Behaviour and Discipline Policy 2018

The Behaviour and Discipline Policy flows from the Mission Statement and aims of the school.  It is the manifestation of a Mission Statement which is based upon Gospel values which recognise that all have Christ within them, possess God given talents and have unique value.

It is the means through which the caring environment is sustained and in which individuals are valued and encouraged to develop to their full potential.

Through our policy we aim to set out how we:

• Promote good behaviour, self-discipline and respect
• Prevent bullying
• Ensure that pupils complete assigned work

 All members of the school community: governors, staff, students, parents/carers, have rights and responsibilities in ensuring an orderly climate for learning. Teachers and all persons acting on behalf of the head teacher, have a statutory authority to discipline students whose behaviour is unacceptable, who break the school rules or fail to follow a reasonable instruction (Section 91 Education and Inspections Act 2006). The school acknowledges that it has legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs (SEN).

This policy applies to behaviour when the pupil is:

• within  the school building or
• taking part in any school-organised or school related activity or
• travelling to or from school or
• wearing school uniform or in some way identifiable as a pupil of St Patrick’s school.

Discipline is regarded primarily as a positive fostering of self esteem and self discipline which acknowledges the value of all the individuals in our school community and the larger communities outside.  It has close links with regular and punctual school attendance.  All staff are role models for the pupils and must demonstrate in their interaction with pupils, colleagues, parents and all those involved with school, a value for individuals shown in courtesy and a willingness to listen.

FOSTERING SELF ESTEEM AND SELF DISCIPLINE

Classroom organisation should encourage self discipline and independence.

Resources should be organised in a “user friendly” way which allows pupils’ individual access.  Pupils should be encouraged to take, use and return resources without constant reference to their teacher.  They should be taught to use such resources with care and return them properly in the interests of all.

A degree of independent time management should be allowed for pupils in organising and completing tasks and assignments.

Pupils should have “stand by” / additional tasks or activities to be undertaken between major lessons or assignments without reference to the teacher.  All pupils must have the possibility of success and have no fear of failure. Staff should model Growth Mindset language and attitudes to learning to enable pupils to learn from mistakes and approach challenges positively. Positive feedback from classroom staff is essential.  Praise should follow success – praise for effort and further encouragement should follow failure.

Teachers should try to ensure that tasks and assignments are matched to the abilities of pupils.  They should at times be “stretching” but should never preclude the possibility of success.  Attention to individual pupils should follow a need perceived by the teacher and not be the result of pupil demand. In discussing performance with pupils positive language should be used and personal criticism avoided. 

REWARDS

Staff will use stickers, stampers in books and reward charts in class to motivate and encourage pupils as appropriate to the age of the children. Written and verbal comments and reports should always strive be positive in their emphasis.

We use a House points system to encourage excellent behaviour in all aspects of school life. In each class (year 1 -6), pupils are in one of the three houses, St Theresa’s (green), St Anthony’s (red) or St Joseph’s (blue). All staff are encouraged to reward pupils for excellent manners and behaviour in class, around school and in the playground.

House points are also be given as a reward for excellent effort in learning. It can be indicated in pupil’s books by 1hp or 2hp. Children transfer all house points to a class tally chart system. This is collated each week and the winning house is announced in the Friday assembly and a shield is attached to that house’s display. There is a termly reward for the house which has accumulated the most points and an individual award to the child with the most points in each class.

Individual or group success is celebrated each week by the whole school community in a general assembly.  Weekly merit awards are presented to two members of each class. Lunchtime supervisory staff can nominate children who have impressed them by good or improved behaviour for a Merit certificate. There is a Good Samaritan’s certificate for those who have helped another in need.

Special achievements (in and out of school) and Good work is also shared in this assembly to promote and encourage high standards of learning in all aspects of school life and at home.

Good class attendance is promoted and a weekly star award is given to the class with best attendance.

Longer term achievements are celebrated in Term and Year Merit Awards.  Regular and punctual attendance is rewarded in a similar way.  Positive use of the merit system by all staff opens up the possibility of raising the self esteem of every pupil in the school.

BULLYING

Pupils should be taught that they have the right to peace, safety and happiness and that they do not deserve to be bullied.  They must tell an adult if they are being bullied or if they know of any child who is a victim of bullying in any of its forms.  Victims of bullying are expected not to retaliate but to exercise their right to walk away and tell an adult about what has happened without any stigma of cowardice.  This is considered a valuable promotion of self-discipline for all pupils.

Parents should be made aware of the school’s positive view of non-retaliation and be asked to encourage their children to tell an adult rather than respond to physical or verbal bullying. (See the school’s Anti-Bullying Policy for further information.)

General comment:

All staff should find the time to listen and show that they value what the children are saying to them.  If circumstances mean that this is not possible at that time, this should be explained to the children who should be asked to speak later at a more appropriate time.

