ST. ALDHELM’S CHURCH OF ENGLAND PRIMARY SCHOOL

Promoting Positive Behaviour:             

A Policy Statement

 

RATIONALE:  At our school we feel it is important to promote a caring and supportive environment in which all members of the school feel secure and respected.  We believe that the development of positive personal qualities and social skills, with the encouragement of acceptable behaviour, is an integral part of the school curriculum.

 

The purpose of this policy is to give clear guidance on our approach to promoting positive behaviour at St. Aldhelm’s.  It has been compiled after careful consideration and discussion with children, staff and governors and reflects the values and principles that we consider to be important for the school.  The policy should not be seen as a static statement but as responsive to the changes that naturally occur within a school.

 

 

CORE VALUES:  We believe that it is vital

 

We do not have a set of rules at this school.  Acceptable behaviour is modelled by all staff, communicated through discussion with children, rewarded publicly, adapted through seasonal instructions (e.g. conker season ends only if children play dangerously with conkers), and maintained by high expectations of our pupils and their reserves of self- discipline.

 

In place of a set of rules we have an acronym (C.A.R.E.) which sums up our approach and our aspirations.  Members of staff will interpret it for children as particular situations arise.  Illustrative examples are shown below.

 

 

C   consideration, courage, courtesy…

A   achievement, attitude, appearance…

R   remembering, respect, responsibility…

E       environment, empathy, enthusiasm…

 

 

PROMOTING GOOD BEHAVIOUR:  We are all aware of the importance of encouraging appropriate behaviour in our school and recognise that this can be achieved in different ways proper to behaviour, its outcome and its environment.

 

Two ways that we encourage good behaviour are through the use of praise (informal) and a system of rewards (formal).

 

 

Informal rewards at various times consist of:

·        Smiles

·        Stamps or stickers on work

·        Special privileges such as computer time, free choice

·        Sharing pupil achievement with another child/ adult

·        Sending the pupil to the headteacher with good achievements in work or behaviour

·        Peer praise

·        Providing a relaxed environment

 

Formal rewards at various times consist of:

 

It is important to note that different classes will adopt different approaches while maintaining the school’s ethos.  These lists are not exhaustive.

“There is nothing more unequal than the equal treatment of unequal people”

                                                                               Thomas Jefferson

 

 

 

 

 

 

MISDEMEANOURS:  It is important to have a consistent policy for dealing with unwanted behaviour.  For some children who have difficulty with finding the right behaviour it may be appropriate to focus on, and try to correct, only one problem at a time.  In some instances a non- verbal sign such as a look, shake of the head or a frown might be sufficient.  For others, a verbal rebuke or taking the child aside may be needed.

 

While teachers raise their voices for effect, shouting at a pupil in front of others should only be used to prevent a dangerous action on the part of that child.

 

Where a problem between pupils has arisen the member of staff dealing with the incident should ask relevant questions but allow each child to speak.  If it is established that what is being done is unacceptable then the best course of action is to get the pupils to settle their differences themselves (but with adult support where needed).  In the first instance we expect pupils to resolve their differences.  It is important for all concerned that matters are dealt with fairly.  It is the role of the adult to ensure that, whenever possible, a resolution is achieved to the satisfaction of the child(ren) involved.

 

All staff will be informed if any child is suffering from any factor which may affect his/her behaviour around the school.  This may be caused by something at home, an incident in the classroom or in the playground, or some other external influence.

 

 

UNACCEPTABLE BEHAVIOUR:  There is absolutely no place at St. Aldhelm’s School for violence, bullying, harassment (on any grounds), racism, vandalism, rudeness to adults, or other anti- social behaviour (e.g. spitting, hitting, kicking, bad language.)  Pupils and staff deserve an environment where these forms of behaviour are actively discouraged.

 

Pupils observing or experiencing this kind of behaviour will be encouraged to enlist the help of adults in the school to enable the problems to be resolved.  All occurrences of this type of behaviour will be dealt with.  They will never be ignored. 

 

An Incident Book exists for recording serious situations.  (See Appendix Two for   guidelines for completion of this book.)

