Aims of the Policy
- to develop frameworks within which initiative, morality, responsibility and sound relationships can flourish
- to enable children to develop a sense of self worth and a respect and tolerance for others
- to produce an environment in which children feel safe, secure and respected
For children to show:
- self confidence
- self control
- sensitivity and consideration for others
- a pride in themselves and their school
- an interest in their activities
For children to develop:
- responsibility for their learning and their environment
- an independence of mind
- a sense of fairness
- an understanding of the need for rules
- a respect and tolerance for others’ ways of life and different opinions
- non-sexist attitudes
- non-racist attitudes
- a consistent approach to tasks
- an acceptable response to bullying and abuse
- a positive attitude towards those with disabilities/special needs
- will treat all children equally, irrespective of gender race, religion or disability
- play an active part in building up a sense of community and will apply consistently the agreed standards of behaviour
- have a responsibility to model the type of behaviour felt to be acceptable
- will be alert to signs of bullying and racial harassment and will deal firmly with it and will alert other staff to such problems
- will deal sensitively with children in distress, will listen to them and deal with any incident appropriately
- will support each other in maintaining good classroom management and show sensitivity to each other’s needs and difficulties
- children’s achievements, academic or otherwise, will be recognised
- rewards will be accessible to all children
- assembly will be used as an opportunity to acknowledge achievements and to foster a sense of community
- children will be encouraged to share their achievement with a senior member of staff, their parents and other children
- examples of children’s work and achievements will be displayed in the classrooms and around the school
Each year, all classes produce a list of golden rules which define the expectations the children have for their behaviour. The lists highlight positive behaviour and discourages unacceptable behaviour.
At the beginning of the academic year each class will collectively agree a set of Class Rules. If appropriate, these may be reviewed during the year.
- Lunchtime Rules are displayed in the dining room.
Unacceptable behaviour includes:
- biting, spitting, hitting and kicking
- foul language, inappropriate sign language and swearing
- making unkind remarks
- damaging property
- answering back, rudeness or aggression to an adult
- racist or sexist comments, gangs and bullying
Temper tantrums and physical disputes must be dealt with and children restrained if necessary, in accordance with LEA Guidance.
Rewards and Sanctions
A quiet firm reprimand from a member of staff is expected to be sufficient to correct errant behaviour. However if this fails to correct the behaviour of a child the following procedures may be adopted:
In the classroom:
- giving of a yellow or red card for any of the golden rules which are broken
- loss of Golden Time
- children who lose their Golden Time do not take part in any activities for their allotted time – either in the classroom or under the supervision of the Headteacher.
In the playground:
- verbal warning given for any playground rules which are broken
- yellow and red cards given for persistent bad behaviour or the breaking of any golden rules
Persistent inappropriate behaviour may result in:
- issue of red and yellow cards and removal from Golden Time
- letter/telephone call to parent from the Headteacher
- meeting with parent(s)
- other sanctions following discussion between parents, class teacher and Headteacher
- involvement of appropriate external agency (Education Support Centre, Behaviour Support Team, Educational Psychologist etc.)
- exclusion from school (CCC guidelines to be followed)
In the classroom:
- praise from staff
- responsibilities given
- time in the classroom when good work and good behaviour are acknowledged (e.g. Circle Time)
- time in daily whole school meetings to award certificates for good work and kind behaviour
- showing good work to Headteacher
- the presentation of a Headteacher’s Award Certificate for exceptional achievements
- showing good work in school assembly
- stickers – individual staff may wish to award stars / brownie points for good work or behaviour and do so at their discretion
- Golden Time
- a weekly trophy to recognize smartness and personal presentation
In the playground:
- stickers or a proposal for a good behaviour certificate may be given for particularly
- commendable behaviour
Circle time is a regular (usually weekly) time when the class gathers together to share news, discuss matters of interest/concern, consider rules/codes of behaviour etc., give opportunities for individuals or groups to celebrate successes or make complaints. This is part of PSHE.
Parents have a vital role in promoting good behaviour in school, and so effective home/school liaison is very important.
The school expects that parents will give their full support in dealing with their child’s behaviour.
We ask parents:
- to keep us informed of behaviour difficulties they may be experiencing at home
- inform us of any trauma which may affect their child’s performance or behaviour at school e.g. a death in the family
- inform us about their child’s ill health and any absences connected with it
The school will endeavour to achieve good home/school liaison by:
- promoting a welcoming environment within the school
- giving parents regular constructive and positive comment on their child’s work and behaviour
- encouraging parents to come into school on occasions other than parents’ evenings
- keeping parents informed of school activities by letter, newsletter etc.
- involving parents at an early stage in any disciplinary problems
Full use will be made of such agencies as Education Welfare, Social Services, Health Services, Educational Psychologists when appropriate.
Value is placed on good relationship with the police and liaison is encouraged.
Care of school premises and sites
Everyone in the school is responsible for the care of the school premises. Children and staff are encouraged to feel a sense of ownership for the school and its environment.
- staff display children’s work to a high standard
- the building is expected to be kept clean and tidy
- the grounds are expected to be kept litter free and the plants well maintained.
The School Council, which is made up of representatives from each class elected by their peers. Pupils will have the opportunity to discuss any issues arising from children’s behaviour in school or on the playground, and to propose their ideas for altering or introducing new systems.
The Card System
A ‘yellow card’ is given in situations where a child exhibits any of the following:
- Not getting on with work when asked to
- Chatting when asked to be quiet
- Disrupting other children who are getting on with their work
- Repeatedly forgetting homework, PE kit, musical instruments etc.
- Answering back or being rude to adults
- Failing to follow instructions
A Yellow Card will generally be given only when a child fails to comply with previous verbal warnings. In some situations the nature of the behaviour may lead to a child receiving a red card (see below).
A ‘red card’ is given in situations where a child exhibits any of the following :
- Violent behaviour towards peers or adults
- Verbal abuse
- Endangering themselves or other children
A Red Card is a very serious offence. Previous warnings are not required prior to issuing this card.
At the end of each term consistent good behaviour will be rewarded with a prize and a Golden Certificate. To achieve this award, children must have received no more than one yellow or one red card in the term.
These certificates are given out in a celebratory assembly at the end of each term.
You can download a copy of this policy here.