Equal Opportunities Statement

This policy will be implemented on an equal opportunities basis, ensuring that it does not discriminate in any way against any pupil group, regardless of gender, ability, disability, religious or cultural belief, or racial background.

INTRODUCTION

At St Margaret’s we set high expectations with regard to pupil behaviour and pupil’s attitude towards learning. We believe that good behaviour and a positive attitude towards learning enables children to be successful learners and therefore achieve high standards and make good progress.
It is the responsibility of all staff at St Margaret’s School to promote good behaviour both on and off the school site.

The policy is linked with the following policies:

Anti- Bullying Equal Opportunities
Drugs Confidentiality
Race and Equality SEN and Inclusion
Child Protection/Safeguarding

Promoting good behaviour
• Staff always promote and reward good behaviour and positive learning attitudes.
• Staff will often comment upon good work, good learning behaviour, helpful and considerate behaviour, and caring attitudes.
• Caring attitudes are taught as well as demonstrated by all staff. It is important to realise there are lessons to be learnt about consideration for others, unselfishness, and seeing ourselves as a community rather than as individuals whose needs must always be met above those of others.
• There are formal and informal reward systems operating in school. Each is intended to be appropriate to the age range and the interests of the child.
• All children should demonstrate good behaviour at school and when participating in educational visits. Staff will always inform children about any behaviour comments from visitors.
• Children are regularly informed when they are achieving good standards of behaviour and a positive learning attitude and not just when standards are not being achieved.

Formal Procedures Promoting Good Behaviour and a Positive Learning Attitude

Every Monday morning there is the Key Stage 2 Congratulations Assembly and a Key Stage 1 Congratulations Assembly on Tuesdays. This is an opportunity to congratulate all those pupils who have achieved something special in their work, good behaviour or show caring attitudes. A pupil or pupils are chosen from each class and their name/s and their achievement/s recorded in a Class Congratulations Book. This is then read out in the assembly to share and acknowledge children’s achievements with the rest of the school.

 

SCHOOL CODES OF BEHAVIOUR

• Pupils are expected to demonstrate good behaviour to/from school.
• Pupils are reminded that their behaviour is a reflection of the school when they are on school trips/visits.
• Pupils are to use the designated gates when entering and leaving school.
• The main foyer doors are to be used by parents during the school day.
• Pupils are expected to line up in sensible manner at the start of the school day. Year 1 up to Year 6 pupils may be left on school premises from 8.40am when there is a member of staff on duty on the KS2 playground. Parents are responsible for their children up until 8.40am.
• At the end of the day pupils are expected to leave the school premises in a sensible manner and without delay.

Behaviour when moving around the school
• Always walk quietly along the corridors.
• Always walk in single file along the corridors.

Behaviour in the classroom
• Should always be of a high standard.
• Pupils should always listen and concentrate on the task set.
• Pupils are encouraged to always use their time positively and complete tasks.
• Pupils should not engage in any activity, which disturbs the learning of others.

Behaviour in the playground
These rules are displayed in the playground and discussed with the children
• We play together and look after each other.
• We allow others to get on with their own games.
• We stop and stand still when the whistle blows.
• We walk sensibly to our line and our classroom.
• We always tell an adult if we feel frightened or sad.
• We encourage children to support each other on the friendship benches.

Behaviour in the Dining Room
These rules are displayed in the dining room and discussed with the children.
• We queue quietly.
• We stay in our seat.
• We face the table.
• We eat without talking.
• We keep food on the plate.
• We swallow our food before leaving.

Behaviour at after school clubs/activities
• Attendance of out of school clubs/activities is dependant upon children demonstrating good behaviour and a positive learning attitude in lessons. If this is not evident it will be recommended that a pupil does not attend the club.
• Behaviour and attitudes should be good and if there is any mis behaviour/poor attitudes shown during activities pupils will be removed from the session and any further sessions.

Behaviour on School Visits and Special Activities
A very high standard of behaviour is expected of all pupils taking part in school visits and special activities. If a child’s behaviour/attitude in school is unacceptable and jeopardises the safety of others then they will not be considered for a place.

CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR OR ATTITUDE

As a school we feel it is important to focus on and promote ‘positive’ behaviour from the children. However children also need to be made aware that unacceptable behaviour will not be tolerated and sanctions will be used in such cases.

In each classroom there are class rules, which include rewards and consequences. These are formulated with the children and the teacher at the start of each new academic year. The consequences section is hierarchical and the ultimate one being, to be sent to the head teacher.

For any minor behaviour problems it is part of the responsibility of the teacher to deal with these. More serious issues will be dealt with by the Leadership Team and ultimately by the Head Teacher. The consequence given does depend upon the individual child and the rule, which has not been followed.

If the school rules have not been followed a child will be dealt with in a variety of ways by the class teacher or lunch-time supervisory staff. These are generally designed to match the seriousness of the offence. They may include:
• missing break times
• separation from other children
• the withdrawal of privileges
• writing apology letters
• ‘Time Out’ within another environment e.g. another classroom or with a member of SLT
These incidents will be recorded in the Class Behaviour Book (Yellow Book) and monitored by the Headteacher so that any behaviour patterns can be identified early.

When a child has been placed on specific sanctions to monitor their behaviour, these will be reviewed over an agreed period of time e.g. weekly.

If at any time there is the possibility of injury to the pupil, other pupils, staff, damage to property or good order prejudiced then positive handling could be used, whenever possible by trained staff.

Where there has been a serious offence the consequences applied may be more severe. The Head Teacher and Deputy Head Teacher will be involved. The offence/consequence will be recorded in the School Behaviour Folder and parents will be informed.

A child will be sent to the Head Teacher or Deputy Head Teacher for the following offences;
• When he /she continually and persistently does not follow the school/class /dinning/playground rules.
• When a child is disrespectful towards any member of staff/visitor/volunteer in school.
• When a child behaves violently towards any other person.
• When a child uses any offensive language towards another person
• When a child persistently disrupts the learning of other children
• When a child leaves the school grounds without permission.
• When a child causes serious damage to school property.

Procedures for Dealing with Major Breaches of Discipline

In response to any identified issues the following disciplinary steps may be taken:
• A verbal warning by the Headteacher or Deputy Headteacher as to future conduct
• Withdrawal from the classroom for the rest of the day
• Letter and / or phone call to parents informing them of the problem
• Meeting with parents, and either a warning given about the next stage unless there is an improvement in the child’s behaviour
• Playtime detention/s – to complete work dealing with specific incidents
• Exclusion from certain areas of the school premises
• If the problem is severe or recurring then exclusion procedures are implemented in consultation with the Governing Body
• Minor fixed- term exclusion
• Major fixed -term exclusion
• Permanent exclusion

NB A very serious problem may result in the normal procedure being abandoned and a child being taken home straight away.

If there is a persistent pattern of serious misbehaviour and all other strategies and other agency support has been exhausted and there are no improvements in the child’s behaviour a child may be given a fixed term, lunchtime or permanent exclusion.

Any racial or bullying incidents are reported to the Governing Body each term.

COMMUNICATION WITH PARENTS

At St. Margaret’s, we give high priority to developing a positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour.
Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response. The key professional in this process of communication is the class teacher who has the initial responsibility for the child’s welfare. Early warning of concerns should be communicated to the Headteacher or Leadership Team so that strategies can be discussed and agreed before more formal steps are required.
A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.
The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.

The policy will be reviewed by May 2017

S. Jones
May 2015