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Behaviour and Discipline Policy

 

 

 

Policy for
School Behaviour
and Discipline

 

 

 

 

 

Crawley Green Infant School wishes to provide a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, we have introduced a policy with set procedures to create a calm, secure and happy working environment for all.

The school recognises that to maintain levels of good behaviour we must provide a consistent approach to rewarding good behaviour and to be equally consistent in responding to unacceptable behaviour. We must also ensure that behaviour does not inhibit learning or impede potential.

 

We have class codes of conduct that set out, in general terms, how we expect our pupils to behave in school and on visits. Each code of conduct is agreed with the children at the beginning of each school year and periodically throughout the year. All pupils are expected to behave according to the guidelines set out in the code. We also have a whole school code of conduct, which applies to all members of our school community.

 

 

Aims

To develop a behaviour policy, supported and followed by the whole school community – parents, teachers, children and governors – based on a sense of community and shared values.

  • To foster a caring, family atmosphere, in which teaching and learning can take place in a safe and happy environment.
  • Through the school curriculum, to teach moral values and attitudes as well as knowledge and skills. (This will promote responsible behaviour, self-discipline, self-respect and respect for other people and property).
  • To reinforce good behaviour, by providing a range of rewards for children of all ages and abilities, rather than simply to punish bad behaviour.
  • To make clear to children the distinction between minor misdemeanours and serious misbehaviour and the sanctions that will follow any misbehaviour.
  • To resolve behavioural problems in a caring and sympathetic manner as they occur, in the expectation of achieving an improvement in behaviour.

 

 

The Crawley Green Code of Conduct

  • All members of the school community should respect one another.
  • All children should acknowledge the authority of, and respect, their teachers and other adults.
  • All children should show regard for their fellow pupils.
  • All children should respect their own and other people’s property and take care of books and equipment.
  • Crawley Green expects children to be well-behaved, well-mannered and attentive.
  • Children should walk, not run, within the school.
  • If a child has a grievance against another child, it should be reported to a member of staff, who will take appropriate action.
  • Physical violence is never acceptable, neither is retaliation.
  • Foul or abusive language should never be used.
  • Children should not bring sharp or dangerous objects to school.
  • Children should wear the correct school uniform.

 

This Code of Conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning.

 

Incentive Scheme

A major intent of this policy is to encourage pupils to exhibit good behaviour; this is reinforced with a system of praise and reward for all children.

 

Crawley Green Infant School’s scheme is based on Special Awards, through which children can be rewarded for academic and non-academic achievements, for effort and for being caring, and for all aspects of good work and behaviour.

 

The children are divided into nine classes. Children are given Special Award certificates at our weekly Special Award Assembly for thoughtfulness, being helpful, good work, and so on. These children are then invited to have lunch at the ‘golden table’ in the family room.

 

Incentive stickers are also given to every child when appropriate. In addition, each class teacher gives oral or written praise.

 

Individual classes may have incentive schemes, e.g. Stones in the jar - when the jar is full the whole class may have a reward.

 

Children may display their achievements, both in and out of school, in assemblies and on the Good News Board in the school reception area.

 

Children may be sent to see the headteacher, where they can be rewarded for good work or behaviour.

 

Children whose behaviour is giving cause for concern may take home a Good News Book, where only positive things are recorded by teachers and parents.

 

Golden Time, normally at the end of the week, where children choose their own positive activities may be used as an incentive for good behaviour.

 

Most children respond to a positive approach where their efforts are acknowledged and make considerable efforts to improve their work and, when necessary, their behaviour.

 

 

Sanctions

There will be times when children behave unacceptably. Children need to discover where the bounds of acceptable behaviour lie, as this is a part of growing up. A behaviour policy should state these boundaries clearly and firmly.

 

Minor breaches of discipline are dealt with by the class teacher, in a caring, supportive and fair manner. Each case is treated individually. Generally, children are reminded that they are responsible for their own actions and that breaking rules has consequences.

 

Normal sanctions include an oral reprimand and reminder of expected behaviour, loss of free time (such as breaktimes), moving in class to sit alone, ‘time out’ for a set number of minutes, writing a letter of apology, and loss of a privilege or responsibility.

 

If the unacceptable behaviour is persistent or recurring, parents become involved. Children might then be placed on a daily or weekly report system, with parents’ support, to monitor their behaviour.

 

Major breaches of discipline are physical assault, deliberate damage to property, stealing, verbal abuse, refusal to work, and disruptive behaviour in class.

 

This type of behaviour is rare at Crawley Green and it is the duty of the headteacher or the assistant headteacher to deal with it promptly, particularly if the problem persists.

