Positive Behaviour Policy
All Souls’ Catholic Primary School Positive Behaviour Policy
1 INTRODUCTION 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’s behaviour policy is therefore designed to promote good relationships so that it’s members can live and work together with the common purpose of helping everyone to learn. It aims to promote an environment where everyone feels happy, safe and secure. We aim to develop a positive ethos by: The school expects every member of the school community to behave in a considerate way towards others. This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community. The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour. As Catholic school our emphasis will always be on forgiveness 2 AIMS To develop in children a sense of self discipline and an acceptance of responsibility for their own actions. To create conditions for an orderly community in which effective learning can take place To maintain an ethos where there is mutual respect and trust between all members of the community To take care of all aspects of the school environment To maintain an ethos that rewards good behaviour and attitudes whilst encouraging others to do the same. These are achieved in the framework of a secure and positive atmosphere, in which children are encouraged to give of their best, both in and outside the classroom 3 STRATEGIES These aims are best achieved in a positive, structured framework which gives praise for making the right choices about behaviour This positive approach includes encouraging good attitudes, rewarding and praising, setting a good example and having consistently high expectations of our children.
The system operates throughout the School with some adaptations for our youngest children and children with Special Educational Needs
Good Order within the Classroom Create and sustain a positive, supportive and secure environment within your classroom. Well prepared, stimulating lessons generate good behaviour and earn respect. Expect to:
Arrive before the class and begin on time. Be well prepared for the lesson. Keep everyone involved and interested. Extend and motivate all pupils. Mark all work promptly and constructively according to school marking policy. Encourage creative confident dialogue in correct English. Keep an attractive, organised, tidy classroom Maintain interesting and supportive displays
4 ROLES & RESPONSIBILITIES Governors
The governing body has the responsibility of setting down these guidelines on standards of discipline and behaviour and reviewing their effectiveness. The Governors support the Headteacher in adhering to these guidelines. The Headteacher has the day-to-day authority to implement the school's policy on behaviour and discipline, but Governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher should take this into account when making decisions about matters of behaviour. Headteacher
It is the responsibility of the Headteacher, to implement the school behaviour policy consistently throughout the school. When requested, the Headteacher should report the effectiveness of the policy to Governors. The Headteacher must ensure the health, safety and welfare of all children at all times. The Headteacher supports the staff by implementing the policy by setting the standards of behaviour and by supporting staff in their implementation of the policy. The Headteacher keeps records of all reported serious incidents of misbehaviour. The Headteacher has the responsibility for giving fixed-term exclusions 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 These actions are taken only after the school governors have been notified. Teachers and Other Adults
To ensure that the school rules are understood by all and enforced. Ensure their classes behave in a responsible manner at all times both within and outside of school.
Have high expectations of our children with regard to behaviour and attitudes and insist on acceptable standards of behaviour, work, uniform and respect. Strive to ensure that all children work to the best of their ability. Treat each child fairly, and enforce the policy consistently. Treat all children in their classes with respect and understanding. Communicate with lunchtime staff and other staff to ensure procedures are consistent through out the day & follow up any incidents involving their children. Contact a parent if there are concerns about the behaviour or welfare of a child . Parents
The school collaborates actively with parents, to ensure that children receive consistent messages about how to behave at home and at school. We expect parents to support the School rules as defined above. Should the school need to use the sanctions in response to a child’s behaviour, we expect parents to support the actions of the School. If parents have any concerns about how their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Headteacher and then the School Governors. We try to build a supportive dialogue between the home and the school and inform parents immediately if we have concerns about their child's welfare or behaviour. 5 REWARDS Verbal encouragement and praise Written praise Class merits, stickers, stamps etc. Display good work Allocation of responsibility Award house point Recognition in school assemblies Weekly superstar Special privileges Referral to another teacher Referral to deputy headteacher / headteacher
6 SANCTIONS A quiet discussion with teacher, pointing out the consequences of making the wrong choice, find the reason for the behaviour, reinforce expectations Move within the classroom to another area within school (supervised) Withdrawal of privileges Write explanation of incident / lines etc Missing part / all of break / lunchtime Incident recorded in behaviour book Contact parents informally Placed on Report card Fixed / permanent exclusion (governors should be notified)
Agreed at the Governing Body meeting 17 April 2013 Chair of Governor Signature To be reviewed by April 2014
1 INTRODUCTION 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’s behaviour policy is therefore designed to promote good relationships so that it’s members can live and work together with the common purpose of helping everyone to learn. It aims to promote an environment where everyone feels happy, safe and secure. We aim to develop a positive ethos by: The school expects every member of the school community to behave in a considerate way towards others. This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community. The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour. As Catholic school our emphasis will always be on forgiveness 2 AIMS To develop in children a sense of self discipline and an acceptance of responsibility for their own actions. To create conditions for an orderly community in which effective learning can take place To maintain an ethos where there is mutual respect and trust between all members of the community To take care of all aspects of the school environment To maintain an ethos that rewards good behaviour and attitudes whilst encouraging others to do the same. These are achieved in the framework of a secure and positive atmosphere, in which children are encouraged to give of their best, both in and outside the classroom 3 STRATEGIES These aims are best achieved in a positive, structured framework which gives praise for making the right choices about behaviour This positive approach includes encouraging good attitudes, rewarding and praising, setting a good example and having consistently high expectations of our children.
