Behaviour Policy

1 Principles which will inform the approach adopted in the policy.

1.1 Children should be provided with clear and consistent applied behaviour expectations. Consistently rewarded for conforming
Dealt with fairly when they commit misdemeanors

1.2 Our behaviour policy should be clearly understood by pupils, parents and school staff.
1.3 Strike a healthy balance between rewards and punishments and that both should be clearly specified. (Elton report)

1.4 to promote an understanding of, and commitment to, the behaviour policy, staff children and parents and carers should be consulted on the establishment and review of the policy. It is essential that a behaviour policy is written so concisely that it is clearly remembered and understood.

2     Aims and expectations

To prevent problems arising and to promote good behaviour we use a reward system, which is designed to promote good behaviour, rather than merely deter anti-social behaviour.

2.1             It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

 2.1             The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

 2.2             The school expects every member of the school community to behave in a considerate way towards others.

 2.3             We treat all children fairly and apply this behaviour policy in a consistent way.

 2.4             This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

 2.5 Code of Conduct what behaviour do we expect of all members of the school
1To speak, listen and respond in a polite manner to the school community.

2 We show our appreciation of others by treating them as we would wish to be treated.

3 To show respect and value for school, personal property and school environment.

4 To walk around the school quietly, considerately, calmly and on the left hand side.

5 To stand back and allow adults to pass through doorways first.

6 To accept responsibility and consequences for own words and actions, be honest.

7 Accept that we are hear to learn and take responsibility for own learning.

8 To participate fully in all aspects of school life – assemblies, ed visits, playground, classrooms.

9 Playground equipment should be looked after and treated with care. A lunchtime supervisor will be assigned to look after children playing with provided equipment. Only school provided equipment should be used, especially footballs. Only coloured sponge balls are allowed for football.

10 Behave appropriately in playground, treating others with care, playing in a sensible manner and not disrupting other’s games.

11 We accommodate mistakes in those who are making every effort to overcome them.

12 To adhere to the school uniform policy (including jewellery).

13 To be punctual throughout the day.

14 To have appropriate resources in school each day.

15 Be helpful and supportive e.g. lunchtimes.

16 Consume food and drink away from electrical equipment.

17 Entering and leaving hall without talking.

18 At lunchtimes an adult will lead children into the hall quietly and considerately.

19 For assemblies the children will enter the hall in silence.

  Rewards and sanctions

 Should be age appropriate. Good behaviour should earn praise, recognition and support. This will take place on a regular basis in the classroom, well done assembly etc.

 3.1 Rewards   how do we reward good behaviour?

I think we should have a clear understanding- of rewards, sanctions and behaviour strategies. We reward positive behaviour.
We have sanctions for poor behaviour.

We use strategies to make sure children are gainfully employed and thereby  prevent poor behaviour. So year 6 going to the field outside school is not a reward for poor behaviour, it is a strategy to encourage positive behaviour. If we also target difficult children and occupy them purposefully then our strategy will have been successful.

3.2 The majority of children will be expected to play outside if the weather is fine. However, there will be a number of permission white blocks. These blocks may be given to children who have permission to stay in. The children must show the permission blocks to the lunchtime supervisors when asked. No children without these ‘permissions’ will be allowed to stay in.

3.3 The school acknowledges all the efforts and achievements of children, both in and out of school. We celebrate good work with “well done” certificates, which are given out in school assemblies.

 3.4 Rewards may include computer time, points etc. Rewards may be offered to the good majority who are not always the main focus of attention. These should not involve parents with indirect costs, such as travel. FoM could support initiatives, which could be shared with other staff. This aspect could be developed further when the policy is reviewed in a year’s time. 

 3.5 It is important rewards support overall school policies. It is not appropriate that sweets are used as rewards for health reasons.

 3.6             The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.

  •         We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
  • ·        We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
  • ·        Children who repeatedly misbehave in a lesson may loose all or part of their playtime. The teacher punishing the class or child would be responsible for supervision.
  • ·        If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is in a position to work sensibly again with others.
  • ·        The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session. They can be directed to the time out room (small room next to the head’s office) or the rest of the class are taken away and the head is called .
  • ·        If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is punished. It is important that a child who misbehaves is made to reflect on the effects of their actions. There are sheets in the red behaviour box in the small office room and time out table/area which require the child to think about what they have done, what rule they have broken and what they could do to put it right. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.(this conversation should be recorded / dated in pupil file

 3.7             The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’.

 3.6             The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

 

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Contact Details

Medmerry Primary School,
High Street,
Selsey,
West Sussex.
PO20 OQJ
Tel: 01243 602 738
Fax: 01243 605 274