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Bernard Gilpin Primary School
Tyne & Wear
Tel: 0191 917 2999
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Adopted: September 2018
Review: July 2019
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 2018
•Equality Act 2010
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.
Through a positive approach towards behaviour management Bernard Gilpin Primary School aims to create a calm learning environment in which pupils can:
-Learn and teachers can teach
-Operate with increasing independence
-Develop a sense of responsibility for their own behaviour and a greater sense of consideration for others
-Grow in confidence and self-esteem
-Feel safe and supported
-Develop a wide range of knowledge and skills.
This policy aims to set out the expectations of pupil behaviour and to give an explanation of the agreed methods to be used by staff in order to achieve this. The purpose of this policy is also to provide a clear explanation to parents/ carers of our agreed methods.
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. Staff must take children through the STAR process (Stop, think, Act, Review) to enable the behaviour to be reviewed and modified.
•Understand the importance of appropriate behaviour within their whole community