Behaviour (Good and Bad), Discipline and Exclusion Policy

Generally

Attitudes and behaviour are based on self-respect and courtesy towards others.  Encouragement within a secure and happy environment is seen as the best way to achieve good discipline.  Sanctions are a last resort.  If it is necessary to discipline a child please see the procedures below.  The school believes in the co-operation of parents, form teachers and the Management Team in such cases.

The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code of conduct, 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 PSHE lesson.

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not use any form of corporal punishment. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.

The Head Boy and Head Girl and prefects are encouraged to assist staff in upholding the required standards of behaviour in the school.

High standards of behaviour depend on the staff setting a good example:  we all have a positive contribution to make.

Good order has to be worked for:  it does not simply happen.

We must all:

·         set high standards;

·         apply rules firmly and fairly;

·         expect to give and receive respect; and

·         treat everyone as an individual.

Relationships are vital, between everyone and at every level, these can be built more successfully if we take the initiative:

·         greet and expect to be greeted;

·         speak and expect to be spoken to;

·         smile and relate; and

·         communicate.

Problems are normal when children are learning and testing the boundaries of acceptable behaviour.  Our success is tested not by the absence of problems, but by the way we deal with them.  In addressing problems, we should:

·         avoid confrontation;

·         listen;

·         establish the facts;

·         judge only when certain; and

·         use punishments sparingly.

In all our dealings with pupils, we should do all we can to avoid:

·         humiliation… it breeds resentment;

·         shouting ... it diminishes us;

·         over-reacting .. the problems will grow;

·         blanket punishments ... the innocent will feel aggrieved; and

·         sarcasm ... it damages us.

In addressing problems, recommended strategies are to:

·         use humour ... it builds bridges;

·         keep calm ... it reduces tensions;

·         listen ... it earns respect;

·         be positive and build relationships;

·         know our pupils as individuals;

·         carry out any threats we have to make;

·         be consistent, firm and fair;

·         apply school rules positively and uniformly;

·         follow up problems to their conclusion; and

·         communicate with appropriate colleagues on any action taken.

We need constantly to remind ourselves that the vast majority of our pupils are co-operative and supportive.  In dealing with the few who present problems a successful resolution is more likely to be achieved if we can establish our authority firmly and calmly. 

Good Behaviour

House System

Each child in the Junior School is a member of a house team, Macbeth or Hamlet.  Points are awarded for written and oral work, for good behaviour, good manners or for other achievements whether inside or outside school.  The individual needs(incl. SEN or other disabilities) of the child is taken into consideration and points are awarded to encourage, praise and recognise a child's effort.

Infant 3 children join a House in the Summer Term.  Siblings are normally in the same House.

Points can be deducted by a member of staff for work or behaviour which falls short of the standard expected by the school.

The House point system encourages the children to work as a team.  Points are totalled weekly in our Wednesday assembly and the House with the highest totals receive the House Cup at Speech Day. 

Rewards

Good discipline is based on the consistent application of known standards.  It is very important that the positive aspects of praise and reward should have the greatest emphasis.

Pupil’s respond better to systems which recognise what they have achieved across the full range of activities in school, and which recognise their strengths and difficulties.
 
·         Above all, praise and encouragement, both in lessons and outside, should be used as much as possible. As a
          general rule of thumb, staff should give about three times as much praise as censure;
 
·         Pupils' work should be marked regularly and positively;
 
·         Pupils' work should be displayed as much as possible, both inside classrooms and in public areas, such as the
          school foyer;
 
·         Wednesday assembly include achievement sessions where pupils are praised for their achievements, are given
          a certificate and have a copy pinned on the Achievement Board;
 
·         Each week class teachers elect a 'Best of the Week' during the Wednesday assembly.  Pupils receive a
          certificate which details their achievement;
 
·         All pupils have the opportunity to receive a prize at the Annual Speech Day.  Prizes are not only given for
          academic achievement but for effort and endeavour;
 

Juniors

·         Our Behaviour Card system records incidents of behaviour both positive and negative.  This card is signed by
          parents and glued into the child's prep diary each week;
 

·         A prize is awarded each term to a child in each class for behaviour points.

