Promoting good behaviour

Policy for Promoting Good Behaviour

1) Aims

New Life Christian Academy (NLCA) aims to provide an environment that equips and trains students to be all that God has called them to be. Our discipline policy is largely based on training students (Proverbs 22:6 – Train a child in the way he should go, and when he is old he will not turn from it). This is done by providing clear and concise boundaries in all circumstances and having appropriate expectations of work and behaviour with praise, reward and celebration and explicit and consistent consequences. Therefore enabling the child to behave appropriately in a wide range of social and educational settings.

Our behaviour policy helps us to create a caring, stimulating and secure environment in which staff and pupils can work and play safely and to encourage the involvement of parents/carers in the development of their child.

2) Principles

Our principles are:

• To raise pupils’ self esteem
• To promote/develop empathy and respect for self and others.
• To develop in pupils a sense of self discipline and an acceptance of responsibility for their own actions.
• To ensure regular attendance.
• To develop an awareness of and adherence to appropriate behaviour.
• To encourage pupils to value the school environment and its routines.
• To ensure that pupils are confident of their right to be treated fairly.
• To empower staff to determine and request appropriate behaviour from everyone.
• To acknowledge that the maintaining of good behaviour within the school is a shared responsibility.
• To ensure that positive behaviour is always recognised
• To ensure the policy is fully understood and is consistently implemented throughout the school.
• To ensure effective mechanisms are in place for the monitoring an evaluation of this policy.
• To ensure the rights and responsibilities of all members of the school community.

3) Responsibilities

All members of the school community (teaching and non-teaching staff, parents/carers and pupils) work towards the school’s aims by:

• Esteeming children and adults as individuals and respect their rights, values and beliefs
• Fostering and promoting good relationship and a sense of belonging to the school community

• Providing a calm, well-ordered environment in which all are fully aware of behavioural expectations
• Offering equal opportunities in all aspects of school life and recognising the importance of different cultures
• Rejecting all conduct involving bullying or harassment
• Following the behaviour policy to help eliminate undesirable behaviour
• Caring for, and taking a pride in, the school environment
• Encouraging children to be responsible for rules in school and contribute toward them
• Working as a team, supporting and encouraging one another

The Head teacher Will:
• Oversee all behaviour management throughout the school, providing training and support where necessary and writing policies.
• Promote good behaviour and deal with undesirable behaviour.
• Listen, counsel and help to train individuals through difficulties.
• Lead and model positive behaviour
• Help individuals to resolve conflicts and restore relationships.
• Communicate with parents/carers, by telephone or in a meeting.
• Oversee and support teachers with Individual Behaviour Management Plans.
• Oversee and support students through in- school suspensions and/or conditional enrolments.
• Support teachers through difficulties associated with behavioural issues.

All Staff Will:
• Have accurate expectations of pupils behaviour
• Provide safe, stimulating and encouraging classrooms.
• Recognise and be constantly aware of each child’s individual needs
• Be good role models
• Take quick, firm action to prevent one child inhibiting another’s progress
• Always supervise pupils in the classroom
• Move children around the school in a quiet, orderly manner
• Maintain a clean and tidy classroom with stimulating displays
• Apply the behaviour policy to create a classroom where learning is exciting
• Have a consistent approach to rewards and sanctions
• Promote and clearly teach Biblical values and Christian characteristics in the classroom.
• Provide opportunities for the child to discuss their behaviour
• Be consistent and fair with discipline in the classroom on a daily basis, matching consequences to offences.
• Listen to students and develop a positive rapport with students in class.
• Avoid confrontation and keep calm when dealing with problems.
• Train students through all situations.
• Communicate effectively and regularly with parents.
• Work together with parents/carers and Head teacher to deal with persistent behaviour problems.
• Implement Individual Behaviour Management plans when appropriate.

Pupils Will:
• Attend school regularly
• Be punctual
• Be organised and ensure they have the correct equipment
• Show respect to adults and peers at all times, by giving eye contact when spoken to, addressing adults correctly (Mr, Mrs, Miss, Ms) and speaking appropriately.
• Take a pride in their appearance by looking smart and wear the correct uniform.
• Take a growing responsibility for their own behaviour
• Follow the school rules
• Play their part in creating an effective learning environment

Parents/Carers Will:
• Work together with their children and school staff with all behavioural and discipline issues.
• Take an active part in their child’s learning by attending progress meetings and ensuring homework is completed and assisting where necessary.
• Communicate with school staff when a problem arises.
• Reinforce school rules and consequences and support these with their children.
• Provide children with all requirements needed for class.
• Provide and ensure their children are in the correct uniform at all times.
• Be available to meet with staff if required.
• Ensure their child attends school and is at school on time.
• Accept responsibility for the conduct of their child at all times.

