behaviour and discipline by pl0rfFN

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									 YSGOL ARDWYN SCHOOL




BEHAVIOUR AND DISCIPLINE
        POLICY




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                          BEHAVIOUR & DISCIPLINE POLICY


Introduction

This document is a statement of the aims, principles and strategies for developing appropriate behaviour
at Ardwyn School.

Revision took place after consulting Governors, Parents and Children – annual surveys are undertaken in
the Summer Term.
The policy and practice is monitored and reviewed and has a termly Staff meeting focus.

Aims

The children will:
    respect the feelings of others - children & adults
    develop a pride of ownership of the school environment
    be encouraged to develop self control and subsequently take responsibility for their own actions
    understand that actions have consequence
    develop self discipline
    understand the boundaries of behaviour
    develop an emotional language
   


Objectives

The school will:
    ensure safety and well being of pupils and adults
    provide a secure and orderly environment necessary for effective teaching and learning to take
       place
    provide a positive atmosphere based on a sense of community and shared values
    reward and praise good behaviour to act as a model for all pupils
    make clear to all concerned via the ‘golden rules’ unacceptable types of behaviour
    protect children from self-inflicted abuse or injury
    curb or divert obsessive behaviour in order to allow learning to take place
    provide a curriculum that supports social and emotional competence through the Dina school
       programme




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                               BEHAVIOUR MANAGEMENT

Behaviour Management should be an integral part of the curriculum which teaches appropriate social
skills to all pupils thus allowing them to participate fully in the life of their home, school and local
community. Good behaviour will be embedded in underlying attitudes which can only grow out of
mutual respect and regard between adults and pupil.


Some examples of strategies to foster this mutual respect:

      Every person to be treated as an individual and their positive qualities praised and encouraged
      Staff to greet all pupils politely and expect to be greeted similarly
      All staff speak and expect to be spoken to in a polite way and to value the reply
      Smile and relate and show enthusiasm.
      Reward with praise whenever possible
      Dina school
From time to time it is advisable for all staff to reappraise their teaching styles, relationships with pupils
and their manner and approach to individual pupils to ensure they are meeting the needs of all their
pupils in a sensitive and caring way.


The curriculum should be so designed to motivate and give success and present a challenge for children
to engage meaningfully with their activities and thus encourage and develop self discipline.

Positive attitudes and achievements should he fostered by:

      Praise and encouragement from the class teacher, NNEB etc within their own classroom
       Praise from the teacher of another class (children to be sent at a mutually agreed convenient
       time)
      Praise from children within their own class
       Praise from pupils in another class
       Praise and a tangible reward ( e.g. Head Teacher reward sticker) from Head Teacher (pupils to
       be sent at a convenient agreed time)
       Mentioning in weekly golden book and singling out for praise in Assembly on Monday with
       certificate
      Displaying children's achievements attractively around the school
      Classroom reward system
      End of Term Certificates including attendance


   Support for pupils with Challenging behaviours

   We offer a variety of support including:
      In class appropriate adult:pupil ratio
      1 : 8 Nursery/Reception



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      1:13 Year 1/2
      Outreach Services
      Home, school diaries
      Personal support plans
      Outside agency interventions


                                               PRAISING

Praise has a strong motivating effect on people as well as being a means by which they can learn. To
praise, use the following guidelines:

      Always give specific praise and avoid meaningless generalizations. Start with what you have
       observed, or with what you have heard from somebody else

      Always praise better than expected results or behaviour, doing so in front of peers can help create
       a culture which encourages catching people doing well.

      Always use stand-alone praise without diluting it with any criticism. For example, this would
       only be experienced as a put down - ‘there you see, you can do it when you try’

      Always praise as close to the time of the person's action as possible

      Always praise authentically, not because you think you should or to impress someone else.


From praise people are likely to learn :

      that their efforts are recognized

      that the world is not such a punishing/negative place

      which actions do and don't receive praise

      that if praise feels good maybe they should do it to others more often


Staff Training

Opportunities are given to all staff to access training to support positive behaviour annually. Headteacher
provides in house supervision to staff who have experienced serious behavioral challenge and is highly
skilled in Webster Stratton programmes which she shares.
Parental support



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We offer open door policy to Parents. They have access to Class Teachers on a daily basis, and the head
or a senior member of Staff.
.

