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·        To develop a positive behaviour management system supported and followed by the whole school community; parent’s teachers and pupils, based on shared values.

·        To apply positive policies to create a caring family atmosphere in which teaching and learning can take place in a safe and happy atmosphere.

·        To teach through the curriculum, assemblies and PSHE, values attitudes as well as knowledge and skills. (This will promote responsible behaviour, encourage self-discipline and encourage in children a respect for themselves, for other people and for property.)

·        To encourage good behaviour by providing a range of rewards for pupils of all ages and ability, rather than to simply punish unacceptable behaviour.

·        To make it clear to children the sanctions, consequences to be implemented for serious undermining of the behaviour code.

·        To treat problems when they occur in a caring and sympathetic manner in order to role model desirable behaviour.

 

 

All members of the School Community will “sign-up” to our “Joint Promise” :-

 

We are here to learn and work together. I promise to play my part in making Old Leake School Community a safe, enjoyable place of learning by always respecting the needs of others; giving my best in everything I do and recognising the efforts of everyone.

 

 

Our expectations of appropriate behaviours and attitudes from parents, pupils and teachers are published within the School Prospectus and encapsulated within the Home/School Agreement. These expectations are based upon the following code of conduct :-

·        Honesty.

·        Care for oneself and others.

·        Respect for other people and their property.

·        Good manners

·        An understanding that rules are necessary and to live by them.

 

 

The effective education of pupils attending Old Leake School is dependent upon the establishment and maintenance of good discipline. The school aims to maintain discipline through a positive approach to behaviour management.

 

This structure needs three essential components;

·        The development of good teacher/pupil relationships through which empathy, understanding, fairness and trust may be established.

·        Regular positive reinforcement of acceptable behaviour and effort through the rewards system.

·        Parental support – without which little progress will be effected.

 

The Incentives/Rewards and sanctions, all of which were formulated with the children will be regularly reviewed and discussed.

 

 

 

These may include a selection of the following:-

 

Smiles

Verbal praise

Attention drawn to good behaviour (role modelling)

Sticker card/chart

Team points leading to other rewards ie team cup and star badges

Whole class and/or school rewards.

Individual Certificates of Achievement

Name recorded in Gold Book

Headteacher’s Awards

Good attendance certificates & trophy

Annual Effort Trophies

 

 

Our behaviour policy is a working document, which is clearly displayed alongside our “Joint Promise” all around the school, in order for the pupils to be fully acquainted with its content. It contains 6 steps with appropriate sanctions relating to the severity of the misbehaviour. Pupils are given 3 opportunities to “make the right choice” and redeem themselves, before parental involvement takes place. However, should the behaviour involve verbal/physical abuse of any member of the School Community the sanction will automatically proceed to point 6, when the Headteacher will contact/meet with parents to discuss the consequences of such behaviour. This may result in after school detention or, in extreme cases, fixed term/permanent exclusion.

 

At lunchtime, our midday supervisors carry out supervision. There is also always a member of staff on support if needed. The cool off area is used if necessary after a warning has been given.

The same code of conduct, rewards and sanctions apply.

 

 

Parents can help

·        By recognising that an effective Positive Behaviour Management Policy requires close partnership between parents, teachers and children.

·        By discussing the Home/School agreement and school rules with the child. Emphasising their support of them.

·        By attending pupil progress meeting and /or IEP reviews as appropriate and by developing informal contact with the school.

·        By knowing that teaching and learning cannot take place without sound discipline

·        By supporting and remembering that staff deal with behaviour problems patiently and positively.

 

This is used to record any incidents involving a child who has portrayed challenging behaviour, which jeopardises the health and safety of staff, and children.

This may include;

·        Serious verbal abuse

·        Physical abuse

·        Assault

·        Defiant refusal to comply with normal teacher requests

·        Absconding

·        Serious allegations made against a pupil(s) or member of staff.

 

The book and appropriate forms must be completed as soon as possible after the incident and before the end of the school day.

 

The recording of a pupil’s name in the Serious Incident Book would normally trigger the inclusion of the pupil on the register for SEN, so that future behaviour may be monitored and targets set for improvement.

 

 

Signed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . Chairman of Governors

 

 

Review Date . . . . . . . . . . . . . . . . . . . . . . . . .