Discipline Policy
Behaviour and Discipline Policy
1 Aims and expectations
1.1 It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure, through a system of positive behaviour management
1.2 The school has a number of school and classroom rules, they are a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.
1.3 The school expects every member of the school community to behave in a considerate way towards others.
1.4 We treat all children fairly and apply this behaviour policy in a consistent way.
1.5 This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.
1.6 The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
2 Rewards and punishments
2.1 We praise and reward children for good behaviour in a variety of ways:
· teachers congratulate children;
· teachers give children house points;
· we distribute merits to children either for consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school on a weekly basis through a celebration assembly;
· Within each class there are opportunities for whole, group and individual rewards
2.2 The school acknowledges all the efforts and achievements of children, both in and out of school, for example, music or swimming certificates.
2.3 The school employs a number of sanctions, tailored to the needs of each class, to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.
· We expect children to listen carefully to instructions in lessons
· We expect children to try their best in all activities
· If a child is disruptive in class, the teacher reprimands him or her
· The safety of the children is paramount in all situations. If a child?s behaviour endangers the safety of others, the class teacher reprimands the child appropriately
· If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is punished. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child?s parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.
· Each time a rule is broken the teacher implements their classroom discipline plan.
2.4 The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom along with a list of rewards. In this way, every child in the class knows the standard of behaviour that we expect in our school
2.5 The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.
2.6 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.as dictated by the T.E.A.M. teach training undergone by all staff.
3 The role of the class teacher
3.1 It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.
3.2 The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.
3.3 The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.
3.4 If a child misbehaves repeatedly in class, or is a cause for concern, the class teacher keeps a record of all such incidents
3.5 The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service.
3.6 The class teacher reports to parents about the progress of each child in their class, in line with the whole?school policy. The class teacher may also contact a parent if there are concerns or improvements with the behaviour or welfare of a child. The parents are notified of the classroom discipline plan at the start of each school year.
4 The role of the headteacher
4.1
It is the responsibility of the headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.
4.2 The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.
4.3 The headteacher keeps records of all reported serious incidents of misbehaviour.
4.4 The headteacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified.
5 The role of parents
5.1 The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school. This is supprted by the classroom discipline plan.
5.2 We expect parents to support their child?s learning, and to co-operate with the school, as set out in the home?school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child?s welfare or behaviour.
5.3 If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
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