Christ Church C.E.
Primary School

Denshaw, Saddleworth

Behaviour

 

Behaviour Policy

 

Rationale

 

“Good behaviour and discipline are key foundations of good education. Without an orderly atmosphere, effective teaching and learning cannot take place.”

DFES Circular 8/94

 

Positive behaviour is an essential foundation for a creative and effective teaching and learning environment in which all pupils can thrive and feel respected, safe and secure.

 

Aim

 

We aim to develop self discipline, self respect and self esteem and to cultivate an attitude to work hard for as high a standard of achievement as is possible.

 

The family atmosphere of this school is of paramount importance. The values, standards and attitudes we expect are made clear to the children by example and through discussion. The staff take great care to work positively together to make the school a happy and safe environment for all children.

‘Treat other people as you want them to treat you’

 

Expectations

 

We expect pupils to be polite and well mannered and to respect each other and the adults they meet in school.

 

We expect pupils to adopt a sensible attitude towards their own property, the property of others, the school building, equipment and grounds.

 

We expect pupils to be kind and considerate to each other, with no one behaving in a manner which could bring physical or verbal harm to anyone else.

 

We expect pupils to move in and around the building in a safe and orderly manner, having consideration for their own and others’ safety.

 

We expect pupils to work hard and endeavour to complete tasks in the allotted time without distracting or disrupting the working of others.

 

Teaching and Learning

The development of the pupils’ social, emotional and behaviour skills are achieved through the pastoral support from staff.  In Reception ‘Dinosaur School’ sessions are held each week. Some pupils with more challenging behaviour do benefit from a period of small group or one-to-one support, in areas such as anger management. Other children may have a positive behaviour chart or log to reinforce our expectations within school. The school’s Teaching and Learning Policy supports staff in teaching approaches which promote positive behaviour.

 

Roles and Responsibilities

Positive behaviour is the responsibility of the whole school community. All pupils have the right to have a safe and happy school. Rules and codes of behaviour are essential for maintaining these rights. For these rights to be maintained the whole school community must take on the responsibility for implementing, monitoring and reviewing the policy.

 

The Governing Body- defines the principles of positive behaviour within school and monitors the overall impact

 

The Headteacher- implements the policy and establishes an environment which encourages positive behaviour and discourages inappropriate behaviour and bullying. Rewards and sanctions are monitored.

 

Staff- ensure that the policy is consistently and fairly applied. They provide mutual support and modelling of high standards.

 

Pupils- show appropriate behaviour and report incidents of bullying. Pupils need to be taught how to behave well.

 

There are pupil governors responsible for anti-bullying.

 

Parents/carers- need to take responsibility for pupils’ behaviour inside and outside of school. They need to ensure that high standards of behaviour are maintained.

 

Inclusion

The school promotes race equality and general duty requirement to take action to tackle inequalities and discrimination. Pupils may also become vulnerable through events such as bereavement, divorce and separation. This policy is linked to the anti-bullying policy

 

Rewards

The whole philosophy of our behaviour policy is based on positive strategies. Positive behaviour should not be taken for granted, but actively taught and reinforced.

Praise begins with the frequent use of encouraging language and gestures in lessons and around school so that positive behaviour is constantly recognised. This needs to be supported by a coherent system of rewards.

In Foundation Stage/Key Stage 1, there are a lot of good strategies used:

  • ‘Achievosaurus’- the dinosaur goes home each night with the ‘achiever of the day’ in our reception class and with Year 1.
  • ‘Pippin the perseverance pig’ goes home each night with a child who has persevered well during the day in Year 2.
  • Jar of joy- each class has a ‘jar of joy’- a sweet jar which when filled with pasta earns the class a reward. The class fill the jar by doing something well together, for example working quietly, sitting well

Whole school:

  • Stickers and  small certificates- these are given to individual pupils as a reward for good work or good attitudes.
  • Housepoints- all children are in a ‘house’ and work together to gain housepoints. On a Friday, the winning team will be announced and the House captain will receive a trophy. The results will be displayed in the entrance hall. The winning team for the term will have a treat at the end of term.
  • These points also convert into bronze, silver and gold certificates. Mrs Wilson will check the points monthly.
  • Star of the week- each week one child from each teaching group is chosen who has impressed a member of staff with a personal achievement. These pupils are presented with a certificate in Friday’s ‘Achievement’ assembly
  • Postcards home- ‘good news’ postcards are sent to let people at home know that a pupil has really impressed someone at school.
  • Reward from the Headteacher- pupils can take their good work to the Headteacher for praise and a special sticker as a reward
  • Each class may implement its own internal reward system such as raffle tickets or ‘star table’.

