Code of Conduct

Code of Conduct (Good Behavious and Discipline)

A Life in your Hands

If children live with criticism,
They learn to condemn,
If children live with hostility,
They learn to fight,
If children live with ridicule,
They learn to be shy,
If children live with shame,
They learn to feel guilty,
If children live with tolerance,
They learn to be patient,
If children live with encouragement,
They learn confidence,
If children live with praise,
They learn to appreciate,
If children live with fairness,
They learn justice,
If children live with security,
They learn to have faith,
If children live with approval,
They learn to like themselves,
If children live with acceptance and friendship,
They learn to find love in the world.
Dorothy Law Holte

What Do ‘Your’ Children Live With?

Strongly held philosophies and individual methods can tend to “overtake” a rational and sensitive whole school approach. For the self-esteem of staff, this must not be allowed to happen.

At the same time, it is agreed that each of us are responsible for all of the children – and that we do have strong collective beliefs in how problems can best be addressed.

The following is an attempt to set up a framework which will maintain this system at the same time as protecting the integrity of individual teachers.

Policy

We recognise the importance of a positive approach to the behaviour of children in school. The purpose of this policy is to give a clear code of conduct for the use of all adults and children. It reflects values and principles that we consider to be important for the school. This policy should not be seen as something static, but must be responsive to the changes within the school.

Aims of the school

The aim of this school is to create a friendly, open, caring and honest environment for the children in our care to enjoy.
Children will be treated consistently by all staff.
Children will be taught in accordance with appropriate local and national guidelines and standards.
Children will learn about their own identity and their place within the wider world.
Children will explore the academic, social, physical and spiritual implications of their role, both as individuals and as part of a community.
Great emphasis will be placed on the explanation of policies and the reasons behind them.

Values

In order to provide a happy and secure environment for children and adults in our school, we believe that it is important to:

  1. Foster positive, caring attitudes to one another and the environment;
  2. Acknowledge that each of us has a personal part to play and each person’s talents will be valued;
  3. Support each member who needs help and encouragement, in particular nurturing the self-esteem of all;
  4. Listen with care to the views and opinions of one another and value them;
  5. Respond in a polite and thoughtful manner to one another;
  6. Fulfil our responsibilities with regard to:
    1. punctuality
    2. completing tasks to the best of our ability
    3. taking responsibility for our buildings and equipment
    4. co-operating with other school members

We believe that emphasising positive behaviour in school tends to marginalise bad behaviour and decreases the number of misdemeanours. We are endeavouring to encourage children to behave in a positive and caring way.

Differentiation

We believe that there is a link between the content and delivery of the curriculum and the behaviour of pupils, particularly those who experience difficulties.

We need to select appropriate tasks for children so that they experience success. Through experiencing success their self-esteem will grow and they will have the confidence to take risks and attempt the next task. They will become ‘I can do it children. This will be reflected in the attitude towards themselves and their relationships with others.

Be positive – be generous with praise
Be careful how you talk to people -Think about the way you criticise.
Label the act NOT the child
Give children time to succeed then build on it.
Smile
Catch them when they are good
Say sorry
Share the problem with the class
Have clear rules

Each class has its own set of rules which the children and the teachers devised together. These are on view for everyone within the classroom area. As we are fostering a positive behaviour approach teachers will recognise appropriate behaviour with praise, stickers, individual and class team points.

Communicate

Teachers often work in isolation. Admit your need for help or positive re-enforcement. Encourage a more open, sharing staffroom. Share a success as well as a despair.
Ask for help
Teachers cannot solve everyone’s problems all of the time. Outside specialists are there to help and often the quicker they are brought in the better.

Encouraging good behaviour

Two ways that we try to encourage good behaviour are through the use of praise and a system of rewards.

Praise:

As a general rule adults should try to give about twice as much praise as censure. Praise is given for positive behaviour as well as for academic achievements. We need to asks, does our praise identify the nature of the good behaviour and reward the child usefully for her/his achievement? The idea of what is appropriate school behaviour is not automatically learned and we must help to show children what is satisfactory.

