St. Martin's Church of England (Aided) Primary School
Behaviour Policy
Introduction
This document is a statement of the aims, principles and strategies for Behaviour at St. Martin's C.E. (Aided) Primary School.
L.E.A. guidelines have been taken into consideration in the formulation of this policy.
It was reviewed by Staff in September 2004. Systems to support and encourage good behaviour are constantly being reviewed and annual review of this policy will reflect any changes made. Changes to the document result from a process of consultation between all members of the school community including teaching and non-teaching staff, parents, governors and pupils.
Following discussion, the Governing Body approved the reviewed policy on 28th September 2004.
This policy will be reviewed again in September 2005.
The Behaviour Policy should be read in conjunction with the Policy for Teaching and Learning as, together, these establish the general ethos of the school.
This document provides a framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring and responsible people. It is written for the benefit of all members of the school community, to allow each one to understand the policy of the school and to apply it consistently and fairly.
Our aims for behaviour are that all children will
be tolerant and understanding with consideration for the rights, views and property of others
develop a responsible and co-operative attitude towards work and towards their roles in society
achieve their potential in terms of self-esteem, academic achievement, aesthetic appreciation and spiritual awareness
take a pride and responsible interest in caring for their
environment.
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Every child has the right to learn and no child has the right to disrupt the learning of others.
The establishment of an appropriate ethos is an essential prerequisite for learning. It depends upon trusting relationships and a process of co-operative teamwork. The school welcomes and encourages the involvement of the L.E.A., the Diocesan Office, governors, parents and others in the community.
Responsibilities
All members of the school community (teaching and non-teaching staff, parents, pupils and governors) work towards the school's aims by
Esteeming children and adults as individuals and respecting their rights, values and beliefs;
Fostering and promoting good relationships and a sense of belonging to the school community;
Providing a well ordered environment in which all are fully aware of behavioural expectations;
Offering equal opportunities in all aspects of school life and recognising the importance of different cultures;
Encouraging, praising and positively reinforcing good relationships, behaviours and work rejecting all conduct involving bullying or harassment;
Helping to develop strategies to eliminate undesirable behaviour both within and outside the classroom, and applying these consistently;
Caring for, and taking a pride in, the physical environment of the school;
Working as a team, supporting and encouraging one another. Top of page...
The management team (Governors, Head Teacher and Senior Staff) work towards the school's aims by
Taking a lead in the establishment of a positive school ethos;
Taking responsibility for devising and implementing a Teaching and Learning Policy which acknowledges its influences on pupils' behaviour and motivation;
Monitoring and reviewing behaviour throughout the school, evaluating the success of this policy and ensuring that necessary revisions are undertaken;
Recording and monitoring attendance and punctuality and responding firmly when either is poor;
Recording and reporting incidents of serious misconduct;
Taking active steps to ensure that buildings and grounds are secure and well maintained and that any damage is quickly rectified;
Encouraging community use of school facilities to increase local involvement and commitment. Top of page...
Teachers work towards the school's aims by
Providing a challenging and stimulating programme of study designed to enable all children to reach the highest standards of personal achievement;
Recognising and being constantly aware of the needs of each individual child according to ability and aptitude;
Enabling children to take increasing responsibility for their own learning and conduct, ensuring that learning is progressive and continuous;
Being good role models - punctual, well prepared and organised;
Taking quick, firm action to prevent one child inhibiting another's progress;
Providing opportunities for children to discuss appropriate behaviour;
Working collaboratively with a shared philosophy and commonality of practice.
Pupils work towards the school's aims by
Attending school in good health maintained by adequate diet, exercise and sleep;
Attending school regularly;
Being punctual and ready to begin lessons on time;
Being organised - bringing necessary kit, taking letters home promptly, returning books efficiently;
Contributing to the development of the school's code of behaviour;
Conducting themselves in an orderly manner in line with this code;
Taking growing responsibility for their environment and
for their own learning and conduct.
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Parents work towards the school's aims by
Ensuring that children attend school in good health, punctually and regularly;
Providing prompt notes to explain all absences;
Providing support for the discipline within the school and for the teacher's role;
Being realistic about their children's abilities and offering encouragement and praise;
Participating in discussions concerning their children's progress and attainments;
Ensuring early contact with school to discuss matters which affect a child's happiness, progress and behaviour;
Taking an active interest in children's learning by supporting in class where appropriate, giving due importance to homework, hearing reading, and assisting in learning of tables and spellings.
Allowing children to take increasing personal and social responsibility as they progress throughout the school;
Accepting responsibility for the conduct of their children at all times.
