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Brooklands Behaviour Policy

 

Ratified:  November 2015                             Next Review Date: November 2018

 

OVERVIEW

This policy sets out our aims and expectations relating to the positive behaviour, emotional well being and attitudes of the members of the school community.

The development of personal qualities through valuing and supporting each individual lies at the heart of the School Aims and Values Statement. Positive teaching and learning activities and experiences can only be sustained in an environment which is well ordered and managed. There must be appropriate, fair, agreed and well understood strategies for developing and maintaining positive learning and social behaviours. It may be appropriate to also consider the school’s policy on Restrictive Physical Intervention and the Protocol Relating to Purpose and Use of the Safespace.

 

AIMS OF THE POLICY

By working together we will aim to provide:-

For Pupils

  • A safe, supportive, and stimulating learning environment.
  • Identification of needs and appropriate strategies to meet them.
  • Support to become responsible for and to manage their own behaviour.
  • Positive role models from staff and other members of the school community.
  • Fair and consistent systems of rewards and sanctions.
  • PHSCE programmes which underpin a whole school approach which encourages pupils to:-

 value the rights of the individual

 develop empathy and respect for self and others

 develop self esteem and confidence

 exhibit politeness and consideration for others

 respect for the school environment and routines

 

For Staff

  • A safe, supportive and well-ordered working environment.
  • Access to appropriate training and information.
  • Appropriate guidance and support from Governors and School Leaders.
  • A team approach which acknowledges that asking for help is a sign of professional strength.

For Parents

  • Confidence in the School and its’ staff.
  • Supportive contact with school staff.
  • Access to specialist support and guidance.
  • Involvement in drawing up Behaviour Plans and Risk Assessments

Governors fulfill their responsibility by:-

  • Monitoring, evaluating and reviewing Behaviour and related Policy.
  • Observing practice within School to ensure that the educational, social and
  • behavioural needs of pupils are met.
  • Setting up and implementing complaint procedures.

 

PRINCIPLES

.All members of the school community are entitled to work and play without threat, fear or disruption.

  • We will promote a culture of fairness, mutual respect, trust, tolerance and honesty.
  • We will recognise, encourage and reward positive behaviour.
  • We will, as far as possible, discuss and negotiate with pupils about their own behaviour and set realistic targets.
  • We will judge the actions not the person.
  • We will maintain calmness and avoid confrontation
  • We will learn and comply with the principles and practice of Team-Teach and will use appropriate physical interventions only to prevent harm and in accordance with agreed guidelines.
  • We will ensure that the School’s Team-Teach Trainers have access to the material resources and professional support needed to carry out their demanding roles.

 

IMPLEMENTATION

The School will endeavour to ensure that all pupils are offered an appropriate curriculum designed to meet their individual needs. The content should be motivating and stimulate their desire to learn and participate fully.

Pupils’ efforts to work and behave well will be encouraged and rewarded through praise and class based systems, including learning journeys, for celebrating good work.

Endeavour and success will be celebrated publicly through Good Work Assemblies and an Annual Presentation of Awards and Certificates.

Pupils’ work will be recognised by inclusion in displays in their classrooms or in public areas of the school.

Well presented displays reflect the high value we place on pupils’ efforts and

successes.

Plenaries provides opportunities for pupils to listen and share experiences, to express their feelings and emotions and to begin to understand how others are feeling.

Older students are able to be involved in discussion, decision making, role play and resolution of conflict.

PHSE and Citizenship modules enable pupils and students to develop an understanding of right and wrong and to explore relevant aspects of their rights and responsibilities within the school, their families and the wider community.

Pupils who, for a variety of reasons, present challenging behaviour will be supported by individual Behaviour Plans and Risk Assessments based on careful observation, recording and assessment of needs. These will set out strategies for managing the behaviour and describe any agreed physical interventions (Team–Teach) that may be needed. They will be monitored, updated and discussed with parents and relevant professionals and will form an important part of the Annual Review process.

Pupils and students with physical or co-ordination difficulties may require physical guidance, support and prompting to comply with routines and instructions e.g. standing, sitting, walking, stopping. Firm physical prompts or hand over hand working may be needed when pupils have limited comprehension of spoken, signed or symbol instructions and these may be used to model and practice a complex task.

All adults will model the school rules and the good behaviour that they expect from pupils. They will use praise, rewards and sanctions fairly and consistently. They will work collaboratively to support pupils and each other.

The planned School Council will provide a forum for pupils and students to discuss related issues and to contribute to the Code of Conduct and the systems of reward and sanctions.

The school values its’ strong links with of a range of professionals within the Education Service and from other agencies. They have specific expertise in supporting pupils and families. Referrals can be made by the school with the agreement of parents / carers.

 

RECORDS

After any Incident/Accident/ Near Miss relevant paperwork is completed as soon as is possible and definitely on the day. All reports are then read by Head Teacher and any relevant action taken.

 

REFERENCES

DfES Guidance on physical interventions (2002)

DfE Use of reasonable force Advice for headteachers, staff and governing bodies July 2013

DfE Behaviour and discipline in schools Advice for headteachers and school staff January 2016

The Children Act (1989)

Interpretation of The Children Act (Feb 1997)

The Education act (1996)

Guidance for Safe Working Practice for the Protection of Children & Staff in Education

Settings (September 2006)

Current Team-Teach Course Manual

Compiler:  Liz Buffett                                             Date:  11-2015

 

Reviewed by Governors 15.11.15

Reviewed by Governors 5.12.16

 

Wendy Clark

 

 

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