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Itchen Abbas Primary School

Recognition & Sanctions


At Itchen Abbas, we believe that positive, respectful relationships across the community and consistent, calm adults are the foundations for positive behaviour management.  We understand that all behaviour is a message. If we do not understand the initial behaviour, this can lead to secondary behaviours.  Empathy, kindness and taking the time to understand what the initial behaviour is communicating, will enable adults to support and guide the children to regulate their behaviour. 
 
We recognise that most children effectively self-regulate their behaviour every day and never need reminding to behave appropriately. We want to recognise these children and help teach others how to self-regulate their behaviour positively. 

In our school, we have three simple rules which all members of the school community are asked to adhere to:

1. Be ready

2. Be respectful

3. Be safe

Class Charters are established through negotiation at the start of the school year and revisited as and when necessary.

 

Recognition

We believe that children should want to behave well.  However, we recognise that sometimes children will go above and beyond our expectations.  We recognise this through a variety of strategies including:

Recognition board – children demonstrating focussed behaviour will have their names added to the Recognition Board.  Names for the board can be nominated by the children and adults for those who have shown the required effort.  These are refreshed daily or at the end of a lesson.

Positive Notes - Use of positive notes in recognition of children who have gone over and above sent home. These can be awarded by adults, visitors or peers.  

Golden Fish - These are given in Celebration Assembly for going beyond in our learning values. 2 are awarded per class, one child identified by an adult and one identified by the children. The teacher selects the children who have gone above and beyond for the children to select from.

Celebration Assembly – each child receives one special assembly, within their time in each class, which parents are invited to attend. This assembly will share positive comments and celebrations from peers, adults in school and parents. 
 

Sanctions

No matter the frustrations, adults must not allow their emotions or feelings to influence their response to challenging behaviour. They can call upon other adults for support, but the adult dealing with the initial behaviour will always follow up with the child. 
 
Where a sanction is required, this will be discussed in private between the adult and the child.  
 
We use the following stepped consequences followed by a restorative ending.

Step 1 - Reminder: A reminder of the three rules delivered privately, wherever possible.  A child might receive repeated reminders, if reasonable adjustments are necessary.

Step 2 - Caution: A clear verbal caution delivered privately, wherever possible, making the child aware of their behaviour and clearly outlining the consequences if they continue.  

Step 3 - Last chance: The child will be spoken to privately and given a final opportunity to engage.  The adult will offer a positive choice to do so and refer to previous examples of good behaviour. The child will stay behind for 2 minutes after class. Incomplete work will be sent home to be completed for the next day with a parent signature required. 

Step 4 - Time out: This might be a short time outside the room or away from the group.  It is a few minutes for the child to calm down, breathe and look at the situation from a different perspective.

Step 5 - Repair: This might be a quick chat at break time or a more formal meeting. This is a restorative conversation that takes place once the child has calmed down.  The adult will help these conversations be successful by ensuring the child feels at ease and is able to engage.

Incidents of aggressive, verbal or physical behaviour, will move directly to stage 4 followed by stage 5.  The adult will decide whether this requires discussion with the headteacher and an appropriate course of action agreed; this can include informing parents of the incident. 
 
We appreciate that some children may require further support to help them learn to manage and self-regulate their emotions and behaviours.  As appropriate, we will support these children using an Individual Behaviour Plan or seek advice from outside agencies.

Anti-Bullying
 
Definition of bullying:
 

There are many definitions of bullying. Most have 3 things in common:  

  • it consists of deliberately hurtful behaviour;  
  • it occurs repeatedly over a period of time;  
  • it is difficult for those being bullied to defend themselves as they are in a less powerful position than the bully

 
Bullying can occur in 3 main ways: 
 
1. Physical – for example, where the person being bullied is hit, kicked or when belongings are taken or damaged. 
2. Verbal – for example, bullying which consists of name-calling or insulting, racist or sexist remarks or another or consistent undermining of another person. 
3. Indirect – for example when malicious rumours or stories are spread or the person is excluded from the social group. 

 
Bullying can be in person or online. We take all incidents equally seriously.  Bullying of a racist nature will need to be dealt with in the context of the school’s anti-racist policy.  If incidents of bullying are reported, these will be investigated and appropriate course of action taken.


Exclusions
At Itchen Abbas Primary School we follow the Hampshire County Council guidelines relating to exclusions. Please follow the link to access their website for more informaton.

Hampshire Local Offer