Procedures
For ensuring
involvement of all members of the school community:
regular meetings of representatives of teaching and non-teaching staff to review behaviour issues
a planned programme of professional development for teachers, classroom assistants, midday supervisors and administrative staff
governor training, both centrally provided and in-school
frank and open debate about behaviour at governors' meetings.
For developing good partnership with parents:
regular informal contact with teachers who are always accessible to parents before and after school
a weekly family assembly, to which parents are invited
good communication channels including weekly newsletters and termly curriculum information from school
annual parents' evenings
a programme of open days, productions and PTA fund raising events
an induction programme for children entering Reception
information for new parents about the school's behaviour policy including explanation of the parents' role in this
welcoming parents into the classroom, both on a regular basis (to offer support with reading, for example) and for occasional demonstrations or discussions
welcoming other parental contributions such as organising resources, accompanying educational visits, providing transport for children and helping with extra-curricular activities
a clear policy for children with special needs which involves parents from School Action stage (see Special Needs Policy)
a procedure for the monitoring of homework and parental support with reading. Top of page...
For providing children with opportunities to discuss appropriate behaviour:
a School Council of pupil and staff representatives which meets twice a term
a programme of Personal and Social Education designed to promote mutual respect, self discipline and social responsibility (see P.S.C.H.E. Policy)
a programme of Health Education which includes work on relationships and feelings (see P.S.C.H.E. Policy)
a programme of Religious Education which includes ethical and moral issues (see RE policy);
Circle Time, a forum for discussion held in every classroom at least once a week
the compilation of a set of rules to begin the School Year by each class at the beginning of the Autumn term whilst recognising the school rules.
For promoting desirable behaviour:
Staff acting as role models
Staff offering guidance to children including praise and encouragement
the provision of a curriculum designed to stretch and engage each child
classroom organisation which facilitates independent working
the encouragement and appreciation of children who act as positive role models
collaborative work within classes and across year groups which helps to develop good relationships
Buddy Sessions both during break times when older children may join their infant "buddies" in play, and during lesson hours when "buddies" pair up for reading, computer work or other activities;
a merit award system involving the distribution of sticker and other rewards good work and behaviour at the weekly family assemblies.
clear guidelines on responding to behavioural issues which have been developed by and have the full commitment of all teaching and non-teaching staff
a schedule of sanctions for undesirable behaviour
conscientious supervision of pupils at all times
rapid and stringent response to incidents of bullying and racial or sexual harassment
a readiness to tackle persistent behavioural problems through the special needs procedure (see Special Needs Policy)
activities to engage children's interest at lunchtimes.
For promoting care of the physical environment:
display of children's work to enhance the environment, engage children's commitment to the environment and increase self esteem
involvement of children, parents, governors and representatives of the wider community in the planning and, where practical, the implementation of developments to the school environment
the commitment of PTA funds to developments to the school environment
a variety of security measures including alarm systems
the work of the residential caretaker whose constant presence deters intruders and who is able to respond rapidly to rectify any damage. Top of page...
Appendix 1: Rewards for Good Behaviour
Each week each class teacher awards a certificate to one member of the class for achieving high standards in a given target. These targets are changed each week. A wide range of themes is used to ensure a chance of an award to all children over the period of seven school years. The winners of the certificates are announced and the children come out to receive the award.
Team points
Golden Goblet
Being given jobs of responsibility
Stickers, smiley faces, written complimentary comments
Good work taken to be shown to next in authority
Good work shown/ performed in assembly
Good work displayed around school/ classroom
Oral praise
Any other appropriate reward the class teacher feels is appropriate.
This book is kept on public display to honour kind and thoughtful deeds performed in the school week. A member of staff enters the suggestions for mention and the entries are read out during assembly time.
The Barman Cup for Special Achievement is awarded to one child from one class each week at the class teacher's discretion. The child is called out to the front at Friday assembly and the reason for the presentation is announced. The pupil is allowed to keep the cup at home for one week.
Invitation to join school teams and clubs
At the time of the review of this document (September 2004), we are considering two major inclusions to the reward system at St. Martin's.
1. A team points reward system throughout the school. This would mean rationalisation of all individual class rewards into first, second, third and fourth places for each class. This would be done by Y6 monitors. A house cup could be publically presented to House Captains at Friday assemblies and House totals carried through the year. The winning House could then be recorded on the House Shield.
2. Establishing a monitor system. All Year 6 children would be asked to assist about the school for one week taking responsibility for an area such as OHP operation, monitoring the doors during playtimes, Library and Project Loan organisation, etc. Top of page...
Appendix 2: Sanctions for Poor Behaviour
The class teacher will deal with most misdemeanours that occur during the classroom. Staff will decide the appropriate punishment and will be responsible for supervising children when the sanction involves loss of playtime. Children are never asked to stand in the corridor as punishment or left unsupervised. Whenever possible, poor behaviour will result in immediate, appropriate sanction.
