Whitehouse Primary School supports the principles of Equal Opportunity as embodied in current legislation. We aim to provide an environment in which individual potential can be maximised irrespective of race, religion, gender, age, ability or social circumstances.
This policy extends to pupils and staff. We believe that every pupil is of equal value and has the right to equal educational opportunities. To that end positive action will be taken to ensure that all available human resources, talents and skills are utilised to the full and that every possible step will be taken to ensure that all individuals are treated equally and fairly.
The school aims:-
To create a positive ethos within the school based on a sense of community and shared values.
To promote high standards of behaviour among staff, pupils and parents.
To encourage staff to recognise and praise good behaviour.
To make distinctions between minor and more serious misbehaviour and respond accordingly.
To use personal and social education as a means of promoting mutual respect, self discipline and social responsibility.
It is a strength of the school that all staff take corporate responsibility for ensuring that pupils behave in a desirable manner and that when necessary are reminded of this with a non-confrontational, calm manner.
Strategies for encouraging good behaviour include:-
Maintaining an efficient and organised school environment.
Adults in school model good manners, holding open doors etc
Cloakroom areas organised and kept tidy with space allocated for coat, PE bags, lunch boxes and lost property. 2
Classrooms organised to allow pupils to access and look after equipment in a responsible manner.
The Golden Rules will be displayed in every classroom. Pupils’ work mounted and displayed to a high standard illustrating that the work of the individual or group is valued.
Good behaviour being set by all the adults in school towards each other, parents and pupils. Positive behavior is encouraged and praised by all adults in school.
Good behaviour is the result of mutual respect.
Challenging behavior will be addressed in a calm, but assertive manner.
Behaviour in our school
We aim to encourage children towards self-discipline and awareness of how their actions affect others. We use a positive approach and comment on good as well as unacceptable behaviour. At Whitehouse we operate an Assertive Discipline policy. The aim of the Assertive Discipline policy is to create a school behaviour management system which is fair and consistent and which establishes a safe, orderly, positive environment in which both children and teachers may flourish.
- It makes me feel proud when…
- I liked it when you….
- I’m really pleased with you for…
- I know you can do it….
- I’m very disappointed/sad that….
- How many sensible children can I see…..?
- Are you doing the right thing?
- What a star!
- Are you doing the right thing, which was to come to the carpet?
- Top banana etc. (having a special description)
- 1,2,3 Look at Me etc. (useful rhymes)
- If you’re finding it hard too…
- Speaking voices, thinking voices, playground voices etc.
- Show me your perfect positions...
- Always use positive language
- Praise is important – link to language programmes- a marshmallow clap/ cast a Spiderman web of friendship etc.
- Tell parents and other staff about the child’s achievements
- Encourage parents to use the same strategies.
- Have a nurturing philosophy – look behind the behaviour
- Use stories that promote positive behavior e.g. Shirley Hughes books.
- Referral to The Golden Rules regularly in school
- Basic social skills at the forefront of interactions in school – e.g. please/thankyou/excuse me
- Use the school House Point system to reinforce good behaviour.
- Remain in control at all times as an adult.
The assertive discipline plan has 3 parts:
- Praise and rewards
Praise and Rewards
Will usually be in the form of:
- Spoken praise, including positive reinforcement – nods, thumbs up, smiles etc.
- House Points
- Certificates and stickers/class incentives
- Sharing work with others including the head teacher- Headteacher’s Awards
- Star of the Week certificate presented in Achievement assembly/weekly winning house team totals (rewards for the winning team chosen each half term.)
Consequences of not choosing to follow the rules will usually be in the form of:
verbal. Each teacher will warn the child that they are breaking the Golden Rules. Classes have a traffic light system in rooms/ or other appropriate incentive-based chart. Each child’s name is placed on the ‘green’ light for good behaviour. If they receive a warning, they will be placed on the ‘amber’ light and several warnings result in being placed on the ‘red’ light. This leads to Step Two.
time working away from their group in the Reflection Room to consider the impact of their actions. They will be asked to think about which Golden Rule they have broken and what course of action they could have chosen instead. If the incident is more serious:
Headteacher and Parent/Carer involvement
If behaviour persists, parents/carers will be contacted. They will be asked to discuss their actions with their child. The parent/carer will be asked to meet with the Headteacher which may lead to the child being placed on report. This is where the teacher and parent work together by making written comments in a book which is brought into school daily. This ceases when the child’s behaviour improvesbut has proved to be an effective way of working together to support the child.
