Chislehurst (St Nicholas) C of E Primary School

Transcription

1 Chislehurst (St Nicholas) C of E Primary School POLICY FOR GOOD BEHAVIOUR Aims (Updated October 2013) To promote a whole school behaviour policy supported and followed by the whole school community - parents, children, teachers, non-teaching staff and governors, based on the school s shared ethos of Christian values. To promote responsible behaviour, self discipline and self esteem, and respect for self, for others and for property through all school activities, both curricular and non-curricular. To teach Christian values and attitudes as well as knowledge and skills. To encourage good behaviour and to reinforce positive attitudes, by providing a range of rewards for children of all ages and abilities. To ensure that all children at Chislehurst CofE Primary know, understand and follow our School Rules. We aim to achieve this through a consistent and caring approach, and through high expectations for behaviour. See Annexe A for School Rules Expectations* We have high expectations for behaviour and expect children: To follow the School *Rules To show respect for each other and all adults To be polite and have good manners To cooperate with each other To listen when spoken to and not to interrupt To walk around the building, taking special care on stairs To line up quietly, quickly and sensibly To take pride in their appearance and wear the correct uniform [*See Annexe A for some examples] 1

2 Incentives and Rewards We expect children to behave appropriately and cooperatively, whether as an individual, a member of a group or a whole class. All staff, teaching and non teaching, recognise and reward good behaviour and achievement in a variety of ways, including: Verbal praise Smiles Award of team points Publicly identifying children who are modelling good behaviour and/or work Special responsibilities Stickers, stamps, stars etc Verbal or written communication with parents The presentation of certificates and stickers at Courtesy Assembly Sharing their work or achievements with another class or teacher, the Headteacher or another member of staff Being put into the *Golden Book [* Golden Book is where each week class teachers select up to three children to be mentioned in Friday assembly for notably good/kind behaviour work etc.] Each class teacher implements a system of incentives and rewards appropriate for the needs of the children and the class, which is linked to the House Team Point Competition. There is also a whole school system of recognising and celebrating good behaviour and achievements of many different kinds. Each class teacher awards two Courtesy Certificates each half term along with two courtesy and two behaviour stickers; these are presented in Courtesy Assembly in the last week of each half term. Stickers and other rewards may also be informally presented at any time, and children are encouraged to share any achievements from outside school, eg Beaver, Cub or Brownie awards, sporting achievements, prizes, etc. The Midday Supervisors have their own system of incentives and rewards (stickers; one converts to a team point) for good behaviour during lunch time, and they also award certificates to be presented in Courtesy Assembly. Recording incidents Each class teacher keeps a Behaviour Log Book in the classroom, in which incidents are recorded. This book is reviewed regularly and further measures are taken as appropriate. Parents are informed when a child s name appears three times within any half term period. Each Midday Supervisor has an Incident Book for playtimes where incidents are recorded and shared with the DHT and class teacher. Sanctions We believe that positive reinforcement is the best way to promote and encourage good behaviour, and we use this consistently. However, when children do break the rules, we expect them to take responsibility for their actions and to understand that sanctions may follow. Bad behaviour will be dealt with fairly and promptly, taking into account all the circumstances. Children are always expected to apologise for their behaviour, verbally and/or in writing, as appropriate. 2

3 Classroom strategy of sanctions for children showing negative behaviour: For unsatisfactory behaviour in one teaching session: 1 st incident - Verbal warning 2 nd incident - Second verbal warning and name may be written down on board 3 rd incident - Child moved to a new location within the classroom At this stage the child can be returned to the class if good behaviour is maintained for a reasonable period e.g.10 mins. If child re-offends moved back to other location within classroom) 4 th incident - Child moved to work in another classroom [record incident in Behaviour Log*] If the child continues to be disruptive in the new classroom - Child sent to Headteacher**. Parents to be informed of behaviour by class teacher. * 2 records in Class Teacher s Behaviour Log in one half term period triggers communication with parents. ** Automatically triggers communication with parents. The school is committed to dealing with ongoing or serious behavioural issues in a positive and supportive manner. Children are encouraged to discuss their problems and are helped to face up to their difficulties in a structured and supportive manner. A very serious incident may result in the normal procedure being superseded, an exclusion given and the parents or carers being asked to collect their child immediately. Exclusion: In extreme cases children will be given either a fixed term or permanent exclusion. The following behaviours will warrant exclusion: Verbal or physical abuse against a member of staff An act of serious violence against another child A continuous and sustained level of unacceptable behaviour Running away from staff supervision The bringing to school of offensive weapons* such as knives or guns (including replicas) may warrant a permanent exclusion Other circumstances, not listed here, may warrant exclusion if the seriousness of the behaviour is deemed comparable with the above We are mindful of the current thinking on social inclusion, and believe that any behaviour problem is best addressed promptly within the context of the class and / or school. Every effort will be made to address potential problems as soon as they occur and to work closely with parents or carers. [*offensive weapons see annex C] 3

