We maintain good discipline through the positive ethos of our school. This is designed to ensure that each child makes good progress and experiences a sense of achievement and belonging.
Our school is a small society where relationships and personal development are of the utmost importance. Caring and sharing, concern for others, substituting verbal and physical aggression for positive attitudes do foster a child’s inner discipline and develop self-confidence and self-esteem. Staff and pupils are expected to act with courtesy and consideration towards others at all times.
We aim to provide a calm and friendly school environment in which effective learning can take place, allowing all pupils to reach their potential personally, educationally and socially.
We reinforce and encourage good behaviour.
We develop positive qualities and attitudes by:
- Praising children;
- Respecting others;
- Having warm working relationships throughout school;
- Communicating our rules/routines/expectations
- Valuing and displaying children’s work;
- Giving pupils responsibilities;
- Encouraging participation in all school activities;
- Having relevant rules which are clearly and consistently understood;
- Giving children opportunities to express their feelings;
- Establishing limits and consistent authority;
- Developing an interest in finding out about others;
- Accepting and understanding similarities and differences;
- Having close links with parents;
- Having regular “Praise Assemblies” to model and reward positive behaviour and achievement.
There are consequences to poor behaviour. If a child demonstrates unacceptable behaviour, a member of staff gives them a warning. If necessary, this would be followed by some “time out” and even the withdrawal of privileges, e.g. loss of school playtimes during which time the child would be given something useful to do. At dinnertime a child may need to be seated away from others if warnings not adhered. Repeated misbehaviour is to be reported to class teachers. If unacceptable behaviour continues, records are kept and the Headteachers / Special Education Needs Co-ordinator (SENCO) are informed. The Headteachers are kept updated and parents are contacted and their support is requested. If necessary we ask for guidance from specialists. The ultimate sanction will be for the Governors’ Pupil Discipline Committee to consider and implement exclusion procedures.
This policy links to other school policies ; Anti-bullying, SRE, Child Protection, Equality, Vulnerable pupils, RPI, Inclusion and SEN
Reviewed by Governors Autumn 2015 DMB