Whole School Discipline

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Background<o:p></o:p>

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This policy supports good behaviour within Doncaster Road Junior School and has drawn information from many sources although particular reference is made to DfEE Circular 10/98 The Use of Force to Control or Restrain Pupils; DfEE Circular 10/99 Social Inclusion: Pupil Support and DfEE Circular 11/99 Social Inclusion: The LEA role in Pupil Support. <o:p></o:p>

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Section 22 of the 1986 Education Act strengthens the role of the Governing Body in determining the ethos and general atmosphere of the school by giving it the responsibility for setting the general principles relating to behaviour.  However, the headteacher and staff have responsibility for the day to day management of behaviour within school.<o:p></o:p>

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As staff this policy is based on the system of assertive discipline.  It is hoped that this will: -<o:p></o:p>

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            1)    Promote among pupil’s self-discipline and proper regard for authority.<o:p></o:p>

            2)    Encourage good behaviour.<o:p></o:p>

3)         Ensure that the standard of behaviour of pupils is acceptable.<o:p></o:p>

            4)    Reduce the risk of disaffection among pupils.<o:p></o:p>

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The Aim of this Policy<o:p></o:p>

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a)      To develop the understanding, and support from children, parents governors and staff.<o:p></o:p>

b)      To develop self-discipline in children and that they accept responsibility for their own actions and their consequences.  There will be due "reward" for appropriate behaviour, and "sanctions" for inappropriate behaviour.<o:p></o:p>

c)      To create and maintain conditions for effective learning, in which there is mutual respect between everyone.<o:p></o:p>

d)      To create a positive atmosphere based upon a sense of community and shared values.<o:p></o:p>

e)      To develop clearly stated boundaries of acceptable behaviour and a climate in which staff respond promptly and firmly to children who test those boundaries.<o:p></o:p>

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Although these are quite demanding aims, as a school we are sure that these are best achieved in a framework of a caring, pleasant atmosphere in which children are able to give of their best.<o:p></o:p>

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This will demand of staff: -<o:p></o:p>

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1)      A positive policy of encouraging good attitudes and behaviour and in which there is a range of rewards accessible to children of all abilities.<o:p></o:p>

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2)      A clear understanding by every one of what constitutes inappropriate behaviour.<o:p></o:p>

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3)      A vigilant staff who set a good example to children.<o:p></o:p>

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How to Promote Good Behaviour<o:p></o:p>

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In order to promote good behaviour we need to adopt a positive approach, which emphasises encouragement, and praise rather than the more negative approach of criticism and sanctions.  This helps to create an orderly and purposeful atmosphere.  If we raise children's expectations then standards of behaviour should improve.  Wherever possible try and praise good behaviour and work.  If children receive deserved praise they often respond well.  Children must understand that good behaviour is based upon mutual respect for everyone.  The approach we adopt in school will rely heavily on rewards for good behaviour, and which will encourage children to share problems like bullying with their teachers.<o:p></o:p>

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Rules of Conduct<o:p></o:p>

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These are of a general nature and apply to all areas of the school. <o:p></o:p>

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         1)       Follow directions given first time.<o:p></o:p>

         2)       Always listen carefully.<o:p></o:p>

         3)       When in school move around quietly and calmly.<o:p></o:p>

         4)       When you are asked to line up, do so quietly and quickly.<o:p></o:p>

         5)       Keep hands, feet and objects to yourself.<o:p></o:p>

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How to Respond to Good Behaviour <o:p></o:p>

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At the beginning of each session all pupils will be in the class ‘good area’ shown by a sun in the display area. <o:p></o:p>

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·  Praise the child for a particular act by verbally giving he/she a mention.  <o:p></o:p>

·  The reward of points, signified by a ‘raffle’ ticket.  This system is used positively and the   <o:p></o:p>

·  Raffle tickets are posted in the box outside the staff room. When a pupil gains a number of raffle tickets these can be exchanged for ‘rewards’ which will be available on Friday playtime.<o:p></o:p>

