Behaviour Policy

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THE MOSLEY SCHOOL BEHAVIOUR POLICY

Introduction

At the Mosley Primary School we recognise that all pupils have the right to be educated in a safe, caring and supportive environment without distraction and disruption to their learning.

We believe that the responsibility for ensuring that our pupils develop self discipline and an awareness of responsibility to others is a joint one between parents, pupils and staff.

The purpose of this policy is to make clear to everybody involved in the life of the school exactly what is expected of the pupils. It was written in consultation with all those expected to implement it, namely children, staff, parents and governors.

We hope that the guidelines suggested will help to ensure that The Mosley School continues to be a school where staff and pupils are calm, confident and successful.

Aims

To value and appreciate one another, irrespective of age, gender, creed or race, and to acknowledge that everyone has a part to play within our school community;

To provide a safe, caring and calm environment in which quality learning can take place;

To promote fairness, consistency and clear expectations throughout the school community;

To recognise caring and co-operative behaviour and to discourage anti-social attitudes;

To help children develop their awareness of the school as a community and of the school as part of the wider community;

To listen with respect to one another and be conscious to never damage another’s

self esteem;

To gain understanding and commitment regarding the policy from all members of the school community.

What we mean by good behaviour

We expect children to:-

Follow instructions as and when they are given;

Follow school routines;

Show respect to both children and adults;

Be polite and honest;

Promote a positive image of the school in the community

Not damage property or the school buildings;

Walk within the school in a quiet and orderly manner.

Encouraging good behaviour

At The Mosley School we offer a differentiated curriculum, aimed at meeting individual needs. There is also a range of extra curricular activities to help children become involved in school life in a positive way.

Strategies:-

Explain and demonstrate the behaviour we wish to encourage;

Recognise and highlight good behaviour as it occurs;

Praise children for behaving well;

Encourage children to be responsible for their own behaviour;

Reward individual children and groups of children for behaving well.

Rewards for good behaviour:-

Our intention is to encourage the growth of positive behaviour by recognising and rewarding achievement in both academic and personal/social development as follows:-

Teachers’ praise;

Public praise – in assemblies;

Sending to Headteacher or other relevant member of staff for recognition;

Awards of certificates/badges;

Giving of special responsibilities;

Choice of preferred activities during the week OR at specific times chosen by teacher;

Team points;

Inform parents of particular examples of good behaviour: e.g. kindness, caring

through notes home / word of praise at end of school day

Class Rules:-

Each teacher will negotiate rules for within their class. These will fall within the framework of the whole school rules and will ensure appropriate attention to both rewards and sanctions.

Unacceptable behaviour

There is no place for violence, bullying, harassment (racial, sexual or other), vandalism, and rudeness to adults, bad language or dishonesty within our school community.

Occasionally children may have difficulty with finding the right behaviour. There is a staged process within the area of Special Educational needs through which a child will progress. This will often involve help from an outside agency.

Sanctions

When dealing with unacceptable behaviour, we are conscious to always maintain a child’s self esteem and communicate that it is the behaviour that is bad not the child.

Deprivation of any part of the school curriculum should only be considered as a last resort. Extra work such as maths or writing, should not be given as this promotes a negative image of academic work, quite the opposite to our aim.

The adult responsible should deal with minor infringements at the time. It weakens the authority of those such as class teachers and mid-day supervisors to make undue use of the hierarchy.

Punishments should, whenever possible, be immediate and of an appropriate duration.

Strategies for minor infringements might normally include:-

Non verbal sign – look, head shake, etc;

Clear warning;

Time out, at teacher’s discretion (this must be supervised);

Appropriate handling of attention seeking behaviour;

Private verbal rebuke or reminder;

Repetition of tasks if necessary;

Removal from the scene of disruption;

Isolation within the classroom;

Withdrawal of privilege – loss of break time;

Informing and discussing with parents;

Home / School diaries.

For more serious offences or continued transgressions:-

Logging of incidents;

Separating from class and referring to Headteacher / Deputy Headteacher;

Establishing a behaviour contract with child and parents;

Begin the staged model of the Special Educational Needs Code of Practice.

In case of persistent or serious misbehaviour, pupils may be excluded from school:

For a definite period.

Permanently.

See also policy for exclusion

Physical restraint or guidance

There may be rare occasions when, for a child’s own safety, or for the safety of others, a child may need to be physically restrained by staff.

This will always be carried out in accordance with guidelines in the Staff Handbook, which are based on County recommendations. Staff will use the minimum necessary force to achieve this.

See also policy for physical restraint

Parents

Home is the most dominant influence in a child’s affecting their attitudes and behaviour. We believe that parents want their children to be able to take full advantage of all the activities offered in school. Co-operation between parents and staff is essential.

School will do all it can to help each pupil and we would be grateful if parents could help by:-

Talking to your child about the school’s expectations on behaviour,

thus supporting the school’s behaviour policy.

Responding to all communications about your child’s behaviour.

Ensuring that when you are on the school’s premises, you show, by

example that you are mindful of the school’s rules.

Mid-day Supervisors

Mid-day supervisors have been made aware of this behaviour policy and have agreed to implement the rules where they apply to them and their time with the children.

In the playground and the dining room, they try to be positive with the children and take notice of good behaviour, kind acts, etc. etc.

Time out will be given for incidents and children will stand by the playground walls for these.

In the event of more serious problems, children will be brought inside to the Deputy Headteacher in the first instance and then referred on to the Headteacher

Reward stickers for positive lunchtime behaviour are available.

Children will be provided with activities and games to keep them purposefully occupied during the lunchbreak.

AEJ 2006 / 8

Agreed by Governors Nov. 2006 / 8