Braddan School Behaviour Management Policy
This policy should be read in conjunction with our anti-bullying and equal opportunities policies.
At Braddan School, we believe that setting high standards for behaviour is an integral part of having a positive attitude to learning and raising achievement. Our behaviour policy is based on the principal that individuals are in control of their actions and can choose to act and respond in certain ways. We believe that all adults and children in school have;
* The right to be safe;
* The right to learn;
* The right to be treated with fairness and respect
At Braddan School we aim to;
Strive to maintain a positive and supportive school environment with children given recognition for high standards of behaviour.
Involve parents at the early stage if a child does not meet our expectations with regard to behaviour in order that we can take a joint approach to resolving any issues.
Allow children the opportunity to make a ‘fresh start’ if unacceptable behaviour has to be dealt with, and not judge children on previous behaviour.
Listen to all points of view before making any judgement concerning unacceptable behaviour.
Ensure that pupils get a clear message that it is their behaviour that is the issue, and not them as an individual, and that staff can support them in making changes.
Our School Rules
The rules we have in Braddan School are based on the three basic rights we believe in. Rules are displayed in classrooms and around school, and are regularly discussed and reinforced with the children.
- Everyone in school has the right to be safe.
We teach children that problems can always be solved through discussion and agreement. Retaliation is not acceptable as a reason for a physical response.
- Everyone in school has the right to learn.
Children learn to work in a focussed environment, and not to disturb or interrupt the learning of others. Teachers have the right to teach, and for this reason, continual disturbances will not be tolerated.
- Everyone in school has the right to be treated with fairness and respect.
We expect children to show respect to adults and vice versa. We also expect children to show respect to each other, as we would adults to other adults. We ask that adults and children listen to other people’s point of view with respect.
A copy of our ‘Golden Rules’ can be found in appendix 1.
How do we reinforce good behaviour?
Positive verbal feedback is the most common way of giving children feedback for good effort or behaviour. Merits, team points and reward stickers are used, and all pupils work towards Bronze, Silver and Gold behaviour awards each term.
Appendix 2 shows the different stages of rewarding behaviour.
How do we deal with unacceptable behaviour?
Children will always be spoken to about their actions, and given opportunity to reflect upon these and change their behaviour. For the vast majority of children in school, this quiet reminder is enough to resolve the issue. Few children’s behaviour is perfect 100% of the time, and these incidents can be addressed quickly and without any form of punishment. Parents are informed of unacceptable behaviour by sending home an ‘unnaceptable behaviour’ standard letter - which parents are expected to sign to say they have seen. Beyond this, Appendix 3 shows the stages for dealing with unacceptable behaviour.
There are clear guidelines on when a child may be removed form the learning environment and sent home, and the school follows the guidelines laid down by the Department of Education and Children, quoted below;
“A Headteacher’s decision to suspend a pupil is only taken in response to the most serious cases of misbehaviour, or if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.”
It will usually be the final step in a process for dealing with disciplinary offences following the imposition of other penalties from amongst those listed in the school’s articles of government (article 17), which are reproduced below;
a requirement that the pupil apologise for his misbehaviour;
a warning, reprimand or caution, either oral or written;
referral to another teacher for warning, reprimand or caution;
writing lines or other text;
additional work, homework or reasonable physical exercise;
informal detention (i.e. keeping in at break or lunchtime);
a requirement that a pupil work on his own rather than in a group;
loss of any privileges conferred by the school;
loss of a merit point or other means of recognising good behaviour or achievement;
formal detention, at break or lunchtime or, after due notice to the pupil’s parent, after the end of the school day;
placing on report (i.e. a requirement to report on the commencement of each lesson or session, as appropriate);
payment for damage caused to property or belongings;
temporary exclusion from certain classes;
after due notice to the pupils parents, a requirement to leave the school premises at lunchtime;
a requirement to complete a reasonable task of benefit to the school;
a requirement that the pupil give a written undertaking for his good behaviour;
a requirement that the pupil transfer to another class;
a requirement that the pupil attend sessions intended to improve his behaviour;
informal suspension (i.e. sending the pupil home for the rest of the school day).
Fixed term suspensions will only be used as a final resort following persistent unacceptable behaviour, or a one off incident of extreme misbehaviour. The decision to suspend will be based upon the professional judgement of the Senior Leadership Team of the school.
Such misbehaviour would be judged on individual circumstances, with the child being immediately removed from the classroom or playground. This behaviour may include;
Deliberate, serious violence towards another child or adult;
Swearing at an adult
A deliberate act of destruction towards school property
Behaviour which directly causes a danger to their own or another child’s health and safely
Fixed term suspensions may also be used for the lunch time period, if the unacceptable behaviour occurs at this time of day.
Following any suspension, a meeting with the child, parent / carer and Headteacher will be arranged, in order to state clear expectations for behaviour of the child upon their return.
Pupils with different circumstances
There can be times when some pupils demonstrate challenging behaviours for quite specific reasons. In these cases behaviour management systems my be adjusted in order to help support the child in being successful in meeting our expectations. The focus in these cases should be about rewarding positive behaviour and ensuring unacceptable behaviours are discussed with a child, and opportunities to practice and demonstrate positive behaviours are given. It is important to remember that a pupils behaviours may be the result of circumstances out of the child’s control, and sanctions mist be managed with care, and reference to the SENCO where alternative systems are used.
Biting another child is totally unacceptable behaviour. Should a pupil bite another, parents / carers will be contacted immediately and informed of the incident. Should that pupil bite any pupil again, they will be sent home for the remainder of the day for disciplinary reasons. (Should the bite take place in the last session of the day, the pupil will miss the following morning session.)
Swearing directly at a member of staff will result in an immediate suspension. Any other incidents of swearing by a pupil will be reported directly to parents.
Acceptable Outdoor Play
Pupils learn many social skills such as tolerance and negotiation through their play, including physical play. Staff use their professional judgement as to whether physical play becomes too rough. Pupils are informed when certain games in the playground are unacceptable. Pupils must respond to adult direction to stop certain types of play when deemed necessary. If a child persists in playing ‘too roughly’ with others, parents will be informed.
How are children involved?
Children at school are made aware of this policy in a way that they are able to understand. We ensure that all children are aware of the reward systems and sanctions that are in use. Discussions as part of circle time, PSHE lessons (personal, social and health education), assemblies and school council meetings are used to discuss behavioural issues.
How are parents involved?
At Braddan School we have an ‘open door’ policy, and we encourage parents to come in and discuss any aspect of their child’s behaviour which may be a concern. Parents will be involved early on if there are difficulties in school, and we expect parents to work with the school to resolve any difficulties.
If any parent feels that we are not dealing with an issue in a fair way, having spoken in the first instance to the classteacher, and then the Head, then the Department for Education and Children’s Complaints Procedure will be followed. (copies available from the office or online).
We also expect parents to set a positive example for their children, in following our school policies and procedures.
Use of Restraint
The school follows the Department of Education policy on ‘The Use of Force to Control or Restrain Pupils.’ This clearly states that physical intervention by staff should only be used in certain circumstances.
See appendix 4 for further details.
Louise Oates Headteacher