·  A golden time session will be awarded to all pupils who work and achieve as expected. This will take the form of a half hour session where children can choose an activity from a selected list.(Examples of this might be drawing, painting, ICT, reading, topic work, playing maths games, etc) This will take place between 3.00 and 3.30 pm on Friday afternoon.<o:p></o:p>

·  At the end of each year there will be awards given, in the form of a certificate 100% attendance.<o:p></o:p>

·  At the end of every school year we have a presentation of the Chippendale trophy. This trophy is awarded to the pupil in each year that staff think have given their best and had the greatest involvement in the life of that year group.<o:p></o:p>

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Dealing With Bad Behaviour<o:p></o:p>

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Although it is hoped that children will respond to a positive approach to behaviour, there may be some that do not.  A badly behaved child is one who frequently or seriously disrupts the teaching process. This poor response prevents the individual child's own development or that of other children.  It must never be ignored.  Children need clear guidance about what is acceptable behaviour, and are much more likely to accept a behaviour policy if it is clearly understood.  The policy if it is to work must be consistently applied and shown to be reasonable, sensitive and effective.  Children will undoubtedly be confused if there is too much variety of attitude and expectation.<o:p></o:p>

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Children should learn through experience that there are fairly applied sanctions, which distinguish between minor and serious misbehaviour.  Where misbehaviour takes place the child/children need to understand fully that it is their behaviour which is unacceptable and not the child as a person.<o:p></o:p>

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HERE ARE SOME EXAMPLES OF BAD BEHAVIOUR<o:p></o:p>

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Consequences of Other Bad Behaviour<o:p></o:p>

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If children do not adhere to the reasonable school rules it is up to staff to deal with these infringements in a fair and consistent way.  If a child does not do as asked or misbehaves then these sanctions listed will be followed in order of increasing severity. <o:p></o:p>

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1)      1st infringement.  The child should be given a verbal warning specifying exactly what the infringement was. <o:p></o:p>

2)      2nd infringement.  Once again the child should have a verbal explanation of the infringement, and then removed for five minutes from his/her group. At this point the pupils’ name will be put in the grey area shown by a white cloud. If at the end of the session no further outburst of bad behaviour is shown then the pupil name will revert back to the sun.<o:p></o:p>

3)      3rd infringement.  After an explanation the child should be removed from his/her group until the end of the session and the pupil’s name will be moved to the dark cloud.<o:p></o:p>

4)      4th infringement.  After an explanation the child should be sent to another classroom (accompanied by another pupil) and fill in a behaviour log. On this log will be an area for the teacher to indicate the nature of the problem. The pupil takes the behaviour log to the headteacher at the next break. This will be kept in the pupil's file. Following this a letter will be sent home to inform parents of this misbehaviour and offering them the chance to discuss the issue in school.<o:p></o:p>

5)      5th infringement.  After an explanation the pupil is sent to the deputy head, and the class teacher will send a letter home to the pupil's parent(s) to invite them to discuss their child’s behaviour with the copy of child’s behaviour log. A pro forma of such a letter will be found at the end of this policy.<o:p></o:p>

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         SEVERE CLAUSE: After an explanation a letter is sent home from the headteacher instead of class teacher.  This letter will state that the parents are expected to arrange an appointment with the head.  This meeting will take the form of a counselling session.<o:p></o:p>

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For the vast majority of times pupils will move through the system.  However should a pupil show severely disruptive behaviour as defined in the list then that pupil will move immediately to the severe clause.<o:p></o:p>

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Once a child has reached the severe clause then it may be deemed necessary for that child to go onto behaviour report.  This may be daily or weekly but will require a written comment from both teacher, headteacher as well as parents, and then be countersigned by parents.<o:p></o:p>

