1.2
The Scotholme behaviour policy is outlined as follows:
In order to achieve success everyone in the school is ready to work and learn using targets to help them to achieve the best possible outcomes for themselves and others, using the 5 habits of learning.
To engender a sense of responsibility in respecting the rights of others to work and learn, to feel safe and secure and understand the needs of others.
To help the development of confidence through the challenge of new goals and sharing achievements with others and through this celebrating those achievements.
Ways to promote excellent behaviour:
-staff acting as positive role models, providing support and guidance and offering praise for achievements.
-provision of stimulating and challenging curriculum
- effective school routines
- an elected school council
- A clear system of behaviour management, agreed by all staff, pupils and has the full commitment of everyone in the local community.
- Acting upon children’s ideas
- Use of lunchtime play leaders
- regular communication with home
- providing opportunities to represent the school
-Work with Parents and Carers.
2.1
Positive aspects of behaviour leads to how we deal with conflict and respect for others. Children tend to be like sponges and will adopt the behaviour and mannerisms of the adults and people in positions of responsibility around them. Social, emotional and behavioural skills are the underlying factor of very interaction at school, home and in the wider community. The situations and areas that these are key to helping and developing are:
-Friendship building
-respect for your peers
-solving problems by yourself or in a group
-managing feelings, frustration, anger and resolving conflict.
-competing fairly and understanding rules
-self promotion and effective learning.
3.5
Disruptive behaviour in the classroom, especially in situations where they have refused to follow an instruction to do so.
If a member of staff or another pupil is being attacked or a fight in the playground or communal areas.
If you are uncomfortable dealing with a pupil because they are behaving in a threatening manner or unpredictably.
When a pupil is a danger to themselves.
It is dependent on the situation as to how you deal with it. In some cases it may be appropriate to have support from another adult/volunteer/lunchtime supervisor. In other cases you may need more specialist support (SENCO). A child’s ‘class teacher’ or deputy head-teacher is always the first point of contact for behavioural support and any other additional activities or solutions within the classroom. Any contact of other professionals or a child’s parents will be the responsibility of
|