Links between behaviour and attendance.

It is well documented that poor attendance can have a negative effect on behaviour and learning. In
Ardwyn School we make every effort to promote good attendance, ( see attendance policy) and support
children to challenge their behaviour choices through IEP’s, PSP’s and star charts.
Through to a series of responses to attendance issues e.g. first day contact calls, absence record book
signed by Parent and Educational welfare report. We link together policies into practice to promote
good behaviour.

                                        LEGAL FRAMEWORK

    The Children's Act 1989 placed a duty of care on all local authorities and governing bodies of grant
maintained & independent schools to consider the child's needs as a priority in all their dealings with
children and their families. The needs of the child must be paramount at all times and in all cases.

    For teaching staff, the duty of care is set out in the School Teacher's Pay & Conditions Document:

                        "Teachers are required to maintain good order among the pupils and
to safeguard their health and safety, both when they are authorised to be on the school, premises and
when they are engaged in authorised school activities elsewhere"

     Linked to this duty of care, they also have a duty to act in loco parentis in the manner of caring &
responsible parents. This applies to all pupils in their charge or for whom they are responsible at anyone
time.

    Furthermore, Section 47 of the Education (No. 2) Act 1986 has the effect of abolishing corporal
punishment for all pupils in maintained schools and for all pupils in independent schools, placed there
under the assisted places scheme or where the fees are being paid out of public funds.

    Corporal punishment is defined as the intentional application of force as punishment and includes
not only the use of the cane or tawse, but also other forms of physical chastisement such as slapping,
pinching, pushing, prodding, throwing missiles and any other such form of rough handling.


     The law does, however, recognise certain justifications for the use of physical force in both civil
and criminal cases e.g. self defence and the prevention of crime. In addition, it is recognised that there
will be the occasional need for a teacher or other member of staff in the course of their duty to use
physical force in order to restrain pupils, for instance, to break up a fight between pupils or to prevent a
pupil running along the corridor in such a way as to endanger himself/herself, others, or school property.
Although physical intervention on such grounds constitutes "'battery" it will not constitute corporal
punishment if its purpose is to avert an immediate danger of personal injury to, or an immediate danger
to the property of, any person, including the pupil. The teacher should not hesitate to act in an emergency
for fear his/her action might be judged to include an element of punishment. However, the element of
force involved must not be more than reasonably necessary in the circumstances.


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Teachers and other staff who intervene physically, often on the spur of the moment to avert an
immediate danger, will be protected in the eyes of the law, provided they use reasonable and moderate
force.

Any serious incident of this type will be recorded with full details in the child's own/record and noted in
the record book. An appropriate form will be sent to the Authority.

Race Relations

We promote a Zero tolerance policy to racial bullying. We offer an inclusive curriculum and positively
promote a welcome to all children and parents to our school.

Our Curriculum includes learning about other cultures and celebrating Saint days, religious festivals etc
and   parents    have     contributed   to    assemblies     and     traditional   celebration     days.




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             SANCTIONS AGAINST UNACCEPTABLE BEHAVIOUR

      For minor displays of unacceptable behaviour, the class teacher reasoning with the
       child in the classroom setting is the first strategy, and often effective

      Short term withdrawal of privileges by the class teacher, e.g. playtime

      A behaviour book may be kept by the class teacher, setting the child attainable
       goals and clear rewards. This may be extended as a diary between home & school,
       but this is in full consultation with the Headteacher.

       Referral to the senior management team - the Headteacher
       This action usually takes the form of reasoning with the pupil outside the
        classroom setting. Apologies are made by the offending pupil to any other
        pupil or staff member involved.
       At this stage, at the discretion of the Head teacher, parents may be informed. On
       all occasions when a child's unacceptable behaviour is discussed with parents it
       must be with the agreement of the Head teacher.

In more extreme cases of unacceptable behaviour, activities the pupil enjoys may be
withdrawn e.g. swimming.

