Combe Pafford Business and Enterprise School Behaviour for Learning Policy

Transcription

1 Combe Pafford Business and Enterprise School Behaviour for Learning Policy At Combe Pafford School our aim is to respond to the needs of each individual child and allow them to reach their full potential as learners and citizens. In order to achieve this we need an ordered settled environment where pupils are treated fairly and consistently. It is the responsibility of all members of staff to adhere to the school s Behaviour for Learning policy, being consistent to the principles but flexible to the circumstances, remembering that we are dealing with individuals, all with individual circumstances. Underpinning behaviour in the school are the expectations set out in The Learning Promise'. The Learning Promise' outlines the expectations that are set for the students. Rewards and consequences are issued by members of staff in relation to students' response to the Learning Promise. The Learning Promise': in every lesson I will Arrive at my lessons on time and with the correct equipment. 2. Not interrupt the teacher or other pupils and put up my hand if I wish to speak. 3. Speak with a calm voice and use appropriate words. 4. Follow instructions from the adults and do not interrupt the learning of others. 5. Complete all tasks to the best of my ability. The Class Teacher/ Form Tutor The form teacher has principle responsibility for the students in their class/form, for their well being and progress in school. Each day the form

2 teacher has the responsibility to ensure that all students follow The Learning Promise The form teacher needs to remind students daily about the need for positive behaviour that allows learning to take place. Class teachers/ tutors need to: Prepare pupils for learning and the day ahead. Remind pupils about timetable, diaries and toolkits. Do uniform check. Support learning in all areas of the curriculum Develop good relationships with pupils. Reinforce and support Our Behaviour for Learning Policy Support and promote pupil development targets Provide pastoral support Inform Key Stage Leader/pastoral leader of any problems Liaise with parents Behaviour for Learning: Reward System see Appendix 1 There are many ways that students can be rewarded for following the learning promise and for other activities they undertake in school. These include: Verbal Praise: aiming for a ratio of minimum 3:1 praise versus sanctions. Points make prizes! End of Term Trip Communication with parents: staff encouraged to use phone calls, postcards and praise letters for good progress being made. Green Cause for Celebration slip to Senior Leadership Team, A letter will be sent home by that SLT member and additional 5 reward points given. Assembly: will be a time for celebrating success and rewarding students in front of their peers. At the end of each term there will be an extended assembly for recognising success.

3 The Consequence System: see Appendix 2 & Appendix 3 ( Report Books) Lunchtime Report Cards Yellow lunchtime report cards can be used to monitor behaviour at lunchtimes. Pupils should be directed to an appropriate lunchtime club each day using the timetable on the back of the card. The adult in charge of the club will give a mark out of 5 for Effort and Behaviour and will sign it. This can also be effective for keeping individuals apart at lunchtime. These are available from Mrs Ravn in reception Key Stage Two Rewards In Key Stage two, pupils are awarded reward points for good work and behaviour. Points are calculated at the end of the week and children with the most points are awarded a certificate during the Key Stage 2 assembly on Friday afternoons. At the end of each term we award a special prize for the child with the most team points in each class. We also award a Meal Time Assistant award and the KID OF THE WEEK prize each week in assembly. Children are regularly sent to Mr Lock or Mrs Dudman to celebrate excellent work. Sanctions On the whole report books are not used in Key Stage Two, instead unacceptable behaviour is dealt with in the first instance by the class teacher, then if appropriate referred on to the Key Stage leader.

4 If behaviour escalates or there is a more serious incident, this is reported to the deputy or head teacher. In most cases this is reported to the parent through a phone call at the end of the school day. However if poor behaviour continues, parents will be asked to come into school to discuss an Individual Behaviour Plan for their child. General Guidance for all staff We all want pupils to behave well in school. We want this because positive behaviour leads to more effective learning and allows us all to work fruitfully in a positive and calm environment. It also means that pupils can grow into responsible citizens ready to take their place in society. All young people require models of good behaviour in order to develop the skills that we want them to have. All members of staff in our community have the most profound impact on demonstrating models of good behaviour. How we behave, and how we relate and speak to others are primary learning experience for our pupils. The highest standards of professional behaviour, dress, of respect and courtesy are expected from all members of staff, at all times, even when this is not the behaviour that the individual student is presenting. The success of the Behaviour for Learning Initiative depends upon the consistent implementation of it by all members of staff. The principles of this programme need to be adhered to by all staff. We need to be consistent to the principles but flexible to the circumstances.

5 The success of any Behaviour for Learning hinges on the quality of relationships that exist in the school. If a student presents with a problem then it is the problem that needs to be dealt with, The problem is the problem, not the child. We need to praise more than we criticise We must reward positive behaviour frequently. We must model good behaviour at all times. We must strive to develop positive relationships with students.