The system operates throughout the School with some adaptations for our youngest children and children with Special Educational Needs
Good Order within the Classroom Create and sustain a positive, supportive and secure environment within your classroom. Well prepared, stimulating lessons generate good behaviour and earn respect. Expect to:
Arrive before the class and begin on time. Be well prepared for the lesson. Keep everyone involved and interested. Extend and motivate all pupils. Mark all work promptly and constructively according to school marking policy. Encourage creative confident dialogue in correct English. Keep an attractive, organised, tidy classroom Maintain interesting and supportive displays
4 ROLES & RESPONSIBILITIES Governors
The governing body has the responsibility of setting down these guidelines on standards of discipline and behaviour and reviewing their effectiveness. The Governors support the Headteacher in adhering to these guidelines. The Headteacher has the day-to-day authority to implement the school's policy on behaviour and discipline, but Governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher should take this into account when making decisions about matters of behaviour. Headteacher
It is the responsibility of the Headteacher, to implement the school behaviour policy consistently throughout the school. When requested, the Headteacher should report the effectiveness of the policy to Governors. The Headteacher must ensure the health, safety and welfare of all children at all times. The Headteacher supports the staff by implementing the policy by setting the standards of behaviour and by supporting staff in their implementation of the policy. The Headteacher keeps records of all reported serious incidents of misbehaviour. The Headteacher has the responsibility for giving fixed-term exclusions 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 These actions are taken only after the school governors have been notified. Teachers and Other Adults
To ensure that the school rules are understood by all and enforced. Ensure their classes behave in a responsible manner at all times both within and outside of school.
Have high expectations of our children with regard to behaviour and attitudes and insist on acceptable standards of behaviour, work, uniform and respect. Strive to ensure that all children work to the best of their ability. Treat each child fairly, and enforce the policy consistently. Treat all children in their classes with respect and understanding. Communicate with lunchtime staff and other staff to ensure procedures are consistent through out the day & follow up any incidents involving their children. Contact a parent if there are concerns about the behaviour or welfare of a child . Parents
The school collaborates actively with parents, to ensure that children receive consistent messages about how to behave at home and at school. We expect parents to support the School rules as defined above. Should the school need to use the sanctions in response to a child’s behaviour, we expect parents to support the actions of the School. If parents have any concerns about how their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Headteacher and then the School Governors. We try to build a supportive dialogue between the home and the school and inform parents immediately if we have concerns about their child's welfare or behaviour. 5 REWARDS Verbal encouragement and praise Written praise Class merits, stickers, stamps etc. Display good work Allocation of responsibility Award house point Recognition in school assemblies Weekly superstar Special privileges Referral to another teacher Referral to deputy headteacher / headteacher
6 SANCTIONS A quiet discussion with teacher, pointing out the consequences of making the wrong choice, find the reason for the behaviour, reinforce expectations Move within the classroom to another area within school (supervised) Withdrawal of privileges Write explanation of incident / lines etc Missing part / all of break / lunchtime Incident recorded in behaviour book Contact parents informally Placed on Report card Fixed / permanent exclusion (governors should be notified)
Agreed at the Governing Body meeting 17 April 2013 Chair of Governor Signature To be reviewed by April 2014
