Behaviour

Mesne Lea  Policy  for Behaviour Management February 2011

School Ethos.

 

At Mesne Lea we aim to maintain a friendly stimulating environment within a calm orderly atmosphere where all members of the community can work towards the school’s mission statement; “Working together for individual excellence.”

 

Within this environment we aim to promote good relationships and positive attitudes by fostering respect and courtesy towards all members of the school community.

 

We expect high standards of academic performance and social behaviour, and through nurturing self-discipline and self-esteem we hope to establish an effective learning environment, which allows all pupils to achieve their full potential.

 

The school has a responsibility for promoting good behaviour and discipline on the part of its pupils and for securing an orderly and safe learning environment for its pupils and staff.

 

Aims.

 

  1. To support the aims of the school and promote the school’s ethos.
  2. To promote good behaviour and respect for others and prevent all forms of bullying

       amongst pupils;

  1. To establish an appropriate code of conduct which is agreed and clearly understood by

       staff, pupils, parents and governors. This should encourage positive relationships and 

       attitudes through respect, self-discipline and collective responsibility.

  1. To set boundaries of acceptable behaviour and establish clear rules through a

       consistently and fairly applied approach, sharing a common purpose and sense of

       direction.

  1. To recognise and value success, praising and rewarding achievement.
  2. To promote the school’s values and expectations in the wider community.

 

 

Code of Conduct

 

Promoting a positive school environment.

It is important that all members of the school community are aware of and follow the code of conduct. Good behaviour is expected and praised. Where possible pupils will be involved in decisions about conduct. Pupil motivation will be encouraged by stimulating, interesting activities within the curriculum and those pupils with Special Educational Needs will be valued and provided with suitable support programmes. The physical environment is safe and pleasant. Relationships between all adults and pupils will show respect and care. Expectations of behaviour will be the same for everyone, regardless of sex, race or religion. Praise or sanctions will be applied equitably and fairly to all children.

 

Behaviour within school

 It is expected that children will;

  • Walk around school in a quiet and orderly way
  • Keep classrooms, cloakrooms and corridors neat and tidy
  • Go in and out of assembly silently
  • Go in and out of the dining room quietly
  • Only be in school during breaks by arrangement with and under the supervision of staff
  • Pursue quiet or guided activities at wet playtimes.

Behaviour in the Playground

It is expected that the children will;

  • Keep on the playground unless the teacher on duty gives permission to move on to the grass.
  • Be aware of others at all times.
  • Put litter in bins and keep playground and garden areas attractive.
  • Ask permission to leave the playground
  • Report all problems to an adult
  • Play ball games only in the designated court area.
  • Respect the area between school and the garden as a quiet area
  • Keep away from all car parking areas.
  • Do as they are told first time

 

Key points concerning rules for staff

  • Rules should be enforced by all staff
  • Good behaviour is everyone’s responsibility
  • Focus on good behaviour
  • Praise whenever possible
  • Never ignore bad behaviour
  • Avoid unnecessary confrontation
  • Prevent minor infringements becoming major
  • Always be consistent
  • Be as fair as possible

 

Desirable Behaviour and personal qualities

  • The code of conduct will be effectively used and reinforced by the following qualities being developed in all members of the community. This can be through direct teaching in PSE, RE or assembly or by less overt means developed by reinforcement of the school ethos at all times.

           

  • Respect through understanding
  • Appreciation of reasons for instructions and rules and the need to obey them.
  • Good standards of conduct and manners
  • Awareness of others and the necessity of considering their needs
  • Development of self confidence
  • Development of self discipline
  • Acceptance of responsibility
  • Ability to use initiative
  • Trustworthiness and honesty
  • Ability to look after belongings
  • Concern for the environment.

 

Classroom Management and Rules.

Well organised and delivered lessons will help secure good standards of behaviour. Teachers will be responsible for the effective management of their classroom. The following will be used to ensure this.

 

  • Knowledge of their pupils as individuals
  • Effective classroom layout and pupil grouping
  • Effective lesson planning and ability matching
  • Flexibility in approaches
  • Constant monitoring of the class
  • Control of their own behaviour, tone of voice, stance etc.
  • Modelling of good behaviour
  • Emphasis on positive aspects of behaviour
  • Clear and consistent use of class rules
  • Firmness

 

 

Sanctions and rewards

 

The Use of Rewards

 

An explicit aim of the policy is to recognise and value success this can be achieved by;

  • Using praise wherever possible, smiles and kind words
  • Using classroom strategies such as;
    • Showing good work to others
    • Giving merit  points/ team points for a reward system
    • Giving stickers
    • Positive comments in marking
    • Using badges

 

 

Using school wide strategies such as;

  • Special mentions
  • Letters home
  • Visiting other staff or Headteacher
  • Prizes
  • Certificates
  • School Gold Book
  • Verbal reports to parents

 

The Use of Sanctions

 

Sanctions should be applied fairly and consistently and should relate directly to the breaking of known rules or conventions of behaviour. Classroom sanctions will have been devised and implemented by the class teacher (alone or by negotiation with the pupils).