 

Sanctions exist to protect individuals from negative forms of behaviour.  Solutions to problems of unwanted behaviour should always offer opportunities to support and guide the ‘wrongdoer’ to take a more positive role within the school.

 

It should be noted that instances of boisterous play and the ‘rough and tumble’ of normal play patterns among children should not be considered to be bullying unless it is always and persistently focused on a particular child or children.

 

 

SANCTIONS:  We have a system of appropriate sanctions for times when behaviour has been unacceptable.  If at all possible such sanctions should match the offence in order to be effective.  In all cases justice must be seen to be done.  The most powerful sanction is the disapproval of those whose views the ‘wrongdoer’ respects, so we aim to create a climate in which that sanction will have the greatest effect.  Minor infringements will be dealt with by the adult responsible for the pupil at the time.

 

Sanctions to be used include:

·        A verbal rebuke

·        Loss of a specific privilege

·        Recording of an incident in the Incident Book

·        Time away from the class or whole school (Pupils should not just be ‘sent out of the room’.  They must be sent somewhere or to somebody.)

 

More serious breaches of expected behaviour will be dealt with in a more formal way.  The sanction used will depend on what is appropriate at the time but might include:

 

If any problem of behaviour is exhibited on a regular basis and the child takes no steps to put things right then the parents/ carers will be informed.

 

In some cases it may be necessary to involve outside agencies such as the Educational Psychologists or Somerset Behaviour Support Service.  Exclusion from school on a temporary or permanent basis will only be used if absolutely necessary and will, in any case, be carried out within the Somerset L.E.A. guidelines.

 

We encourage flexibility in the application of sanctions to suit individual circumstances and we recognise that adults should always be careful not to damage relationships and pupils’ self- esteem by the use of sanctions.  Ridicule and favouritism are not permissible at St. Aldhelm’s.

 

 

IDENTIFYING POTENTIAL PROBLEM TIMES:  It is recognised that unwanted behaviour is more likely to occur at specific times of the day.  This is usually when pupils are not actively engaged in the classroom.  In order to minimise these problems we should all be actively aware of these times, and the potential for some pupils to behave in inappropriate ways.  Such times might include:

 

We should be aware of ways of defusing ‘explosive’ situations by removing individual pupils from the likely source of conflict, e.g. keeping a child in at playtimes for a short time.  The pupil needs to understand that this is not always a punishment but is in order to reflect on the problem and think of possible ways of preventing them. 

 

Children should also be encouraged to take control of their own actions/ feelings by removing themselves from likely causes of conflict.  Pupils need to know that this strategy will be supported by staff.  Children feeling vulnerable should be encouraged to use the playground ‘Friendship bench’.  The Play Leader has a significant role in helping pupils make friendships and join in games.

 

Dinner Time:  We expect the same standards of behaviour will apply throughout the school day.

 

At dinner time the C.A.R.E. rule translates into the expectation that pupils will:

·        Line up quietly and orderly while waiting for their lunch to be served

·        Sit sensibly in their seats while eating their lunch

·        Eat their own food tidily

·        Talk quietly to children on their table

·        Be polite and courteous to each other, the Catering Staff and the Lunchtime Supervisors

 

We need to be aware of how school procedures can become counter-productive if not used appropriately.   Examples:

Hands- up is a device to bring playtime to an end and get all children to class quickly.  If the person on duty is still waiting for every child to stop still after five minutes then clearly the procedure is not working.

Sending out of lessons should be used sparingly to maintain a shock element.  Used too often and it loses its impact.  We should also be sure that pupils are not intending to get sent out of some lessons.

 

 

CONCLUSION:  Acceptable standards of behaviour, work and respect depend on the example of us all.  We all have positive contributions to make.  Good behaviour has to be worked for- it does not simply happen.  We must set, and expect to get, high standards.  The establishment of good relationships is vital to our school community and we shall, therefore, keep this policy under constant review.

 

 

 

 

 

 

 

 

 

 

 

 

ST. ALDHELM’S CHURCH OF ENGLAND PRIMARY SCHOOL

Promoting Positive Behaviour

APPENDIX ONE:  NOTES FOR STAFF

 

All staff have a part to play in (and a responsibility for) promoting positive behaviour in pupils.

