Behaviour & Relationships
Cooks Spinney has four principles for relationships and behaviour which underpin our approach:
THE AIMS OF OUR APPROACH
Cooks Spinney Primary Academy and Nursery are committed to the idea that every child matters:
- We aim to encourage a positive attitude to learning within a safe, happy environment.
- We promote high expectations and enable pupils to become independent responsible learners.
- We encourage a sense of respect for our community and our environment.
- We believe that clear, consistent routines and systems are essential to support children’s development and ensure the health, safety and wellbeing of everyone in our school community.
- Cooks Spinney and BMAT are committed to the prevention of all forms of bullying – This is outlined further in the BMAT Behaviour policy and BMAT Anti-bullying policy available here - www.bmat-trust.org/
A RESTORATIVE PROCESS
Restorative approaches encourage pupils to think not only of the consequences of their behaviour on themselves, but also to consider the impact of their actions on others. The process at Cooks Spinney is based on four questions, which staff have on their ID lanyards for reference:
These questions also form the basis of our ‘Reflection Sheet’. Pupils are asked to complete refection sheets following incidents.
Restorative processes do not shy away from applying consequences, such as loss of privileges, but focus on the need to take responsibility an find a constructive way forward for all concerned such as a sincere apology followed by an act of kindness.
It must be remembered that pupils will not be ready to engage in reflection until they are in a calm state. To help pupils return to a calm state, staff avoid raising voices or passing immediate judgement. Staff remaining calm will enable pupils to return to a calm state much more quickly; then the reflection and learning process can begin.
At Cooks Spinney, pupils should always have the opportunity to reflect on their actions without judgment. They are then given the chance to put things right through mediation and discussion.
The impact of this approach is evident in the relationships forged throughout the school. The strategies involved, which include active listening, respectful discussion and taking ownership of issues, result in a positive ethos.
THE POWER OF RELATIONSHIPS
At Cooks Spinney, staff are nurturing, responsive and reliable to pupils. By building positive relationships with pupils, staff can: raise self-esteem, deal with unwanted behaviour in a constructive and non-confrontational manner, and help pupils feel valued and secure.
Bruce Perry (2017) states – ‘The more healthy relationships a child has, the more likely they will be to thrive. Relationships are the agents of change and the most powerful therapy is human love.’
THE POWER OF ROUTINES
Routines allow our pupils to feel secure and safe. Research shows, when children feel secure and safe, they are more resilient and better equipped to cope with stress. Cooks Spinney promotes routines across the school day including the use of visual timetables in every classroom.
At the start of the school day (an important time for pupils to settle), Cooks Spinney uses a securing routine of; register, free breakfast, daily mile and assembly before the main lessons begin at 9.30am. For most pupils, this routine adds to their feeling of security and will proactively reduce stress and anxiety which may lead to unwanted behaviour.
EFFORT POINTS, ACHIEVEMENT APPLES AND OTHER REWARDS
EFFORT POINTS AND APPLES
Effort points are rewarded at the class teacher's discretion for children making a positive move forward in their learning or behaviour.
Teachers are responsible for keeping a record of effort points awarded for each pupil and updating pupils on their progress.
Effort points are converted into Pips. Pupils are rewarded stickers by their Teacher or Head Teacher for each Pip.
Three Pips lead to an Achievement Apple (a pin badge pupils can proudly wear on their school uniform).
Achievement Apples (in the form of pin badges) are awarded in Friday's Achievement Assembly and families are invited along to share this special award. Peers are invited to stand up and tell the whole school why the person deserves their apple.
As a guide, apples are generally awarded in the following year groups, however this will depend upon behaviour and attitude to learning for each individual pupil:
Reception – Purple Apple
Year 1 – Yellow Apple
Year 2 – Orange Apple
Year 3 – Green Apple
Year 4 – Red Apple
Year 5 – Silver Apple
Year 6 – Gold Apple (+ Privilege Card for exceptional behaviour)
HOW EFFORT POINTS ACCUMULATE
3 x pips awarded by the Teacher leads to a sticker 1, awarded by Class Teacher.
3 x pips awarded by the Teacher leads to a sticker 2, awarded by Head of Key Stage.
3 x pips awarded by the Teacher leads to a sticker 3. At sticker 3 – the pupil comes to the Head Teacher to receive a Sticker 3 and an invitation to receive their apple pin badge.
An invitation is sent home to parents, via the child, to come to the Friday achievement Assembly for the presentation.
The system repeats itself so there are 3 stickers throughout the year (roughly one per term), leading to the next colour apple, finally to the golden apple, by Year 5 or 6.
Once a pupil has achieved a golden apple, they are entitled to earn, via three more pips, a privilege card from the Headteacher.
OTHER 'IN-CLASS' REWARDS
Although our main form of reward and recognition is effort points, we allow teachers the autonomy to manage their classrooms in the best way they feel meets the needs of their pupils. Therefore, you may see teachers and support staff using ‘in-class’ systems such as table points, notes home etc.
WEEKLY ACHIEVEMENT ASSEMBLY
Each week, the school praises children for effort and hard work during Friday’s Achievement assembly.
Children are chosen by staff to receive awards for the following:
- School Values Award (Gold Book)
- Achievement Apples and Privilege Cards
- Golden Sentence Award
- Any sporting awards (presented by the PE Team)
A 'Class of the Week' award is also given to the class walking around school sensibly, lining up quietly, and displaying acts of the school values.