staff will be alert to changes in a pupil’s behaviour that could indicate they need help or protection. 

Support, such as targeted discussions with pupils, a phone call with parents, and inquiries into circumstances outside of school by the DSL, will be provided alongside the use of sanctions to prevent the misbehaviour recurring. After an initial incident of negative behaviour, the following sanctions will be considered, with staff using their professional judgement and experience to determine what is appropriate and reasonable: 

Where a pupil’s misbehaviour is causing significant disruption or is deemed serious enough by a staff member, the following procedures will be followed: 

• The pastoral lead / learning mentor investigates the incident and decides whether it constitutes unacceptable behaviour. 

• If the pastoral lead / learning mentor deems the incident to be unacceptable behaviour, they will record the incident. The behaviour will also be recorded on the pupil’s permanent record. 

• The pupil is sent to a member of SLT  

• The pastoral lead / SLT will inform the pupil’s parents on the same day, where possible, following a decision to remove their child from the classroom, and invite them to discuss the incident. 

Following repeated incidents of unacceptable behaviour, the following sanctions will be implemented: 

• The headteacher will consider whether the pupil should be suspended, in line with the school’s Suspension and Exclusion Policy, and will determine the length of the suspension. 

• The headteacher will consider whether a permanent exclusion is necessary, in line with the school’s Suspension and Exclusion Policy, alongside alternative options such as a managed move or off-site direction to improve behaviour.