Behaviour

Supporting 21st Century citizens with life skills and a desire to make a change for good
‘Pupils are polite, well-mannered and well- behaved. They show respect and tolerance’
‘Pastoral Support is strong, and the school has a very caring ethos’
‘Pupils feel safe in school and that isolated bullying incidents are dealt with effectively by staff’
Ofsted 2019

High standards of personal behaviour, social responsibility and academic achievement are expected at Laceby Stanford Primary Academy. Our children will thrive in a calm, secure and caring environment, enabling them to take an active part both in our school and wider community and become responsible citizens of the future. We seek to nurture within each child the spirit of co-operation, politeness, empathy, helpfulness and a respect for other people, their cultures and beliefs, and their property.

Please see the Behaviour Policy for full details.

Head Pupils

We are delighted to share the faces of our 3 head pupils for this year. We are so proud of all of the pupils that applied for the role - it was a very close race. It was a perfect opportunity for children to learn how a democracy works, as well as valuing pupil voice (linked to our rights respecting charter). We look forward to how they are going to support the school during their final year here.

Peer Mentors Assembly on Relationships

Our wonderful Peer Mentors delivered an assembly to the whole school, alongside Children’s mental health week, around the theme of relationships.

The Peer Mentor group had identified that relationship / friendship difficulties was something that pupils needed support with and decided that they would like to do something to help the school in this area.

The group met with Zowie on a number of occasions to plan a special assembly that the group would deliver to all pupils at Stanford School.

As the theme for this years Children’s Mental health week is ‘My voice matters’ it was felt an excellent opportunity to demonstrate this by the group delivering an assembly to help teach their fellow students  key skills and strategies to help use their voices to talk to people about how they are feeling and also resolve any conflicts.

All of the teachers, pupils (and Zowie from Compass Go) were unbelievably proud of the group and wanted to share what a fantastic assembly this was!  An important message delivered by the pupils for Stanford School, the community and parent and carers- well done!

See the Peer Mentors Assembly

Pupil Voice at Laceby Stanford Primary Academy

Click on the pictures to read thair amazing work.

Pupil Initiatives

Pupil Voice is very important to us at Stanford School. This wonderful group of Year 5 pupils came up with a plan to make our golden time even better! They presented their ideas in our recent Pupil Voice meeting with Miss Purshouse 🌟

The Golden Table

We have introduced a new reward for children showing exceptionally good behaviour choices in the dining hall at lunchtime.

Our first pupils who were selected to sit on the golden table for their manners and excellent lunchtime behaviour- Well done!

Lunchtime supervisors will be selecting children who have been showing excellent manners and lunchtime behaviours during the lunch break.Those who show that they are following the lunchtime rules may be chosen to sit at the Golden table.

Every two weeks 6 children will be chosen and receive a golden ticket during our assembly on a Friday. Those chosen will receive a special invitation, to dine at the Golden table with a buddy of their choice Those dining at the Golden Table will be served first and eat their food from golden plates. They will have juice to drink from golden cups! 
Fruit and Jelly will be served to finish!

During lunchtime we look for the following:

• Quiet and sensible walking along the corridor to the dining hall
• Quiet waiting in line to be served
• Eating lunch with good manners
• Keeping their area clean and tidy- clearing p after themselves

Golden Time

Golden time takes place on a Friday afternoon, 20 minutes before the end of the school week. Pupils are rewarded with activities of their choice, both inside and out (dependant on weather) to celebrate pupil’s positive behaviour choices in the week.

Our Nurture Room

As our recent Ofsted report (January 2019) states:-
‘Pastoral support is strong, and the school has a very caring ethos.’  
‘(Parents) praise the school for the links it has with the community and the pastoral support their children receive.’

Pupils have helped design the new space with furniture, resources and equipment. Such resources have been specifically chosen to ensure the strong culture, vision and ethos at Stanford is represented as we work to ensure positive well-being continues to be an important aspect our school life.

