Chawson First School Behaviour Policy revised February 2010
All pupils have a right to work in a calm, supportive and purposeful atmosphere. The school seeks to promote behaviour based on mutual respect between all members of the School community.
The ethos of the School and the planning of a broad curriculum promote the attitudes and values necessary for individual children to contribute positively to their own personal development and to that of the School.
All teaching and non-teaching staff are expected to teach and promote the skills of self discipline, co-operation, respect and tolerance to all pupils. Without these skills our academic objectives cannot be achieved. Achievements of every kind are valued, both academic and non-academic and all pupils should have equal opportunities to achieve their potential. Pupils are expected to work hard and give of their best. Staff also have high expectations of the pupils.
The children and staff have developed our school ‘Code of Conduct’. Pupils in Year 4 collected ideas from all classes and helped to create this code which is on display around the school and sets the framework of expected behaviour.
Each child’s class teacher is particularly responsible for dealing with any day-to-day issues which might affect a pupil. They are there to confide in, share hopes and fears with, liaise with parents if a child is unwell and to offer comfort should some problem at home or at school be upsetting one of their pupils. However, all staff, both teaching and non-teaching, share in the pastoral care of the pupils. We are all there to help in whatever way is most appropriate.
The underlying principle is that all children are individuals who have rights but also responsibilities. Each needs to appreciate that their behaviour has consequences for themselves and also for others.
The principle is supported by an extensive rewards system under which good work, effort and behaviour earn stickers of various sorts. These are collected by the child and contribute towards an individual record of achievement updated on a daily basis. Every week there are special assemblies during which individuals or groups are publicly praised for their contributions and certificates to take home are presented to those who have passed milestones in their sticker collections. In addition examples of particularly good work are shown to encourage others in their efforts to improve on their previous best – success in terms of overcoming difficulties achieving higher standards or reaching own personal goals is celebrated by all. Staff send children to the Head teacher to show the above mentioned work prior to the weekly assembly where they are given individual praise and recognition for excellent effort.
These rules have been developed to provide a busy but caring environment protecting the well being of all. On occasions when a child does not act accordingly there are a range of sanctions that can be used. These will vary according to the nature of the misbehaviour and will usually involve loss of privileges. For example, unruly behaviour in the playground will lead to loss of some playtime, disruption in the classroom will mean removal and completing the work on their own, unacceptable work will be redone.
Misbehaviour
Misbehaviour will be dealt with according to the criteria outlined in the Children’s version of the school rules. These were revised after consultation with staff and pupils in September 2009, distributed to all pupils and displayed in all areas of the school.
This school Code of Conduct is reviewed annually by children and the School Council. Parents are informed via the newsletter.
Guidelines to using Code of Conduct effectively
1) Sanctions must be applied calmly
2) Private reprimands are often more effective than public ones (although care must be taken in ensuring the child is not finding the individual attention rewarding)
3) Sanctions should be applied consistently
4) The focus must be upon the deed, not the child
5) The reprimand should include a message about what the child should do in the future
6) Sanctions are generally more effective if applied immediately, though for older children the anticipation of a deferred punishment can be effective
7) Early praise should be sort to endorse better behaviour following a reprimand
Children with emotional/behavioural difficulties
In circumstances where individual children have emotional and/or behavioural difficulties that cannot be fully addressed by the school Code of Conduct, a behaviour plan will be drawn up. This will involve the Head teacher, class teacher and parents/guardians of the child. Staff will be made aware of the plan so sanctions and rewards are consistently applied.
Positive Physical Intervention (PPI)
There may be times when a child needs to be physically restrained for his/her own safety or that of others around them. Positive physical intervention will be enforced in these circumstances. Please refer to the PPI policy and procedures.
All pupils have a right to work in a calm, supportive and purposeful atmosphere. The school seeks to promote behaviour based on mutual respect between all members of the School community.
The ethos of the School and the planning of a broad curriculum promote the attitudes and values necessary for individual children to contribute positively to their own personal development and to that of the School.
All teaching and non-teaching staff are expected to teach and promote the skills of self discipline, co-operation, respect and tolerance to all pupils. Without these skills our academic objectives cannot be achieved. Achievements of every kind are valued, both academic and non-academic and all pupils should have equal opportunities to achieve their potential. Pupils are expected to work hard and give of their best. Staff also have high expectations of the pupils.
The children and staff have developed our school ‘Code of Conduct’. Pupils in Year 4 collected ideas from all classes and helped to create this code which is on display around the school and sets the framework of expected behaviour.
Each child’s class teacher is particularly responsible for dealing with any day-to-day issues which might affect a pupil. They are there to confide in, share hopes and fears with, liaise with parents if a child is unwell and to offer comfort should some problem at home or at school be upsetting one of their pupils. However, all staff, both teaching and non-teaching, share in the pastoral care of the pupils. We are all there to help in whatever way is most appropriate.
The underlying principle is that all children are individuals who have rights but also responsibilities. Each needs to appreciate that their behaviour has consequences for themselves and also for others.
The principle is supported by an extensive rewards system under which good work, effort and behaviour earn stickers of various sorts. These are collected by the child and contribute towards an individual record of achievement updated on a daily basis. Every week there are special assemblies during which individuals or groups are publicly praised for their contributions and certificates to take home are presented to those who have passed milestones in their sticker collections. In addition examples of particularly good work are shown to encourage others in their efforts to improve on their previous best – success in terms of overcoming difficulties achieving higher standards or reaching own personal goals is celebrated by all. Staff send children to the Head teacher to show the above mentioned work prior to the weekly assembly where they are given individual praise and recognition for excellent effort.
These rules have been developed to provide a busy but caring environment protecting the well being of all. On occasions when a child does not act accordingly there are a range of sanctions that can be used. These will vary according to the nature of the misbehaviour and will usually involve loss of privileges. For example, unruly behaviour in the playground will lead to loss of some playtime, disruption in the classroom will mean removal and completing the work on their own, unacceptable work will be redone.
Misbehaviour
Misbehaviour will be dealt with according to the criteria outlined in the Children’s version of the school rules. These were revised after consultation with staff and pupils in September 2009, distributed to all pupils and displayed in all areas of the school.
This school Code of Conduct is reviewed annually by children and the School Council. Parents are informed via the newsletter.
Guidelines to using Code of Conduct effectively
1) Sanctions must be applied calmly
2) Private reprimands are often more effective than public ones (although care must be taken in ensuring the child is not finding the individual attention rewarding)
3) Sanctions should be applied consistently
4) The focus must be upon the deed, not the child
5) The reprimand should include a message about what the child should do in the future
6) Sanctions are generally more effective if applied immediately, though for older children the anticipation of a deferred punishment can be effective
7) Early praise should be sort to endorse better behaviour following a reprimand
Children with emotional/behavioural difficulties
In circumstances where individual children have emotional and/or behavioural difficulties that cannot be fully addressed by the school Code of Conduct, a behaviour plan will be drawn up. This will involve the Head teacher, class teacher and parents/guardians of the child. Staff will be made aware of the plan so sanctions and rewards are consistently applied.
Positive Physical Intervention (PPI)
There may be times when a child needs to be physically restrained for his/her own safety or that of others around them. Positive physical intervention will be enforced in these circumstances. Please refer to the PPI policy and procedures.
Behaviour and Discipline Policy