Birdwell Primary School Good Behaviour Policy
We recognise the importance of a positive approach to the behaviour of children in school. To quote the Elton Report:
We consider the best way to encourage good standards of behaviour in schools is a clear code of conduct backed by a balanced combination of rewards and punishments within a positive community atmosphere.
(Discipline in Schools Ch. 4 Para 50).
We believe that emphasising positive behaviour in school tends to marginalize bad behaviour and decreases the number of misdemeanours. A well-managed, orderly environment in school will encourage children to react in a positive caring way.
The purpose of this policy is to promote good behaviour in the school community and to give a clear code of conduct for the use of all at BirdwellSchool.
1. Aims and Values
Our school aims to provide a happy and secure environment for all. As well as the school’s aims stated in the prospectus, we believe that it is important:
a. For the happiness and smooth running of our school, that we foster positive caring attitudes to one another and the environment.
b. To acknowledge that each and every person who joins the community has a personal part to play and each person’s talents will be valued and enjoyed.
c. To support each member who needs help and encouragement, in particular nurturing the self-esteem of all. We realise particularly the importance to children of approval by their peers.
d. To listen with care to the views and opinions of one another and value them.
e. On occasions when an injustice or injury has been done, that we should provide a time and space in which the “wrongdoer” can reflect on his/her actions and, where relevant, make reparation through providing support.
f. That we respond in a polite thoughtful manner to one another.
All members of the school community have a part to play in ensuring good behaviour. Encouraging good behaviour through modelling good behaviour and rewarding and praising appropriate behaviour are the main ways this is developed. Staff are responsible for teaching children what is good behaviour through their day-to-day teaching. It is also expected that Parents/Guardians will model this good behaviour whilst on the premises. (See Appendix 1 for further information on praise and rewards; see Appendix 4 for staff responsibilities)
The school’s Golden Rules give guidelines on how we expect children to behave. These are reinforced through class teaching and assemblies. (See Appendix 2)
Staff have a corporate responsibility to reward and praise good behaviour. Children are encouraged to notice good behaviour in each other and give praise.
When there are problems with behaviour we aim to try and understand the reasons for it so that we can deal with it most effectively. It is important to label the behaviour as the problem and not the child.
If mis behaviour or bullying does occur then the type of action taken depends on the problem. (See Appendix 3 and Appendix 5)
For minor problems the matter would be dealt with by a member of staff, for more serious incidents the Headteacher or Deputy Head should be notified and the relevant information will be recorded.
Targets for appropriate behaviour will be set.
Throughout the process we will endeavour to keep parents informed and work closely with the parents, when it is appropriate.
Problems with behaviour are more likely at certain times of the day, usually when children are not actively involved in the classroom. We should all be aware of the potential for problems, and try to minimise them.
We should also be aware of ways of defusing potentially “high risk” situations, by removing individual children from a likely source of conflict (e.g. playground) for a short time. The child needs to see that this is not a punishment but is in order to prevent a problem occurring.
Support systems are encouraged for children through our buddy system, the School Council and Circle Time activities.
5. Monitoring and Evaluation.
The recorded incidents will be monitored. Letters, comments and feedback from parents will be part of the monitoring process, as will staff and children’s comments. Records of discussions at staff meetings, Governors meetings and School Council meetings will also contribute.
The quality of behaviour will be evaluated as part of the annual process of School Evaluation and will be reported to Governors as part of this process.
Encouraging Good Behaviour
We must all be aware of the importance of encouraging appropriate behaviour in school, and also of different ways this can be achieved.
Two ways that we try to encourage good behaviour are through the use of praise and a system of awards:
Praise: as a general rule, adults should try to give about three times as much praise as censure. Praise can be given in formal and informal ways, in public or in private, for maintenance of good standards as well as for particular achievements.
Rewards: the use of a range of rewards for children is also effective. Among those used at present are:
- Comments in children’s work
- Public praise, in front of peers
- Regular ‘Special Assemblies’ where public mention and note is made of good examples, both of work and behaviour.
- Reward certificates or stickers for particular achievements
- Team points
- Sharing achievements with parents
- Opportunities for greater responsibility in school
- Specific privileges in use of school facilities or equipment
- Chance reward system
- Each classroom has a system of incentives e.g. stickers, star of the day
The following rules have been drawn up from consultations with children:
- Respect our school and play your part in looking after it.
- Respect other people and try to be friendly, honest, kind and polite to all. Use good manners.
- Try to do your best work and help others to do their best!
- Welcome visitors and new school members to the school.
- Be kind to other people. Look for ‘good’ in people
- Treat others as you want them to treat you.