Rewards:

The use of a range of rewards for children is also effective

Among those used at present are:

  • comments or “smiley faces” on children’s work
  • public praise, in front of peers
  • regular “Badge Winners” in Assemblies where public mention and note is made of good behaviour and special efforts
  • stickers for particular achievements
  • team points displayed on charts

We recognise that there will be occasions when there will be problems of behaviour, for many reasons. We should always try to understand the reasons for misbehaviour, so that we can deal with it most effectively.

Misdemeanours

We feel that it is important to have a consistent policy for dealing with misdemeanours. However, with some children who may have difficulty with finding the right behaviour, it may be appropriate to focus on, and try to correct, only one problem at a time.

Unacceptable behaviour

There is no place for violence, bullying, harassment, vandalism, rudeness to adults or bad language in the school community and these must always be discouraged. All occurrences of this type of behaviour are noted by class teachers.

Sanctions

If a pupil chooses to display inappropriate behaviours the following action will be taken:-
First time a pupil breaks a rule: Warning
Second time Time out at a table
KS1 – 5 minutes
KS2 – 10 minutes
Third time Use loss of playtime as a sanction

Where behaviours disrupt the learning of others:-
First time a pupil breaks a rule: Warning
Second time Time out at a table (ignore behaviour)
Repeat warning/request
Third time Other staff intervene (Headteacher or TA)

During each process of sanctions, children’s partial compliance should be praised or consequences for non-compliance should be reiterated.

Issues regarding individual children

It is recognised that with open relationships and frank discussion with regard to shared problems and concerns, that from time to time individuals may feel threatened or uncomfortable.

Below are the steps that may need to be taken, where the school requires further support in addressing an individual child’s behaviours.

  1. Problem identified. This may be of a learning, physical, or behavioural/emotional nature. The problem is discussed with one or more of the following:-
    • class teacher/previous teacher
    • class teacher/Headteacher
    • class teacher/parent
    • class teacher/SEN co-ordinator
  2. The problem is recorded by means of letter home, or entry on SEN register. (A new problem may require a new registration).
  3. At this stage, parents will be made aware and targets will be set and monitored.
  4. Failure to reach realistic targets – or further decline result in formal meeting between parents and class/Headteacher – (others may also be invited).
    • At this meeting, parents will be made aware of further steps.
    • This will always include an in school case conference involving everyone.
    • The meeting will be minuted and will always begin with a full assessment of the problem by the class teacher.
  5. Once the problem is in the open for discussion, then ideas and contributions from other staff are welcome and desirable in the formulation of an action plan.
  6. The situation continues to be monitored with further conferences as required.

(Please also see the Policy for Physical Restraint)

Guidelines for lunch time supervisors

Lunch time Policy

A quiet and orderly entry into the dining hall should be established supervised by the Midday Supervisory Assistants. We expect children to treat Midday Supervisory Assistants with the same respect as other adults in the school.

Lunchtime Rewards

Each supervisor will recognise good behaviour using a choice of rewards

  • Lunchtime certificates given in Friday assemblies
  • Clean plate stickers
  • Other behaviour related stickers

If however a child chooses to behave badly the following procedure will take place.
First time: Warning/ request for positive behaviour
Second time: Spend 5 minutes with an MTA
Third time Repeat step 2
Fourth time Send into the duty teacher or Headteacher.

MTA’s are advised to:
Treat all children fairly and equally
Be friendly and approachable
Stay calm
Give gentle reminders
Avoid getting into a confrontation
Don’t argue with a child – this undermines your authority. Repeat your request calmly, then use your sanctions system.
Help a child “back out” of an awkward situation
If a child is deliberately rude, ask them to repeat what they said. This allows the child to retract the statement or apologise. Accept any apology graciously and don’t continue to scold.

Watch out for loners

Watch out for lonely or isolated children. Talk to them and try to involve them in games with other children.

Talk in a low volume

Avoid shouting at all times. At the end of lunch time, use routine for lining the children up.