Parents Area : Behaviour

Lockington C. E. Primary School

Behaviour Policy

Good behaviour is essential to the efficient running of a school and comes from a common understanding between parents, children and staff.

Expectations of good behaviour lead to an environment conducive to sound learning and teaching and encourages pupils to learn respect and toleration for themselves and others.

Good behaviour is not another demand but something that underpins all the things that happen in a school.  It is not an optional extra.

Discipline at Lockington will be firm but friendly and will reflect the ethos of the school as agreed by Governors.

Common standards:
·  we are all responsible for our actions.

·  we should all have a concern for others

·  we should aim to develop self-discipline as this is more effective than the simple
   adherence to a set of rules.

·  we should encourage a feeling of self worth and confidence as this leads togood behaviour.

Rules:
School rules are kept to a minimum and deal mainly with matters of Health and Safety.

The reason for any school rules is explained to pupils.

Rules are, as far as possible, positive rather than negative in their tone, e.g. We will always be polite.

Pupils:

We have high expectations of pupils in the belief that this encourages them to think about their actions and maintain high standards of behaviour.

Pupils are praised and rewarded for good behaviour.

Poor behaviour is dealt with firmly but as a learning situation with a child being shown that it is his /her action that is being rejected not the child themself. 

Awards and encouragement for good behaviour and achievement are given in a variety of ways, e.g. praise, house points, stickers

Sanctions:
·  missing breaks or part of the lunch hour.
·  exclusion from the situation
·  isolation: not being allowed contact with peers.
·  extra work
 
Staff:
Staff are concerned with pupils behaviour outside as well as inside the classroom.

By agreeing on standards of behaviour staff will help children understand we have a common approach to discipline.

Discipline concerns are discussed regularly at staff meetings and common strategies agreed.

Mid-day supervisors share our common approach to discipline and regular discussions  take place with the senior supervisor.

Where discipline problems occur the member of staff concerned will initially deal with incidents but may, if they feel it necessary, involve the head.

The strongest influence on behaviour is teachers high expectations of their pupils.

Parents:

Parents are more likely to support the school in its discipline policy if there are good communication links between home and school.

Regular communications take a number of forms:

· newsletters which give information in a friendly and positive way.

· parent consultation evenings which are a two way process

  involving the teacher listening as well as reporting on the pupil's progress.

· interviews with parents if either the parent or staff are concerned about a child's welfare.

· an open door policy where parents are encouraged to consult with the

  school over matters of concern.

Behaviour Problems:

When problems of behaviour occur the pupils concerned will be presented with the problem and made to realise the consequences of their actions.

Incidents will be discussed in an attempt to solve them.

Where incidents re-occur parents will be informed and asked to discuss the child's behaviour with the intention of changing it.

If poor behaviour persists and all avenues of improving the situation have failed then the head may exclude the child, following the procedures set by the LEA and various Education Acts.

Incidents of bullying will be dealt with in line with the school's anti- bullying policy.

Complaints:

Complaints will be dealt with as outlined in our school prospectus and in line with the LEA's complaints' procedure.