PORT ISAAC SCHOOL THE POLICY FOR Pupil Behaviour & Discipline ADOPTED/REVIEWED ON: March 2005 NEXT REVIEW: March 2006 C:\Documents and Settings\secretary\My Documents\Management\Policies\Current Policies\Pupil Behaviour & Discipline Policy.doc Port Isaac School The Policy For Pupil Behaviour And Discipline The nature of discipline Discipline is about the ways in which all members of the school community are encouraged to behave in order that the ethos of the school can be maintained. It should be based on mutual respect and should help children to develop a clear sense of values that will help them to become mature and responsible members of both the school and the wider community. Although clear guidelines about what types of behaviour are unacceptable should be established, and constant and consistent reinforcement take place, the most important form of discipline within the school should be self-discipline. This can only happen in a caring atmosphere where everyone feels valued and where levels of self-esteem are high. Discipline cannot be dealt with in isolation within the school. It is important that parents play an active role by understanding the way in which we expect children to behave within the school and by being encouraged to reinforce this behaviour at home. It is only within an atmosphere of good behaviour and discipline that effective teaching and learning can take place. Aims The school aims: • to make staff and pupils feel valued and respected and to create a sense of community; • to help children develop a clear sense of values and to understand the difference between acceptable and unacceptable behaviour; • to help all children to feel safe and secure within the school; • to encourage children to have respect for other people and their property • to help children come to terms with difficulties that may arise out of school, the effects of which may manifest themselves in the classroom or playground; • to create a quiet working and purpopseful atmosphere within the school. Objectives The school sets out to achieve these aims in the following ways: • • • • by having an expectation of high standards of behaviour, for example in the way children move about the school and how they help others; by all adults within the school setting a good example, encouraging children to act at all times with courtesy and consideration and to treat others with respect; by creating a pleasant school environment that is attractive and tidy, that children can care for and take pride in; by developing a clear classroom code of behaviour, in consultation with the children, that is consistent throughout the school, ensuring that any rules are expressed in positive terms, that the reason for them is clearly understood by all staff, pupils and parents and that they are easily enforceable; • • • • by providing a curriculum that is stimulating and appropriate to the needs of individuals; by delivering a PHSE programme of work based on the Trailblazers awards and circle time to increase pupils' self esteem, their ability to solve conflicts, to communicate effectively and to form effective relationships; by minimising unacceptable behaviour and reinforcing good behaviour. By being constructive and positive in situations where pupils have behaved in an unacceptable way and by ensuring that they understand the effect their behaviour has on others. By having a reward system to encourage good behaviour. Pupils' Experiences and Activities. Many everyday situations in the classroom or at other times during the school day will contribute to children learning acceptable patterns of behaviour. These should become positive learning experiences if they are dealt with appropriately. In addition to those experiences that may occur in the course of a school day there is also a structured plan of work that is interactive and skills based. This is based on School Meeting, the School Council, Circle Time and the Trailblazer Scheme. Examples of non acceptable behaviour • Violence • Verbal and Physical abuse • Willful destruction of Property • Disruptive behaviour • Rudeness to adults and peers Guidelines for General Behaviour • Obey Instructions from all adults working in School • Treat other people as you would like to be treated • Make sure your behaviour encourages others to learn • Respect school and other people’s property Classroom Rules • Stay in your seat unless asked or given permission to move • Hands Up – don’t call out questions or answers • Sit quietly and listen when asked • Obey instructions given by members of staff • Always do your best – complete work set Reward Systems • House points • Verbal praise • Stickers and stars • Golden Time • Phone call home • Whole Class rewards • Effort and Behaviour certificates Consequences of breaking classroom rules 1. A warning (this may be verbal or a look) 2. Name on the board 3. 5 mins in the thinking chair (KS1) 4. Miss a playtime/ Leave the classroom for remainder of session. 5. Phonecall home 6. Fixed term exclusion 7. Permanent exclusion Playtimes Poor behaviour in the playground or dinner hall will result in the child being sent to the office. This may be preceded by a warning and being asked to sit on the bench for minor problems. There they will be spoken to by a member of staff, who will, if they deem it appropriate, isolate the child for the remainder of the playtime and possibly further playtimes. Parents may be informed if the incident is deemed serious enough. Consequences of poor behaviour at Lunchtime 1. A verbal warning for minor incidents 2. Sit on the bench for 5 mins 3. Go to Office Recording Pupils' Progress A Behaviour Log will be kept in the office to record whenever an individual is either asked to leave the classroom or playground. Time All day and every day. Inputs as part of a structured programme of work for P.S.H.E. A daily assembly. Evaluation of Policy and Practice This policy will be reviewed on an annual basis.