Behaviour Policy

Garfield Primary School

Behaviour Policy

First Agreed June 1991

Reviewed September 2016

Ratified by Governors 21-11-16

 

 

Good behaviour is important for effective learning, social harmony and a sense of well being within the person. Thus a behaviour policy should reflect the well being of all those within the school environment.

To achieve a good standard of behaviour throughout the school a ‘whole school policy’ needs to be implemented involving all teaching staff, ancillary staff, pupils and parents. Through working together behavioural difficulties may be overcome or minimised to the benefit of the whole school.

The school’s vision and values statement is at the centre of all that we do. – Grow, Attainment, Respect, Fun, Inspire, Everyone, Learning and Discovery should be visible in all aspects of life at Garfield.

Throughout the School

All members of staff should take effective measures to prevent or dispel possible disruptive situations. Staff should ensure that the school procedures are observed at all times. Children should be made fully aware of the school procedures, the reasons for them and why they must be followed. In this way no unrealistic expectations will be placed upon them. The children need to see good models on which to base their own behaviour.

Staff need support in disciplining children. Ultimate sanctions will be taken by the Head, Deputy and Assistant or in their absence the most senior teacher present.

In Class

Behavioural difficulties may be minimised by meeting the needs of the children and ensuring that the conditions for learning are in place.

As far as possible staff should endeavour to promote:

1. A positive adult/pupil and pupil/pupil relationship in which there is mutual trust and respect.

2. A child’s positive self-image and confidence, helping him/her to accept both success and failure. Excellent attitudes to learning which have a strong, positive impact on progress. They are proud of their achievements and of their school

3. A social well being in which children are encouraged to relate well with others. This enables children to work both independently and collaboratively; share and support each other; and engender respect for people and property. Pupils show high levels of self-discipline.

4. An environment where children are empowered to speak out when they are not happy about the behaviour of their peers towards them and they can they reflect the school’s effective strategies to promote high standards of behaviour. Incidences of low-level disruption are extremely rare.

5. A zero tolerance of bullying, including online bullying and prejudice-based bullying.

6. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

The staff should strive to offer:-

1. An opportunity to listen to the child’s anxieties in order to re-assure, dispel or re-dress any imbalance which may be contributory towards misbehaviour.

2. A working environment in which anxieties about work are minimised through clear instructions, encouragement and positive feedback. 2

3. A classroom environment that allows the child to work within his/her capabilities through good classroom practice in organisation and curricular planning.

4. Opportunities for pupils to work independently and in groups.

At Playtimes

A mutual respect between carers and pupils should be encouraged.

All children’s complaints and anxieties should be taken seriously and dealt with immediately. Should some misdemeanor occur that needs further investigation or sanction, the matter should be referred to the child’s class teacher or ultimately the Headteacher or her deputy/assistant as soon as possible.

Playtime procedures should be strictly observed by all members of staff to minimise unnecessary disruption or time wasting.

At Home

Parents should be encouraged to express their concerns about their child’s behaviour. A sympathetic approach from staff and a joint effort to help resolve behavioural problems is important to:-

  • the child, in seeing mutual support over the same area of concern.
  •  the parent, in receiving support from the school. 
  • the teacher, in a wider understanding of the child.

Whilst most children’s misdemeanours may be ‘trivial’ and dealt with promptly at school, consultation with the parents may be advisable or necessary. Close contact with parents in any event, should be encouraged and maintained.

When dealing with deviant behaviour

1. Focus on the behaviour not the child’s personality to avoid labeling and so help establish a good working relationship.

2. Help the child realise the consequence of his/her actions.

3. Offer alternative solutions to diffuse a situation rather than leave a problem unresolved.

4. Monitor the child’s behaviour for an accurate account of incidents and to put them in perspective of his/her general behaviour.

5. Be generous in praise and encouragement. Good behaviour should be noted.

Please see separate notes on school procedures.

If you need a paper copy of this policy please speak to a member of the office team.

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