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Bernard Gilpin Primary School
Tyne & Wear
Tel: 0191 917 2999
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This policy complies with the school’s legal duties under the Equality Act 2010 in respect to Safeguarding and for pupils with Special Educational Needs (SEN)and has been written with reference to the following guidance and documents:
+ Behaviour and Discipline in School ‘Advice for Headteachers and school staff’ DFE January 2016
+ Education Act 2011
+ Keeping Children Safe in Education ‘Statutory guidance for schools and colleges’ DFE September 2016
If effective teaching and learning is to take place then good behaviour is an essential element of the successful classroom. This behaviour policy is an extension of our PSHE policy and builds on the philosophy of the school. The policy applies for misbehaviour which occurs in school and, in some circumstances, outside of school.
We aim for children to:
+ Develop a clear sense of right and wrong
+ Develop respect for others, property and the environment
+ Understand that people are responsible for their actions
+ Realise the importance of honesty, trust, tolerance and politeness
+ Teachers and parents/carers work in partnership to foster good behaviour and to provide good role models for behaviour towards other people, property and the environment. Children are encouraged to develop self-discipline and co-operation.
+ All staff, teaching and non-teaching, adhere to the school system of rewards and sanctions. As such, appropriate behaviour is reinforced through this system as necessary. Where a sanction is applied there must be an emphasis on the action and how it might be corrected or avoided next time.
+ Understand the importance of appropriate behaviour within their whole community
Children are expected:
+ To move carefully around the school and in classrooms
+ To look after each other
+ Not to distract others in class
+ To treat property, equipment, the environment, themselves and others with care
+ To be polite to everyone
+ To respect games and friendships of other pupils
+ To be tolerant
+ Not to do or say anything that might upset someone else
+ Uphold high standards of behaviour at all times, respecting the fact they are representing the school in the wider community e.g. travelling to or from school, wearing school uniform and anything that could adversely affect the reputation of the school.
Rewards and sanctions:
Our emphasis is on rewarding good or desirable behaviour. In this way strategies can be used to modify behaviour that is unacceptable.
+ Verbal and non-verbal praise
+ House Points
+ Individual class rewards
When behaviour is unacceptable action is taken in accordance with our discipline strategy grid, see overleaf. The discipline strategy grid echoes our Special Educational Needs policy and recognises that different levels of support are needed to deal with different levels of behaviour problems. In most cases the member of staff present deals with the behaviour and accompanying reward/sanction at the time.
In order to reinforce the unacceptability of an action the pupil may be sent to the Deputy or Headteacher. If the unacceptable behaviour continues, or the breach of discipline is more serious, then the child’s parents/ carers are informed so that a way forward can be discussed, this will be recorded using a parental log. In some cases the intervention may involve an external agency such as the Educational Psychologist. In exceptional circumstances the Headteacher is able to suspend or exclude a pupil (Governors would be involved).
Links with other school policies and practices
+ Anti-Bullying Policy
+ Allegations Against Staff Policy
+ Positive Handling Policy
+ Child Protection Policy
+ Equality Policy
+ SEND Policy
Monitoring and evaluating
Senior staff and Governors will evaluate the effectiveness of the policy and agree adjustments that may be necessary to address any ongoing concerns.
To ensure our high standards of behaviour are maintained, a copy of this policy will be publicised annually to:
+ Every member of staff
+ All parents/ carers
+ All pupils
+ All members of the Governing body.