Behaviour for Learning
Behaviour for Learning Policy
Rationale
In order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. The keys to the successful implementation of an effective behaviour management for learning policy are simplicity, clarity and consistency. Everyone within the school community has a responsibility for implementing this policy and maintaining high standards of behaviour. There will be no differential application of this policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. Concerns of pupils will be listened to and addressed appropriately. This policy should be read in conjunction with the following policies:
- Every Child Matters policy
- Special Education Needs policy
- Physical Restraint policy
- Anti-bullying policy
Aims
We seek to create a caring and learning environment by
- Promoting good behaviour and discipline through the school code.
- Promoting self-esteem, self-discipline and proper regard for authority and positive relationships based on mutual respect.
- Ensuring fairness of treatment for all.
- Encouraging a consistency of response to both positive and negative behaviour.
- Promoting early intervention.
- Providing a safe environment free from disruption, violence, bullying and anyf orm of harassment.
- Encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of this policy and associated procedures.
Formulation and implementation
Governors - will be responsible for establishing this policy in consultation with the headteacher, and keep it under review.
Headteacher - will formulate this policy in consultation with staff, students and parents and be responsible for its implementation, day to day management, associated procedures and staff training.
Staff - will be responsible for
- Ensuring that the policy and procedures are followed.
- Ensuring that they are applied consistently and fairly.
- Supporting all other staff in the implementation of this policy.
- Advising the headteacher on the effectiveness of the policy and procedures.
- Creating a high quality learning environment.
- Planning lessons which engage all students and address their different learning styles and needs.
- Teaching and modelling good behaviour.
- Consistently making the pupils aware of this policy, procedures and the school's expectations.
Pupils - will be responsible for
- Their own behaviour.
- Knowing the school policy procedures and expectations.
- Reporting incidents of disruption, violence, bullying, and any form of harassment.
Parents and Carers - will be responsible for
- The behaviour of their daughter, both inside and outside the school.
- Working in partnership with the school to assist the school in maintaining high standards of behaviour.
- Raising with the school any issues arising from the operation of this policy.
Procedures - please also see the "Behaviour for Learning Strategies Handbook" parts A and B and the Pupils' booklet "Behaviour for Learning".
The procedures arising from this policy will
- Be developed by the headteacher in consultation with the staff.
- Make clear to the pupils in the form of the school code how acceptable standards of behaviour can be achieved.
- Have a clear rationale which is made explicit to staff, pupils and parents.
- Be consistently and fairly applied by everyone in the school community.
- Promote the idea of personal responsibility and of responsibility towards the whole school community.
The School Code
School Principles
- Pupils have a right to learn.
- Teachers have a right to teach.
- Respect these rights, all staff and each other.
The School Code
- Behave
- Be prepared
- Be polite
- Be prompt
- Be on task
- Be in uniform.
Rewards
Our school ethos of encouragement is central to the promotion of good behaviour. Rewards are one means of achieving this. They have a motivational role in helping pupils to realise that good behaviour is valued. (See Behaviour Strategy Handbook - Rewards).
Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups. ‘Catch them being good' e.g. praise, merits, letters to parents, certificates, rewards ‘trips' for good behaviour. Rewards should be given to pupils who follow the school code.
Sanctions
Sanctions are needed in our school to respond to inappropriate behaviour, i.e. for pupils who do not follow the school code. A range of sanctions is defined in the procedures (see Behaviour Strategy Handbook - Sanctions). Guidance on why the sanction is being applied and what changes in behaviour are required to avoid further sanctions is also given. The procedures make a clear distinction between the sanctions applied for minor and major offences, e.g. reprimand or short detention for a minor offence, in-school isolation in the learning support room (LSR) or fixed term exclusion followed by time in the LSR and on headteacher's report, for a major offence.
Involvement with other agencies
We will work positively with external agencies to help pupils, parents and staff implement this policy effectively, e.g. Educational Psychologist, Educational Welfare Officer, Police Liaison Officer, CPSO, Youth Offending Team, family link worker.
Review
This policy and its associated procedures will be monitored and reviewed by the headteacher in consultation with the staff in order to ensure that its operation is effective fair and consistent. The Governing Body will review this policy biennially.
Reviewed March 2009
For Review March 2011