Behaviour Policy – Promoting Better Behaviour                  

This policy has been written using guidance taken from the DFE  document  “Behaviour and discipline in schools Advice for Head teachers and school staff” February 2014.  his policy states:

A clear school behaviour policy, consistently and fairly applied, underpins effective education. School staff, pupils and parents should all be clear of the high standards of behaviour expected of all pupils at all times. The behaviour policy should be supported and backed-up by senior staff and the head teacher.

Good schools encourage good behaviour through a mixture of high expectations, clear policy and an ethos which fosters discipline and mutual respect between pupils, and between staff and pupils.

Schools should have in place a range of options and rewards to reinforce and praise good behaviour, and clear sanctions for those who do not comply with the school’s behaviour policy. These will be proportionate and fair responses that may vary according to the age of the pupils, and any other special circumstances that affect the pupil.

Why is good behaviour important to us at Brooklands Farm Primary School?

Good behaviour is a necessary condition for effective teaching to take place. ( DfES 1987)

The aim of our policy is to promote good standards of behaviour within our school by:

Open

To define acceptable standards of behaviour

To ensure that the school’s expectations and strategies are widely known and understood

To foster the development of respect for ourselves and for each other

To develop relationships that are reciprocal.

Grow

To promote a responsible caring attitude towards ourselves, others and our environment

To create an environment which encourages and reinforces good behaviour

To encourage the involvement of both home and school in the implementation of this policy

To grow the skills for self-management and regulation working towards becoming part of a cohesive community.

 Believe

To promote self esteem, self-discipline and positive relationships

To develop a ‘can do’ attitude.

In order to ensure that the partnership between school and home is consistent and effective, it is important that we share with you the expectations we have of the pupils in our care. The school has a central role in the children’s moral and social development just as it does in their academic development. At school we must work towards standards of behaviour based on the basic principles of trust, honesty, respect, consideration, appreciation and responsibility. It follows that acceptable standards of behaviour are those that reflect these principles.

Every child is encouraged to reach high ideals and equal opportunity is given to all pupils to develop their talents to the full, regardless of race, religion, gender, social background or ability.

In our school every child matters.  We aim to ensure every child feels safe, happy and enjoys their learning and makes a positive contribution. We feel that this policy offers a set of values, which make clear the boundaries of acceptable behaviour and outlines the rewards and sanctions that will be fairly and consistently applied. Everybody in our school will adhere to the Golden Rules and we will challenge anybody who doesn’t show trust, honesty, respect, consideration, appreciation and responsibility. We will work hard to create a ‘no blame’ culture but everybody will be personally accountable. We will encourage people to use their common sense and to ask others for guidance and support.

Society expects good behaviour as an important outcome of the education process. Good behaviour enhances all aspects of life, whether within the school or in the wider community. Mutual respect is what this policy is based on, respect for ourselves, our belongings, respect for others and their belongings, respect for the building and our working environment.

THE ROLE OF THE PUPIL

Our Code of Conduct

Everyone will act with courtesy and consideration to others at all times.  This means: –

We will give of our best at all times.

We will help each other to learn by listening, communicating & co-operating.

We will consider others at all times and try to understand other people’s points of view.

We will show resilience even in difficult circumstances.

We will develop reciprocal relationships with those around us.

We will trust in others and be honest with them.

We will restore justice when things go wrong restoring balance.

We will make mistakes but we will learn from them.

THE ROLE OF THE SCHOOL

If each pupil is to fulfill their potential, then high standards, discipline, hard work and respect are essential.

The school will:-

Encourage all staff to respect every person, making time to listen to them carefully and treating everyone as an individual.

Provide an environment which is welcoming, secure, caring, friendly and stimulating.

Aim to provide security and continuity.    Staff will do all they can to develop positive attitudes and set good examples, being aware at all times of the need to promote the positive ethos of the school.

Encourage and support pupils whilst providing appropriate learning activities and tasks.

Be consistent in the treatment of pupils, applying rules firmly, consistently and fairly.

Promote equal opportunities and promote good relationships between all people regardless of gender, religion, race or ability. [See Inclusion policy]

Build positive relationships with pupils, based on trust and acceptance by working closely with pupils, by listening, being available, meeting pupils’ needs and not judging pupils before establishing the facts.

Disruptive or poor behaviour, bullying or racial harassment will not be tolerated and staff will always deal with any incidents that arise.   We work hard to establish good relationships with all and to promote racial equality in our school community.

Roles and Responsibilities.

PLANNING AND RESOURCES – Please read inline with the new SEN LOCAL OFFER

The Curriculum and Learning

We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feed- back all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.
It follows that lessons should have clear objectives, understood by the children, and differentiated to meet the needs of children of different abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children’s efforts are valued and that progress matters.

Classroom Management

Classroom management and teaching methods have an important influence on children’s behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave.
Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual’s contribution, and overall the classroom should provide a welcoming environment.
Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. Criticism should be a private matter between teacher and child to avoid resentment.

Routines

The school will establish clear routines for behaviour within the school day, before and after school during clubs, lunchtimes and in the extended school day. These routines will be consistent and everybody will be expected to follow them. The whole school and class expectation for behaviour will be shared and discussed with the children regularly. The staffing of activities will be consistent and their approach will be consistent towards all children. Children will be taught the skills they need to manage their own behaviour, time and resources enabling them to become effective self-managers. Children’s well being will be monitored for early identification of possible problems. Any issues will be quickly identified and responded to. Staff and children will recognise that there are different learning styles and that routines for nurturing these could include 1 to 1 learning space and time, group learning and the use of outdoor classrooms whenever appropriate. By ensuring clear routines and an understanding of the differences we all bring in to a school community we hope that everyone, regardless of race, religion, gender, social background or ability, will be able to enjoy their time in school, to develop the life long skills they need and to flourish in our care.