·         House points are given to pupils for specific pieces of good work, or other contributions to school life;

Infants

Stars or “smiley faces” are awarded to children in the Nursery, Reception, Infant 2 and Infant 3 for positive reinforcement of good work and behaviour.  An extra incentive is given by the class teacher (prize box) on the completion of their sticker chart. For an outstanding piece of work, the children receive a prize from the Headmaster.

In the summer term, children in  Infant 3 are placed in a House. They then have the opportunity to earn House Points. House Points encourage team work.

Sanctions

It is the primary responsibility of all staff to deal with discipline themselves, and to apply their own sanctions within the classroom and around the school.

Members of staff can have a major influence on curbing indiscipline around the school by:

a.    being present in the classroom to receive the pupils;

b.    not allowing pupils out of the classroom during lessons unless necessary;

c.    supervising the exit of pupils from classrooms;

d.    maintaining an active presence in corridors between lessons;

e.    checking any indiscipline as pupils move around the school; and

f.     doing their duties conscientiously.

Discipline Procedure

Within the junior classroom, in addition to encouraging good behaviour, staff can also do much to maintain good discipline through the consistent application of appropriate sanctions.

The Form Teacher should insist upon the observance of simple basic class rules.

The following procedure is recommended:

·         individual reprimand from class teacher

·         applying negative behaviour points.

When appropriate the following actions may be applied:

·         repeating work;

·         additional work;

·         withdrawal of privileges, e.g. at break; and

·         personal detention.

·         sending the pupil to the Headmaster

When sanctions are applied they should be recorded in the Sanctions book which is situated in the staff room.  This book is reviewed daily by the Headmaster and the contents are discussed at the weekly staff meeting.

If a child seriously misbehaves or causes a danger to themselves or to others the Headmaster must be informed immediately.

"On Report"  If a pupil is not working consistently, or exhibits bad behaviour regularly a sheet is provided by the appropriate member of the Management Team each week which subject teachers should complete each lesson.  It is the responsibility of the pupil to produce the sheet each lesson  to be signed by the teacher and to  take it home each evening , ask his/her parents to sign it and return it to school the following day. If it is Infants who are not working as they should, staff should have a discussion with parents, then offer the option of a two way comments book which is filled in daily and is sent home each night. 

Bullying

It is the duty of every staff member to protect our children against bullying of all kinds.  Any incidents of Bullying should be entered in the Teacher/Helper incident book. This will be reviewed daily by the Headmaster, weekly at the weekly staff meeting and will be entered into the Bullying book.  

Please refer to the Anti-Bullying Policy in this handbook

Fixed-Term and Permanent Exclusions

Only the Principal and the Headmaster have the power to exclude a pupil from school. The Principal and Headmaster may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Principal and Headmaster may also exclude a pupil permanently. It is also possible for the Principal and Headmaster to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Principal and Headmaster exclude a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Principal and Headmaster make it clear to the parents that they can, if they wish, appeal against the decision to the appeal committee. The school informs the parents how to make any such appeal.

The Principal or Headmaster informs the Education Department about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.

When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and consider whether the pupil should be reinstated.

The Role of the Class Teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.

The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.

If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the Headmaster.

The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker.

The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour of a child.

The Role of the Headmaster

It is the responsibility of the Headmaster, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to check on the effectiveness of the policy. It is also the responsibility of the Headmaster to ensure the health, safety and welfare of all children in the school.

The Headmaster supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

The Headmaster keeps records of all reported serious incidents of misbehaviour.

The Principal and Headmaster have the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Principal or Headmaster may permanently exclude a child.

The Role of Parents

The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

We explain the school rules in the school prospectus, and we expect parents to read these and support them.

We expect parents to support their child’s learning.  We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Headmaster.  If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

Verbal Abuse and Physical Assault

This is three times as likely to happen in the teaching profession as in any other body of workers.  All verbal abuse by parents or others should be reported to the Headmaster as soon as possible after the incident.  Staff should not retaliate in any way.  The Headmaster will deal with any such situation.

Monitoring

The Headmaster monitors the effectiveness of this policy on a regular basis. 

The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents. The Headmaster records those incidents where a child is sent to him on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book that we keep in the staff room.

The Headmaster keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

It is the responsibility of the Management Team to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.

Review

The Headmaster reviews this policy every two years. The Headmaster may, however, review the policy earlier than this, if the government introduces new regulations, or if the management Team receives recommendations on how the policy might be improved.

 

Date:  9/02/11