4 Parents Parents are expected to take a supportive and cooperative role and to help in the following ways: By recognising that an effective school behaviour policy requires close partnership between parents, teachers and children By discussing the school rules with their child, emphasising their support of the rules and assisting when possible with their enforcement By attending Parents Evenings, parents functions and by developing informal contacts with school By knowing that learning and teaching cannot take place without sound discipline By remembering that staff deal with behaviour problems patiently and positively By adhering to the Home School Agreement Lunchtime At lunchtime, supervision is carried out by a team of midday supervisors, who are responsible for the safety, well being and good behaviour of the children. There is a set of Lunchtime Rules, with which the children are familiar. The midday supervisors follow the school Policy for Behaviour by reinforcing and rewarding good behaviour. Minor incidents are dealt with by them, and more serious incidents are recorded in Playtime Incident Books. Class teachers see the Incident Book as necessary and will take appropriate action. Very serious incidents are dealt with by the Headteacher or senior member of staff. The Headteacher or a senior member of staff is always available at lunchtime. [See Annexe A for Playground Rules.] Bullying a policy statement At Chislehurst CofE we are committed to providing a caring, friendly and safe environment for all our pupils so that they can learn in an environment that is conducive to learning. Bullying of any kind is against the ethos of the school and therefore totally unacceptable. If bullying does occur, all pupils should feel able to tell and know that incidents will be dealt with promptly and effectively. Our objectives are to ensure that: All staff, governors, pupils, parents and voluntary helpers have an understanding of what constitutes bullying so that they are more able to combat it People in the school community will not condone bullying Clear procedures for reporting bullying are understood and followed Prevention and support measures are understood and followed An equal opportunities statement is endorsed by all members of the school and that racial or sexual harassment will not be tolerated. 4

5 Annexe A The School Rules In class I will work hard and try not to distract others I will try to get on with those who sit near or next to me I will treat school property with care Around the school I will speak politely to adults and use their name remembering to say good morning I will walk and not run when moving through the school I will eat sensibly and do as the midday supervisors tell me At playtime I will treat other children as I would like them to treat me, with kindness and respect I will not call anyone by a name that I would not like to be called I will not punch, push or be unkind to others I will line up sensibly at the end of break Our expectations for good manners some examples Please and thank you Excuse me I m sorry Good morning, good afternoon Can I help you? Please could you.? Please may I. Would you mind. Yes of course. That s a good piece of work. Opening doors, standing back Making way for adults Good table manners 5

6 Dr Haydn s 10-Point Scale When behaviour levels fall below nine, children s learning is adversely affected. 10. Teacher completely relaxed and comfortable and able to work without concern. 9. Teacher in control, but has to exercise some authority at times to maintain working atmosphere. 8. Teacher can establish and maintain relaxed and co-operative atmosphere, but this requires considerable thought and effort. 7. Class bubbly and rowdy. The few pupils who mess around stop when asked to do so. 6. Major effort to establish and maintain a calm atmosphere. Several pupils will not remain on task without persistent exhortation. 5. The teacher feels awkward or embarrassed if a visitor, such as the head, a governor or inspector, comes in because their control of the class is limited. 4. Control is limited and it takes time to get the class to listen. Lesson preparation is about control rather than education. 3. Teacher dreads the thought of the lesson. Major disruption, with children who want to work having difficulty. 2. Pupils are in control. Teaching is ignored, with staff just hoping children will be in a good mood, leaving them alone to chat to each other. 1. The teacher s entry into the classroom is greeted by jeers and abuse. Such staff have to turn a blind eye to bad behaviour to avoid confrontation. They often wish they had not gone into the profession. [Dr Terry Haydn is a lecturer at the University of East Anglia and has carried out extensive research into pupil behaviour.] 6

7 Annexe B The use of force to control or restrain pupils Section 93 of the Education and Inspections Act 2006 allows teachers and other persons authorised by the headteacher, who have control or charge of pupils, to use force as is reasonable to prevent a pupil from doing, or continuing to do, any of the following: committing a criminal offence (including behaving in a way that would be a criminal offence were the pupil not under the age of criminal responsibility) injuring themselves or others causing damage to property engaging in any behaviour prejudicial to maintaining good order and discipline at the school or among its pupils, whether that behaviour occurs in a classroom during a teaching session or elsewhere. Revised guidance on the Use of Force to Control or Restrain Pupils is now available on DfE web site: Annexe C Offensive weapons: a policy statement It is now an offence, under section 139A of the Criminal Justice Act 1988 to carry an offensive weapon or knife on school premises. This offence is arrestable under section 24(2) of the Police and Criminal evidence Act At Chislehurst CofE Primary School, we advise parents and carers that no offensive weapons, including replica guns, will be tolerated on school premises. LEA guidelines for school staff appertaining to offensive weapons are available to any member of the school community by referring to the Headteacher. Annexe D Attitude to Learning ideas from school council Big Ideas: 1) Being polite and courteous Saying goodbye and good morning to all staff Say please and thank you 2) Friendship Helping someone that fell over/ first aid Making people feel special and good about themselves 3) Presentation Straight ties, tucked in shirts Neat handwriting and tidy work in books Organised and tidy desk 4) Punctuality Getting to school on time and helping to get all bags/homework Starting your work on time/not time wasting 7

8 5) Good attitude to learning Contribute in class, thinking before they speak Not chatting, getting on with work Being enthusiastic even when it s not your favourite subject Sitting properly in chair, not slouching 6) Respect Respecting school property, not breaking things, keeping classroom tidy Respecting others, what they do, listening attentively regardless of whether it s a teacher or not Listening to other people s contributions Showing integrity, doing the right thing no matter who is watching 7) Effort & Determination Being enthusiastic about your work Trying hard in all your work Never give up Work to best of your ability 8