 

We do not have a set of rules.  Lists of rules usually emphasise the negative and cannot cover every eventuality.  Instead, we use an acronym to promote the ethos and atmosphere we hope to achieve.  The letters of the acronym can be used to mean different things at different times.

 

C   consideration, courage, courtesy…

A   achievement, attitude, appearance…

R   remembering, respect, responsibility…

E       environment, empathy, enthusiasm…

 

 

We know that pupils respond best to people they respect so we promote good behaviour by:

         Offering praise

         Smiling

  Using pupil names

         Recognising and remarking on good behaviour

         Raising self esteem of pupils

 

          

 

We expect problems where the pupils are learning and testing the boundaries of acceptable behaviour.  Our success is not measured by the absence of problems but by the way in which we deal with them.

 

 

Low level incidents are dealt with by member of staff

 

More serious incident is logged in the Incident Book

Serious incident is referred to Deputy Head or Head

Continued occurrence of serious incidents- letter home

Parents called to school if situation demands it

 

 

 

 

 

WE AIM TO AVOID:

 

Shouting                     

Humiliating                 

Over reacting              

Blanket Punishments

Over punishment    

 

 

 

It diminishes

It breeds resentment

The problems grow

The innocent resent them

Never punish what you cannot prove

 

WE AIM TO:

 

Use Humour

Keep calm

Listen

Be positive

Be polite

Use Pupils’ names

 

 

It builds bridges

It reduces tensions

It earns respect

It builds relationships

It encourages politeness

It shows children they are known and valued

 

 

PROMOTE GOOD BEHAVIOUR BY ENCOURAGING PRIDE IN THE SCHOOL

 

  • Work in tidiness and encourage tidiness
  • Leave chairs and tables in place and the board clean after lessons
  • Remove or repair any damage or refer it to the Caretaker
  • Be seen to deal with all offenders
  • Keep displays attractive
  • Keep public areas free from debris
  • Recognise pupil contributions to school life
  • Recognise pupil representation of the school, e.g. when playing in school teams 

 

 

USE THE CARE ACRONYM AND LOGO WHEN EMPHASISING ASPECTS OF THE SCHOOL ETHOS

 

 

 

 

 

 

 

 

ST. ALDHELM’S CHURCH OF ENGLAND PRIMARY SCHOOL

Promoting Positive Behaviour

APPENDIX TWO:  THE INCIDENT BOOK GUIDELINES

 

 

 

The Incident Book

 

“There is absolutely no place at St. Aldhelm’s School for violence, bullying, harassment (on any grounds), racism, vandalism, rudeness to adults, or other anti- social behaviour (e.g. spitting, hitting, kicking, bad language.)  Pupils and staff deserve an environment where these forms of behaviour are actively discouraged.” 

           

St. Aldhelm’s Church of England Primary School Policy for Promoting Positive Behaviour

 

1.                  Please record the name of the child and the date of the incident.

 

2.                  Write a comment outlining the incident.

 

3.                  Sign the comment as the member of staff dealing with the issue and ask the child to counter sign.  If a pupil refuses, make a comment to this effect. If you think the pupil might sign later, after a ‘cooling off’ period, then return to the book later.

 

4.                  The pupil has the right to disagree with the comment and make a note to this effect.

 

5.                  The Headteacher or Deputy Head will read the book on a regular basis and may follow up an incident.

 

6.                  If a pattern of behaviour is developing, one of the following will occur:

·        Withdrawal of a privilege

·        Removal from the place of conflict for a longer period

·        Letter to parent/ carer

·        Discussion by telephone with parent/ carer

·        Formal interview with parent/ carer

 

7.                  If in any doubt about an incident, please see the Head or Deputy before writing a comment.

 

Original guidelines written September 1999

Revised guidelines written October 2003

 

 

 

 

 

 

ST. ALDHELM’S CHURCH OF ENGLAND PRIMARY SCHOOL

Promoting Positive Behaviour

APPENDIX THREE:  SOUND ADVICE FROM VARIOUS SOURCES

 

Behaviour Strategies Checklist: