Behaviour at School and Online
Behaviour at school
PTW- Behaviour Policy – Feb 2025.docxAt Portway, there is a shared understanding that all behaviour serves a function. We believe it is our role as educators to support our students to develop independent strategies and techniques to manage their own feelings and associated behaviours. We place an emphasis on embedding a nonjudgmental environment where behaviours are viewed with neutrality and empathy. We use a shared vocabulary that supports students to detach their behaviour from their sense of self, and grow into emotionally literate individuals.Ā Our School Policy is informed by the Trust’s Behaviour Principles Statement, available on Policies Page of the Trust website.Ā Our Anti-bullying Policy clearly outlines our consistent approach to any incidents of bullying at school.
Online safety is clearly articulated in the DfE’s Keeping Children Safe in Education guidance.Ā Ā Our Trust’s Online Safety Principles is available on the Policies Page of the Trust website.Ā These principles inform our School Online Safety Policy.
Consistency
The changes to the behaviour policy are fundamentally based on adults being consistent. Research has shown that a consistent approach to managing behaviour makes for positive outcomes. The most effective learning environments are those that are predictable and secure, where pupils are responsive to the teacher (IES, 2008), Part of effective behaviour management involves setting clear rules and consistently reinforcing them (Coe et al., 2014; IES, 2008). The onus is on all adults at Portway Primary to consistently use the behaviour policy.
Proactive strategies
The 5Cs are the qualities we want to develop for our students. These qualities are demonstrated through expected behaviours in and around the classroom and whole school environment.
The Five Cs are:
- Care
- Commitment
- Collaboration
- Communication
- Choice
Unexpected and expected behaviour
The importance of viewing behaviour with neutrality is underpinned by the language choices we have made to describe behaviour. Behaviours are described as either expected or unexpected. This is because we recognise that the context of a behaviour is fundamental. For example, shouting and screaming during a school football competition may well be expected, however shouting and screaming in the dining hall would be unexpected. This understanding of behaviour is complimented by emotional literacy sessions as part of the RHSE curriculum, and the Zones of Regulation.
Reactive strategies
As part of our policy, Portway has clearly defined reactive strategies to manage behaviour as well as proactive. These strategies provide students with guidance and opportunities to change their behaviour. If the student is unable to do this, then the consequence is that they lose part of their break and/or lunch time. During this time they will meet with an allocated member of SLT, and discuss the reason why they were sent to Time Away. The focus of this discussion is reflective and restorative. The SLT member will explicitly highlight what they did that was unexpected and how they can make a better choice when they return to their class. Weekly behaviour monitoring meetings held by SLT, will enable individual students to be discussed before moving to Step 4. Parents will be contacted and a meeting will be held with school and parents to discuss next steps.
Step 5 is reserved for very extreme behaviours that the school community does not tolerate like racism, homophobia, bullying and physical aggression. These behaviours require an immediate response and will be managed by the Headteacher.
Online safety ā supporting appropriate behaviour online
Behaviour online, both whilst at school and at home, is an increasingly important area where we need to work together with parents to ensure that our children are able to use the internet safely.
On enrolling at Portway, all parents sign an Acceptable Use Policy. This document ensures that children understand the way in which we expect them to behave when using ICT resources at school.
Online bullying (often called cyberbullying) is also something that we ensure that all parents and children are aware of.Ā The most recent DfE guidance –Ā Advice for parents and carers on cyberbullyingĀ – helps parents to protect their children from cyberbullying, and provides advice on how to tackle it if it happens.
Online safety at home
As a school your childās safety is of paramount importance to us. We also accept that a large majority of children in key stage 2 are using the internet at home, including accessing programmes that can be dangerous if not used in the correct way. As a school it is our duty to ensure that children and their families are using the internet safely and understand how to monitor its use.
If your child has access to the internet at home do you knowā¦
What your child is doing when using the computer?Ā The dangers of using a chat site or email account?Ā How old a child must be to have a Facebook account?Ā How to monitor your childās use of the internet?
If you answered no or are unsure about any of the above questions we can help! Please speak to the School Office for further information. Ā Childnet InternationalĀ is another useful site; theĀ UK Safer Internet CentreĀ also has a number of useful resources that we recommend.
Online safety tips and links for parents
1. Support your children at home – Check you know what they are doing on the computer, especially chat rooms and games played with others online. Ask who their āfriendsā are. Get them to teach you about how things work.
2. Support the school ā Sign the Acceptable Use Policy and take an active interest in what your children are doing in ICT at school.
3. Support their learning – It helps to keep the computer in a family room not tucked away in a childās bedroom. Help your children to use the Internet for home work and leisure interests.
4. Agree some family rules ā How long to stay playing computer games, where to keep the mobile phones, which websites can be used….