It is the policy of Belmont Primary School to promote good patterns of behaviour in classrooms, corridors, playgrounds, the school hall and on out of school visits or trips. The following will support this development:-
- the ethos of the school
- school and class rules
- the learning environment
- teaching approaches
- rewards and sanctions
All members of staff are fully committed to creating a safe, caring environment in which the emotional, physical and academic welfare of pupils is fostered. In this school we believe that both children and adults have a right to mutual respect; to be listened to and to have responses which are clear, pleasant and well mannered.
The school rules are simple (see attached) and were agreed by the whole school in September 2001 and are reviewed each September in assembly. Against the background of these and the school’s ethos statement each teacher formulates her own class rules with her pupils in the first half term. This helps children to feel part of the decision making process and to be aware of the parameters set for their behaviour. Stories are used to reinforce these rules and circle time allows children to talk about behaviour and its outcomes. Clear rules and consequences are known and understood and clear boundaries are in place.
In each class the emphasis is on positive reinforcement eg specific verbal praise for good behaviour, kindness, effort etc. Work is marked regularly and encouraging comments added where appropriate. Stamps and stickers are given for correct work, prompt completion and trying hard. A child may show good work to another group, class or the school secretary or the principal.. Teachers speak to pupils about their work using knowledge of each child to make appropriate comments. Praise is immediate, individual and specific. The pupils are made aware of the standards set and when these standards are not met the teacher will deal with each situation on its merits. She may do one of the following:-
- Speak to the child about his/her behaviour/work, pointing out the mistakes made or standards not met. She will then tell the child what she expects next time.
- Write a comment on a piece of work or ask for the work to be redone or completed
- Discuss the school or class rule with an individual, group or whole class and try to help the pupils see where they went wrong.
- Withdraw a child from an activity which he/she is disrupting, pointing out the unacceptable behaviour and allowing the child a short “reflection” time.
- Dangerous behaviour, particularly in PE or in the playground will not be allowed and the child will be withdrawn from the activity and only allowed to resume it when the teacher feels he/she will not repeat the behaviour.
- A child will sometimes be withdrawn from a group table and asked to sit at a single table for a period of time. This happens when a child is disrupting others work, or to allow him/her space to concentrate.
If inappropriate behaviour is persistent the teacher will inform the principal and she will see the child to discuss the behaviour and set targets for better performance. The child may be withdrawn from the class and work with the principal for a short time if this is appropriate. The principal will monitor future behaviour and record changes with praise and/or stickers.
If there is no change in the child’s behaviour parents will be informed and a shared plan of action agreed. Some of the following may be used:-
- a daily behaviour sheet with appropriate symbols
- a weekly discussion with parents
- a “reward box ie counters given/taken away against set targets. Counters are exchanged for a sticker/stamp.
The SENCO will be asked for advice and external agencies will be used when appropriate.
Through a positive approach to behaviour we hope to empower children to understand and take responsibility for their own behaviour.