Rationale

As a school we feel it is important to promote a caring and supportive environment to enable all members of the school community to feel secure, respected and therefore promote good behaviour in others.

The development of personal qualities and social skills and the fostering of socially acceptable behaviour are an integral aspect of the school curriculum and need to be planned for.

We strongly believe that no child should be allowed to disrupt the education of others. Where a child has emotional and behavioural needs, support will be sought to address his/her needs which takes into account the needs of the other children in the class.

Aims

We aim:

  • to ensure consistency and care
  • to be fair and to be seen to be fair
  • to treat all members of the school community with respect
  • to have clear expectations and strategies to ensure that they are met
  • to provide planned activities which motivate all to learn academically and socially

School code of conduct

The code of conduct is derived from the aims listed above. Classroom rules will be consistent with the following:

  • we understand that sometimes everyone makes mistakes
  • we are friendly and kind
  • we try our best at work and play
  • we walk quietly, sensibly and calmly in school
  • we keep safe and sensible
  • we take care of one another
  • we look after our school and everyone in it
  • we speak and listen at the right times

In Key Stage 2 we have a Code of Behaviour policy decided by all members of staff and this applies to all classes in Key Stage 2. This code is displayed on the wall in each classroom and explained fully each September.

Incentives to positive behaviour

At Wiveliscombe Primary School we try to ensure that recognition is given to children trying to abide by the code of conduct. We firmly believe that the ideal incentives to good behaviour are the intrinsic rewards offered by:

  • warm, secure relationships
  • a stimulating curriculum

However, we recognise that it is also important to have in place a reward system that recognises all forms of social and academic achievement and effort. There are a variety of options used, which can depend on age, need or pupil choice. To ensure that every child has the opportunity to experience success we use the following rewards:

  • Non-verbal praise
  • Verbal praise
  • Team points and stickers
  • Display – children’s work will be displayed in such a way that it will be obvious to any visitor that we are proud of success whether in terms of effort, quantity or quality.
  • Privileges or jobs
  • Sharing – in recognition of a particular task or behaviour, a child may share his/her success with others.
  • Certificates are given out each Friday at the whole school achievements assembly. Two per class are awarded each week, and in the course of the year each child will receive this public recognition of their achievements.

Disincentives to negative behaviour

If a child fails to abide by the code of conduct there will be a sanction. We believe that sanctions consistently and firmly applied will result in clear boundaries of acceptable behaviour being established and promoted. Sanctions will include:

  • a verbal reprimand
  • an apology to the injured party
  • cleaning up the mess (spills, graffiti or litter)
  • loss of playtime where a child has to stand in a designated area of the playground for a short period or is kept indoors
  • loss of privileges
  • completion of unfinished tasks

When a child’s behaviour becomes a cause of concern to the staff, parents will be contacted and invited into school to discuss the matter. Where appropriate, outside agencies including the Educational Psychologist, Behaviour Support Team and Education Social Worker may be asked for support in tackling the problem. Parents will normally be contacted if a child is involved in:

  • serious fighting (including biting)
  • bullying
  • bad language
  • defiance
  • damaging school or others’ property
  • unfair discrimination
  • racist behaviour

Exclusion

Exclusion is an extreme step and will only be taken in cases where long term misbehaviour is not responding to the strategies and the safety and/or learning of others is being seriously affected, or a very serious incident has occurred and all parties need a short period to consider the best course of action.

For this policy to be successful, we need the support of parents and other carers. We need to work in partnership with them to ensure consistency in expectations. We will share in our successes and achievements and likewise our concerns.

Created: July 2015
Last reviewed: July 2015

This policy is referred to in the home – school agreement.