Behaviour / Discipline Policy

 

Aims

  • To encourage all children to reach the highest standards in collective and self discipline
  • To develop the child’s sense of acceptance of responsibility for his/her own actions
  • To create a safe, happy and effective learning environment where there is mutual respect between pupils and teachers
  • To work in partnership with partners with parents to resolve any problems
  • To allow the school to function in an orderly and harmonious way
  • To ensure that the system of rules, rewards and sanctions are implemented in a fair and constant manner

Implementation

Principles of good practice:

Setting good habits early, establishing regular punctual attendance and good behaviour from the start, involving parents in the process

  • Prompt intervention where there is poor behaviour
  • Rewarding achievements, positive recognition of individual pupils
  • Supporting behaviour management
  • Identifying underlying causes of poor behaviour

School Rules

The school rules are based on communication, respect, movement/safety and learning. They are positive and agreed between staff and pupils

  • Speak without shouting
  • Listen quietly
  • Take turns to speak
  • Respect others – respect their ideas, their culture, their beliefs, their customs (do not fight or call each other names  -including play fighting and “joking”)
  • Walk
  • Be responsible for your own belongings
  • Take care of other people’s things and school property

Roles and responsibilities

The part the school plays

The Senior Management Team and Teachers should:

  •  Provide a calm, supportive and purposeful atmosphere
  • Involve the pupils in establishing class rules and provide opportunities for the pupils to discuss issues with the Senior Management Team
  • Provide pastoral care to support pupils and offer opportunities to develop their self-esteem
  • Adopt a positive behavioural management approach, both in class and around the school
  • Recognise the variety of differences that exist between pupils and the need to accommodate these differences
  • Issue rewards and sanctions in line with this policy statement
  • Encourage each child to attain high standards of behaviour in line with the school’s policy – as stated in the Home- School Agreement
  • Inform and work in partnership with parents to resolve any problems
  • Treat each child fairly with respect and understanding
  • Provide in School support e.g. with external agencies as necessary to support and guide the progress of each child with SEN.

The Part the Parents/Guardians play

The role of parents or guardians is to:

  • Encourage their child to do their best in every aspect of school life
  • Support the school’s Discipline/Behaviour Policy
  • Inform the school of any issues that should be aware of, especially any factors at home which may have a consequence on behaviour at school
  • Work in partnership with the school, for the mutual benefit of all concerned

The part the Pupils play

The role of each child is to:

  • Do their best in every aspect of school life and for homework
  • Attend school on a regular basis and be punctual
  • Abide by the agreed class rules
  • Support the statements in the Home-School Agreement  - especially those relating to behaviour
  • Work in partnership with his/her parents at the school, to resolve any problems
  • Be well-behaved and show consideration for other pupils and adults in a manner which allows for and reflects each child’s response to comprehension of a given situation
  • Show respect for the property of the school, other pupils belongings and  their own belongings

Positive Behaviour Procedures

The following is the outline of the procedures for the classroom, outside school area and general school environment that set a positive atmosphere in relation to pupil learning, behaviour and achievements

Toilets:

  • Only one child at a time in each toilet
  • Pupils should regularly be reminded of the need for personal hygiene and of the need to care for the toilet area

Movement through corridors:

  • Classes should always proceed in a “line”, quietly talking , at a walking pace
  • Individual pupils must always walk and  take the shortest route
  • Fire doors and exit doors must always be closed
  • It is not necessary for pupils to greet people they meet proceeding through corridors

Visitor’s to Classrooms:

  • Adult visitors who enter classrooms, should be greeted with “Good morning” (at normal tone and speed) by pupils
  • If a Teacher is speaking to a visitor, pupils not working should be properly behaved and be silent. Pupils should not be allowed to interrupt such conversations.

Doorways:

  • Adults must always be allowed through doorways before pupils
  • Classroom noise level:
  • Should be in keeping with the nature of the activity in progress
  • Shouting is strictly forbidden and should not be necessary
  • Pupils should get permission to talk to the Teacher, or other adults by raising their hands

Classroom management:

  • Pupils should only leave their places with the Teachers permission
  • Pupils should never leave their seats when the teacher is absent from the room
  • Pupils should never congregate in doorways
  • Pupils must never run around in the classroom
  • Approaching and leaving school
  • Pupils should not run
  • Pupils must use footpaths
  • Pupils must walk directly to the entrances using footpaths. Pupils must wait for their siblings by the school gate (no hanging around)
  • Pupils are never allowed to leave school unaccompanied by an adult, during school hours. If  a pupil is collected early by a parent, guardian, relative, or an authorised adult, a written note must be provided
  • General Tidiness
  • Classroom floors must be always litter–free
  • Desks should be kept neat and uncluttered
  • All work areas should be maintained in a neat, tidy manner
  • All equipment should be stored in designated areas, in a tidy manner

Equipment:

  • Should always be treated with care and respect by all pupils
  • A clear distinction should be made between equipment and materials which are available for “free-play” or recreational type activities and for use in a structured manner in formal learning situations
  • Playground
  •  Pupils must remain in the play areas and not interfere with fencing
  • Pupils may not leave the playground without the permission of the Teacher on duty
  • Rough play and games involving “chains” of pupils or “piggy-back” type activities are not allowed
  • Pupils are not permitted to play games, which involve kicking, pushing, hitting, or pulling another pupil
  • At the end of each break time:

