This policy is the statement of principles, values, aims and strategies for the positive management of behaviour at Long Ditton Infant and Nursery school.
Good behaviour is essential for effective teaching and learning to take place. We believe that pupils and staff have the right to learn and teach in an environment that is safe, friendly, peaceful and fair.
Good behaviour must be carefully developed and supported. We know that high self-esteem promotes good behaviour, effective learning and positive relationships. To achieve this we value emphasising potential, rewarding success and giving praise for effort and achievement, rather than focusing on shortcomings and failure.
Through the example of the adults and well-planned and stimulating learning opportunities, we believe that children will accept learning challenges and develop self-discipline.
It is the responsibility of parents to share with the school in helping their children to behave well.
We believe good behaviour means that every one in school is:
- careful and kind
- polite and friendly
- helpful to each other
- respectful and tolerant.
As a Living Values school we develop the whole child through the understanding of our chosen values: Love, Courage, Appreciation, Tolerance, Respect, Resilience, Co-operation, Freedom, Peace, Honesty and Responsibility.
Through living out our Values we aim to:
- work consistently and fairly in the positive management of behaviour
- help our children develop into caring and thoughtful beings who respect and value the feelings, opinions, beliefs, property and differences of others
- encourage staff, children and parents to value good behaviour
- develop our children’s self discipline
- help our children to feel good about themselves and others
- encourage our children to co-operate with one another and with adults in the school
- create a positive and stimulating learning environment, having high expectations of children’s work
- work alongside parents to encourage our children to develop socially, personally, academically, morally and spiritually in preparation for a positive role in society.
We will ensure and support positive behaviour and a positive environment through:
- a consistent approach by the whole school community
- constructive whole school planning for P.S.H.E.- appreciating and following agreed codes of behaviour linked to SEAL and Values
- encouraging our children to see themselves as a member of the school team and recognise their responsibility within this
- developing the skills of co-operation and discussion
- encouraging everyone to take care of and have respect for their own and each other’s belongings
- encouraging everyone to take pride in our environment
- having a positive and consistent approach to playtimes and lunchtimes, promoting good behaviour through Golden Tickets etc.
- creating a stimulating classroom environment
- providing clear and positive learning experiences fairly and consistently
- offering a broad and balanced curriculum that is well prepared, planned and stimulating to each child
- ensuring that curriculum issues concerning organisation, methods of teaching and learning, content and differentiation are addressed.
All adults have a vital part to play as role models.
We do this by:
- demonstrating good manners
- practising good behaviour to each other as well as to the children
- teaching appropriate behaviour and giving feedback when pupils are behaving well
- showing respect for every child as an individual
- making every child feel valued
- not accepting bullying, anti-social behaviour in school, on any level, at any time
- being aware of vulnerable children
- being seen to be fair and consistent
- responding quietly, calmly, consistently and positively
- criticising the behaviour not the child
- avoiding labelling
- listening with empathy and tact
- handling confidential information with sensitivity
- having regular liaison and update meetings internally and with relevant outside agencies to make our policy effective
- being aware of our appearance and demeanour and the message it gives
- devoting training time to develop staff professionally and personally
We have school wide general expectations that all children will:
- do their best in all areas of school life
- think before they act
- take responsibility for their own actions
- treat others as they would like to be treated themselves
- consider the feelings of other people
We expect all children to follow the Golden Rules:
|We Choose To||We Don’t Choose To|
|Be kind and helpful||Hurt others feelings|
|Be gentle||Hurt other people|
|Listen to people||Disturb others|
|Work hard||Waste our own or others time|
|Look after property||Damage or waste things|
|Be honest||Cover up the truth|
Hands and Feet Rule
In our classrooms, assembly and especially on our playgrounds we teach children to keep their hands and feet to themselves. This rule discourages punching, kicking, pulling, tripping up and play fighting. This rule is revisited regularly with the children. Failure to keep the rule will result in the child being referred immediately to the Deputy Head or Head teacher.
Swearing is totally unacceptable. The first time a child is heard to swear they will be reminded of the Golden Rules and advised accordingly. If the swearing is repeated the child will be referred to a senior member of staff immediately.
We encourage positive choices and good patterns of behaviour by using:
- non-verbal signals
- positive verbal comments
- giving children responsibility
- sharing positive aspects with others
- informing parents
- recognition at celebration assembly
- Golden Time
If a child forgets a classroom or whole school rule, or breaks it on purpose, sanctions will be used fairly and consistently. It is important to continue to reward and encourage the child for their good behaviour. The child will be given the choice after each sanction to confirm. This encourages the child to take responsibility for his/her own behaviour.
The range of sanctions includes:
- planned ignoring
- non-verbal signals
- verbal warning, reminding the child of our aims/rules private discussion about why the behaviour is unacceptable and giving the consequences of further poor behaviour
- change of position within the learning environment
- separating the child from a group or the class
- loss of privilege
- Sun and warning cloud *
- time out procedures, out of the classroom or in another class
- contacting parents to discuss ways of helping the child to improve his/her behaviour
- referring the child to the SENCO with a view to devising an “individual behaviour programme” to help the child learn appropriate social behaviour in school
- referring the child to the Deputy Head
- referring the child to the Head teacher
It is possible for the sanctions to start at any level depending on the nature of the unacceptable behaviour.
When the procedures don’t work
In cases of repeated misbehaviour or if the procedures appear to be failing to help a child control his or her behaviour, a meeting may be called. This involves the class teacher, Head teacher, child and parents. It may also involve others such as the Special Educational Needs Co-ordinator, EWO or Educational Psychologist and Behaviour Support Service.
The aim of this meeting would be to devise a plan of action to help the child improve his/her behaviour. Behaviour targets will be set and a review date agreed.
In rare cases it may be necessary to exclude a child. The decision to exclude, either temporarily or permanently, can only be taken by the Headteacher.
A decision to exclude would only be taken as a last resort after all strategies and sanctions in this policy have been exhausted, or if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or other pupils and staff.
At all times, the Surrey exclusions guidance is followed.
A child returning to school following an exclusion will be helped to behave appropriately.
When a pupil’s behaviour presents a serious danger of causing significant harm to themselves, to others or property or there is a major threat to good order, approved staff may need to take physical control until such time as the pupil is able to take back control for themselves. Any restraint should be in line with Surrey County Council’s guidelines and the schools restraint policy.
Monitoring and Evaluation
This policy will be monitored by the Senior Leaders of the school. Its success will be evaluated termly through staff meetings and reported to Governors through the Head teacher’s written report.
All staff, both permanent and temporary, including supply staff will receive a copy of the policy. A policy booklet will be sent home to parents. A summary will be published in the school prospectus.