We believe that all children are unique individuals with a right to a secure, happy environment, respect for their background and culture and wide educational opportunities
of the highest quality. We consider that the home and the school should form a partnership in children's upbringing. We wish to see the school as an important part of the
local community, well supported in serving its needs. We believe it is important to communicate with parents and the community so that our work is understood, supported
and assisted. Governors have an important role in this respect.
We believe that the attitude of Headteacher and Staff towards individuals and groups is a measure of our commitment. We also believe that good relationships
internally and externally are vital in performing our function. Our attitudes and expectations, both explicit and implicit, have a profound effect on the attitude and
expectations of children and thus on learning.
We value, develop and support children's independence, honesty,consideration for others, a sense of fairness and respect for valid ways of life, beliefs, opinions and ideas different from their own. We encourage self-reliance, self-discipline and self-respect together with a positive attitude towards their work in school. We foster consistency and persistence, initiative and a willingness to attempt difficult tasks.
We teach rules based on the common good and encourage children to play and work constructively with others, to co-operate and to be able to show a lead. We encourage
children to show sensitivity, to sympathise and to show empathy. We teach them how to deal with verbal or physical abuse and we give opportunities for them to take part in democratic decision making.
We teach children to look after themselves and others. They are given instruction on personal hygiene and taught about their growth and development. They are taught about
personal safety and how to handle themselves in relationships with others.
We have high expectations of everyone in their work and relationships.All staff and children are entitled to, and should be treated with respect.
All staff and children are expected to give of their best in every aspect of their work and relationships and receive due recognition for this.
Everyone should work together cheerfully, willingly and cooperatively to the benefit of all.
The school should be seen as a peaceful place where conflicts and grievances are openly resolved on a reasonable basis where everyone has the right to speak and the responsibility to listen.
The school should be a caring community with everyone having responsibility towards the well-being of one another.
Adults should be aware of the example which they set to children and older children aware of the example they set to younger children.
The school shares with the home a vital responsibility to ensure that children behave well and appropriately with proper consideration for the needs and feelings of others.
To this end children must be taught from the earliest age what is regarded as right and what is wrong. Explanations must be regularly and clearly given and a major emphasis put on praising and acknowledging good or approved behaviour.
It is important that children recognize that there are consequences to their actions. In summary if they behave well then good things happen, if they behave badly unpleasant things happen.
The emphasis must always be on the positive.
Children should be taught a simple positive code:
be polite, cheerful and friendly,
be helpful and kind,
work hard and quietly,
play cooperatively and sensibly,
look after each other and the school.
The code will be embraced in the school’s key word.
Teachers should support this code by:
* supporting one another and the overall school policy,
* being positive,
* having high expectations,
* explaining the aims and teaching children ways of meeting them,
* consistently encouraging and praising children in relation to the aims,
* giving attention for good behaviour rather than bad
* rewarding good behaviour,
* telling others, including parents, about good behaviour
* ensuring that children enjoy their education through gaining success in meaningful educational activities,
* giving opportunities for co-operative work and play,
* giving children responsibility,
* developing children’s confidence and self-image.
Bullying and violent or aggressive behaviour, both physical and verbal, will not be tolerated and will be dealt with very seriously and firmly. The aim is to eradicate and prevent this type of behaviour.
If children behave inappropriately in school, the staff should do their best to teach them what is wrong and encourage them in more appropriate behaviour. This may mean having special arrangements for individual pupils for short periods of time, e.g. special targets for them to work towards in an Individual Behaviour Plan with special charts for recording their progress. The pupil may earn special rewards for themselves and their class if they meet their targets as positive approaches are more effective than negative ones. When this is necessary the parent(s) of the pupil should be invited to come to school and discuss the problems and help us to work towards solving them.
Occasionally, if a pupil behaves inappropriately, staff may find it necessary to separate him/her from other children. This should usually be brief separation within the classroom, but in persistent cases reference should be made to the Headteacher or other senior staff. This is so that other children can get on with their activities undisturbed and discourage further inappropriate behaviour.
