St Johns Walworth CE Primary School

Behaviour Policy

November 2006

Classroom Expectations Guidance for pupils 1. Start of lessons Take off and put away any outdoor wear sensibly. Enter rooms quietly and calmly following your teachers instructions. Listen to the teacher who will introduce the session At the start of the morning and afternoon stay silent during the register. 2. During the lessons When your teacher talks to the whole class remain silent and concentrate. If the class is asked a question put up your hand to answer, do not call out. You are expected to work sensibly with your classmates, do not annoy or distract them. If you arrive late for your lesson without good cause you must make up the time lost at playtimes. Homework must be completed by the time set by the teachers. Eating, drinking and chewing are not allowed; if you are caught you will have to empty your mouth and had in any other food or drink that you may have. Toys, walkmans, comics or any other distractions are not allowed unless specified by the teacher. They will be confiscated unless an adult from home comes to collect the items. You must not leave a lesson without a pass from the teacher. 3. End of lesson The end of the lesson is decided upon by the teacher, if necessary children will work through playtimes. Playtimes are a privilege NOT a right. Children will only leave classrooms to collect coats and bags under the teachers supervision. At the end of a lesson children will stand and leave the class under the teachers instruction. For safety reasons all classes will be led to the playground at break times. Children will not be allowed down the stairs in large groups without an adult; reception class will also be accompanied to the playgrounds. 4. The playground The ringing of the bell indicates the end of break times. Children should immediately go to where their teacher is standing so as to line up ready to come in to school in an orderly fashion. Fighting and play fighting are not allowed, this includes games, which involves pulling clothes, picking other children up and marshal arts type kicking. 5. . and finally There is no excuse for rudeness, disrespect or insolence towards adults. Any reasonable request from an adult who works for the school should be carried out at once and without argument. BREAKING EITHER OF THESE BASIC RULES WILL BE TREATED AS A VERY SERIOUS MATTER.
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Booklet for teachers It is very important that the positive aspects of praise and reward should have great emphasis. Good discipline is based on mutual knowledge and the understanding and acceptance of known standards. Children respond better to systems, which recognise their difficulties and strengths. Anything which recognises that they have achieved what was asked of them is desirable without the obvious boundaries imposed by the school. Rewards 1. Merit marks, certificates, badges, marbles in the jar and other rewards are used to commend consistently good effort in the areas of work and play. Recognising differences in development and maturity between Early Years, KS1 and KS2 children, each phase has its own, complementary systems. Systems will ensure that parents and carers are informed of these rewards. The Headteacher or other senior staff should also be notified of rewards, which are given. The use of a reward diary/commendation book in each class assists in this. 2. Thursday assemblies will be commendation assemblies particularly focusing on those who perform outstandingly at break times. A roll of honour will be displayed. 3. Commendations can and should be entered on pieces of work with a brief note explaining context. 4. Recognition of success of differing types should be celebrated in the classroom at least once a day. 5. The Headteacher, Deputy Head, other members of the Senior Management Team, the Senior Midday Meals Supervisor, welcome the opportunity to reinforce praise given to individuals for pieces of good work or examples of good behaviour. 6. Praise and encouragement linked to POSITIVE criticism when necessary, should be used as much as possible at all times. Sanctions It must be emphasised that it is the primary responsibility of teachers and supervisory staff to deal with discipline them in a calm manner, without hostility. Doing so enhances the authority of that staff member. Arguing with children undermines that authority. Although polite to do so, research shows that many children (particularly boys) consider a request to stop doing something a sign of weakness if the request includes the word please. Requests should be in the form of a statement (e.g. I would like you to move over there pick up your things and go and sit over there). Thank you can be used as praise after the order has been carried out. This can be followed up with praise in front of others regarding the way in which the child responded correctly to the request. Calmness and thoughtful use of body language aid in the task of reprimanding a child. Detentions after school can only be for a maximum of ten minutes if required. These cause great concern to parents and carers of primary age children, especially in the winter when it gets dark early. Longer detentions after school are possible for 24 hours notice should be given to the parent or carer. An alternative should be found whenever possible. Early Years, Key Stage One and Key Stage Two have variations in the use of sanctions
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which are appropriate to the childrens developmental stage and maturity (see Sanctions section later). THE WAY TO GOOD ORDER Acceptable standards of behaviour, work and respect depend on the example of us all. All have a positive contribution to make. Good order has to be worked for, it does not simply happen. Set high standards Apply rules firmly and fairly without hostility. expect to give and receive respect. at school is here for a purpose. Respect every person. Treat everyone as an individual. are vital, relationships between everyone, children and adults alike. Take the initiative greet and be greeted speak and be spoken to smile and relate communicate are normal where children are learning and testing the boundaries of acceptable behaviour. is tested not by the absence of problems but by the way we deal with them. address the problem. Sometimes children, parents and carers see us as authority figures in a society where such figures may carry little or no automatic respect, respect has to be earned. Animosity towards authority figures are not personal attacks. Avoid confrontation Listen Establish the facts Judge only when certain Use punishments sparingly

Most important Everyone

Relationships

Problems

Our success

Dont react

Removal of privileges is the most effective strategy OUT AND ABOUT THE SCHOOL An informal contact contributes to the standards of behaviour. Control the behaviour by taking the initiative at every opportunity.

Expect to start the dialogue greet pupils deal with all misbehaviour, to ignore it is to condone it. To pass it on to someone else is to undermine your own authority. If passing on remain involved. set high standards of speech, manner and dress. Enjoy relating to the children and their parents or carers.

