Prime Childcare Behaviour Policy and Procedure

The behaviour chart will inform and aid Prime Tuition, Tutors, Department Supervisors/Head of Department, and Management visiting classes with assessing at a glance the level of compliance on the part of pupils in terms of their learning behaviour-without having to disrupt learning sessions.

The youngest pupils who are emergent readers, are able to link the colours on the chart to the attendant behaviours they represent and therefore they are aware that: to be on Green = Good and to be on RED=Is Not Good.

Positive behaviours are to be encouraged, reinforced, and rewarded at all times at Prime Tuition. All children will begin each day “ON TRACK” and will be encouraged and motivated to stay on track by being rewarded with: praise, stickers, individual, group or table points, other tangible rewards.

This makes the children aware that all the adults across the Tuition Centre are to be shown due respect and their respect for the staff. Conversely, any staff member may apply sanctions as and where appropriate, at any time needed: during class time, lunch times or during before and after class breaks, at dismissal time, in promoting the desired behaviours required of all and the application of the policy across the Tuition Centre.

Those children who fail to adhere to Tuition Centre rules will face the following consequences:

• A First warning ~ Verbal reminder and a ‘DOT’ under ‘CAUTION’ with a specific time frame given to the child to get ‘BACK ON TRACK’ e.g. ‘Amber, you have 1 minute to get back to work’.
• A Second warning: Name moved to Caution- with another verbal caution and time frame given for the child to get ‘BACK ON TRACK’ e.g. ‘Amber, I’ve asked you to get back to work and stop talking….you have just 1 more minute to settle down’
• If a Third Warning has to be given: The child’s NAME IS MOVED ON TO RED ALERT

Staff may apply professional judgement and descretion regarding individual children who may need more time away from their class to fully settle down, cease being distracted or being the distractor and regain their composure. The child in question is required to complete the same work being covered by their class to the same expected standard. Tutoring staff will intermittently check to ensure the child is being fully compliant and meeting the expectations set.

If the inappropriate behaviour persists:

A Fourth Warning will not be issued and the student will be expelled from the institute.

The fees or deposit may be not be refunded.

Inappropriate/Undesirable Behaviours:

This behaviour policy acknowledges the Prime Tuition’s legal duties under the Equality Act 2010, in respect of safeguarding all pupils inclusive of those with Special Educational Needs and Disabilities (SEND). The sanctions for inappropriate behaviours are listed below in accordance with the Department for Education’s Guidance for all Department Supervisor/Head of Department and School Staff https://assets.publishing.service.gov.uk/government/uploads/system/upl oads/attachment_data /file/488034/Behaviour_and_Discipline_in_Schools

This document states that: Teachers have the power to correct and discipline pupils for misbehaviour which occurs in school and, in some circumstances, outside of school.

Appendix 1

Promoting Positive Behaviour Creating A Supportive, Affirmative Learning Environment by:

• Using positive, motivational language with all children for example: e.g. ‘Great to see you sharing with your classmates… well done!
• Using positive body language with all children such as gestures, thumbs up, and lots of smiling and affirmative facial expressions
• Having an on-going positive reward system using stickers, points, and praise throughout the day for many reasons e.g. Giving children stickers on their work to reward them for working well and producing good outcomes or giving a
• Focusing on and targeting specific behaviours that we as a staff have identified need modifying or reinforcing as well as rewarding positive things that have happened during the day. This happens daily at the start of the day
• Teaching children the language of co-operation by working alongside them and modelling specific language at the tables daily:” may I have a pencil please?” once gotten...’thank you’
• Facilitating their interactions and modelling how they may to talk to their peers appropriately e.g. Instruct the child to say; ‘May I ride the bike after you please?’ as well as instructing the other child to say; ‘Yes you may, in 5 minutes when I’ve finished you can have your turn’
• Allow children time to adjust/ facilitate what’s going to happen next by giving 3-5 minute windows before an activity changes especially if the current activity is a fun one or one which has their full engagement e.g. ‘

Appendix 2

Responsibilities In Relation To Mental Health and Wellbeing https://www.gov.uk/government/publications/promoting-children-and- young-peoplesemotional-health-and-wellbeing Prime Tuition has an important role to play in supporting the mental health and wellbeing of our pupils and staff, by developing approaches tailored to the particular needs of the pupils which will assist them with settling into Tuition Centre routines and complying with procedures which will by extension enable staff to continually maintain their professionalism and be calm, composed and able to efficiently and effectively get on with their work on a daily basis. All Tuition Centres are under a statutory duty to promote the welfare of their pupils, which includes: preventing impairment of children’s health or development, and taking action to enable all children to have the best outcomes. Central to developing pupils’ and staff mental health and wellbeing our Tuition Centre engage staff and pupils in experiences, programmes and activities which enable all to be resilient, self- reflective, and empathetic- supporting good mental health and wellbeing. Our Tuition Centre promotes good mental health and wellbeing for all via our tuition Centre about forming and maintaining positive relationships with God and each other, ensuring self-care, self-esteem, mental and physical health which are important vehicles through which the philosophy of Healthy, Body, Mind and Spirit are taught. Prime Tuition’s approach to good mental health and behaviour forms part of a consistent whole Tuition Centre approach to mental health and wellbeing.

