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					Behaviour Policy for Mount Pellon School

Rationale
Children and staff have a right to work in a safe and orderly environment that promotes the
self esteem of all. We are all responsible for maintaining this environment, so that teachers and
support staff can do their jobs effectively, and pupils can learn. We believe that by creating an
atmosphere of mutual respect, and communicating clear and consistent expectations, children
will be encouraged to choose responsible behaviour that will enhance both self esteem and
academic achievement.

Purpose
The purpose of this policy is to ensure that all adults and children at Mount Pellon know what we
have agreed. Children can then make informed choices about their behaviour. They will
experience a consistent and clear response from staff which will reinforce positive behaviour
and minimise negative behaviour so that effective learning can take place.

Aims
    To provide an atmosphere conducive to learning
    To encourage responsible behaviour and raise self esteem.
    To clarify the expectations adults have of children, and the expectations children should
     have of adults.
    To encourage a sense of ownership and pride in our school.
    To promote personal accountability as a member of our school community which will equip
     each child well for the responsibilities of adult citizenship.

Guidelines
    We recognise that most children behave well most of the time. We must highlight and
      celebrate this fact at every opportunity.
    We need parents to support our behaviour policy, and we will share it as fully as possible
      with them.
    Behaviour is learned, just as Maths and English are and we will build opportunities to
      teach socially acceptable behaviour into our planned curriculum.
      Our behaviour policy is based on a system of choice. Staff will make sure that children
       understand fully the system of rewards and consequences so that they can make the
       right choices about their behaviour.

The Golden Rules


   Do be gentle and calm          Don’t hurt anyone
   Do be kind and helpful         Don’t hurt people’s feelings
   Do be honest                   Don’t cover up the truth
   Do work hard                   Don’t waste time
   Do look after property         Don’t waste or damage things
   Do listen to others            Don’t interrupt


We will make sure that children understand the golden rules by discussing them in class
whenever the opportunity arises, during PSHCE lessons, and in assemblies.


Recognition of responsible behaviour


   Good    behaviour is recognised in the following ways
           Smiles, thumbs up, other non verbal ways of signalling praise
           Words
           Stickers
           Stamps collected on a sheet- twenty fill a sheet. Three sheets filled gain a bronze
            award (certificate, sticker and pencil) presented in assembly. Three more sheets earn
            a silver award and a further three gold. There is the opportunity to proceed to super
            gold and platinum awards. (Three sheets for each)
           Headteacher’s award for children nominated in class honours books weekly for special
            effort.
           Star of the day/week.
           Whole class reward systems.
           Charts and prizes for targeted behaviour improvement.
           Raffle tickets, with weekly prize draw, for those spotted keeping the golden rules at
            lunchtimes.
           Half an hour of Golden Time weekly with activities chosen by the pupils in negotiation
            with the teacher.


Staff make the following commitments to pupils:
    We will make sure that children know which behaviours are acceptable by praising pupils
      who are doing the right thing after an instruction has been given.
    We will try to praise every pupil at least once a day.
    We will try to catch children doing the right thing and show our approval promptly.
      We will make sure that we are aware of special strategies to be employed in the handling
       of children with behavioural difficulties, and use them.

Consequences of negative behaviour (sanctions)

We recognise that sanctions do not work in isolation and must be balanced with positive
support. Sanctions must not be physically or psychologically harmful but they need to be
something that pupils don’t like. They do not need to be severe to be effective, but they must
be predictable and consistently applied. Pupils will be taught that sanctions are the consequence
of a behaviour that they have chosen. We will apply a hierarchy of sanctions so that the
minimum sanction is used to fulfil its purpose.



   1. A look, proximity to pupils, praising others for doing the right thing.
   2. Repeat the instruction to pupil – no more than twice. Remind that s/he will be opting to be
   moved, lose Golden Time and receive a warning card if negative behaviour continues.
   3. Give the pupil a warning card. Pupil loses 5 minutes Golden Time, and is warned that the
   consequence of continuing with behaviour is a consequence card and exit from classroom.
   4. If the behaviour continues the child is exited to another classroom, accompanied by
   support assistant if possible, or with a message taken by another pupil to inform receiving
   teacher about incident. Letter home to parent from Head or deputy, with extra homework
   for the child in the subject missed.

   Teachers keep a class behaviour book for recording negative behaviour that results in a
   warning card.
   If a child’s name appears in the book three times in half a term, parents will be informed.



Things that we must not use as sanctions
    Shouting at children in an angry voice
    Unprofessional language eg ‘Shut up!’ ‘You! Out!’
    Sarcasm
    Put downs, humiliation
    Questions that you can’t expect an answer to
    Blanket sanctions for individual behaviours

Lack of effort/ incomplete work/ wasting time: Pupils will stay behind after lesson in their
classroom with the teacher (playtime or lunchtime) for 10 mins. If kept behind twice in a week,
parents will be informed.


Playground behaviour
Pupils who hurt others in the playground, who damage equipment, or refuse to do as they are
asked by staff, will be sent inside. Their names will be entered in a Playground Behaviour
Monitoring book. They miss the next play time, and copy the Golden Rules. If a name appears
three times in a half term, parents will be contacted.


Severe Clause
   1.   Serious physical aggression to staff or pupils.
   2.   Refusal to stop fighting when asked by an adult.
   3.   Refusal to accept discipline ie directly challenging staff.
   4.   Serious wilful damage to property.

   Exit to the office. Exclusion for the rest of the day, or longer, at the headteacher’s
   discretion.


Care and control of pupils
Pupils who are endangering themselves or others, or who are damaging or about to damage
property, or seriously disrupting the discipline of the school, will be physically restrained if
necessary, using the positive handling techniques of Team Teach. All members of staff who
have successfully completed training are authorised to restrain pupils when it is absolutely
necessary, using the minimum of force required. Details of handling or restraint, along with
follow up meetings between staff and pupils, must be recorded in the Care and Control of Pupils
file.

The sanctions listed above apply to pupils without special needs relating to emotional and
behavioural difficulties. Classteachers, supported by the SENCo ensure that pupils with SEN
EBD have an Individual Education Plan with strategies for dealing with negative behaviours.
Class teachers need to ensure that all adults working with the child are aware of strategies to
be used.

We will ask for help from Behaviour Support Service to manage the behaviour of our most
challenging pupils. With the help of BSS we will devise short term behaviour plans aimed at
bringing the child’s behaviour quickly within acceptable limits and minimising disruption to
others, whilst supporting the pupil’s inclusion in school. We will use a team approach to such
challenges so that staff are not trying to handle major problems in isolation.

Exclusion

The decision to exclude a pupil from school is taken only in response to serious breaches of our
behaviour policy, after a range of alternative strategies have been tried and failed, and if
allowing the pupil to remain in school would seriously harm the education or welfare of the pupil
or other pupils.

Discussed with Staff February 2008
Approved by governors 30 April 2008

				
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