IN THE CLASSROOM Create and sustain a positive, supportive and secure environment. Well prepared, stimulating lessons with a swift pace and an explanation of the purpose of the lesson at the beginning generate good behaviour and earn respect. Create an attractive environment where the child wants to be and stay. Expect to Be on time for collecting children and beginning lessons. Be prepared for the lesson, including any materials or copied sheets needed. Keep everyone occupied and interested. Extend and motivate all pupils. Mark all work promptly and constructively Set homework regularly Encourage creative dialogue confidence in discussion is important Encourage children to give some of themselves to discussions and be prepared to give something of yourself. Keep the room attractive and free from clutter. Maintain displays which celebrate achievements, inform, stimulate and reflect the multi-cultural nature of the school. Use childrens names, checking pronunciation if necessary. DO ALL YOU CAN TO AVOID Humiliating . It breads resentment ShoutingIt diminishes you Over-reacting The problem will grow Blanket punishments The innocent will resent them Over punishments .Never punish what you cant prove Sarcasm .The lowest form of it, it damages you.. Pupils should never be left outside rooms. complicating. Seek help if needed. The problem needs a solution, not

Do all you can to: Use humour .. It builds bridges Keep calm . It reduces tension Listen . It earns respect Be positive and build relationships Know your pupils as individuals Carry out any threats that you have to make
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Be consistent. MAINTING DISCIPLINE Insist on acceptable standards of behaviour, work and respect. Expect to: Apply school rules uniformly Work to agreed procedures Insist on conformity when appropriate Be noticed and discussed in school and at home Follow up problems to their conclusion. The majority confirm and co-operate Deal immediately with the few that cause problems. Establish your authority firmly and calmly. Separate the problem from the person. Only if you cannot resolve a problem, refer it on to one person. Seek information later so that you are informed of action taken. SANCTIONS AND PUNISHMENTS To be inserted according to phase. EMERGENCIES In an emergency escort the offender to the most accessible senior member of staff. If the class cannot be left, send a reliable pupil with a message to a senior member of staff. RESPECT THE ENVIRONMENT A reputation for cleanliness, attractive rooms, corridors and halls and well kept playgrounds is essential for our success. The visual impact should be attractive and stimulating. Litter, damage and graffiti have no place in school. Encourage pride in the school Insist on a clean room. Teach tidiness, encourage tidiness. Clear graffiti immediately if found on desks, chairs, displays etc. Inform the Premises Officer immediately of any damage, litter or graffiti which you cannot deal with yourself. Deal firmly with offenders, reinforce expectations with whole classes regularly. Enforce the ban on chewing. Keep displays fresh and attractive, know the display policy. Keep the teachers desk, shelves, cupboard and information board for adults tidy in the classroom. Insist on litter free buildings and playgrounds. Deal with offenders, to ignore is to condone. Example of structured sanctions for an individual Name 1st warning 2nd warning 3rd warning
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5 minutes sanction (time out chair, 5 minutes play, on the wall 5 minutes etc) 30 minutes sanction (as above but for 30 minutes SEVERE SANCTION: All day punishment (excluded from class with work, no play, letter home) Example of structured sanctions/rewards for a class Start week with row of maths bricks (e.g. 20). Take a brick away every time behaviour of class is not acceptable. Children try to win back bricks so that are still 20 on the Friday or at the end of the day for younger ones. Rewards: Have favourite story/poem read to them 5 minutes extra play Listen to favourite music at 3.15p.m. on Friday etc.

Start with an empty jar, fill up with marbles, bricks etc., as the week progresses. If full on Friday or at the end of day for younger ones, reward given. Use of star charts, but with short-term rewards e.g. name displayed outside class for others to see, mention at Friday assembly, certificate taken home etc. Child allowed to make own celebratory badge at end of day (Ive been good, Im great! I made my teachers day etc) using read prepared disc and a safety pin. There are many other ideas being used in school at the moment.

St Johns CE Primary, Walworth Home School Agreement St Johns is a Church of England school that is part of a wider Christian family. The school benefits from strong links with the local parish church and the support of the Southwark Diocesan Board of Education. As set out in the Mission Statement in the School Prospectus, Christian values are at the heart of all that we do. At St Johns we believe that successful partnership between the school, the church, parents/carers and the children help each pupil to take full advantage of all that the school has to offer. The following agreement supports this partnership in the interests of our children. TOGETHER WE WILL.. Promote high standards of work and behaviour. Support the Christian values of the school AS A SCHOOL WE WILL . Provide a balance and appropriate curriculum. Provide work suitable for childrens ages and abilities, which help them progress. Establish a code of behaviour to ensure a safe and caring environment Provide effective means of communication between home and school. Monitor the progress of children and provide advice and guidance over their work. Provide homework in accordance with the schools Homework Policy. AS PARENTS/CARER I WILL . Let the school know of any concerns about my child. Regularly attend parents meetings to review my childs progress. Support the schools rules and expectations as set out in the Behaviour Policy. Ensure that my child attends school regularly, on time and with everything needed (e.g. school uniform, PE kit). Ensure that homework is completed and returned on time. Encourage my child to take part in the full life of the Church School.

Headteachers signature .. I have read and support the Home School Agreement as stated above. Parent/Carers signature Date .. Childs name Please return the slip to the school. Thank you. .