This involves providing a structured Tuition Centre environment with clear expectations of:

• Positive Behaviour and Attitude from all linked to our Tuition Centre’s Golden Rules and Ethos
• A willingness to make amends, converse not confront and to seek help when needed
• To apply the Tuition Centre’s interventions to secure restoration/balance using the following:
1. Early intervention to identify issues and provide effective support is crucial Here the Tuition Centre’s role in supporting and promoting mental health and wellbeing can be summarised as taking the necessary steps to address the presenting problems.
2. Prevention: creating a safe and calm environment where mental health problems are less likely, improving the mental health and wellbeing of the whole Tuition Centre population, and equipping pupils and staff to be resilient so that they can manage the normal challenges of life effectively.
3. Early support: helping pupils and staff to access early support and interventions which are evidence based and to assist the pupil or staff to further.
4. These policies need to be consistent with Tuition Centres’ duties under the Equality Act 2010. 11 Appendix 3 Using Positive Handling Addressing Pupils Posing A Danger To Themselve.

Appendix 3

Using Positive Handling Addressing Pupils Posing A Danger To Themselves or Others: If the need arises and it becomes necessary to apply Positive Handling to a pupil who is being violent, throwing a tantrum or presenting with seriously inappropriate behaviours such as displaying: refusal, defiant, confrontational, oppositional, intimidating and disrespectful behaviours- staff are encouraged to follow the Tuition Centre’s positive handling policy and procedures as shared and modelled /demonstrated in our whole staff insets annually as part of staff induction.

It is always advised to get another adult’s support if the need for calming a child (who is throwing a tantrum, being aggressive, resistant, violent and disruptive-is posing possible harm to self or others) arises. Before any physical intervention is used other strategies must be used to try to defuse the situation first and positive handling used only when absolutely necessary.

The following strategies must be considered to help pre-empt any difficult and violent situations:

• Change the environment
• Alter routines as appropriate to the situation
• Focus on diversion, reassurance and communication
• Involve parents/carers
• Rewarding progress (you’re really doing well keep it up….You’ve made the right decisions…)
• Addressing key behavioural difficulty and identifying the behaviour we want to see Staff may choose not to make a physical intervention but still take effective action to reduce risks. They are advised to:
• Show care and concern by acknowledging unacceptable behaviour and requesting alternatives using negotiation and reason e.g. ‘I have seen you make a better choices’
• Give clear directions for pupils to stop.
• Remind them about rules and likely outcomes.
• Remove an audience to deescalate the situation or remove vulnerable pupils for safety
• Remove an audience to deescalate the situation or remove vulnerable pupils for safety
• Make the environment safer by moving furniture and removing objects which could be used as weapons while calming the child and encouraging them to listen to advice.
• Use positive touch to guide /escort/re-direct pupils to somewhere less pressured.
• Use a calm voice
• Use humour
• Use expectation reminders (we always)
• Use reassurance (I know you can…)
• Listening to the child
• Offer withdrawal
• Change the member of staff dealing with the situation
• Involve senior staff :Supervisor , when faced with any child who has lost control, is angry and highly distressed staff members must remain calm and under control and try to stabilise the situation to prevent it from escalating. Every effort must be taken to diffuse the situation to prevent the child from becoming more aggressive and a danger to self or others including staff. The management expect all staff to use and apply the behaviour policy consistently and rigorously in all situations warranting it within or outside of class for the health safety and safeguarding of all children and staff.

Use of Equipment The sharing of equipment such as stationery, textbooks or exercise books will not be permitted.

Pupils must not:

• Share equipment with their peers - this includes pens, pencils, rubbers, rulers etc.
• Borrow or use other people’s personal items, such as water bottles, cups or PE clothing
• Share Chrome books, keyboards, mice, headphones or any other technical equipment in any one sitting for any class and these equipment must always be carefully cleaned and disinfected after each use in each session across the Tuition Centre. Using the Toilets Must Be Time Tabled For Monitoring Purposes Pupils must:
• Practise good hygiene and wash their hands thoroughly for 20 seconds with running water and soap, drying them thoroughly after using the toilet
• Follow social distancing as much as is practicable in toilet areas and on entry and exit to the bathrooms, giving way to those exiting
• Always seek consent from a member of staff during lessons before using the toilet-with staff organising toilet visits in groups for monitoring and management purposes Special Caution for Inappropriate Behaviour: Anyone (child or adult) found to be deliberately/intentionally/without due consideration spitting or coughing at or towards any other person without taking the needed and specified precautions (covering the nose and mouth with a tissue/elbow) will be dealt with in accordance the Tuition Centre’s Behaviour Management Policy: Wilfully/knowingly compromising the safety and well-being of others will be considered a ‘deliberate action that puts the health and safety of the Tuition Centre community in jeopardy.’ The child in question will be placed on investigation and his/her parent called in. Staff committing any such infringement to this end will be dealt with in accordance within line with the staff Code of Practice/Disciplinary Procedures.