4) Providing Opportunities to Discuss Appropriate Behaviour

Children will be given a wide range of opportunities to discuss behaviour. This can be informally at appropriate times in the school day as the need arises. It can also be done through:

• A programme of religious education which include ethical and moral issues to cover themes in Bible passages
• Children’s contribution to assemblies
• Devotion time
• Circle time
• PSHE and Citizenship Lessons

5) Promoting Desirable Behaviour

Good behaviour will be recognised and rewarded in a number of different ways:

• Use of the reward system which involves merits, comments of praise, certificates of achievement, mention in newsletters and other rewards for good work/ behaviour such as stickers etc. (See Appendix)
• Opportunity for children to earn special privileges (See Appendix)
• Encouragement and appreciation of children who act as positive role models

• Staff offering guidance to children including praise and encouragement
• Staff acting as role models
• Providing a curriculum which is designed to engage and stretch each child, whilst encouraging and fostering independence

6) Eliminating Undesirable Behaviour

Eliminating undesirable behaviour is essential to the success of the individual child, and providing a calm environment in which learning is occurring effectively. This requires:

• Provision of clear guidelines in responding to behavioural issues
• A schedule of sanctions as a result of unacceptable behaviour (See Appendix)
• Supervision of pupils at all times
• Calm and quick response to incidents
• Dealing with persistent behavioural problems
• Prompt contact with parents and expecting them to support the actions of the school
• Use of Individual Behaviour Management Plans if necessary

7) Monitoring and Review

Behaviour management will be under constant review throughout the school on a class and individual basis. This policy will be reviewed regularly. It should be read in conjunction with:

• Anti Bullying policy
• Child Protection (safeguarding) policy
• Educational Visits policy
• Complaints Procedure
• Teaching and Learning policy
• Any other relevant policy

Appendices

1) Rewards

Merits:
For academic work, character development, good behaviour
These can be exchanged for treats at the ‘merit shop’

‘Perfect Day’ Reward
For each day pupils behave perfectly and do not lose stars or get their name on the board for any reason they will earn a stamp in their ‘perfect day’ records. On completing their card they will earn the right to join the end of term treat.

Congratulations Slips:
These record results of daily tests
Given out during assembly
Sent home for parents to celebrate academic success

Special Activities/Privileges:
Children can earn a special activity through good behaviour/attitude/work
Linked with the ACE privilege system (see next page)

Honour Roll:
Pupils with an average PACE test score of 90% + across the term have their name placed on display on the ‘Honour Roll’ for academic achievement.

Certificates and Stickers:
These can be given at the discretion of any member of staff for good behaviour

Verbal Praise:
Given at all times for any desirable behaviour. Particular examples will also be fed back to parents.

1000’s Club
For every 100% in a PACE Test, one piece of their individual jigsaw piece is coloured in. The jigsaw has 10 pieces and when it is complete the child adds it to the wall and joins the ‘1000s club’. A certificate will then be awarded. Pupils are then encouraged to continue to achieve 2000, 3000 etc.

2) A/C/E Privileges

You can also work towards earning ACE Privilege each week

‘A’ Privilege
• Learnt Bible Memory Passage
• No more than 2 demerits in previous week
• Achieved goals for at least 3 days during that week (including any Homework)

Allows pupil to:
• score, re-score and be out of their chair without permission
• 5 minutes extra morning break

‘C’ Privilege
• Learnt Bible Memory passage
• No more than one demerit in previous week
• Achieved goals for at least 4 days during that week (including any Homework)
• Given a short oral report or completed a book report

Allows pupil to:
• score, re-score and be out of their chair without permission
• 10 minutes extra morning break

‘E’ Privilege
• Learnt Bible Memory passage
• No demerits in previous week
• Achieved goals every day during that week (including any Homework)
• Given a short oral report or completed a book report
• Completed some ‘community service’ (Infants – at school/ Juniors – at home)

Allows pupil to
• score, re-score and be out of their chair without permission
• 15 minutes extra morning break

3) Sanctions for Phase 2 (Including Playtimes and Lunchtime)

Demerits
Minor violations will result in a ‘Reminder’ being given. Initially pupils will be given a verbal reminder then a written reminder (name on the board, followed by a tick) The need for 3 written ‘Reminders’ (name, tick, tick) will result in a demerit. For issues relating to basic school rules a written ‘Reminder’ may be given immediately. For more major violations a straight demerit will be given. All demerits are recorded on a behaviour slip (see Demerit list for possible reasons) and may also be written in the pupil’s diary.

The demerit record is wiped clean after each day.