In addition each class is responsible for creating a set of rules, which correspond to the school behaviour policy but cater for its particular needs.
The staff are responsible for ensuring that the children are familiar with the rules and will support children in carrying them out
It is important to have a fair policy for dealing with problem behaviour, while for some children who have difficulty with finding the right behaviour it may be appropriate to focus on, and try to correct, only one problem at a time. With other children a quiet word may solve the problem.
In some cases a non-verbal signal (e.g. a look or a frown) may be sufficient, or a verbal rebuke. If it seems that there is a problem then the adult dealing with it should ask the child what he/she is doing, establish if it is against the rules and, if it is, then try to work out with the child how the problem is to be resolved; for instance, it may be possible for the “wrongdoer” to make immediate reparation to the injured party. This may be sufficient in itself; it may however be necessary to invoke some sort of sanction
2. Unacceptable Behaviour
There is no place for violence, bullying, harassment (including racial or sexual), vandalism, rudeness, or bad language in the school community and these must always be discouraged. Persons observing or experiencing bullying, harassment or vandalism are encouraged to enlist the help of adults in the school to resolve the problems of this type. All occurrences of this type of behaviour should be noted (including the name of the “victim” if any). Sanctions exist to protect individuals from these negative forms of behaviour. Solutions to problems of bullying harassment and vandalism should offer opportunities to support and guide the “wrong doer” to take a more positive role within the school.
Where rules are contravened there must be a system of appropriate sanctions: where possible, sanctions should be seen to match the offence in order to be most effective. The most powerful sanction is the disapproval of those whose views the wrongdoer respects, so we should create a climate of opinion in which that sanction will have the greatest effect.
Minor infringements will be dealt with by the adult responsible for the child at that time; sanctions to be used (in increasing order of seriousness) are:
- A verbal rebuke
- Withholding praise,
- Repetition of task, if not done satisfactorily
- Loss of privilege
- “Time out”
- Sent to another class to work
More serious contraventions of rules and all instances of “unacceptable behaviour” must be dealt with in a more formal way:
- Referral to Head teacher/Deputy head teacher
- Withdrawal of minor privilege
- Removal from place of problem for a longer period (physical removal will only be undertaken as a last resort and if a 3rd party is at risk. This will usually be undertaken by staff trained in manual handling)
- Discussions with parents about the problem
If the problem persists, then it may be necessary to involve outside agencies such as the educational psychologist. The last resort is exclusion from school on a temporary or permanent basis following Barnsley’s LEA policy on exclusion.
We should discourage the punishment of a whole group of children and encourage flexibility in the application of sanctions to suit individual circumstances. It is important too for adults to be careful not to damage relationships and children’s self-esteem by the use of sanctions.
Requirements of staff
- Staff should be ready to receive children in their classrooms at the end of break times.
- Escort children into assembly etc. and seat them quietly until accepted by the head or person in charge of the assembly.
- Arrive on duty punctually.
- When children are moving around school it is the responsibility of the class teacher to ensure that they move around quietly and with consideration for other classes working.
- If any children are kept or left in a classroom at play or lunch time there should be a member of staff present.
Anti- bullying strategy
Bullying is a serious matter and is unacceptable. If bullying does occur, pupils should know that incidents will be dealt with effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell staff. The school will be proactive in teaching children the importance of respect and care for each other and puts a child’s well being first.
Definition – bullying is anti-social behaviour that is a subjective experience which is difficult to define. It is hurtful behaviour, repeated over a period of time which can lead to low self esteem, depression, lack of confidence or prolonged emotional damage. Bullying fits into 3 categories:-
- Physical (hitting, kicking, pushing, taking or damaging possession)
- Verbal (name calling, insults, racist remarks, malicious text messaging or e mailing. )
- Indirect (spreading hurtful and untruthful rumours, excluding someone from a group)
- Cyber (where malicious information is targeted or directed at groups or individuals to cause upset hurt or isolation)
The School’s Equal Opportunities policy ensures that any bullying that is related to race, religion, culture, SEN or disabilities, appearance or health issues, sexual orientation or bullying related to home circumstances, will not be tolerated.
Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness or clinging to adults.
The following steps may be taken when dealing with incidents
- If bullying is suspected or reported the incident will be dealt with.
- The bullying behaviour or threats of bullying will be investigated and the bullying stopped.
- A clear account of the incident will be recorded
- In serious cases parents will be informed and if necessary police will be consulted
- The bully will be supported and helped to change their behaviour and will undertake a programme for improvement.
- The victim will be reassured and supported to restore self confidence.
- The disciplinary steps taken against the bully will be those set out in our good behaviour policy.
Agreed Sept. 2015