Behaviour, Discipline and Rewards Policy

Aims and expectations

It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

The school expects every member of the school community to behave in a considerate way towards others.

We treat all children fairly and apply this behaviour policy in a consistent way.

This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

The school expects all pupils to wear school uniform and maintain a neat and tidy appearance at all times.

We will not tolerate the use of inappropriate language or swearing, no matter how common place they may be in our current society.

Circle Time is used during tutorials and allows children to explore and discuss our 'Guide for Life' and to consider how they relate to their everyday experiences.

'Guide for Life'

1. Treat others the way you would like to be treated
2. Work to be your best self - be positive
3. Forgive others
4. Be a peacekeeper
5. Be truthful and honest, but don't criticise
6. Be modest - don't boast
7. Be patient, kind and caring
8. Be helpful, polite and well mannered
9. Respect property - yours, others and your surroundings
10. Take pride in your appearance and that of your surroundings

Rewards and punishments

We praise and reward children for good behaviour in a variety of ways:

• Teachers congratulate children.

• Teachers give children Stars for good work within the curriculum. This should be for one particularly good piece of work for that pupil or consistently good effort over a period.

• Merits are awarded for particularly helpful behaviour or acts of particular kindness. 'Good citizenship'.

• Pupils receive a certificate in the school assembly for gaining 20 Stars or 10 Merits and a book token if they gain 40 stars in a term.

Stars

• Related only to work done in academic timetable i.e. classroom/prep/PE etc.
• To be applied consistently within the school and within each department - this consistency to be checked by HODs and by the SMT.
• Criteria to be established both within the school and within each department
• Certificate for 20 stars in a term or for 10 merits
• Certificate and £5 book token for 40 stars in a term
• Outstanding pieces of work to be awarded Headmaster's Commendation. This work is to be shown to HM at morning break and 3 stars are awarded
• Children to be informed that they have been awarded a star either verbally or on their piece of work.

System

• Member of staff informs pupil that they have gained a star
• Member of staff records the information on the spreadsheet on Shared Area
• Pupils should record their stars in their planners
• For stars, record your initials
• DJT  will transfer the information to the computer on Wednesday morning every fortnight and will then produce a chart which will be placed in the Rec Room
• Deadline for stars is 8.30 a.m. on Wednesday morning

Merits and Demerits

• Related only to behaviour
• To be applied consistently within the school by all members of staff
• 'Common sense' law applies but usually a warning should be given before giving a demerit: eg. Prep not handed in after a warning the previous week, disturbing prep after a warning, repeated lateness to lessons or incorrect dress.
• Merits to be given for special acts of kindness or helpfulness and recorded on the spreadsheet on shared area. Email to tutor and DJT to inform +  give reason
• Pupils to record their merits in their planners
• Tutor to follow up with praise and comment
• Demerits to be entered on spreadsheet on Shared Area and email sent to tutor and DJT to inform + give reason
• Tutor and DJT to follow up with comment
• Two demerits in one calendar week can lead to a detention run by DJT
• Ten merits in a term to be rewarded with a certificate £5 Token

The school acknowledges all the efforts and achievements of children, both in and out of school, where possible, for example by mentioning them in Assembly.

We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task. For example, if written class work or prep is not of an acceptable standard for that pupil or does not meet the requirements of the school's presentation policy, the pupil may be asked to rewrite the work either at a lunchtime or in a given period of days in their own time.

If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is in a position to work sensibly again with others. A demerit may be given.

If a pupil is behaving in an unacceptable manner during break or lunchtime, they may be sent to wait in the area outside the Staff Common Room in order to 'cool off' and to enable a member of staff to talk to them quietly.

The safety of the children is paramount in all situations. If a child's behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.

The class teacher discusses the school rules with each class. The school rules are also printed in the Pupil Handbook and the Parent Handbook. In this way, every child in the school knows the standard of behaviour that we expect in our school.

The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear. (See bullying policy.)

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children in order to prevent injury to another child or indeed to prevent a child from hurting him or herself. The actions that we take are in line with government guidelines on the restraint of children.

THERE IS NO CORPORAL PUNISHMENT at Chafyn Grove School.

The role of the teacher

It is the responsibility of the teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.

The teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

The teacher treats each child fairly and enforces the school rules consistently. The teacher treats all children in their class with respect and understanding.

If a child misbehaves repeatedly in class, the teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the teacher seeks help and advice from the Deputy Headmaster and the pupil's tutor is informed.  The matter may be raised in Staff Briefing or referred to the Headmaster if it is seen as either an ongoing or part of a larger problem.


The teacher reports to parents about the progress of each child in their class. The teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.

The role of the Headmaster

It is the responsibility of the Headmaster, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school. It is also the responsibility of the Headmaster to ensure the health, safety and welfare of all children in the school.

The Headmaster supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.
 
The Headmaster has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour, such as stealing. For repeated or very serious acts of anti-social behaviour, the Headmaster may permanently exclude a child.

The role of parents

The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

We explain the school rules in the Parent Handbook and the Pupil Handbook, and we expect parents to read these and support them.

We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child's welfare or behaviour.

If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Headmaster. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.  (See Grievance procedure held by Bursar).

Fixed-term and permanent exclusions

Only the Headmaster (or the Acting Headmaster) has the power to exclude a pupil from school. The Headmaster may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headmaster may also exclude a pupil permanently. It is also possible for the Headmaster to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Headmaster excludes a pupil, he informs the parents immediately, giving reasons for the exclusion. At the same time, the Headmaster makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.

The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Headmaster.

When an appeals panel meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents, and consider whether the pupil should be reinstated.

If the governors' appeals panel decides that a pupil should be reinstated, the Headmaster must comply with this ruling.
 

The Disciplinary Scale

The following scale details the steps which will be taken should a pupil persist with unacceptable behaviour. There follows some examples of where single incidents of a more serious nature might enter the Scale. Humiliating or degrading punishments will not be used.

1. Minor instances of poor behaviour, both in and out of the classroom will be dealt with by the member of staff involved. This will involve reminding the pupil of the required behaviour and the consequences of repeated poor behaviour.
2. Repeated poor behaviour will result in a Demerit being given. The Tutor is automatically informed and Deputy Head is aware.
3. Second Demerit in 7 days or accumulation of demerits results in referral to Deputy Head. Corrective advice is given to the pupil and the consequences of continued poor behaviour explained once again (ie the following escalation).
4. Second visit to Deputy Head. Headmaster informed and parents notified.
5. If the unacceptable behaviour persists the parents will be asked to come in for a meeting with the Headmaster. A warning may be given that the pupil risks suspension from the School.
6. If there is not sufficient improvement in the pupil's behaviour the Headmaster will suspend the pupil from the School for a brief period of time.
7. If, on return to the School, the unacceptable behaviours are still evident, then parents will once again be asked to the School for a meeting with the Headmaster where it is possible that the pupil will be asked to leave the School permanently.
   

Examples of where a single incident might enter the scale higher than Point 1.

Point 2    Deliberate act of unkindness. Deliberate flouting of a clear rule (eg going onto the fields without changing in muddy conditions).

Point 4    Overt rudeness to an adult. Loud use of offensive language. Bullying.

Point 6    Stealing.

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