 

Hierarchy of Sanctions

 

  • In the Classroom        

All classes use the ‘Rainbow’ system where repeated inappropriate behaviour will result in a pupil’s name being moved across the chart from the sunshine to the rainbow and then to the cloud.

 

                        1. Teacher notices behaviour and provides a warning if appropriate.

                        2. If poor behaviour persists the child’s name is moved from the sunshine to the rainbow and a verbal warning is given..

                        3. If poor behaviour continues, the child’s name will be moved to the cloud, which will result in 5 minutes lost playtime,  minutes,  then all of playtime.         

The names of pupils will all be returned to the sunshine at the beginning of each day for Key Stage 2 and at the beginning of each morning/afternoon session for Key Stage 1 and Early Years.

For poor behaviour which continues beyond the loss of a play-time, the following sanctions apply:

 

                        1.   Arrangements made for removal to colleagues.

                        2.   Referral to Headteacher.

                        3.   Incident noted in the Red Behaviour Book (In HT Room)

                        4.   Inform parents in person or in writing

                        5.   Withdrawal of privileges including extra-curricular activities and school holidays.

                        6.   Individual incidents of very poor behaviour may be dealt with seriously and involve the use of the sanctions described above.                        Pupils who demonstrate consistently disruptive and undesirable behaviour may be placed on the school Special Educational                                   Needs register and a programme of support and behaviour  modification put into place.  This will be done in consultation with                       the Headteacher, SEN coordinator and parents.

                        7.   Exclusion (temporary or permanent).

 

Exclusion

 

Use of Exclusion is a most serious sanction and will be taken only in extreme circumstances.  It should take place in the event of:

  • Serious breaches to the Behaviour Policy and
  • Allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or other pupils in the school.

 

 

  • Exclusions may be for a fixed period ( fixed term exclusion ) or permanent.
  • The total number of fixed-term exclusions must not be more than 45 days in one school year.
  • Parents must be informed immediately, and a written decision follow within one working day.
  • The letter should include details for the continuing education of the pupil including work setting and marking,
  • The parent has a right to see the pupil’s school record.

 

Exclusion will often be the end of a disciplinary process, preceded by other sanctions and efforts to modify behaviour.  Exceptionally an incident may be so serious, e.g. serious violence towards other pupils, that exclusion may be an immediate response.

 

Use of exclusion is concerned with meeting the needs of the school.  Repeated serious incidences of disruptive, insolent or violent behaviour undermine the calm and orderly environment within the school and as such jeopardise the quality of the learning environment for other pupils.  Therefore the interests of all pupils can be considered above the needs of the individual.

 

The procedure to be followed in the considering pupil exclusion will involve:

 

  1. Clear identification with the pupil of the offending behaviour
  2. Establishing appropriate sanctions short of exclusion in an effort to discourage reoccurrence of such behaviour;
  3. Pastoral support
  4. Notification to parents of concerns and sanctions taken
  5. Upon re-offence, discussion with the pupil regarding possible ultimate sanctions if behaviour does not improve,
  6. Further notification to parents and parental interview
  7. Upon further re-offence, implementation of the exclusion process.

 

The following information must be conveyed to parents and to the offending pupil:

 

  • The period of exclusion
  • The reason for exclusion
  • That representation can be made to the governing body about the exclusion
  • The way in which that representation can be made.

 

Roles and Responsibilities

 

It is the role of the Headteacher to implement, monitor and evaluate the school’s behaviour policy.

 

The staff, teaching and non-teaching must support the promotion of the good ethos of the school.

 

The Headteacher must;

  • Set a good example
  • Have clear explicit aims for behaviour
  • Have high expectations of behaviour
  • Be vigilant
  • Provide support
  • Establish correct pastoral procedures
  • Regulate the conduct of pupils
  • Lead in setting aims and standards
  • Encourage collective responsibility
  • Be available
  • Be consistently alert to potential problems
  • Be knowledgeable of systems and procedures.

 

All staff should support the Headteacher in the execution of the above. 

This policy has been reviewed and approved by the Governing Body at MesneLeaSchool.