These areas of the SMSC curriculum are key themes Ofsted will be monitoring, under the new Ofsted framework (from September 2019.) Amanda Spielman, Chief Inspector of Schools, has said that she “agrees that mental health and well-being are important issues” which is why personal development will be one of the four judgments proposed in the new framework.

Our Vision

Pupil Voice

Here at Laceby Stanford Primary Academy, we believe that our children are the most important people and we endeavour to give ALL children lots of opportunities to share their thoughts and opinions and play an active role in the decisions that affect their learning and well-being.

We have lots of ways that the children can do this formally, such as through the Pupil Voice meetings, pupil questionnaires and speaking to members of staff around school. However we also want to create an ethos that allows the children to regularly share their opinions in an informal way, in class and also to Mrs Hackfath. Mrs Hackfaths' door is always open to children (and staff!)

The main aim of Pupil Voice is to help to make our school a better place for the children and to give pupils an opportunity to have their opinions and ideas heard. Each class from FS upwards has two representatives a week, who join the meeting to discuss ideas and events coming up in our school calendar. Pupil Voice is led by our Head Boy and Girl and also Mrs Groves. The class representative then report back to their classes what has been discussed and the minutes are then shared on our Pupil Voice Notice board.

 

Behaviour Management

Reflection Sheets - A Time to Reflect

At Laceby Stanford Primary Academy we try to give children the opportunity to not only reflect on the good things they do e.g. good work in class, but also the negative choices that they sometimes make.

As part of this process we have been trialling the use of ‘Reflection Sheets’.

These sheets are a chance for children to:

• think about the decisions they made or actions they took in words or pictures
• why this may have been the wrong choice to make
• what they could do next time to avoid it happening again

If a child receives 3 Reflection Sheets in a week or 6 in a half term they will be copied and sent home to parents, so they have an opportunity to discuss with their child the behaviours they have been displaying in school and to help them to make more positive choices in future.

The Reflection Sheets are kept on file and monitored through the year.

We transfer the information from the sheets into a simple Excel spread sheet, which helps us to monitor the behaviour in the school in real-time and identify any patterns which may occur.

The more detail we record - the clearer the picture we get!

We record Gender, Class, Week, Term, Reason, Location, Subject, Time of Day

Code Of Conduct

The children need to know what is expected of them. At the heart of our behaviour policy is the Code of Conduct which sets out clearly what behaviour is and is not acceptable. The Code of Conduct has a version for the Foundation Stage and KS1 children and a version for the KS2 children. The versions are essentially the same in both content and spirit, however are prepared with their target audience in mind.
At Laceby Stanford Primary Academy we expect the following without exception:

Card System

A central part of our Behaviour Policy is the Pink, Amber, Red Card system.

Sometimes a child will make a choice that will result in either a straight Amber or Red card, without chance for a warning. Although this is unusual, it reflects those choices which children make which we do not accept in school, such as hurting another child or deliberately damaging property.

Pink

If a child breaks one of the ‘Stanford Super Six’ rules, they will be given a pink card and told, “……… (name), this is your reminder to make the right choice”.

If the child continues to make the right choices throughout the remainder of the lesson, the card will be taken back and no further consequences applied.

Amber

If the child continues to make the wrong choices, they will be given an amber card and told, “…… (name) you were asked to make the right choice, but have not done so. At playtime you will go see Mrs Smith and complete a Reflection Sheet to think about the choices you have made.”

The Reflection Sheets will be scanned and kept on file and monitored through the year If a child receives 2 amber cards in a week a phone call and text will be sent to the parent/carers and this will be monitored closely. If this continues into the following week, a letter will be sent to parents and a meeting will be arranged to discuss behaviour and strategies forward with SLT.

