Dunham on Trent C of E Primary School
School Behaviour Policy – September 2015
This policy needs co-operation and consistency if it is to succeed. Good behaviour is the responsibility of parents, pupils and every member of the school community. Parents and pupils sign a Home/School Agreement when their child is first admitted to the school.
1. To create a safe, happy and productive environment.
2. To value and appreciate one another irrespective of age, gender, creed or race and to acknowledge that everyone has a part to play within our school community.
3. To develop self discipline, the ability to learn independently and work co-operatively.
4. To listen with respect to one another and be careful not to damage another’s self-esteem.
5. To foster a caring attitude for the school environment, including the building, inside and outside areas, equipment and personal effects.
6. To provide a common code of conduct that is clearly understood by staff, children, parents and visitors.
School Behaviour and Discipline at Dunham
Central to all our school aims is the underlying commitment that both children and staff are happy, confident and secure. We are proud of our family atmosphere within the school. Our expectations are high and we expect co-operative and courteous behaviour at all times. In order for this to happen we believe in a healthy balance between rewards and sanctions where discipline is applied consistently to build up self-esteem, self discipline and personal responsibility.
We encourage everyone to implement rules fairly and consistently to foster good behaviour in a positive way within an ethos of hard work, care, commitment and responsibility.
Based upon our Christian Values we value:-
The following are our school aims. They have been kept brief in order to help pupils and staff commit them to memory and for ease of reference. We want our school to be:-
We want everyone in school to:-
1) Respect each other and their property
2) Be kind and helpful
3) Co-operate and enjoy each other’s company
4) Listen to others
We want our school to be:-
5) A safe and friendly place
We have decided that by living by our values, and following the school rules we do not need separate class rules.
However to support particular times of day we have the following expectations;
1) We play sensibly and safely so everyone can enjoy themselves
2) We do not go into the building or onto the field without permission
3) We look after the playground equipment
4) We stop immediately when the bell is rung and walk in as soon as instructed
5) We line up sensibly in a straight line outside the classroom and listen to instructions
DINNER TIME EXPECTATIONS
1) We listen carefully to instructions by Mid-day supervisors and kitchen staff
2) We line up for dinner quietly and sensibly
3) We talk quietly with those on our table
4) We keep our table and floor clean and tidy
1) We come into assembly sensibly and quietly
2) We look and listen to the person or people leading it
3) We do not talk to our friends
4) We think deeply about what is being said
These expectations are displayed clearly so that they can be referred to.
REWARDING POSITIVE BEHAVIOUR
When giving rewards to children we always make clear why we are rewarding with the intention of making the child properly aware and of sending signals to other children. We know that effective praise helps the child appreciate how their achievement is helped by their own attitude, it acknowledges effort and focuses attention on positive behaviour.
We are committed to equal opportunities and pride ourselves on being an inclusive school (See Equal Opportunities Policy Statement). Those children who find keeping to rules hard will have individual plans to support and help them succeed drawn up by the SENCO, Class Teacher, Outside Agency.
To acknowledge good behaviour we have rewards that are used consistently in the school:
Celebration Assembly – this takes place every Friday. All members of the community are invited.
Attendance Certificates – these will be presented at the end of each term to children who have achieved full attendance, also at the end of each school year.
5Rs Certificates – these will be presented during assembly to acknowledge children who have displayed the current learning focus
Reflection Opportunities – all children are given an opportunity to reflect on their learning, their effort and their achievements so that their self-esteem is raised in a self-reliant way and so leading to greater intrinsic motivation.
If a child breaks the school rules, choosing not to follow them then they are choosing to be punished.
Strategies for minor infringements might include:
Other infringements are dealt with by:
1) A Verbal Warning
2) Name written on Sanction Board
3) Tick placed next to name
4) Time out in a paired class (Classes 1 & 3, Classes 2 & 4)
5) Referral to Headteacher – incidents logged and parents informed
We strongly believe that every day is a ‘fresh start’ and wherever possible we try not to carry things over to the next day.
BASSETLAW PRIMARY BEHAVIOUR PARTNERSHIP
In the case of a child who is unable to access or follow our usual school ethos and who may need an individual plan or support from an outside agency, we follow the strategies outlined in the Bassetlaw Primary Behaviour Partnership guidelines. This is to prevent exclusion – ‘School is the only place in the world where you can get time off for bad behaviour.’
Exclusion is the worst kind of punishment used in school. It means that a child has to stay away from school for a fixed period of time and complete work set by the teacher at home. We look for the support of parents in explaining to children the seriousness of this punishment and hope they will make it very clear to their child that the behaviour leading up to this punishment is unacceptable and must not be repeated. Exclusion will be used as a punishment for the following:
Bullying is a complex aspect of social behaviour and warrants a separate policy document. The school is committed to creating an environment where everyone feels safe and is safe and bullying is treated very seriously indeed whatever form it may take and whoever is involved. The policy outlines in detail what is meant by bullying, the schools approach to awareness and prevention and strategies used by staff when bullying occurs. It also contains guidelines for staff, pupils and parents when dealing with bullying.
The school will challenge negative attitudes towards any of the protected characteristics identified by the Equality and Human Rights Commission. These are: age, disability, gender, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, and sexual orientation. All incidents involving any of the protected characteristics are logged, at school and with the LA.
Monitoring school behaviour is an important aspect of identifying problem areas and ways of alleviating them, but also is helping assess how effective the current practice has been. Incidents of bad behaviour are logged in the class behaviour/concerns book. Teachers monitor the pattern of incidents month by month. The Head-teacher monitors every half-term. Actions are expected to be taking regarding any pattern found.