Our school’s Behaviour Policy is not only a legal requirement but it also provides a valuable guide for staff and visitors who can use it to understand the expectations of behaviour in school.
This policy is used to create a caring, stimulating, happy, secure learning environment where children can work and play safely and without fear or undue distraction. It also helps to encourage parents and carers to be actively and positively involved in their children’s education and overall development.
Our aims are to enable our pupils to be healthy, stay safe, enjoy their learning and achieve success and make a positive contribution to the school and their community. We want to provide them with the skills they need to grow up into responsible, independent adults by allowing them to access the full range of learning opportunities in school, by achieving reward and celebration of their work through the explicit and consistent application of expectations of work and behaviour. They should behave appropriately in a wide range of social and educational settings and value the rights of all individuals without prejudice.
The application of this Behaviour Policy will :
- raise pupils’ self-esteem; promote empathy and respect for themselves and for others;
- allow pupils to develop a sense of self-discipline and accept responsibility for their own actions;
- ensure regular attendance in school; develop an awareness of what is appropriate behaviour and adhere to it;
- help pupils value the school environment and its routines;
- ensure pupils are confident of their right to be treated fairly;
- empower staff to understand and expect appropriate behaviour from everyone in school;
- ensure positive behaviour is recognised;
- work within a positive, proactive, reflective approach to behaviour management
The staff and Governors will ensure the policy is fully understood and consistently implemented throughout school, ensure effective mechanisms are in place for the effective monitoring and evaluation of this policy and ensure the rights and responsibilities of all members of the school community.
The policy will be implemented through the following principles:
- adherence to the school ethos and vision
- having high expectations of the school community
- a broad and balanced curriculum
- effective school systems for rewards and sanctions
- providing support for pupils, staff and parents / carers who are in need
Our school ethos is outlined in our School Vision and contains many of the elements above. These are constantly being demonstrated and modelled by staff and pupils and are often addressed in lessons and assemblies.
Expectations of the school community
|Staff and Governors||Pupils||Parents|
|To lead by example||To respect, support and carefor each other both in schooland the wider community||To be aware of and support theschools values and expectations|
|To be consistent in dealingwith pupils||To listen to others andrespect their opinions||To ensure that pupils come toschool regularly, on time with theappropriate equipment|
|To encourage the aims andvalues of the school and localcommunity among the pupils||To attend school regularly,on time, ready and equippedto learn and take part inschool activities||To keep pupils at home whenthey are ill and to provide theschool with a written explanationof the reasons for any absence|
|To have high expectations ofthe pupils||To take responsibility for theirown actions and behaviour||To take an active and supportiveinterest in your child’s work andprogress|
|To meet the educational,social and behavioural needsof the pupils through anappropriate curriculum andindividual support||To do as instructed by allmembers of staff (teachingand non-teaching) throughoutthe school day||To provide the school with anemergency contact number|
|To encourage regularcommunication betweenhome and school||To be tolerant of others,irrespective of race, gender,religion and age|
At this school we teach pupils the above mentioned principles through our curriculum and in the day to day routines we follow. PSHE and citizenship, taught using a variety of methodologies (refer to PSHE and citizenship policy) addresses our ethos and expectations directly. We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning and structured feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour. It follows that lessons should have clear objectives which are understood by the pupils and differentiated to meet the needs of a range of abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the pupils on their progress and achievements and as a signal that the pupil’s efforts are valued and progress matters.
Our rules could be listed as follows
(These expectations cover all aspects of school life including lunchtimes, before school starts and after school eg at After School Club or Booster Club)
- Be gentle, don’t hurt anyone.
- Be kind and helpful, don’t hurt others peoples’ feelings.
- Be honest, don’t cover up the truth.
- Look after property, don’t waste or damage things.
- Try hard and play co-operatively, don’t spoil people’s fun.
- Listen to people, don’t interrupt.
- Be responsible for their actions.
- Be polite and treat others and their property with respect.
- Be tolerant of others, irrespective of race, gender, religion, ability and age.
- Resolve problems in a non-confrontational manner.
- Take care of the school environment.
- Work to the best of their ability.
- Be properly equipped for all school work and activities.
- Do as they are asked by any member of staff.
This school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote and acknowledge good behaviour rather than merely to deter anti-social behaviour. Incentive schemes are in place to recognise attendance and achievements.
We praise and reward pupils for good behaviour, social skills and work throughout the school day in a variety of ways:
- Verbal praise.
- Class reward systems (lollysticks and stars).
- Stickers at special Award Assemblies.
- Termly and annual rewards.
- Rewards from variety of staff in school (eg good children box etc).
- Informal discussion with parents/carers.
- Peer praise/awards.
The use of sanctions should be characterised by certain features:
- It must be clear why the sanction is being applied.
- It must be made clear what changes in behaviour are required to avoid future sanctions.
- Group sanctions should be avoided as this can breed resentment.
- There should be a clear distinction between minor and major offences.
- It should be the behaviour rather than the person that is sanctioned.
We divide unacceptable behaviour into three broad bands:
Level 1: Misbehaviour that can be effectively managed within a classroom or lunchtime environment by the teacher, teaching assistant or mid-day supervisor. This may include loss of lollysticks or stars.
Level 2: More serious misbehaviour that is not so easily managed within the classroom or lunchtime environment or persistent Level 1 behaviour. Class teacher may decide to involve parents / carers. This can include lunchtime behaviour that has been reported to the teacher by a mid-day supervisor. Notification of other staff and informal involvement of the Head teacher. This may include missing playtimes or being given specific tasks to do during playtime.
Level 3: Very serious misbehaviour or persistent level 2 behaviour will involve the Head teacher and parents / carers. Additionally education welfare and/or other outside agencies may become involved. As a last resort there is the possibility of short or longer term exclusion – see Exclusion Policy attached.
Support systems for Individual Pupil Need
If there is a persistent problem the class teacher and the SENCO may draw up an Individual Improvement Programme to support the pupil in partnership with parents / carers. All staff working with the pupil will be informed of this, including midday supervisors. This will give a consistent approach throughout the school day. If the problem continues, together we will work with outside agencies to seek solutions to support the pupil. For pupils who are having these difficulties the school will provide targeted pastoral support or mentoring by adults or peers. (i.e. positive play, circle of friends, peer buddies/mentors etc)
Support Systems for staff
School will support all adults working with pupils to ensure they are achieving. It is school practice to discuss behavioural issues in order that the staff feel supported and the school is working together to provide a cohesive approach to supporting individual needs. This will be achieved following the schools safeguarding policy. All staff have copies of this policy in order that behaviour management is consistent throughout the school. Staff having difficulties with an individual, class or group should speak to the Head teacher.
Support Systems for parents/carers
School has an open door policy where parents and carers are encouraged to visit to discuss any relevant issues. However, it is appreciated that appointments can be made if necessary to ensure the availability of a member of staff and to give parents/carers the time needed to reflect and consider the issues in question. Likewise, when school needs to discuss anything with parents/carers, they will be contacted to arrange an appointment.
Monitoring and Review
Behaviour management will be under constant review throughout the school on a class and individual basis. This policy document was produced in consultation with the entire school community.
This document is freely available to the entire school community. It has also been made available in the school newsletter, web-site and prospectus.
Teaching and Learning