-pupils form a “line” promptly before entering the school

-pupils go into the cloakroom

-Pupils proceed in silence from the cloakroom to classrooms and resume their seats promptly

Rewards

  • Verbal praise when pupils are working well and behaving appropriately
  • Positive messages to parents in the Homework Diary
  • Stickers for achievement
  • Special treats or privileges
  • Trophy  award to take home for two weeks, with a certificate explaining the reason for the award
  • “House” points awarded to individuals
  • Work is shown to the rest of the class or perhaps another class and applauded
  • Pupils may be sent to the Principal to show work well done
  • Links between school and home regarding improvement in pupils behaviour/work
  • End of year prizes

House Point System:

The school has a House system: Gagarin (blue), Noble (red) and Einstein (green). Each child is allocated a house when they join the school and will stay in that house for as long as they are in the school. The houses can also be used at Sports Day for a team races and various other events. Housepoints are given to individual pupils not only for good work, but for behaviour, being especially kind and helpful, taking part in outside events (e.g. painting competition). Any adult in the school can award the points. Points can not be taken away. The Housepoints are summed up every two weeks during assemblies. Each child who collects the adequate amount of Housepoints is given a prize. Housepoints are also summed up within the houses, according to the House. The results are recorded by one of the teachers and are totalled at the end of the school year. The winner is the House which scored the highest number of points. As a prize, the whole winning house goes on a trip for ice cream at the end of the school year.

Sanctions:

Sanctions should generally be issued far frequently, than rewards. It is extremely important for a child to be given. These sanctions are not necessarily listed in order of implementation. Any or many of these strategies may be issued in isolation. 

  • Reasoning with the pupil
  • Withholding praise
  • Verbal reprimand ( including advice on how to improve)
  • Temporary separation from peers, friends or others
  • Setting an extra task – of intrinsic value to the child, or school
  • Withdrawal of a privilege
  • Keeping the child in at playtime, under the supervision of a teacher (detention)
  • Moving the child in the classroom to facilitate learning and good behaviour
  • Sending the child to another Teacher
  • Lines (these should be issued bearing in mind the ability of the individual) or prescribing additional work
  • Re- introducing the behaviour point system (attached)
  • Informing parents of any concerns and working together to rectify any problems
  • Not allowing the use of equipment after misuse, or partake in practical activities if the health/safety of others is threatened
  • Keeping a report on a child so that his/her behaviour is monitored each day (for a set period) and discussed with the parents, or guardians, at appropriate times

If an accident is serious, for example where safety of others is at risk, or some damage has been caused, a parental interview may be requested.

A pupil will be referred to the Principal for serious branches of discipline and for repeated incidents of minor behaviour.

Methods for recording breaches of behaviour:

In Class:

Teachers keep a written factual record of all instances of serious misbehaviour in their Class register. The Principal will be informed and of repeated misbehaviour episodes. The Principal will record this behaviour in the child’s file. Parents will be contacted when a child is sent to the office for a second time for the same offence.

Playground:

Repeated misbehaviour such as kicking, hitting, rough play, biting, teasing and name- calling will be recorded.

Serious misbehaviour will be referred directly to the Principal and logged in the child’s file.

The Duty Teacher records the behaviour and informs the Class Teacher.

In view of the age of our pupils every effort will be made to help the pupils to differentiate between general playground and hurtful behaviour.

Disruptive or dangerous behaviour

  • The safety of he children is paramount in all situations. If a child's behaviour endangers the safety of others, the Class Teacher should stop the activity and prevent the child from taking part.
  • If a child threatens to or injures another child, or adult the Teacher should report the incident to the School management immediately. The child's Parents/Guardians should be contacted.
  • All members of Staff are aware of the regulations regarding the use of force by Teachers. Staff only intervene physically to restrain a child, if the child themselves or others, are in danger of being injured. The School has a separate Restraint Policy.

Bullying

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 occurences. The School has a separate Anti-Bullying Policy.

Exemptions

At times, for individual children with Special Educational Needs, the Behaviour Policy may need to be adapted to appropriately match their KIPU, IPET. Rewards and sanctions issued to pupils be must be appropriate to their needs and abilities. Teachers will have regard to the level of maturity of each child and their educational/emotional needs. However, these factors should not lead to a lessening of a standards, or reasonable expectations.

Equal opportunities

Justice and Equality are considered to be a paramount in our school, especially in the issuing of rewards and especially in the issuing of rewards and sanctions. The teachers do not consider any reward, or sanction, listed in this policy, to be more, or less appropriate to any one gender, cultural, or ethic group. However, teachers will endeavor to be aware of the needs, traditions and values of all groups, when applying rewards, or sanctions, so that the maintenance of justice and equality in the classroom is preserved.

Conclusion:

The Poznań British International School promotes an environment where each pupil is valued and respected. We believe the most effective school are those where the parents and staff respect and support each other’s roles in providing a safe supportive and secure framework in which learning can occur.

In providing such a setting, each child is given the opportunity of realizing their full potential in a harmonious and respectful climate.

Attachments:

Point Behaviour System

Home School Agreement