In extreme cases it may be necessary to withdraw a child from normal situations, such as the classroom, and exclude them on a temporary basis. In the event of more serious, abusive, threatening behaviour occurring, as would endanger pupils or staff, and having exhausted all available avenues of support such as Educational Welfare, the Educational Psychological Service and Behavioural Support Service the headteacher and governors would refer to DFEE and LA guidance which could ultimately result in full exclusion. Bullying or racist incidents will not be tolerated and must not be ignored. Adults must challenge them at the time of the incident, parents must be informed and appropriate actions taken. All incidents must be recorded and reported to the governors and the DfE.
Governors would be kept fully informed.
The Golden Rules
- Be kind and helpful (don’t hurt people’s feelings)
- Be gentle (Don’t hurt anyone)
- Listen (Don’t interrupt)
- Work hard (Don’t waste time)
- Be honest (Don’t cover up the truth)
- Look after property (Don’t waste or damage things)
Suggested Golden Rules for 2 and 3 Year Olds.
- We are kind
- We are helpful
- We look and listen carefully
- We use a quiet voice indoors.
- We look after things and keep our Nursery tidy.
Younger children will have positive behavior shared with parents, using Tapestry. Happy notes are sent home that celebrate achievement.
Sanctions for 2 year olds and Nursery children, are only applied when there is evidence of behaviour that cannot be rectified quickly or when that behavior that becomes disruptive:
Time Out of activities using a timer and a safe spot. Reintroduce calmly with a positive reminder of the expected behavior and an apology related to the misdemeanor. 5
Time Out of room if the behavior, safety or learning of others is being affected. The child should be taken to an adult who has the capacity to give one to one time. The child must be encouraged to understand the behavior that has upset others and apologise.
Parents/carers must be informed if the behavior escalates or presents a danger to others.
All classes must make high profile displays of the Golden Rules. If a child misbehaves encourage them to reflect on the rule they have broken and what actions they would take in future.
Behaviour for Learning is an intrinsic part of this policy and we must ensure that quality first teaching keeps children engaged. We must also:
- Have regular pupil progress meetings
- Accurately assess the children’s learning in order to move them on,
- Plan to meet the range of children’s needs e.g. equipment, TA deployment, groupings etc.
- Know what children believe they can do i.e. self-esteem and adjust expectations accordingly
- Know what motivates each child and use it to help him/her achieve
- Carefully plan lessons to meet each child at his/her point of learning/ plan for challenge and success where appropriate
- Include children in the target setting and evaluation process, using appropriate language
- Give feedback to children in a supportive, yet challenging way, focusing on their achievements and what they need to do to make further progress.
- Praise the children for their specific achievements i.e. descriptive praise.
- Actively teach the children positive learning behaviours, so they know what to do to ensure successful teacher led activities e.g. listen to adults, think before you answer etc.
Rights and Responsibilities for good behavior at Whitehouse
- Learn and make progress in their learning
- Feel physically and emotionally safe at all times
- Be treated with respect and dignity at all times
- Know their property is safe
- Have a clean and tidy school
- Express their feelings in an appropriate way
-make others feel happy and safe
-Help others learn
-Respect other people
-Respect other people’s property
-Help to keep the school clean and tidy
- Teach without undue disruption
- Learn how to improve their practice
- Feel physically and emotionally safe at all times
- Be treated with dignity and respect at all times
- Express their feelings in an appropriate way
- Are linked to rights and this should be made explicit to our children
- All staff at Whitehouse are responsible for their own behavior
- Nobody makes us behave badly – we choose how to respond
- We can only change our own behaviour, not that of others
- We own our own feelings- others don’t make us feel bad/angry etc.
Routines in school are the responsibility of all staff:
-at the start/end of the day
-Moving into school from the yard in an orderly manner
-Moving around school e.g. to assembly/ PE/dinner hall etc.
-Entering/leaving the classroom
-Answering the register
-Moving around the classroom e.g. from the carpet to desks
-Collecting and moving equipment
-Sensible behavior in the toilets
-Walking up and down the stairs
The very large majority of our parents/carers work in cooperation with staff at Whitehouse for the benefit of our children. However, it must be noted that the governing body will not tolerate any form of verbal abuse or unnacceptable behaviour towards staff from another adult and if such an incidence should occur, they would be excluded from the school site under Section 547 of the Education Act 1996.
Policy created by: R Woods
Date agreed: Jan 2012
Policy Review date: Sept 2014
Reviewed: 5th September 2014
Review date – September 2015
Reviewed and agreed Sept 2015.
Next review – Sept 2016
Reviewed and agreed -Sept 16
Updated Jan 20