In exceptional circumstances, a pupil will be asked to be taken home by telephoning the
parent. Only extreme behaviour warrants this, e.g. biting another child, hitting another
child/adult. All incidents are recorded in class teachers’ daily diary. This will be a fixed
period – exclusion and the LEA policy will apply including meeting of the Pupil
Discipline Committee (appendix)

The SENCO is responsible with class teachers for drawing up Individual Behaviour Plans
(IBPs). Parents will discuss these on a half termly basis.

The lunchtime supervisors report behaviour (good or bad) to class teachers. It is the class
teachers’ responsibility to seek this information.

It is the responsibility of all members of staff to take an active role in promoting good
behaviour throughout the school, even when they are not officially on duty e.g. walking
through the hall at lunchtime.




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                ARDWYN NURSERY & INFANT SCHOOL


               OUR GOOD BEHAVIOUR GUIDE

It is a big step in a child’s life coming to school and learning how to behave in
a large group. This leaflet is for parents to understand how we encourage
appropriate behaviour and how they can support us in our task.

The school has 6 ‘golden’ rules. They are:
  1. Do be gentle, don’t hurt anybody – “hands to self”
  2. Do be kind and helpful, don’t hurt people’s feelings – “say kind words”
  3. Do be honest, don’t cover up the truth – “say the truth”
  4. Do work hard, don’t waste time – “I can do my best”
  5. Do look after property, don’t waste or damage things – “I can help”
  6. Do listen to people, don’t interrupt – “I can listen”

If behaviour is unacceptable the following steps are taken -
1. Pupils are given time to discuss and reflect on their behaviour.
2. The behaviour is monitored.
3. Pupil is given the opportunity to improve his/her behaviour.
4. Pupil is kept in for a playtime or may work in another class or work alone
   supervised by a member of staff.
5. if unacceptable behaviour persists the pupil may, in extreme cases, be
   withdrawn from participating in off-site activities.
6. Pupil is sent to the Head Teacher who will deal with the situation
   appropriately. If this becomes a regular occurrence, parents would be
   involved. Exclusion could follow. This is a rare and serious punishment and
   happens to a very small percentage of pupils. It is serious, but thankfully,
   unusual!


           Good Behaviour will lead to success and happiness.

                                 If you are upset tell someone.
                                If we don’t know we cannot help!
          If someone hits you, DON’T HIT BACK. Tell an adult. We will sort it out.
 This applies to every pupil in school. If you hit back you are breaking the first school rule!


                      ARDWYN NURSERY & INFANT SCHOOL




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                         HOME SCHOOL AGREEMENT


Name of Pupil…………………………………………..

The School’s agreement:
The School will:
    Care for your child’s safety & happiness
    Encourage your child to do his/her best at all times in all aspects of
      School life
    Encourage him/her to take care of their surroundings and to be
      Considerate to other
    Provide a balanced curriculum to meet individual needs with
      Particular emphasis on the key skills of Literacy & Numeracy
    Achieve high standards of work and behaviour through the building of good
      Relationships and a developing sense of responsibility
    Keep parents informed about general school matters
    Give your child a written report once a year and arrange parents’
      Mornings/Evenings 3 times a year
    Offer the opportunity to become involved in school life at Ardwyn School

The Parents’ agreement:
I/We will try to:
    Ensure that my/our child comes to school regularly, on time & properly
       Equipped and inform the school promptly about any reason for absence
    Inform the school about any problems which might affect his/her work or
       Behaviour
    Support him/her with reading & other home learning activities
    Attend parents’ evenings & other discussion about his/her progress
    Support school policies & guidelines for behaviour
    Get to know about my child’s life at the school.

The Pupil’s agreement:
I will try to:
     Be polite and helpful to others
     Help look after my class & the school
     Understand the School Golden Rules and keep them.



Teacher’s signature…………………………….Parents’ signature…………………….

Pupil’s signature……………………………..




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June , 2011.

Adoped by the Governing Body:   ..................................................

Chair of Governors:             ..................................................

Headteacher:                    ..................................................




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