A POLICY FOR THE POSITIVE MANAGEMENT OF PUPIL BEHAVIOUR
This policy is the statement of principles, aims and strategies for the positive management of behaviour at Storth CE Primary School. It is based firmly on Christian principles, values and beliefs that underpin the work we do at Storth CE Primary School.
Good behaviour is an essential condition for effective teaching and learning to take place. At Storth School, we believe that pupils and staff have the right to work in an environment that is safe, friendly, peaceful and fair. Good behaviour must be carefully developed and supported. High self-esteem promotes good behaviour, effective learning and positive relationships. The best results, in terms of promoting good behaviour arise from emphasising potential, rewarding success and giving praise for effort and achievement, rather than focusing on shortcomings and failure.
Through the example of the adults who care for them at school, through well planned and stimulating learning opportunities and through reinforcement of examples of good behaviour during
Collective Worship, we believe that the children will accept learning challenges and develop self-discipline. It is the responsibility of parents to help the school in helping their children to behave well. At no time will corporal punishment be threatened, nor used. Neither will any form of punishment which could have an adverse impact on the child’s wellbeing be used.
We believe good behaviour means that every one in school is:
- careful and kind
- polite and friendly
- helpful to each other
- quiet and hardworking
- respectful and tolerant.
Our Aims For Good Behaviour
Our aims are:
- to work consistently and fairly in the positive management of behaviour
- to help our children develop into caring and thoughtful persons who respect and value the feelings, opinions, beliefs, property and differences of others
- to encourage staff, children and parents to value good behaviour
- to develop our children’s self discipline
- to help our children to feel good about themselves and others
- to encourage our children to co-operate with one another and with adults in the school
- to create a positive and stimulating learning environment, having high expectations of children’s’ work
- to work alongside parents to encourage our children to develop socially, ersonally, academically, morally and spiritually in preparation for a
positive role in society.
We support positive behaviour and a positive environment through:
- a consistent approach by the whole school community
- constructive whole school planning for Personal Social and Health Education
- appreciating and following agreed codes of behaviour
- encouraging our children to see themselves as a member of the school team and recognise their responsibility within this
- developing the skills of co-operation and discussion
- encouraging everyone to take care of and have respect for their own and each other’sbelongings
- encouraging everyone to take pride in our environment
- having a positive and consistent approach to playtimes and lunchtimes
- creating a stimulating classroom environment
- providing clear and positive learning experiences fairly and consistently offering a broad and balanced curriculum that is well prepared, planned and stimulating to each child
- ensuring that curriculum issues concerning organisation, methods of teaching and learning, content and differentiation are addressed.
As adults we have a vital part to play as role models.
We do this through:
- demonstrating good manners
- practising good behaviour to each other as well as to the children
- teaching appropriate behaviour and giving feed back when pupils are behaving well
- showing respect for every child as an individual
- making every child feel valued
- not accepting bullying, anti-social behaviour in school, on any level at any time
- being aware of vulnerable children
- being seen to be fair and consistent
- responding quietly, calmly, consistently and positively
- criticising the behaviour not the child
- avoid labelling
- listening with empathy and tact
- handling confidential information with sensitivity
- having regular liaison and update meetings internally and with relevant outside agencies to make our policy effective
- having an awareness of our appearance and the messages it gives
We expect all children to conform to the Golden Rules that each class generate at the start of every school year, which are displayed clearly in the classroom.
We encourage good patterns of behaviour by using:
- non verbal signals
- positive verbal comments and praise
- positive comments written in books
- giving children responsibility
- sharing positive aspects with others
- awarding certificates and stickers
- informing parents
- recognition at good work assembly
When a child forgets a classroom or whole school rule, or chooses to break it on purpose, sanctions will be used fairly and consistently. It is important to continue to reward and encourage the child for their good behaviour.
- planned ignoring
- non verbal signals
- verbal warning, reminding the child of our aims/rules
- private discussion about why the behaviour is unacceptable and giving the consequences of further poor behaviour
- change of position within the learning environment
- separating the child from a group or the class
- loss of privilege
- time out procedures
- contacting parents to discuss ways of helping the child to improve his/her behaviour
- referring the child to the Headteacher with a view to devising an “individual behaviour programme” to help the child learn appropriate social behaviour in school
It is possible for the sanctions to start at any level depending on the nature of the unacceptable
When the procedures don’t work
If the procedures appear to be failing to help a child control his or her behaviour, a meeting is called.
This involves the class teacher, Headteacher, child and parents. It may also involve others such as
the Special Needs Co-ordinator, EWO or Educational Psychologist.
The aim of this meeting is to devise a plan of action to help the child improve his/her behaviour.
Behaviour targets will be set and a review date agreed.
In rare cases it may be necessary to exclude a child for example if there has been a physical attack on
another person. This is only ever considered after all other avenues have been explored. At all
times, the LA’s procedures are followed. Any child returning to school following exclusion is helped
to behave appropriately.
Monitoring and Evaluation
This policy will be monitored by all staff of the school. Its success will be evaluated when necessary
during staff meetings.
All staff, both permanent and temporary, including supply staff will receive a copy of the policy. A
policy booklet will be placed under the notice board for all parents / carers to read.