AuchterhousePrimary School Positive Behaviour Policy
PROMOTING GOOD BEHAVIOUR AND DISCIPLINE IN OUR CHILDREN
The management of children’s behaviour and establishing an atmosphere in which children develop and display self-discipline must be seen as part of a wider context than simply the notion of establishing a series of pupil sanctions, important though these may be. In essence, our aim is to create a friendly, relaxed, orderly and safe atmosphere within the school and its environs in which each child is encouraged to learn and develop to his/her full potential, secure in the knowledge that he/she is regarded and respected as an individual. In return it will be expected that all others within the school, fellowpupils, teachers, all non-teaching staff and visitors to the school, will receive the same respect and regard from the child.
SCHOOL ETHOS
It is vital that the ethos within the school is one of caring, warmth, acceptance and thevaluing of children for self worth and confidence to develop. It is in an atmosphere of trust and security that children learn to meet appropriate challenges in a widening context of people, places and circumstances.
Every member of the school community has a responsibility to contribute towards thecreation of this ethos and has the responsibility for developing in children a positiveself-image.Teachers should therefore, constantly be aware of and create contexts which contribute to the self worth of children. As such, all pupils should be provided with opportunities to experience success in various contexts.
Self worth is enhanced where a positive attitude is taken by all teachers towards all pupils and where teachers express this attitude by praising pupils for their attitude, hard work, effort and achievements. This may be done by teachers developing pupils’ awareness of aptitudes and capabilities and by recognising that every child has a contribution to make.
Some children may suffer from low esteem. It is vital that all members of staff within the school make every effort to raise the self worth of such children and make them aware of their full potential and the valuable contribution they can make to the life of the school.
REWARDING GOOD BEHAVIOURS
It is necessary to bear in mind at all times that in terms of behavioural management, our emphasis should always be on the positive approach of encouragement and praise, criticisms and sanctions being viewed as a path to be taken reluctantly when the positive has proven to be ineffective.
Praise and encouragement can include:
1) A smile
2) A quiet word when marking or viewing work or noting self-motivated good or helpful behaviour
3) A written comment on a worksheet or jotter
4) Smiley faces in jotters
5) Encouragement stampsin jotter
6) Encouragement stickers/certificates from Class or Head Teacher
7) A visit to another class teacher or HT for recognition
8) Recorded work posted on the wall for all to see.
9) Reward of a privilege
10) Table or House points
11)Green traffic light in homework jotter
12) Work or a note sent home with positive comment.
Praise and encouragement should regularly be given for good behaviour as well as for hard work and effort.
STRATEGIES AVAILABLE FOR RESTORING BEHAVIOUR
1)Often a look delivered at theappropriate time will be enough to alter behaviour, as can a reminder of the classroom rules positively phrased e.g. ‘Listening carefully’, ‘sitting smartly’, ‘Looking this way. Thank you.
2)The child will be asked to put an amber or red traffic light in their homework jotter and asked to write out what they should have done/how they should have behaved. Parents will be asked to sign this to indicate that they have discussed the issue with their child and spoken about better choices which could have been made. The child can still earn table or house points for other positive behaviours on that day and will start the next day on a green traffic light.
3)A group or class discussion on behaviourexpectations perhaps as a circle time or similar activity e.g. restorative conversation
4)A suitable consequence - e.g a child dropping littermay be asked to pick up litter
5)'Thinking Time' may be effective at times e.g. removal of the child from the group to sit elsewhere. This should be a timed method e.g. 10 mins then allowed to return to their group and be given a chance to restore their behaviour. If a child is still unable to work within theclassroom for any reason then the Head Teacher shouldbe informed.
6)A child may be asked to spend their break-time writing out the rules which they should have followed in order to help them to restore their behaviour. The headteacher should be informed of this.
7)The child may receive a letter home from the class teacher or headteacher.
8)The class teacher or headteacher may phone the child’s parent(s)
9)If misbehaviours are regularly occurring then thechild’s parent(s) wouldbe contacted and invited in to school to discuss the matter with the class teacher/headteacher.
10)Other possible strategies/procedureswhich would be introduced only after discussion withthe parent(s) of the child include :
a) Introduction of a home/school diary.
b) Introduction of pupil report sheets, daily and weekly.
c) Referral to Psychological Services.
d) Referral to Behavioural Support Services.
Please note that, in the event of serious misconduct, parent(s) would be asked to call into the school in the hope that discussion of the problem would lead to an earlysolution. In this instance this request would be made by the Head Teacher.Please also note that misbehaviour may also result in the withdrawal of pupilprivileges. This, however is not to be confused with curricular aspects such asP.E., art etc but may apply to the representation of the school in sporting, classproductions and other events or to class outings, swimming etc. If it is felt that children who misbehave in school may also do so while in the care of the school in public places. In these instances such withdrawals should only be madeafter consultation with the Head Teacher and parents notified.
EXCLUSION FROM SCHOOL
While this remains an option in terms of pupil sanctions, it is expected that this will only take place where an incident of an extremely serious nature has taken place or where there has been an escalating series of sanctions applied without improvement in the child’s behaviour. In these instances exclusion may take place but only through either the Head Teacher. In such an instance the specific Council policy must be carried out to the letter.
CLASSROOM ORGANISATIONS
It is always useful for us to remember that, while many youngsters arrive in school with a fair measure of self-discipline and an awareness of the needs of others, for some this will not be so. In addition, for older pupils, their level of self-discipline will be greatly influenced by their previous school experiences and by standards set at home. Thus social values set in school may be for some children a vital component in determining their outlooks and interactions in later life. With these factors in mind, the importance the approach of all the school staff but particularly the class teacher cannot be overstated. In this way the teacher’s dress, personal appearance, teaching manner and relationship with the children as well as his/her standards of good manners, behaviour, fairness and consideration of individuals all set standards for children to follow.
February 2014