Aims
- To develop a whole school behaviour policy supported and followed by the whole school community, parents, teachers, children and governors, based on a sense of shared values
- To create a caring, family atmosphere in which teaching and learning can take place in a safe and happy environment
- To teach values and attitudes which will promote responsible behaviour, encourage self-discipline and encourage in children a respect for themselves, for other people and for property
- To encourage good behaviour rather than to simply punish bad behaviour by providing a range of rewards for children of all ages and abilities
- To make clear to children the distinction between minor and more serious misbehaviour and the range of sanctions that will follow
- To treat problems when they occur in a fair and consistent manner in the hope of achieving an improvement in behaviour
Code of Conduct
- All children are expected to respect their teachers, other adults and fellow pupils
- All children are expected to respect their own and other people's property and to take care of books and equipment
- Children are asked to be well behaved, well mannered and attentive
- If a child has a grievance against another child, it must be reported to a member of staff who will deal with the matter
- Physical violence is not acceptable, neither is retaliation. Repeated or serious incidents will lead to exclusion
- Foul or abusive language must not be used
- Children are expected to be punctual
- Children should walk (not run) when moving around school
- Children must not bring sharp or dangerous instruments to school, or any item that might cause a problem
- Children should wear the correct school uniform. Jewellery should not be worn. Hair should be neat and tidy.
This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning.
Incentives
A major aim of the school policy is to encourage children to practise good behaviour by operating a system of praise and reward for all children.
The Daiglen School House system is based on house points through which children can be rewarded for all aspects of good work and behaviour; for academic and non-academic achievements; for effort and for being caring.
On admission, each child is allocated to one of three Houses: Knights, Kings or Bishops. Family groups remain in the same House. Children are awarded house points for displaying the types of behaviour we encourage: kindness, good manners, perseverance etc., as well as good work. Each team's house points are totalled and averaged at the end of the week, and the winning House announced in assembly. A graph shows the progress of each House at the end of each half-term. We hope that children will encourage members of their House to try their best in every aspect of school life.
Targets are set each half term in English and Maths. When a child achieves his target he is given a certificate. Also, individual certificates celebrating achievements will be awarded throughout the year, for example, when a Reception child is able to dress himself for the first time, achievements in swimming etc.
Children are encouraged to display their achievements in and out of school in assemblies. Most children respond to this positive approach where their efforts are seen to be valued, and try hard to improve their work, and, where necessary, their behaviour.
Sanctions:
Sadly, there will be times when children are badly behaved. Children need to discover where the bounds of acceptable behaviour lie, as this is a part of growing up. We reinforce these boundaries firmly and clearly.
Minor breaches of discipline are generally dealt with by the, form teacher in a consistent and fair manner, with some flexibility regarding age of the child. (see KS1/Foundation Stage appendix)
Children are made aware that they are responsible for their own actions and that breaking rules will lead to punishments.
Normal sanctions include a verbal reprimand and reminder of expected behaviour, ‘sad faces', loss of house points, loss of free time such as playtime or Golden Time, having their name put in the form Discipline Book (Juniors) moving to sit alone, sending work home, letters of apology and loss of responsibility. This is recorded by the class teacher and monitored by the Key Stage 1 Coordinator and the Head of Pastoral Care.
Parents will be involved if problems are persistent or recurring. Children may then be placed on a daily or weekly report system to monitor their behaviour with parents' support.
A letter will be sent home to inform parents if their child is to be kept in detention at lunchtime under the supervision of the Head teacher or Head of Pastoral Care. The standard procedure for this sort of problem follows a set pattern. Failure to improve leads automatically to the next stage; each stage is recorded.
If a child incurs 5 minus house points within a half term, s/he will receive a detention. Three detentions within a half term result in suspension. This discourages low-level but persistent misdemeanours.
Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving the school premises without permission, verbal abuse, refusal to work and disruptive behaviour in class.
This type of behaviour is rare at The Daiglen School and will be dealt with severely by the Head Teacher, Head of Pastoral Care or the Key Stage 1 Coordinator.
Parents will be contacted to take the child home immediately and the suspension recorded in the Serious Incident book.
Procedures for Dealing with Major Breaches of Discipline
- A verbal warning by the Head Teacher, Head of Pastoral Care or the Key Stage 1 Coordinator.
- Withdrawal from the classroom for the rest of the day.
- A telephone call to parents asking them to collect the child as soon as possible, which is recorded as suspension.
- If a child has more than one detention in a half term, parents are warned about the next stage unless there is an improvement in the child's behaviour
- Three detentions in one half term automatically lead to suspension.
- If the problem continues to be severe or persistent and the child has already been suspended, then exclusion procedures will be implemented after consultation with the Governing Body
- Permanent exclusion after consultation with the Governing Body.
- Parents have the right of appeal to the Governing Body against any decision to exclude
NB A very serious problem may result in the normal procedure being abandoned and parents being asked to take their child home straight away.
Serious Incident Book
This is used to record significant disciplinary measures taken: suspension must always be recorded. This book is not for minor incidents in day to day classroom management but for serious occurrences of challenging behaviour, incidents which may give rise to disciplinary or legal action or become a matter of public interest (for example confrontational incidents, absconding etc).
Preventative Strategies
See sanctions above and Behaviour Policy procedures.
Behaviour Modification Strategies
At The Daiglen School, children are generally well behaved. There are, however, occasions when individual children exhibit behaviour which is unacceptable. The strategies listed below may be used to change this behaviour.
Each child is different, so it is important that the cause of the behaviour is investigated and plans made to meet individual needs or disabilities.
A wide range of rewards are used to reinforce positive behaviour. These can include:
- Change in classroom organisation
- Using different resources
- Using SNAP when tiny steps are devised for each child (eg sitting on chair for given length of time putting hand up to answer questions)
- Rewards of stars/smiley faces on work, on charts Use of certificates, special stickers for such things as listening, being kind, helpful etc
- Sharing good behaviour with other children/other classes
- Involving parents at an early stage to make an action plan together
By using a positive system of rewards, and reinforcing good behaviour we help children to feel good about themselves.
Care and Control of Children
At all times staff should encourage good behaviour through praise and rewards. No member of staff must in any way physically chastise a child.
If there is a need for sanctions then the following may be used, depending on each child's needs:
- Redirect to another activity
- Talk to the child – discuss what has happened
- Discussion in groups or whole class
- Move the child from the group to work on his/her own
- Repeat work
- Miss playtime (but must be supervised)
- Behaviour modification programme – setting targets
- SNAP
- Remove child from the class – place with HT or in another class
- Parental involvement
- Daily report
- Sanctions as in discipline policy
Serious incidents are recorded in the incident or discipline book.
EYFS and KS1 behaviour management – Ultimately The Daiglen School Behaviour Policy applies. For strategies specific to this department
see Appendix 1
Lunchtime Supervision
At lunchtime, all teachers and Teaching Assistants are timetabled for supervision on a rota basis. They are expected to maintain order: usually this consists of reminding children of the standard of behaviour expected. Repeated minor problems may result in the child being asked to complete a task or to sit out on the bench for a period of time. Staff keep note of children who continually misbehave and can refer to the Head Teacher, Head of Pastoral Care or the Key Stage 1 Coordinator if necessary.
Persistent or serious misbehaviour at lunchtime is brought to the attention of the Head Teacher or the Head of Pastoral Care. This results in loss of privileges and playtimes. Parents will be informed if there is no improvement in behaviour and the child will be excluded from the premises at lunchtime for a fixed time. This will be followed, if necessary, by permanent exclusion.
Parents
Parents can help by:
- recognising that an effective school behaviour policy requires close partnership between parents, teachers and children
- discussing the school rules with their child, emphasising their support of them and assisting when possible with their enforcement
- attending Parents' Evenings, parents' functions and by developing informal contacts with school
- acknowledging that learning and teaching cannot take place without sound discipline
- remembering that staff deal with behaviour problems patiently and positively
Revised September 2010 TF/MB
Appendix 1
Key Stage 1 and Early Years Foundation Stage
Children, particularly the young, are always learning. The role of the teachers in the Infant Department must at all times be to encourage good behaviour.
It is more effective to receive reward than punishment when learning. The balance between rewards and sanctions should lean heavily towards rewards. Great emphasis should be placed on merited praise and reward. Children should also be encouraged to praise each other.
