Each one of us is to be respected. Each one of you is precious in the eyes of God and much loved.
Cardinal Basil Hume, March 1996
Discipline in a Christian community is about the growth of self-discipline. We actively teach, by example and discussion, that we are called
- to respect ourselves
- to show love, care and respect for others and our environment
- to tell when we have a problem so that adults may help us
- to choose to do what is right
- to say sorry and restore friendships when we have failed to make the correct choice
Should any child appear to have particular problems with regard to their behaviour in school, parents will be invited in to discuss the perceived difficulties so that an appropriate course of action, for the good of the child, may be agreed.
Our policy is to teach children right from wrong as doing what is right does not always come naturally. We know that children will encounter confusing, at times conflicting, messages, therefore we have to expect that they may not get it right all the time. During the course of growing up they may display a selection of behaviours from lying, swearing, stealing, cheating and bullying. It is often only through reflecting on their mistakes that they will grow and learn.
Our ultimate goal is to develop a level of emotional intelligence and appropriate moral maturity in each of our pupils which will begin to enable them to make right choices and take responsibility for their own actions. We also seek to encourage the growth of self-confidence in our pupils so that they know how not to accept the actions of other individuals which infringe their human dignity and cause them hurt.
We know that behaviour and individual needs are linked, each affecting the other. Consequently we take account of individual needs when encouraging appropriate behaviour and when evaluating instances of inappropriate behaviour. We set suitable learning challenges for all pupils in lessons.
Some of the ways in which we encourage good behaviour
As a staff with a common purpose, we adopt a variety of strategies to encourage good behaviour.
- We strive to adopt a consistent approach.
- We frequently take opportunities to notice and praise good behaviour.
- We promote our shared understanding of good behaviour by using opportunities afforded by: examples drawn from our own school community and from famous persons (such as Mother Teresa), discussions, our RE programme, class and school assemblies, circle time and self-esteem exercises.
- We offer rewards within classes such as positive remarks, stars, stickers and treats
- We use weekly ‘Star of the Week’ Assemblies to note particular examples of good behaviour which may serve as models for other children.
- Linked to our RE scheme Come and See and PSHCE scheme of work we encourage children to think about their behaviour.
- We encourage our MSAs to acknowledge and reward good behaviour during the midday break by using ‘stickers.
- We ensure that we recognise it is the act, not the child, which may be silly or naughty.
- We remind children of what constitutes appropriate behaviour when they are leaving the school environment.
- We encourage children to recognise their roles and responsibilities within our school community.
- Children are encouraged and expected to show respect to all adults working at school.
- Children are expected to act on all reasonable requests and instructions.
- Where appropriate we teach strategies for anger management.
- We recognise the need to “look after” four-year olds to minimise the risk of wrongdoing and encourage a gradual transition from this phase so that at the end of Key Stage 1 most children can assume responsibility for their own actions.
- encouraged to raise any concerns about their child’s behaviour with the class teacher
- requested to advise teachers if their child is being bullied or bullying
- asked to advise teachers when home circumstances have altered and may be affecting their child.
All staff will ensure that the children in their care are aware of and understand
- classroom rules and routines
- school rules and routines
- teacher expectations
- curriculum aims and objectives
- rewards and sanctions
- roles and responsibilities.
We use a range of responses to encourage appropriate behaviour
As a staff with a common purpose, when dealing with inappropriate behaviour, we select the appropriate response. These may include:
- the use of body language such as stern looks
- request a child to do/not to do some action
- requesting an apology
- quietly taking the child aside and talking to the child to remind him/her of the need for appropriate behaviour
- removal of the child from the activity if he/she is misusing equipment or misbehaving
- withdrawal of privileges such as removal of “free choice” activities, loss of “Golden Time”, loss of playtime, loss of after school activities
- moving the child to a different position in the classroom, sitting the child on own, moving the child away from friends, isolating the child from a group
- placing the child in isolated areas of classroom
- setting a target with the child and indicating the result of failure to achieve the set target
- sitting the child close to the teacher to support his/her attempt to improve behaviour
- sending the child away from class for short period to an area where he/she may still be supervised
- stopping an activity and discussing the need to stop
- setting lines for a child to copy
- recording incidents of misbehaviour and ensuring that children are aware when entries are made regarding them
- explaining to a child the need to notify their parents of inappropriate behaviour – either by seeing parents at the end of the day or sending home a note
- sending work home for completion with a note explaining the child’s poor approach to the task.
Parents are informed if a child displays serious or persistent misbehaviour
If there is no improvement:
- the class teacher/Headteacher will invite parents to meet with them to discuss the situation and agree a course of action
- in agreeing a course of action parents/teachers may decide to draw up a behaviour I.E.P. and/or to seek further outside professional help
- in dealing with disruptive behaviour, teachers will have recourse to the following actions: having the child work out of the classroom on a planned basis under the Headteacher’s supervision, making a report of the incident(s), having the child spoken to by the Headteacher, having a letter sent home, initiating a meeting with parents
- in dealing with disruptive behaviour teachers have a responsibility to ensure that the child does no physical harm to herself/himself or to others. There may be occasions when a child needs to be physically restrained. We are legally entitled to do this when necessary and all teaching staff will use appropriate techniques in which they have been trained.
- if parents do not agree to seeking professional help and do not co-operate with plans which could lead to improvement, the Headteacher may consider exclusion, following LEA and CES guidelines
- if a child’s misbehaviour is so serious as to endanger the well being of pupils/staff, the Headteacher will consider exclusion, following LEA and CES guidelines
- if a child’s misbehaviour at lunchtime is so serious as to endanger the child or others, the Headteacher will consider lunchtime exclusion.
Pupils with Specific Emotional/Behavioural Difficulties
Pupils suffering from specific behavioural or emotional difficulties will have an individual behaviour plan drawn up by teachers and outside agencies, which will include support from the EMS.
We will continue to explain school rules and expectations to children during assemblies and in PSHCE teaching time. We will continue to explore ways of developing appropriate play skills.
This document will be reviewed in October 2017 to assess the effectiveness of our policy on behaviour throughout the school. It is to be expected that modifications will be made through experience and statutory requirements.
Signed: D. Harrison