RULES

Classroom rules and procedures and general school rules must be known to all pupils and  their parents where appropriate.  The reason for these rules should be explained and be open for discussion with pupils.  Rules must always be seen to be fair and reasonable, in the interests of individuals and the whole school community.

Rules must be clearly understood and enforced consistently by all staff.  A list of general school rules is included as an annex to this policy document.

SANCTIONS

When it is judged that a sanction is required as the result of a lack of discipline, this would normally take the form of a verbal reprimand.  In more serious cases this might involve the loss of some privilege related to the nature of the offence and proportional to its seriousness.

Other sanctions include:

Extra work or repeating unsatisfactory work until it meets the required standard.

The setting of written tasks such as writing an explanation of actions and what can be done to reconcile a situation and show acceptance of responsibility.

Loss of privileges eg a responsibility, not being able to represent school or take part in an activity.

Missing break times.

Detention during lunch time.

School based community service eg tidying litter or an area of school.

Pupils should be made aware that a record is kept of serious incidents and that parents will normally be informed if more than two incidents occur. A record will be kept on the CPOM system. In the case of persistent problems, in class or at other times during the school day, the record will be brought to the notice of parents who are invited to school to seek explanations and agree appropriate action.  Depending upon the nature of the problem such meetings are between parent and class teacher, parent and headteacher or all three parties.

If seen as appropriate, an IBP will be completed and reviewed regularly.  A weekly reports on pupil performance may be considered.  This would entail a brief daily written record of pupil behaviour and performance (good and bad) completed by school staff which is shared with parents for their information and for action as agreed with school.  A review will be held at the end of an agreed period.

In an improving situation daily reporting ceases, parents are informed and thanked for their help.  If there has been no progress or the situation has deteriorated, parents will again be invited into school.  Consideration will be given at this time to the involvement of outside agencies to ascertain if there are any underlying issues and a need for the child to receive additional support and possible addition of the child to the Special Needs Register.  In the event of non-cooperation and where the health and safety of other pupils is at risk or the learning opportunity of the class is being adversely affected by gross disruptive behaviour, the headteacher will consider the temporary exclusion of a pupil.

USE OF REASONABLE FORCE

Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. (See the school’s Care and Control Policy for further information.)

The power of indefinite or permanent exclusion may be considered by the headteacher in consultation with the school governors.  It is anticipated that such sanctions will be rarely employed, if ever.

WHEN CONFLICT OCCURS

1. Classroom

Whenever possible this is best handled by the class teacher who would normally know the child best. In a serious situation the head or deputy should be sent for.

• Initially

Remain calm.

Avoid being drawn into personal conflict.

Avoid over reaction.

Leave a way out of the conflict.

• Later – in consultation with colleagues, consider possible causes and consider appropriate action.

In less serious cases this is best dealt with entirely by the class teacher in order to maintain the respect in which they must be held by their pupils.

Involvement of senior colleagues at an early stage would tend to lessen authority.

1. Playtimes

Duty staff deal with problems which arise.

They are the judges of whether incidents should be brought to the notice of a particular class teacher or the headteacher, or if the action which they have taken is appropriate.

1. Lunchtimes

Supervisory assistants, under the direction of the midday supervisor, should deal with problem situations.  They should show the same regard to listening to the children, remaining calm, avoiding over reaction and leaving a way out. 

Early years (and especially Reception Class) children should be handled with particular sensitivity.  Negative sanctions should be avoided whenever possible, but where necessary this may result in a short “time out” to allow the child to calm down and think about their actions or/and a verbal reprimand.  Children should always be told why this reprimand is being given. 

If supervisory assistants consider that further action is required this must be brought, first of all, to the attention of the midday supervisor who may deem it necessary to be followed up by the classteacher.  Serious problems of persistent ill discipline of all children should be brought to the attention of the headteacher /deputy by way of the midday supervisor at the earliest opportunity. These incidents will be recorded on the CPOMS system.

The Learning Mentor in her pastoral role will be aware of any individual pupils experiencing difficulties and will support them in building positive relationships.

Teachers will discuss with parents persistent minor incidents that are causing them concern. A record will be kept on the CPOMS system.

AT EVERY STAGE AND AT ALL TIMES PUPILS SHOULD BE AWARE OF THE POSSIBILITY OF FORGIVENESS AND KNOW THAT RECONCILIATION IS POSSIBLE.

This Policy was agreed by the staff on 18^th April 2018

And the Governing Body on 19^th April 2018

School Rules

• Kindness – we always treat others as we would like them to treat us
• Caring – we take care of our own and other people’s property
• Manners – we listen and are polite to each other
• Safety – we move round school quietly and sensibly
• Punctuality – we always try to arrive on time and be ready to work
• Schoolwork – we work hard and try our best in whatever we do
• Uniform and Equipment – we always wear the correct uniform and have the right equipment for the day