 

 

Procedures for Dealing with Major Breaches of Discipline

  • An oral warning by the headteacher or assistant headteacher concerning future conduct.
  • Withdrawal from the group for the rest of the day or agreed period.
  • An informal meeting with parents expressing the school’s concern about their child’s behaviour.
  • A letter to parents informing them of their child’s unacceptable behaviour.
  • A meeting with parents, at which a warning is given about further sanctions, unless there is an improvement in the child’s behaviour.
  • If the problem is severe or recurring, exclusion procedures are implemented – after consultation with the governing body.
  • A case conference with parents and support agencies.
  • Permanent exclusion, after consultation with the governing body.
  • Parents have the right of appeal to the governing body against any decision to exclude their child.

 

NB: A particularly serious problem could result in suspending the normal procedure and a child being taken home straight away.

 

 

Lunchtime Supervision

At lunchtime, supervision is by the senior supervisor and a team of lunchtime supervisors. The senior supervisor and lunchtime supervisors should maintain order, usually by reminding children of the standard of behaviour expected.

 

Both good and bad behaviour is recorded in a Lunchtime Behaviour Book and an award given to one child in each year group at the weekly Special Award Assembly.

 

The children should treat the senior supervisor and lunchtime supervisors with the respect due to all adults at Crawley Green. Verbal or physical abuse is not tolerated.

 

Serious misbehaviour or repeated disobedience at lunchtime is brought to the attention of the headteacher or assistant headteacher immediately. This results in loss of privileges and breaktimes. Parents will be informed if there is no improvement in behaviour and the child will be excluded from the premises at lunchtime for an agreed period.

 

 

Parents

Parents can help by recognising that an effective school behaviour policy requires close co-operation between parents, teachers and children. Parents should discuss the school and class Codes of Conduct with their child, emphasising that they support the rules. We hope that parents, as part of the ongoing partnership, which exists between home and school, will be happy to support our revised Home/School Agreement. Attending Parents’ Evenings and parents’ functions and by developing informal contacts with school helps to reinforce their support for the policy. Learning and teaching cannot take place without sound discipline and parents should recognise that staff will deal with behaviour problems patiently and positively.

 

 

Care and Control of Children

Staff have a responsibility to provide interesting, challenging and well-paced lessons that motivate and engage the interest of pupils.

 

Staff should always promote good behaviour through praise and rewards. Staff should never chastise a child physically.

 

If there is a need for sanctions, the following may be invoked, depending on circumstances:

  • redirect to another activity
  • talk to the child – discuss what has happened
  • discussion in groups or whole class
  • move the child from the group to work on his/her own
  • repeat work
  • miss breaktime (but must be supervised)
  • go into playground at breaktimes but stay with an adult
  • remove child from the class – place with headteacher or in another class
  • parental involvement
  • daily report
  • sanctions as in Discipline Policy.

 

Serious incidents are recorded.

 

 

Challenging Behaviour

Challenging behaviour can take the form of verbal abuse, physical abuse, assault and defiant refusal.

 

 

Preventative Strategies

See sanctions above and Discipline Policy procedures.

 

 

Intervention

If a child attacks another child or adult violently and refuses to calm down, then physical restraint is necessary. If restraint has to be used then it should be by appropriately qualified staff and two members of staff should be present. The child is removed and taken to a member of the Senior Management Team, who contacts the child’s parents. (Please see Luton Borough Council Guidance for School Staff on the use of Physical Interventions including Restraints to Manage Behaviour and Crawley Green Infant School Policy on the Use of Force to Control or Restrain Pupils).

 

The incident is recorded and the situation discussed with the headteacher or assistant headteacher, who will work with the member of staff and parents to devise an action plan to meet that child’s and the school’s needs. This might include the involvement of other agencies – Social Services, Educational Psychological Service, Behaviour and Tuition Service, Education Welfare Service, etc..

 

 

Behaviour Modification Policy

At Crawley Green, the majority of children behave well. There are, however, occasions when individual children exhibit behaviour that is unacceptable. As part of our discipline policy of rewards and sanctions, all staff use behaviour modification strategies to change an individual child’s behaviour.

 

Each child is unique, so we investigate the cause of the misbehaviour and apply an appropriate remedy.

 

Various rewards are used to reinforce positive behaviour:

  • change in classroom organisation
  • using different resources
  • small progressions are devised for the child (e.g. sitting on chair for a given length of time, putting hand up to answer questions)
  • positive verbal comments to child
  • written comments on work
  • child sent to headteacher for praise or reward sticker when appropriate
  • use of certificates, special stickers for such things as listening, being kind, helpful, and so on
  • classes may have ‘star of the day’ or ‘person of the week’
  • commenting on a child’s good behaviour to other children/other classes
  • showing achievements in assembly
  • involving parents at an early stage to co-operate on an action plan.

 

By using a positive system of rewards and reinforcing good behaviour, Crawley Green fosters children’s positive self-esteem.

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