When a child repeats poor behaviour following one warning, they are cautioned and told that, should they continue to offend, they will be asked to leave the room. If they do, they are escorted to the Senior Teacher. Should this unacceptable behaviour be repeated, the pupil would be sent to the Deputy Head, who would inform the Headteacher and the child's parents. The school would work in collaboration with the parents to counsel re. better behaviours and modify inappropriate attitudes.
Where pupils disobey or disrupt school systems despite cautions, any member of Staff may send them to Reflection Time. This takes place in classrooms and is supervised by teaching staff on a rota basis. Pupils' names are recorded in a book for future reference. Silence is demanded of the pupil. Lunch is eaten in the Reflection Room. Reflection period runs from 12.00 until 12.45. Should children repeatedly be sent to 'Reflect', parents will be informed. Frequent Lunchtime Supervisor meetings ensure that all staff are kept up to date with procedures and can have input.
A minority of children will not respond to low-key intervention. For these children the school has a system of detention. This would only be employed in the most severe cases where a pupil hurts another, fights, steals, swears, deliberately damages property or continually uses disruptive behaviour despite preventative strategies. Any detentionable incident must be witnessed and thoroughly researched. At all times children are encouraged to own up and be honest about their involvement.
Once detention has been chosen as a form of punishment a detention slip should be filled in by the member of staff issuing the detention. The teacher on detention duty should receive the slip the day before the detention is scheduled.
The duty teacher enters the detention in the Behaviour Log Book.
The parents of the pupil are informed by letter that a detention has been given and will take place the following day.
The child reports for detention at 12.00 (if required, a hot lunch is saved).
The child writes an incident report, including how they feel and how they intend to behave in future.
This report is discussed with the Duty Teacher then filed in the Behaviour Log Book.
The child spends the rest of the time in silence before being escorted to Lunch at 12.30.
The record of the detention is kept for one year. If there are no further incidences, the record is destroyed and the child's name removed from the Logbook.
If a pupil commits further offences, subsequent steps are taken:
3 detentions in one term - parents are informed.
5 detentions in one term - parents are called to school to discuss behaviour strategies.
7 detentions in one term - governors and parents are informed.
10 detentions in a term - the child is excluded for up to 15 days. Top of page...
Appendix 3: School Organisation
Children are supervised from 08.45 every morning. Whenever possible, a member of staff watches the children alight from the buses and ensures they come into school safely. The children enter the building at 08.55,10.45 and 13.00.
A pupil is sent in at playtimes to inform occupants of the staff room that children are about to enter the building.
A whistle is blown and Infant classes line up facing the duty teacher and Junior children walk in quietly.
The Infant duty teacher instructs pupils to enter class by class at appropriate intervals to alleviate congestion in corridors.
Whenever possible, class teachers will supervise corridor areas as children come in.
Pupils enter the building through corridor entrances. The main entrance may be used in exceptional circumstances, if a pupil is late or returning to school after an appointment or if a pupil has a large musical instrument they need to store in the Music Room.
Children are discouraged from loitering around the corner of Class 1.
Leaving the Classroom and School Building
Children are sent out to morning play at 10.30.
Staff supervise the complete exit of their class and supervise any children remaining in the classroom. If children are late out to play because their teacher has not sent them out on time, they will still return to the classroom at 10.45.
At 15.15, the end of the school day, bus children line up in the Hall. Reception children are dismissed when their parent/ carer arrives for them, unless they travel to school by bus, when an older pupil will supervise them.
Staff should have a system for identifying children who are out of the classroom at any given time.
Children begin lunch at 12.00. Dinner children should be sent to the Hall, having been instructed to wash their hands first. Reception, Year 1 and Year 2 children eat their packed lunches with the hot dinner children. All other packed lunches are eaten in classrooms with the permission of teaching staff or at a second sitting when this is inconvenient. When the weather is good enough, children eat outside. As a special privilege, Year 6 pupils are allowed to eat their packed lunches in Class 1's room. They are supervised.
KS1 pupils have an afternoon break from 14.30 to 14.45. KS2 pupils also have a short afternoon comfort break.
Playground equipment is issued at the discretion of the teacher on duty.
Infants are allowed to bring a small toy to play with – Juniors are not allowed toys from home. Balls, skipping ropes, etc. are allowed under supervision. No game is prohibited until it is seen to be dangerous by Staff or children are unable to play in accordance with safe, co-operative rules.
Children are encouraged to play co-operatively. Games, which simulate fighting and/or excessive screaming, are not allowed. Top of page...
Pupils are reminded periodically about boundaries for play.