Behaviour Policy

Policy on Pupil Behaviour 2016

Purpose

The school is committed to providing an environment where all people can feel safe, happy, accepted and integrated. It is important that an orderly framework should exist within which effective teaching and learning can take place.

The school holds an important position in the wider community, educating the young citizens of tomorrow in a way that will ensure that they take a positive and proactive role within their community in the future. Pupils should be encouraged to develop:

• respect for others: their feelings, opinions, cultures, limitations and the right to individuality

• respect for themselves: pride in their own achievement and that of others in the school, high standards of behaviour and dress, and the desire to produce their best work at all times

• respect for the environment: their own, the school’s and other people’s property and the community in which we live

• respect for the future: the belief that we can all make a difference by our contribution to the local, national and global community.

Overall, the policy will:

• emphasise providing opportunities for pupils to take responsibility and be involved in decision-making

• establish and promote consistent expectations of both staff and pupils

• promote self-discipline and proper regard for authority among pupils

• encourage good behaviour and respect for others and prevent all forms of bullying among pupils

• foster a culture in which pupils’ achievements are recognised and celebrated

• ensure that staff are seen to be fair and consistent

• ensure that all staff are able to take prompt and effective action when pupils behave inappropriately.

• promote working in partnership with home and external agencies.

Who was consulted?

All pupils are consulted at the beginning of each academic year on the rules, rewards and sanctions within class. Parents/carers are encouraged to support the policy through the home-school agreement. We have also noted the Ofsted Evaluation Schedule.

Relationship to other policies

This policy is linked to the drugs, teaching and learning, Anti-bullying and The Single Equalities Scheme, and the home-school agreement.

Roles and responsibilities of headteacher, other staff, governors

The headteacher will be responsible for ensuring that this policy is implemented and for reporting to the governing body on its impact. She will ensure that staff receive appropriate training and support and that the statutory guidelines in place re exclusions are applied. Ultimately, and only once all procedures have been followed, she will address the possibility of excluding a pupil.

Teachers and support staff will be expected to draw on the following principles of good practice:

• be consistent and fair in the application of rewards and sanctions, not ignoring poor behaviour and celebrating good behaviour as a way of maximising pupils’ self-esteem and confidence as learners

• set high standards early in order to help pupils establish regular punctual attendance and good behaviour from the start, involving parents in the process

• intervene promptly where there is poor behaviour or unexplained absence, so it is clear that this will not be tolerated

• employ techniques such as assertive discipline, pupil mentoring and buddying to help improve and maintain high standards of behaviour and discipline. Red marks are given if children continue to behave inappropriately after warnings. Red marks denote a 5 minutes loss of Golden Time on a Friday afternoon but can be “earned” back by behaving well. We have rules for behaviour around the school, so that children learn that good behaviour is expected at all times

• identify underlying causes since poor behaviour may be linked to a pupil's problems in understanding lessons. Consider additional literacy or numeracy support to address poor behaviour effectively; use study support, including activities from homework clubs to thinking skills activities, to help to reinforce school work

• recognise that when they need to challenge pupils the focus must be on the behaviour. In the first instance correction should usually be a private matter between teacher and child to avoid resentment; followed by the use of teacher-owned classroom-based strategies, prior to the sanctions outlined in the policy for rewards and consequences

• give pupils choices and help them to understand the consequences. Where preventative approaches have been unsuccessful and consequences have been applied it is important that the teacher repairs and rebuilds their relationship with the pupil prior to the next lesson

• provide an appropriate curriculum, and high-quality teaching, promoting challenge and high expectations. Plan lessons to include differentiation for ability and different learning styles, activities that are engaging and challenging, and assessment for learning opportunities. Deliver lessons with pace and enthusiasm

• ensure that teaching methods promote active participation for all, within a challenging and supportive environment. Aim to develop the skills, knowledge and understanding which will enable pupils to work and play in co-operation with others.

• create a stimulating learning environment that promotes independence and on-task behaviour

• encourage pride in achievement. Use displays to promote pupils’ self-esteem. Celebrate the achievements of pupils whether they happen in or out of school, whether individual pupils, classes or year groups, through mentions in assembly, certificates or prizes and feedback to parents and carers.

It is important that pupils are recognised when behaving and achieving well. The following should be considered to acknowledge this: oral praise, written comments on individual pieces of work, recording of positive comment on weekly behaviour class chart at Golden time or individual letter home.

Sanctions are only effective if used rarely, appropriately and consistently. If generous approval is normally given, the withdrawal of approval is an effective sanction for most pupils.

In the case of children bringing a dangerous weapon onto school premises the Headteacher and Governors will issue an immediate fixed term exclusion. If a child uses the weapon in a threatening or intimidating way then the possibility of immediate permanent exclusion will be considered.

Teachers should make every effort to solve any discipline problems themselves as they arise. The option of referral should not be taken too quickly. However, it is recognized that in certain circumstances referral may be necessary and staff should not hesitate to ask for guidance and assistance from more experienced colleagues.

Teachers are expected to deal with the following in the first instance:

• attendance and punctuality, equipment, organisation of work, monitoring of effort and achievement, monitoring of homework, manners, care for the environment. Pupils are referred to The Headteacher regarding bad language and physical incidents.

• pupils displaying poor behaviour that disrupts the education of peers, does not allow the teacher to teach, or undermines the calm respectful ethos of the school may be referred to The Headteacher.

All staff should refer pupils to The Headteacher for the following behaviour: use of obscene/offensive language including racist language, an assault on a member of staff, an assault on another pupil, fights between pupils, theft, vandalism, truancy, wilful disobedience.

If bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached. A clear account of the incident will be recorded and given to The Headteacher or Mrs Kemp, and all concerned will be interviewed and a record of the incident kept. Teachers will be kept informed as will Parents/carers. Support will be offered to the pupil who has been bullied to rebuild confidence and self-esteem.

Parents/carers will be encouraged to support good attendance and behaviour through the home-school agreement, parents’ meetings and newsletters. Parents/carers and pupils will be consulted when monitoring the impact of the policy on different groups by race, gender and disability.

The governing body will have reports from the Headteacher on pupil behaviour at the termly meetings.

Arrangements for monitoring and evaluation

The governing body will evaluate the impact of this policy by receiving data from the headteacher analysed by year group, gender and ethnicity on:

• number and range of rewards for good behaviour each term

• fixed-term and permanent exclusions – number of and analysis of behaviour

• instances of bullying and action taken

• support provided for the victims.

Prior to any review of the policy, feedback will be sought from the school council, staff and parents/carers on the effectiveness of the policy.

Date established by governing body July 2014

Date for review Summer Term 2016 next review 2018


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