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Only in very rare occasions will a pupil not respond to these measures.  However, in these cases further action will be taken. The number one priority would obviously to continue contact and work with the pupil's family to try and devise some sort of mutual support mechanism. If a pupil continues causing a problem in terms of behaviour we would expect to contact professionals for additional support, from other agencies as identified within the LEA's Behaviour Support Plan. These would likely to include one or more of the following agencies, Educational Welfare, School Psychological service, health service via the school nurse and possibly the Special Needs team. <o:p></o:p>

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From our experience some difficult behaviour can be seen as a direct response to children having difficulty with their schoolwork. We would hope that with our system of identifying their special needs as early as possible then their need could be met quickly which would probably have the effect of an improved behaviour. As part of the SENCO's work there is an expectation that teachers identify children that they suspect of having special needs as soon as possible.<o:p></o:p>

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We occasionally have children in school, who are in the care of the local authority and these children often have additional problems by the very nature of their circumstances. As a staff these pupils are carefully monitored during their education and contact with social services maintained.<o:p></o:p>

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Difficult behaviour can be as the result of family stress, through divorce, bereavement, unemployment or other problems. We would expect teachers to be able in the first instance to reassure pupils that it is not their fault. The Educational Psychological Service has released some parent leaflets that may be of help. These would be better discussed with parent/s rather than just sent home as additional questions and anxieties could be raised in this counselling type of situation. <o:p></o:p>

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The following titles are currently available in the series 'Behaviour Leaflets for Parents'<o:p></o:p>

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Temper Tantrums                                 Dealing with more Difficult Behaviour<o:p></o:p>

Dealing with Difficult Behaviour Encouraging Good Behaviour<o:p></o:p>

Separation and Divorce                                    Coping with Disaster<o:p></o:p>

Bereavement                                        Becoming a Step Parent<o:p></o:p>

Bedtime                                                Parents Coping with Stress<o:p></o:p>

Parent Power                                       Bullying<o:p></o:p>

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Disaffection<o:p></o:p>

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Pupils who are disaffected may show some of the following symptoms and may be helped by: -<o:p></o:p>

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1)      A record of discipline problems at school<o:p></o:p>

Hopefully by following the guidelines within this policy then difficult behaviour can be identified and steps taken to support the pupil and if necessary the family.<o:p></o:p>

2)      Irregular attendance<o:p></o:p>

If a pupil is absent then we will try and make contact with parents on the first day of absence. This shows that we take pupil absence seriously and hopefully most parents will contact us early in the day to inform us of pupil absence. Pupils who attend school for a whole term and year are given a special certificate to denote their achievement. <o:p></o:p>

3)      Emotional instability, poor social skills and low self esteem<o:p></o:p>

This can be observed over a period of time and hopefully with the involvement of parents we can attempt to modify some of the problematic areas.<o:p></o:p>

4)      Withdrawn behaviour and poor peer relationships<o:p></o:p>

This is an area of behaviour and relationships that is clearly identifiable and hopefully with some sort of counselling may be improved.<o:p></o:p>

5)      Difficulty with the curriculum<o:p></o:p>

This is identified within the SEN policy and dealt with as soon as possible.<o:p></o:p>

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The Role of Staff<o:p></o:p>

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A policy such as this must be underpinned by the promotion of values such as the promotion of feelings of personal worth, the fostering of respect for the individual.  Staff ultimately determine the environment in school in which good relationships can flourish, and as caring professionals we must: -<o:p></o:p>

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1)      Relate well to children.<o:p></o:p>

2)      Establish a calm and purposeful atmosphere.<o:p></o:p>

3)      Provide well planned stimulating work to meet the needs of the children in the class.<o:p></o:p>

4)      Display children's work attractively, increasing children's self esteem.<o:p></o:p>

5)      Encourage children to take care of their school environment.<o:p></o:p>

6)      Praise good behaviour and deal firmly and promptly with poor behaviour to ensure a  consistent approach.<o:p></o:p>

7)      Supervise diligently.<o:p></o:p>