Lunchtimes

We see lunchtimes as part of our time in school so our expectations for good behaviour are exactly the same. We have rewards for those pupils showing good behaviour.

Special stickers

‘Top table’- 6 children each week sit at a special table on a Friday and get served first. These children receive a certificate

 

Sanctions

Sometimes we do need to remind pupils about good behaviour so we do have procedures in place for dealing with these pupils. Consistency is essential. We need to:

  • Make it clear, it is the behaviour and not the pupil that is unacceptable
  • Avoid early escalation to severe sanctions, reserving them for the most serious or persistent behaviour
  • Avoid whole group sanctions that punish the innocent as well as the guilty
  • Encourage pupils to reflect on the effects of inappropriate behaviour

 

When there are cases of minor, low level issues with behaviour, action is taken and the pupils are dealt with by the following procedures:

 

  • In the classroom:
  • A child is given a verbal warning from an adult
  • If a child is given a 2nd warning, their initials are written on the board
  • A further warning about behaviour would result in the child missing the next available playtime. If the behaviour continues in the session, the result will be a loss of playtime in chunks of 5 minutes play. Each session is a fresh start. Time will also be spent on the ‘thinking chair’ in Reception and a ‘thinking spot’ in Key Stage 1 when appropriate. Any loss of learning time will be logged.

 

  • At playtimes/lunchtimes
  • A child is given a verbal warning from an adult
  • If a child is given a 2nd warning, they receive a ‘time out’ (either sat quietly in the garden or standing by the gate for 5mins at Key Stage 1 and 10mins at Key Stage 2).
  • At lunchtime handover, the dinner staff will provide verbal feedback to teachers regarding any issues which need further action.

 

The following list outlines the types of behaviour we feel is unacceptable in our school.

Aggression/ violence to staff or other pupils

Absconding

Biting

Bullying

Defiance

Disruption of learning

Foul language or swearing

Inappropriate sexual behaviour (dealt with under child protection procedures)

Name calling designed to upset another pupil or pupils

Racial incidents

Stealing

Vandalism

Any incidents of unacceptable behaviour would warrant an immediate loss of playtime and will be dealt with by the Head teacher.

Parents will also be informed if the behaviour is deemed unacceptable

 

Each case will be dealt with on its own merits and using the discretion of the adults concerned.

 

No aggressive or threatening behaviour to children or staff will be tolerated in our school.

 

 

 Bullying

We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere.  Bullying, including cyberbullying  of any kind is unacceptable at our school.  If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively.  We are a TELLING school.  This means that anyone who knows that bullying is happening is expected to tell the staff. Each pupil has signed the anti-bullying pledge. Reported incidents of bullying are dealt with as soon as possible and are taken very seriously. Please see our anti-bullying policy

 

Partnership with Parents

Parents have a vital role to play in supporting and encouraging their child’s positive development. We believe that parents should be informed of the positive achievements of their children and do this in many different ways- including informal chats at the end of the day for Foundation Stage and Key Stage 1, notes home, certificates and formally at Parents Evening.

 

If there is a problem we believe in early intervention between home and school and will inform parents if we are concerned about their child’s behaviour. This enables us to work together. It is helpful if parents inform school if there is a problem at home which might affect a child’s behaviour in school. If parents have any concerns about major changes in their child’s behaviour, they should discuss them with the class teacher.

 

Monitoring and Evaluation

We have adopted the policies of Oldham LEA to support our behaviour policy. This a working document for the whole school community to support and maintain the high standards of behaviour which we expect. It will be discussed, evaluated  and amended annually to reflect current practice. The plan will be monitored by all staff under the direction of the Headteacher.

 

This policy was updated on 14th September 2016 and will be reviewed annually

 

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