Red

If the wrong choices continue to be made, the child will receive a red card and sent, with their work, to a partner teacher. The child will be told ‘You have made the choice to leave the classroom to reflect on your behaviour and the choices you’ve made”. They will work in the partner teacher’s classroom as required.  The pupils will also miss their next break time and will complete a Reflection Sheet. Parents are also informed, usually by text, if their son/daughter has received a Red Card and details of the incident will be shared. If 2 red cards are received in a week, a meeting will be arranged with parents and the pupil will be in internal exclusion. Aggression towards another pupil will automatically result in a Red card and possible internal exclusion.

Anti-bullying

Bullying affects everyone, not just the bullies and the victims. It also affects those other children who watch, and less aggressive pupils can be drawn in by group pressure. Bullying is not an inevitable part of school life or a necessary part of growing up, and it rarely sorts itself out. It is clear that certain jokes, insults, intimidating/threatening behaviour, written abuse and violence are to be found in our society. No one person or group, whether staff or pupil, should have to accept this type of behaviour. Only when all issues of bullying are addressed, will a child be able to benefit from the opportunities available at our schools.

At Laceby Stanford Primary Academy we believe:

• Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.
• All children need to know what we mean by bullying, the impact it can have upon a person and strategies to deal with any incidents.
•  We should provide a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
• Should provide consistent school response to any bullying incidents that may occur.
• All those connected with the school aware of our opposition to bullying.

Please see the Anti-Bullying Policy for full details or the Children's Anti-bullying Policy, both of which can be found on our Policies page.

Racist and Homophobic

Under Race Relations (Amendment) Act 2000 and Home Office Code of Practice on recording and reporting racist incidents (2000) schools are required to record and investigate all racist and homophobic incidents and report them to the Local Authority on a regular basis. 'A racist incident is any incident which is perceived to be racist by the victim or any other person.' This definition emphasises perception, so that if anyone thinks an incident is racist it will be recorded and investigated as such, however minor it may seem. Incidents involving children and adults will be recorded whether or not those responsible intended their behaviour to be racist. It should also be noted that a racist incident does not necessarily have a victim.

At Laceby Stanford Primary Academy we investigate fully any racist or homophobic remarks, talking with pupils involved, ensuring a resolution takes place and parents/carers are contacted regarding the incident. We record all incidents using our CPoms system and also keep a log of racist and homophobic remarks on a central document that can be accessed by SLT. ALL logs are kept up to date and checked regularly by SLT.

Peer on Peer Abuse

Peer-on-peer abuse includes, but is not limited to:

• physical and sexual abuse
• sexual harassment and violence
• emotional harm
• on and offline bullying
• teenage relationship abuse

It can even include grooming children for sexual and criminal exploitation.

Unfortunately, peer-on-peer abuse can and does happen in a whole range of settings that children attend. However, it often goes unseen. It might take place online, for example, or away from the school or setting. Therefore, at Laceby Stanford Primary Academy we ensure regular training for all staff  to help them recognise the signs, and know what to do.

For schools and colleges, there’s detailed Department for Education advice on what to do if a child is sexually harassed or experiences sexual violence. This expands on the principles set out in the statutory guidance ‘Keeping children safe in education’.

We expect all staff at Laceby Stanford Primary Academy to be familiar with this guidance and to apply it. All staff understand child protection policies and use them. In our policy it is clear that peer-on-peer abuse will never be accepted or dismissed as ‘children being children’.

All staff at Stanford school are trained and know what to do if they come across, or are worried about, peer-on-peer abuse. They confidently know who to speak to and what action to take to make sure children are safe.

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Learning Mentors

Our Learning Mentor at Stanford School is Mrs Jones.

AT Stanford School we believe that good pastoral support focuses on nurturing and supporting the individual needs of each child. We ensure that the support needed is recognised and implemented, with all teachers and support staff working cohesively together with the school’s inclusion team. We support a range of children who are having emotional difficulties that can impact on their learning. Supporting children’s well-being and helping reduce barriers to learning.