3 demerits in one day will result in the pupil being sent to the Headteacher and a detention given. Parents will also be informed at the end of the day.

4) Sanctions for Phase 1 (Including Playtimes and Lunchtime)

Demerits
Stars are used as a demerit system. Each child has 3 stars. For minor violations 1 star will be taken away. The loss of all stars results in a demerit. For issues relating to basic school rules a star may be lost immediately. For more major/serious violations a straight demerit will be given. Demerits are recorded on a behaviour slip (see Demerit list for possible reasons) and may also be written in the pupil’s diary.

The demerit record is wiped clean after each day.

3 demerits in one day will result in the pupil being sent to the Headteacher and a detention given. Parents will also be informed at the end of the day or a note sent home in the child’s diary.

Detention
Parents/ Carers are informed and detention is served during lunchtime on the next school day. Detentions are a maximum of 50 mins with each demerit representing at least 5 mins.

5) General Sanctions

Where pupils are displaying inappropriate behaviour they will be given a verbal warning. Re-occurring poor behaviour will result in a written ‘Reminder’, star lost or demerit and sanctions followed as outlined above).

If the behaviour continues following this and losing stars, giving ‘written ‘Reminders’ or Demerits is having no effect on the behaviour, however, it may be necessary for the Head teacher or other Senior member of staff to remove the child from the class for the remainder of the lesson.

This would be the equivalent of receiving 10 demerits (see below).

Any student receiving 10 demerits in one week will result in a Corrective Action Notice being sent home on the day of the 10th demerit and a meeting between the teacher (supervisor) and parents/carers is requested for the following day. If this is repeated during the term another meeting with parents and the Head teacher is required. Should this happen a third time the child will receive an immediate 3 day exclusion. A meeting with the Headteacher/child /parents must take place before the child may return to school. A formal ‘Individual Behaviour Management Plan’
will then be drawn up. This will then be monitored and reviewed by the Head teacher. Should problems persist the Head teacher and parents/carers should discuss the future of the child at the school.

The Headteacher will keep a record of all Corrective Action Notices issued.

Instant ‘Red Card’
Incidents of extreme behaviour by the pupil require immediate action. The staff member will issue a ‘red card’ and a designated child will take the card to the Headteacher or Senior member of staff. (Red cards are situated in each main room of the school.)

The Head teacher will be notified immediately. Sanctions will then be at the Head teacher’s discretion but may involve an immediate suspension. Parents will also be informed of the behaviour and any sanctions.

Serious behaviour may include: Swearing, violent or aggressive behaviour, defiant or rebellious behaviour, crude gestures, comments, actions or innuendos, racism or bullying, any behaviour which endangers the well-being or safety of themselves or others. It may be necessary for staff to intervene in situations where a child is putting themselves or others at risk. This may involve the application of restraint (separating, blocking, pushing or pulling, holding or guiding). Where physical restraint has been used the Headteacher will keep a record.

Suspensions
3-day suspension – after 3 Corrective Action Notices have been issued in any one term and meetings held with parents.

For more serious incidences a child may be given an immediate suspension of any length, at the discretion of the Head teacher. Serious behaviour may include: Swearing, violent or aggressive behaviour, defiant or rebellious behaviour, crude gestures, comments, actions or innuendos, racism or bullying, any behaviour which endangers the well-being or safety of themselves or others.

A meeting between the Head teacher/parents/carers and child must take place before the child may return to the school.

Permanent Exclusions
Permanent exclusion will occur if a child either obtains a total of 45 days of suspension in any one academic year or for a one-off incident where the Head teacher deems permanent exclusion is necessary. This may include: Assaulting staff members, serious assault of another child, putting self/others in serious danger.
Permanent exclusion will result in the student being immediately removed from the school premises without return.

One formal appeal may be submitted to the governing body in writing stating the case for re-admittance. This will then by dealt with by the Complaints panel (see Complaints Procedure).

6) Reasons for Demerit

• Any damage to property
• Any major disturbance
• Eating during work time
• Unauthorised goal changes
• Homework not completed
• Major scoring violations
• Not following instructions
• Running
• Talking out of turn
• Wasting time repeatedly
• Leaving PACEs at home
• Unsuitable equipment or attire
• Teasing others
• More than one days work left unscored
• Cheating – Red pen in office
• Leaving reading book/reading diary at home
• Minor incidents of hurting others
• Pushing
• Phase 2 – no PE kit

7) Possible Reasons for a Written ‘Reminder’ Being Given or Losing a Star

• Not setting daily goals correctly
• Homework not scored before school
• Leaving flag up
• Out of seat without permission
• Leaving chair out
• Talking
• Minor scoring violations
• Not following instructions
• Not getting on with work
• Untidy office/area