How we manage behaviour


Our Aims

For children to show:
  • self confidence 
  • self control 
  • sensitivity and consideration for others 
  • a pride in themselves and their school 
  • an interest in their activities. 

For children to develop:
  • responsibility for their learning and their environment 
  • an independence of mind 
  • a sense of fairness 
  • an understanding of the need for rules 
  • respect and tolerance of others 
  • accept differences between people 
  • non sexist attitudes 
  • non racist attitudes 
  • a persistent approach to tasks 
  • an acceptable reaction to bullying and abuse 

Roles and Expectatons

All Staff:
  • will role model expectation sin school; 
  • will treat all children equally, irrespective of gender, race or religion; 
  • will be alert to the signs of bullying and racial harassment and will deal firmly with and will alert other staff to such problems; 
  • will deal sensitively with children in distress, will listen to them and deal with any incident appropriately; 
  • will support each other in maintain good classroom management and show sensitively to each other’s needs and difficulties. 

Parents
Parents have a vital role in promoting good behaviour in school. The school asks parents/carers
  • give their full support in dealing with their child’s behaviour, if required; 
  • to keep us informed of behaviour difficulties they be experiencing at home; 
  • inform us of any trauma which may affect their child’s performance at school e.g. death in family; 
  • inform us about their child's ill health and any absence connected with it. 

We hope we will achieve good home/school liaison by:
  • promoting a welcoming environment with the school; 
  • giving parents regular constructive and positive comment on their child’s work and behaviour; 
  • encourage parents to come into school on occasions other than parents evenings; 
  • use of home-school contact books; 
  • keeping parents/carers informed of school activities by letter, newsletter etc; 
  • involving parents at an early stage of any disciplinary problems. 


Other Agencies

Full use will be made of such agencies as Child and Adolescent Mental Health Service, Education Welfare, Social Services, Health Services, Behaviour Intervention Team, Integrated Family Support Team, Children’s Centre and the Educational Psychologist service when appropriate.  Value is placed on good relationship with the police and good liaison is encouraged. Community groups and regular visits are made to the school.


Care of school premises and site

Everyone in the school is responsible for the care of the school premises. Children and staff are encouraged to feel a sense of Everyone in the school is responsible for the care of the school premises. Children and staff are encouraged to feel a sense of ownership for the school and its environment.

School Systems


Rewards
  • All children start each day a fresh, on blue on their class star chart. If children follow rules and use manners well, they will be verbally praised and moved up to green. If they follow a rule well again (in the same day) they will then be moved to the star and earn a privilege or reward. 
  • All members of staff recognise and celebrate appropriate behaviour at all times around the school. Wherever appropriate, children’s best efforts will be celebrated. 

Class Sanctions
  • When appropriate behaviour is not displayed by children they will be moved down to yellow on the class chart. They have 10 minutes to alter the behaviour and then they can go back to blue. 
  • If inappropriate behaviour persists, the child will be moved down to red and have a consequence of missing their playtime, or part of their playtime, depending on the age of the child. 
  • If a child still continues to display inappropriate behaviour after a red sanction that day or three red sanctions in a week, then they will have Reflection Time with their phase leader. 
  • Behaviour that is significantly unacceptable may also warrant being moved to red and a consequence. 
  • If inappropriate behaviour still does not improve or is significantly unacceptable, a meeting with the Phase Leader, teacher and parents will be held. Behaviour will then be monitored and a personal behaviour plan will be put in place. 

School Based Consequences

If significantly unacceptable behaviour is severe or repeated, this can lead to:
  • ‘Internal exclusion’ - pupils will not be allowed to work with their class for a period of time, usually a day. They will be based either in another class to work independently or under the supervision of a Deputy Head or Head Teacher.
  • Fixed term exclusion (for 1-15 days)
  • Permanent exclusion 
Children can be permanently excluded for: 
    • acts of violence towards other children or staff. 
    • bringing an offensive weapon to school or breaking equipment and using this as a weapon with intent to harm others.

Suggestions for Encouraging Good Behaviour
  • Set clear boundaries for the family. 
  • Speak with your child about unacceptable behaviour. 
  • Ensure that your child knows the consequences of what will happen if unacceptable behaviour continues. 
  • Reward children for good behaviour. 
  • Just saying well done, or thank you to them will give them encouragement to continue. 
  • Speak to your child in a positive manner. 
  • Listen to your child, there may be underlying reasons for their negative behaviour. 
  • Be consistent in your approach to behaviour.