We provide a range of interventions to support emotional well- being;

• A quiet nurturing room for children to feel safe and secure, to calm down or have time out.
• Support the children and parents in the playground at the beginning of the school day.
• Liaise with teachers and check at the beginning of each day for children needing support.
• 1-1 sessions with identified vulnerable children.
• In class support
• Social groups (social and emotional needs, behaviour, friendships)
• Worry boxes in each class for children to raise any worries or concerns.
• Play Therapy
• Lego Therapy

We aim to develop positive relationships with children and their families, responding quickly as possible to any issues to ensure difficulties are discussed and resolved.

Our Learning Mentors work with parents and carers on a daily basis. If you ever need to speak with our Learning Mentors please feel free to see them in school and disucss any concerns over a cup of tea and biscuits!

What do the Pastoral Team do?

We work across school with children from Foundation to Year 6, supporting children with their emotional, social and behavioural learning. We can provide 1:1 sessions, group sessions and support during break and lunch times. We work with children for different reasons so the help we offer depends on the need of the child, but includes:

• Listening to children and discussing anything that is worrying them
• Helping to raise a child’s confidence and self esteem
• Developing emotional literacy
• Developing coping strategies and emotions management
• Building resilience
• Encouraging children to do their best in school and setting targets
• Increasing motivation
• Developing social skills and helping to manage friendship issues.

Another important part of the pastoral team’s role is to provide support and information for the parents and carers at the school. We have information on a range of issues, agencies and support services and we can give advice and support in accessing these different services as well as referring to other agencies that can offer more specialist support if needed.

What is a Learning Mentor?

A Learning Mentor helps to support children in school to overcome any difficulties that might be stopping them from engaging in school and with their learning.

Why do children work with a Learning Mentor?

Children benefit from the opportunity to talk to an adult other than a parent/carer or a teacher, someone who is not directly involved in their everyday lives. Common reasons for us to work with children range from: friendship issues, boosting self-esteem and confidence, promoting positive behaviour, developing appropriate social skills, understanding and managing emotions and supporting a child through life events and challenges both in and out of school.

Who can refer to a Learning Mentor?

Teachers, school staff, parents/carers and children themselves can ask for Learning Mentor support. The Learning Mentors will then decide what this support will look like and make contact with the family. You can ask the school office or Learning mentors for a referral form.

If you have any concerns about your child in or out of school or would like to have a chat with the Learning Mentors about what we can offer, please don’t hesitate to get in contact with us.

How long will my child see a Learning Mentor?

It depends on each child. Children come for as many sessions as they need ranging from one or two sessions, to more long term mentoring that could last a term. The work is reviewed regularly to see if it is still required.

Here is a range of photos of our Nurture sessions in action!

Pastoral Support

Our vision and aims

Attachment, Trauma and Aces

Childhood trauma has a massive impact on the life chances of children. Trauma has an impact on the brain and how the child perceives and interacts with the world around them. It is vital that staff understand this in order to fully embrace the therapeutic approaches we aim to provide at Stanford School.

Staff have recently received training on attachment, trauma and ACE’s with Ashley Lucas. Staff have gained knowledge on how the brain works and strategies to help support children who may have or have had trauma in their life and understand reasons for children’s behaviour.

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Behaviour Ambassadors

Behaviour Ambassadors at Laceby Stanford Primary Academy take a pride in spotting the amazing behaviours of our pupils in and around school! They look out each day for amazing manners and behaviours to their learning. Each day two new behaviour ambassadors are chosen. We have updated our Ambassador badges from Stickers and badges to Lanyards! The pupils love wearing these with pride for the day, showing all staff and pupils their important role. Each week, the behaviour ambassadors are shared and celebrated in our Celebration Assembly!

Litter Picking Project

Pupils continue to support our litter-picking project – they show dedication by litter-picking every break time and have inspired other pupils to join in. Well done and thank you.

Anti Bullying Week

Respect

Our local PCSO Mark Ireland came into school to lead an assembly on respect and how the police deal with bullying behaviours in the community. The children listened to how bullying can affect the community in many different ways such as through anti-social behaviour, and how bullying can not only impact on the victim, but their friends and family too.