Where this happens it should initially be for brief periods(5-10 minutes) only, after which the pupil should be invited to rejoin the other children and proceed with class activities. Longer periods may be necessary. Teachers should inform parents of behavioural difficulties and seek their support at an early stage.
Staff have agreed practices for implementing the Behaviour Policy and this takes the form of an annex to the policy.
Children with severe behavioural difficulties will follow the INRS system and reference be made to parents and, as appropriate, the child psychologist and social worker. Specific programmes may be needed and followed.
The following is extracted from a staff booklet ‘Outline of Good Practice’ and contains helpful guidance for staff.
Acceptable standards of behaviour, work and respect depend on the example of us all.
*All have positive contributions to make.
Good order has to be worked for: it does not simply happen.
* Set high standards,
* Apply rules firmly and fairly.
Most important of all:
* Expect to give and to receive respect,
* Respect every person,
* Treat everyone as an individual.
Relationships are vital: relationships between everyone and at every level.
TAKE THE INITIATIVE:
* greet and be greeted,
* speak and be spoken to,
* smile and relate,
Problems are normal where 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.
Don’t react - address the problem:
* avoid confrontation,
* establish the facts,
* judge only when certain,
* use punishment sparingly.
Removal of privilege is an effective strategy.
TO BE DISPLAYED IN ALL CLASSROOMS
1. Be on time and ready to work.
2. Do as an adult asks you the first time you are asked.
3. Keep hands, feet and all other objects to yourself.
4. Look after your own and others' belongings.
5. Be sensible and polite to others.
Classroom Sanctions in Key Stage 2
1. When inappropriate behaviour occurs the child is warned and the reason why that particular behaviour is inappropriate is explained to the child or the child (or one of his/her peers) explains why.
2. If the inappropriate behaviour continues the child's name is entered onto the record sheet displayed on a notice board, wall, or white board.
3. If the inappropriate behaviour still continues the child is removed to a table away from the rest of the class, where he/she continues to work for 10 minutes. After this s/he may return to his/her place to continue the work (recorded on sheet).
4. If the inappropriate behaviour continues when the child returns to their place, or it recurs during the same day, the child must be separated from the rest of the class again, and continue to work alone for the rest of that session or the next appropriate session (recorded on sheet).
NB At no time is the child to be sent out of the classroom.
5. If the inappropriate behaviour continues or recurs during the same day the child must miss a break (i.e. morning playtime). The child must be supervised in the classroom by a teacher.
As the class teachers see the classes out of the cloakroom the class teacher will notify their year group partner of any children who have to miss a playtime, seeking support and reinforcement (recorded on sheet).
If the inappropriate behaviour occurs after morning break the child must miss their playtime on the following day. Staff will check the record sheets before children are sent out to play.
6. If a child misses two playtimes in one week a standard letter will be sent home informing the parents, which must be signed and returned to school the next day. When it is returned it must be taken first to the class teacher and then to the Key Stage Coordinator. Should a child "loose" their letter a second will be provided but if that is not returned the parents will be contacted personally. The letter will then be filed.
7. If a child misses two playtimes on two consecutive weeks or more than two playtimes in any one week the parents will be asked to come into school to discuss the problem and any possible solutions. The child, the parent, the class teacher and the Key Stage Coordinator will be present and any agreements reached will be recorded.
8. If the inappropriate behaviour continues, and the parent is unable or unwilling to help, then the parent is asked to attend a meeting with the Headteacher or Deputy at which the child and the Class Teacher may be present. Any agreements made with the parents will be recorded.
9.If the inappropriate behaviour continues a special programme will be instigated, through IEPs, which will be monitored by the KS Coordinator/ SENCO with a view to the possible involvement of School Support Services.
10. During this period if behaviour is inappropriate the child may need to be excluded from the classroom. He/she may be sent to the Deputy or Headteacher and will stay there until the end of the session initially, building up to a half day if necessary. If inappropriate behaviour continues exclusion will be considered.