Behaviour Management Policy
Managing behaviour strategy
A policy statement on Pupil Discipline
Extract from School Mission statement :
“…….we aim to promote individual development and to strive for excellence in the quality of:
The love and pastoral care we extend to others
The standards of teaching, learning and discipline
The relationships between staff, pupils, parents, governors and parishioners
The respect shown to all.”
Beliefs about behaviour
We believe that teaching pupils the skill of self- discipline, co-operation, respect and tolerance are an important part of the curriculum. Without these skills our academic objectives cannot be achieved. Furthermore we believe that these are skills which can be learnt, particularly if we work together with parents to achieve our goal.
We believe that everyone in school has the right to be treated as an individual and with respect. Good relationships are vital to the successful working of a school. We value achievements of every kind, academic and non-academic, and we believe that everyone should have equal opportunity to achieve their potential. We also believe that young people respond well to high expectations. In our school we expect everyone to work hard to give of their best.
In this school we recognise that problems are normal where pupils are learning and testing the boundaries of acceptable behaviour. Our success as a school is measured not by the total absence of problems but by the way we deal with them.
Code of conduct
Our school rules are few and well chosen. They are worded in a positive rather than negative fashion so as to convey expectations of good behaviour. The main rule for all of us in school is that everyone will act with courtesy and consideration to others at all times.
Rewards and sanctions
Each class teacher has their own reward system in class with the use of stickers, star charts, merit points etc. They will always look to reward and therefore reinforce good behaviour and efforts, giving positive attention where possible.
We believe that pupils feel more secure if they know where the boundaries of acceptable behaviour lie and what sanctions will be used if they overstep the mark. We believe that punishment is most effective if it is applied calmly and fairly. The smallest possible punishment that is effective should always be used. Pupils need to know why they are being punished and need to be given the chance to make amends.
Punishment should be given in a way to maintain self-respect and should not be used to humiliate. Punishment of whole groups should be avoided.
In applying a sanction to a pupil it is to be emphasised that it is the behaviour which is unacceptable and displeasing, not the pupil him/herself.
Within the class
It is the primary responsibility of members of staff to discipline pupils themselves rather than sending pupils to more senior members of staff. Bearing in mind our duty to the pastoral care and the counselling of our pupils every effort should be made to enable the pupil to see the error of his/her ways prior to sanctions being applied.
A range of sanctions to be used include:
Steady eye contact
Shaking of the head
Reminder of rules/expectations
Time out/ thinking chair
Loss of privileges
Sent to another adult
Every staff member will have their individual differences in the way the class room is organised and in their expectations of how pupils must respond. The need for additional class rules is necessary and will be the responsibility of the class teacher.
Sanctions involving other adults
For pupils who misbehave persistently, or for serious incidents, staff will need to proceed as follows: (Please note parents may be involved, by letter or in person, at any of these steps.)
Letters or phone calls to parents
Refer to Key Stage Co-ordinator
Refer to Deputy Head Teacher
Refer to Head Teacher
In the case of serious incidents teachers may proceed straight to step 3 or 4.
Letters- will be sent initially outlining the teacher’s concerns and asking for parental support. Parents are requested to sign the letter and return to school. These will be recorded and kept in class file. (Appendix 1 & 2)
Key Stage Co-ordinators- Repeat letters or continuing misbehaviour, will trigger a meeting with the parents and Key Stage Co-ordinator/Class teacher to discuss the problems. We would expect to elicit assurance from the parents to support school in maintaining highest expectations.
Deputy Head Teacher – If concerns persist the Key Stage Co-ordinator will refer the child to the Deputy Head who will respond by carrying out some or all of the following:
Have individual discussions with pupil and/or reprimand the pupil
Organise a daily or weekly report system for the pupil
Involve parents again
Continue to withdraw privileges
Child to work in isolation for a period of time
Head Teacher – Deputy Head teacher to refer the matter to the Head who will require staff to show the records of procedures carried out. The Head will decide whether to warn the parent of possible exclusion of the child from school for a fixed period of time. In exceptional circumstances the Head will exclude a child from school with effect as soon as the parents have been contacted if in his/her opinion the misbehaviour warrants such a sanction and parents will receive an explanatory letter as soon as possible afterwards.
Serious Lunchtime Misconduct
Serious incidents/ persistent incidents of misbehaviour at lunchtime will be reported to the teacher concerned by the Senior Lunchtime Supervisors. They will hand a Lunchtime Behaviour Form to the class teacher informing them of the incident. Teachers will record the incident and send a letter to parents. Where necessary, the Deputy/Head Teacher will be informed.
For serious misconduct or repeated misbehaviour at lunchtime a child may be excluded from school for the duration of a fixed number of lunch breaks. Parents will be given notice if this action is necessary.
Reporting and Recording
Each class teacher has a behaviour folder. It contains copies of the letters for parents (initial and reminders). There is also a record sheet recording details of the misbehaviour, the dates letters are sent home and returned. (Appendix 3)
The teacher will use their professional judgement as to when they feel a letter is deemed necessary- fighting, hurting, bullying, damaging , swearing, cheekiness are all serious misbehaviours that would warrant a letter. Also persistent offences of a lesser nature would incur a letter too.