High standards of discipline and good behaviour underpin the ethos of the school as both are essential to effective learning and teaching as well as to the maintenance of a caring school community. We aim to achieve these things by adopting a consistent and positive approach towards discipline as stated within this policy, but without losing sight of the differing needs of each child and the individual nature of situations that may arise.
To develop within each child an understanding of codes of personal conduct appropriate to school and to the community beyond.
To enable each child to develop a sense of self awareness and self discipline.
To enable each child to understand how his/her actions affect others.
To enable each child to accept responsibility for his/her own actions.
To maintain a caring, orderly and safe community in which effective learning takes place.
To create an ethos of mutual respect amongst all members of the school community.
To foster a concern for the environment within and beyond the school.
To work in partnership with parents, carers and outside professionals in order to meet the needs of all children.
To respond to individual circumstances in a manner appropriate to the age and situation of the child.
To resolve difficulties that may arise within a context of support rather than blame.
Our Code of Conduct: Our Code of Conduct was originally compiled by the children in The School Council.
We are pleasant, kind and helpful
We are honest and truthful
We walk along the corridors
We line up quietly
We keep our school clean and tidy
We listen carefully
We always try our best
We play fairly and safely
We look after our possessions
We try not to be late
Home and School Partnership:
We constantly strive to involve parents and carers in the education of their children. If behavioural issues arise it is essential that we work together in order to resolve difficulties. We will keep parents informed and will discuss the ways forward with them.
We encourage and liaise with parents to support good attendance and behaviour in school through the Home and School Agreement, parents’ meetings, SEN reviews and newsletters.
Rewards and Sanctions:
Rewards and sanctions are the mechanisms by which this policy is implemented.
Rewards may comprise:
A written comment of praise on children’s work or an acknowledgement that a target has been met.
A visit to the Headteacher for praise or commendation, usually in the form of merit stickers, stamps and other stickers.
Public praise or encouragement in class or in assembly.
The presentation of achievement and certificates each week.
Positive comments in annual reports to parents.
Informal praise to parents. Eg: at the end of the school day, notes in home-school and homework diaries.
Opportunities for children to undertake various responsibilities in school.
Classroom reward schemes established by teachers as appropriate.
Rewards agreed as part of an IEP or behaviour action plan.
Our behaviour policy is based on a positive model that praises and reinforces good conduct and attitudes. However, there will be occasions when sanctions have to be employed, in which case the following protocol will be applied in an age appropriate manner.
Low level incidents of misbehaviour in the playground or around school will be dealt with by the member of staff on duty or responsible at the time.
All adults in school have a role to play in maintaining good conduct. However supervisory and support staff who are not class based are discouraged from confronting a child whose conduct gives rise to more serious concerns. In this case the child should be informed that the incident will be referred to their teacher or to one of the school leaders.
Lunchtime Supervisors have authority to deal with poor behaviour and to use sanctions that are applied during the lunch period. More serious or persistent situations should be reported to the child’s teacher who will then take the appropriate action.
Teaching Assistants are expected to attend to incidents of unacceptable behaviour as they feel appropriate. This may include dealing directly with the matter or referring a more serious matter to the child’s teacher.
Sanctions may involve:
A verbal reprimand by the child’s teacher, a classroom assistant or in more serious circumstances by a member of the SLT.
At playtime, staying at the side of the playground under the supervision of the staff on duty or being kept indoors.
Privileges and special responsibilities are withdrawn.
The child is removed from the playground and is kept under the supervision of another member of staff, usually the Headteacher.
At lunchtime, children may be sent to stand in the Head teacher’s office for a short “time-out” period.
Work unfinished due to poor behaviour in class may be continued during playtime under the supervision of the child’s teacher.
In the event of persistent misbehaviour, a child may be sent to work under the supervision of the Headteacher. For a limited period of time, another teacher may also accommodate such a child.
Incident recorded in the class behaviour log.
More serious matters will be dealt with as follows:
A class behaviour log is maintained by each teacher in which incidents of unacceptable behaviour are recorded.
After 3 entries, parents will be notified and the appropriate action agreed. If necessary an action plan will be drawn up.
SEN procedures may be implemented and outreach services called upon as necessary.
Violent behaviour, harassment, bullying, defiance and the use of abusive or racist language:
We have adopted a no tolerance approach. The parents of a child behaving in this way will be contacted immediately and the child may be sent home for the remainder of the day.
Incidents will be logged and reported as appropriate.
Bullying and Harrassment
The school has specific policies in place which state our procedures for dealing with these issues.
Exclusion from School:
Exclusions will be administered in accordance with LA procedures and will be used as follows:
When all the appropriate strategies have been implemented and have failed to bring about a sustained improvement in behaviour.
Following a particularly serious incident.
Special Educational Needs:
The SENCO is responsible for school procedures relating to children with SEN. Children with behavioural difficulties and those at SA and SAP will have an individual education plan targeted to meet their needs. Outside professional agencies will be consulted as appropriate, including:
Education Welfare Service
Learning Support Service
ARK Team (PLC)
Sensory Support services
Health and Medical services
It is important for all staff to provide appropriate models of behaviour in their conduct towards each other and towards the children. We aim to be consistent in our approach and we have high expectations of behaviour amongst the children. These are communicated between all members of our school community and are reinforced in its curricular and extra-curricular activities.
Revised September 2017
Letter to parents
Action Plan pro-forma
Home and School Agreement