Seedlings Class

This week our focus has been about ‘Anti-bullying’. During the week children from Seedlings class thought about who they might talk to if they felt sad, talked about 'top tips for a happy school' and played with a new or different friend.  We also recognised extra friendly children during the week.

Sunflower Class

Pumpkin Class

This week we have been looking at anti-bullying with the theme "All Different, all equal". We looked at a jigsaw with some pieces missing and the children saw that every piece has to be in place for it to be complete.

They were then shown a jigsaw piece with the words 'Pumpkin class' and asked how could we complete this puzzle. The children were all given the same jigsaw piece and were asked to write on it all the things that made them unique. We put all these pieces together to show our how we all fit together to make something wonderful - our class.

Juniper Class: How to Banish Bullies

As part of Anti bullying week, "All equal all Different" we created our own recipes "How to Banish Bullies"

A few of us shared our recipes in assembly.

Star Anise Class

As you know this week has been Anti- Bullying Week. Star Anise have been discussing acts of kindness and have been busy making kind hands. We thought about people we could trust who we could tell if we are being bullied and wrote their names on our cut out hands.

We created a paper chain of kindness, we had a strip of coloured paper and wrote our kindness pledge on it. We also looked at the "Be Kind Campaign" which has been launched by the TV programme This Morning hosted by Phil and Holly.

As Holly said " How much better the world would be if everyone was just that bit kinder to each other?"

Written by Mareen, Darcie and Rebecca

Barley Class

Barley class became Agony Aunts during anti- bullying week. They worked collaboratively to create different scenarios that required advice. They wrote letters to their Agony Aunt, created a freeze frame of this and then wrote their reply, giving advice on how they could stop the bullying. The outcomes were fantastic, with meaningful and helpful advice given

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Code of Conduct

The children need to know what is expected of them. At the heart of our behaviour policy is the Code of Conduct which sets out clearly what behaviour is and is not acceptable. The Code of Conduct has a version for the Foundation Stage and KS1 children and a version for the KS2 children. The versions are essentially the same in both content and spirit, however are prepared with their target audience in mind.

At Stanford Junior and Infant School we expect the following without exception:

Anti-bullying

Bullying affects everyone, not just the bullies and the victims. It also affects those other children who watch, and less aggressive pupils can be drawn in by group pressure. Bullying is not an inevitable part of school life or a necessary part of growing up, and it rarely sorts itself out. It is clear that certain jokes, insults, intimidating/threatening behaviour, written abuse and violence are to be found in our society. No one person or group, whether staff or pupil, should have to accept this type of behaviour. Only when all issues of bullying are addressed, will a child be able to benefit from the opportunities available at our schools.

At Laceby Stanford Primary Academy we believe:

• Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.
• All children need to know what we mean by bullying, the impact it can have upon a person and strategies to deal with any incidents.
•  We should provide a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
• Should provide consistent school response to any bullying incidents that may occur.
• All those connected with the school aware of our opposition to bullying.

Please see the Anti-Bullying Policy for full details or the Children's Anti-bullying Policy, both of which can be found on our Policies page.

Card System

A central part of our Behaviour Policy is the Pink, Amber, Red Card system.

Sometimes a child will make a choice that will result in either a straight Amber or Red card, without chance for a warning. Although this is unusual, it reflects those choices which children make which we do not accept in school, such as hurting another child or deliberately damaging property.

Play Leaders and Behaviour Ambassador

Pupils may also be chosen to act as mentors to other pupils if they have shown positive behaviour choices. Behaviour Ambassadors are take charge of spotting and rewarding good behaviours to learning. Prefects, Play Buddies and monitors are also important roles that are used to motivate and reward pupils to add to the respectful and positive culture at Laceby Stanford Primary Academy. Our Play Leaders and Play Buddies help to organise activities to give younger children the opportunity to learn new games and to work as a team.