Personal, social and emotional development is an extremely important part of every child's learning. Incidents will constantly occur throughout the day where teachers and children will be able to address developmental opportunities involving discipline. These can be focused on during ‘circle time' discussions for the curriculum areas of Personal, Social and Emotional Development in the Early Years and Personal, Social and Health Education for Key Stage 1.
In the Early Years Foundation Stage children will be expected to work towards goals to:
*Value and contribute to their own well-being and self-control.
*Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
*Understand what is right, what is wrong, and why.
*Have an awareness of the boundaries set, and of behavioural expectations in the setting.
*Consider the consequences of their words and actions for themselves and others.
*Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.
*Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.
During key stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.
Class rules
Within each class each teacher will have particular rules and routines that the children will help to create, in order to make it a happy environment in which to learn. The children will understand that these expectations, such as listening and politeness, are important to make it easier to learn and teach. These rules will be displayed and be in line with The Daiglen School's behaviour expectations.
Displays
It is important to display pupils' work to create an attractive environment, foster a sense of ownership and increase pupils' self-esteem which, in turn, lends itself to positive behaviour.
Parents
When disciplinary problems arise, parents are involved at an early stage rather than a last resort.
Rewards and sanctions particular to the Infant Department
EYFS : In the Nursery there will be less emphasis on the 'Reach for the Stars' behavioural strategy. Discipline is based on positive reaction. During EYFS, children will be removed from the cause of a problem, distracted by a different activity, may be spoken to firmly but quietly or given time to calm down as appropriate.
Rewards
Praise is the most effective and readily available reward. It shows respect and improves the self-concept. It is most effective if immediate.
Ways of rewarding particular to the Infant Department:
Behaviour
'Reach for the Stars' is a behaviour system that was created in the Infant Department to encourage good behaviour and effective communication between the school and parents. The younger children are able to relate easily to the weather symbols. 'Reach for the Stars' is a five tier strategy that is used in Y1 and Yr 2, and EYFS have the choice of differentiation.
* The children begin each day with their individual name tag on the middle tier - a cloud and sun. This is where they are when achieving the behavioural expectations of the class.
* They then have the choice throughout the day to display excellent behaviour - propelling them on to the next layer that of the sun symbol and then again onto the exceptional top layer, the symbol of the star.
* It is at this stage they have the chance of being 'Star of the Week' where they are presented with a certificate at Infant Assembly. The certificate is displayed on the Infant Celebration board alongside their photo.
* The children also receive a housepoint at the end of the day if they have managed to position themselves on the two top levels of the tier.
As the children are so involved in their behaviour system, the parents are always quickly informed of their progress when greeted.
Work
* Housepoints are given for outstanding answers both oral and written.
* 'Wow'(Wonderful Outstanding Work) certificate is also presented at Infant Assembly.
* The certificate is then displayed on the Infant Celebration Display board alongside the child's photo and an example of the work whether it be a photo of a 'hands-on-activity' or traditional piece of work.
Sanctions
With the best will in the world, there will be times when children will display behaviour that does not lend itself to 'the happy environment' required for the best learning to take place.
Housepoints which are gained, cannot be 'lost' in this Department.
Behavioural
* 'Reach for the Stars' is again used for the times when children will display behaviour not in-line with the class rules.
* If, after a warning, the child persists in displaying behaviour such as disrupting other children or calling out they will be positioned on the layer of the 'grey cloud' and if this behaviour occurs again will proceed to the 'stormy cloud' layer.
* The positive aspect of the 'Reach for the Stars' system is that the children always have the opportunity to take themselves off the two bottom layers by displaying behaviour that is expected.
* The children also understand that each day is a new beginning as they always start on the middle layer.
* If the children are positioned on the lowest layer of the five tier system then parents will be informed by the teacher at the end of the day.
* There is of course the Discipline book in which teachers will keep a record of recurring disruptive behaviour.
* If the behaviour is of a more serious nature then a private reprimand expressing disapproval of the behaviour (not the child) is appropriate.
Work
The focus should always be placed on work effort. The child will always be encouraged to 'try their hardest'.
K. Fitzsimon December 2009