Aims

The school aims to promote self-discipline among its pupils. Bad behaviour may adversely affect others, property or the pupils themselves. We encourage pupils to see that they are responsible for their own actions, although we do recognise that the type of behaviour which is acceptable may, to some extent, be dependant upon age.

Objectives

·        The ethos of the school is to create a happy and caring atmosphere, where each individual is valued and respected.

·        Good behaviour will be encouraged, recognised and rewarded.

·        Children will know what is expected of them and what will happen if their behaviour doesn’t reach expectations.

·        Children will be dealt with fairly and consistently if they misbehave

Expectations

We only have a few rules, but those that we have concern the health, safety and well being of all at school. At Threlkeld School we expect a high standard of behaviour.

 School Code of Conduct – reviewed 18^th January 2005.

·        Help, consider and care for others

·        Show respect for staff, visitors and each other

·        Work hard and make the most of their time with us

·        Move around the school quietly and safely

·        At playtime and lunchtime children should occupy themselves purposefully, without causing distress to others

·        Keep the school clean and tidy

·        Show respect for their own, school’s and other’s property

 Appendix 1 shows some targets for good behaviour in school

Promoting Good Behaviour

We will promote good behaviour by:

·        By being calm and cheerful

·        By avoiding confrontation but never ignoring bad behaviour

·        By being interested and listening to what the children have to tell us

·        Giving lots of praise (“catching the child being good”)

·        Using punishment sparingly

·        Raising children’s’ self esteem

·        Smiling a lot

Good behaviour is rewarded in the school by:

·        Weekly class reward board winners

·        Stickers ,Table points

·        Reward of keeping cuddly toy overnight (younger children)

·        School House points

·        Praise (including taking children to other teachers or mentioning in assembly)

 Appendix 2 shows some tactics for teachers to promote good behaviour

Unacceptable Behaviour

This table shows some examples of unacceptable behaviour on a three level scale to help in deciding on appropriate punishment.

LEVEL 1                                            LEVEL 2                                            LEVEL 3

Pushing in                                          Answering back                                Vandalism

Teasing                                              Preventing others from                     Vicious kicking

Interrupting teacher                           working                                               Fighting/thuggery

Attention seeking                              Rudeness                                           Dangerous refusal to

Clowning around                               Swearing at peers                            follow instructions

Spoiling others’ games                    Lying                                                   Swearing at staff

Telling tales                                        Biting                                                  Racial abuse

Avoiding work                                    Graffiti                                                 Stealing

Wasting time                                     Hitting back                                        Physical abuse of staff

Being noisy                                        Kicking                                               Verbal abuse of staff

Running                                              Pushing about fighting                      Extortion

Arguing                                               Refusing to follow instructions         Bullying

Repeated minor problems should be treated as seriously as an isolated more serious one.

Dealing with Unacceptable Behaviour

Sanctions should be clear, consistently applied, appropriate and there should be a certainty that they will be applied.

Punishments should be as mild as is acceptable for the behaviour.

Below is a hierarchy of sanctions which is a guide rather than a hard and fast rule as to how to deal with unacceptable behaviour.

 HIERARCHY OF SANCTIONS

1.      The “look”

2.      Reminder of desired behaviour

3.      Telling off by teacher

4.      Warning

5.      Related sanction (eg. Make up work, clean up mess etc.)

6.      Time out (in own class or someone else’s)

7.      Send to Headteacher

8.      Contact parents

9.      Report system (If this has been an ongoing problem now is the time to put child on School Action of Special Educational Needs Code of Practice for Behaviour)

10. Move child to School Action Plus SEN Code of practice in preparation for statementing if necessary

11. Formal warning letter to parents from Headteacher and Governors

12. Up to 5 day exclusion from school

13. 5/15 day exclusion by Governors

14. Permanent exclusion by Governors and LEA

Exclusion

On rare occasions, this course of action may be considered. We will, in such instances, adhere to the LEA guidelines. The LEA Exclusions file is available in school.

Bullying

1. Definition

 Bullying happens when a person is subjected to repeated “aggressive” acts over a period of time by another person or persons.

Bullying can involve physical, psychological, or verbal attacks, name-calling, malicious gossip, damaging or stealing the property of the victim or coercing the victim into acts which they do not wish to do.

2. Policy Aims

2.1       Every opportunity will be taken to ensure that an anti-bullying approach is built into the curriculum.  It is particularly possible to do this in the areas of R.E. And English.  Here the development of skills such as listening, empathy, co-operation, patience, awareness of hopes, needs, fears, expectations etc. in themselves and others can be addressed

2.2       School staff are available at any time to discuss any concerns about bullying.

2.3       An opportunity will also be taken to discuss bullying with the parents of the new intake each year.

3. Implementation

3.1       All obvious acts of bullying will be dealt with immediately by the member of staff concerned.

3.2       Initially both the bully and the bullied will be interviewed by the member of staff concerned and where possible with a second member of staff with a view to resolving the situation equably.  If this is not possible and in the event of more serious or persistent bullying then the matter will be referred to the Head Teacher.

3.3       The Head Teacher may at her discretion call in the parents of the children involved.

3.4       The Head Teacher may at her discretion call in the Educational Welfare Officer and/or Education Psychologist.

3.5       The Head Teacher after consultation with all parties concerned and with the Chair of Governors may deem it necessary to exclude a child for a specified period of time.  The Chair of Governors may be involved at any stage by the Head, the staff or the parents.

Monitoring and Assessment of Behaviour

Information on behaviour will be passed on to parents at Parent’s Meetings and in the annual report to parents. Parents may be involved at any time with more serious behaviour problems.

 With more persistent problems even of a relatively minor nature, class teachers will keep records and if the problems continue the SENCO, class teacher, parents and child will be involved in completing Behaviour Checklists and producing an IEP, with targets to promote Behaviour Change.

1.      Initial observation and assessment of problem behaviour

2.      Defining and setting goals

3.      Modelling and prompting of desired behaviour

4.      Rewarding acceptable behaviour immediately and systematically.

Pupils put on to the Special Educational Needs Code of Practice for Behaviour will be closely monitored and assessed using the system of Individual Action Plans and Review Meetings that this entails. The Behavioural, Emotional and Social Development Needs Team can be brought in at School Action Plus.

This policy was drawn up in consultation with staff, Governors, pupils and parents at Threlkeld Primary School.

The policy will be reviewed every 3 years unless circumstances dictate otherwise.

Person responsible: K. Horder

Approved by Governors: Feb 05

Review date : Jan 08

Send mail to adminthrelkeld@keswick.cumbria.sch.uk with questions or comments about this web site.