Promote children and young people
Listed below is a brief summary of some of the policies and procedures in place: Behaviour Policy – In order for effective learning, good behaviour in all aspects of chool life is necessary. By adhering to this policy we aim to recognise and promote positive behaviour and by doing this will promote self-esteem, self-discipline and build positive relationships based on mutual respect. The policy is aimed at everyone in the school community from parents, governors and staff, so it can be applied consistently. All staff work hard to help children to maintain high standards of behaviour.
This is important so that they can use their time in school effectively to learn and that learning is not disrupted by others. We actively encourage and romote good behaviour which is rewarded in a variety of ways such table points, merits, praise from teachers and staff. Children also understand that poor behaviour is not acceptable, within school we have a clear set of behaviour consequences such as if a child is disruptive: question them on their behaviour; a warning if inappropriate behaviour continues a yellow card then followed by a red if behaviour does not improve.
Code ot Conduct – It is ot great importance that pupils and parents are aware ot the Academys high expectations for pupil conduct. High standards are expected and a ositive approach to discipline is taken to encourage pupils to show consideration and care to fellow pupils and property. Pupils are to- Respect all other people, regardless of race, culture, gender, and religion. Behave in a quiet, polite and orderly manner. Follow the instructions of all staff. Wear full academy uniform. Be punctual for the academy and lessons.
Remove outer clothing (scarves, coats, gloves) before lesson. Leave lessons only with permission from a member of staff. Have a bag to carry books and equipment. Look after Academys property. Be clean and tidy at all times. Work to the best of their abilities in all lessons. Pupils must not – Bring mobile phones, I-pods or other electrical items to school Use bad language or swear anywhere on Academys site. Wear make-up. Write on desks, walls, or Academy fabric. Show intimidating behaviour- physically, verbally, or otherwise. Run along corridors or stairways.
Interfere with other pupils work either physically or verbally. Chew gum at any time. Access other pupil’s files on the Academys computer network. Rewards and sanctions – we aim to create a healthy balance between rewards and sanctions with both being clearly specified. By implementing these we aim for pupils to learn to expect fair and consistent sanctions for inappropriate behaviour and to ensure we retain a safe and positive learning environment. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups.
Positive recognition is the cornerstone of the school’s behaviour policy. Rewards and praise will be given wherever possible for both work and behaviour to encourage a positive attitude to learning. The school employs a number of sanctions to enforce school rules and to ensure a safe and positive learning environment. We mploy each sanction appropriately to each individual situation. The reward system is a merit based structure, we give merits to pupils who have worked hard in a lesson or shown they are following the code of conduct and being a good role model.
For unwanted behaviour we apply a yellow and red card scheme if a child is not behaving in the correct way a warning is given and if no change in behaviour we would move on to yellow card and then red. Dealing witn contlict and inappropriate behaviour – the procedure tor any contlict or inappropriate behaviour taking place would primarily be dealt with by adhering to he rules set out in the behaviour policy which would result in the necessary sanctions being applied. These sanctions would be appropriate to age, development and the seriousness of inappropriate behaviour given.
Anti-Bullying Policy – The purpose of the policy is to set out a definition for bullying and procedures which should be followed although we seek to prevent bullying rather than have to deal with the results. The aim is for all pupils and parents to have self-awareness of what the policy is about and what steps should be taken if bullying arises. Any form of bullying would result in following the procedures set ut in the policy which would in turn seek to change the behaviour of the bully and therefore achieve the best possible outcome for the victim.
Anti-Bullying Policy The aim is to ensure that every pupil receives the best education possible in a calm, controlled environment enabling self and mutual respect to develop. Objectives to make staff, governors (the Academy will have ‘Councillors’), parents and pupils aware of the procedure to be followed when incidents of bullying occur. Bullying is a whole Academy issue, therefore all members of teaching and nonteaching staff have a esponsibility to ensure that pupils are able to learn in a nonthreatening environment.
The Academy recognises the needs of victims and their bullies. Cases will be handled with sensitivity and discretion. Definition of bullying is: when a person or a group deliberately intends to cause someone else to feel hurt, distressed, threatened or humiliated Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Types of Bullying are:- Physical e. g. hitting, kicking, pushing, taking belongings Verbal e. . name calling, taunting, mocking, making offensive Comments Cyber e. g. nappropriate text messaging and emailing, sending offensive or degrading images by phone or via the internet Written e. g. producing offensive graffiti Social e. g. gossiping, excluding people from groups, spreading hurtful and untruthful rumours. Specific types include bullying related to: race, religion or culture special educational needs, ability or disability age gender pregnancy or maternity appearance or health conditions sexual orientation relating to pupils who are lesbian, gay, bi-sexual or transgender oung carers or looked-after children or other issues related to home circumstances Or be of a sexist or sexual nature.
Ref “Safe to Learn- Embedding anti-bullying work in schools” DCSF 2007 Those who know that bullying is happening and do nothing about it are also responsible Set out in the policy we have a list of principles and encourage the pupils to follow them. we have We have strategies in place to minimise bullying such as; encouraging discussions with pupils, emphasise peer support, and a few other strategies. And lastly how the academy responds to specific allegations of bullying. Attendance policy – Attendance policy is developed in consultation with governors, teachers, Education Welfare Services and pupil’s parents/guardians.
It seeks to ensure that all parties involved in the practicalities of school attendance are aware and informed of attendance matters in school and to outline the schools commitment to attendance matters. It details the responsibilities of individuals and groups involved and the procedures in place to promote and monitor pupil attendance. If poor attendance occurs parents/carers are invited for an informal chat to discuss any roblems with regards to poor attendance and the best way forward.
Attendance is recorded on a computerised register. B) Evaluate how the policies and procedures of the setting support children and young people to: 1 a) feel safe b) make a positive contribution c) develop social and emotional skills d) understand expectations and limits Mansfield academy takes a whole school approach in implementing policies and procedures Sate ” The ECM tramework is practiced and promoted. Rules to various policies are always in place and staff have access to these at all times so they can be applied ffectively.
Health & Safety Policy – Carrying out a fire drill for example gives children an understanding and feeling of being safe as they are able to act out real life situations. Behaviour Policy – class rules are regularly discussed with children such as; we are Gentle, We are Kind and Helpful, We are Honest, We are Respectful, We have Positive Attitude to Learning, We are forgiving. In having these discussions regularly children learn how to keep to these Rules and achieve a sense of safety to oneself and others. The number of bullying problems in our school is very low.
Make a Positive Contribution – Pupils are given responsibility to get involved in school decision making through the Schools Council (this has representatives from YRI to Y6). We encourage our pupils to recognise the different communities that they belong to. We consider their school community, their family, local communities, their national and their international community. Pupils develop an understanding of what it means to be a member of these different communities, this includes understanding their rights and their responsibilities.
School rules are agreed by the chool council, class rules are discussed with classes, this means that pupils have an understanding of their rights in the school. Develop Social and Emotional skills -It is essential that children’s social and emotional skills are developed and taught as early as possible in order to give them the best chance of developing a healthy, emotional and social outcome later on in life, it is important that children learn social skills such as taking turns, learn to cooperate, be able to respond assertively in certain circumstances and to gain confidence in social situations.
Through the Personal, Social and Health Education (PHSE) coaching, the school ensures that all children develop these personal abilities and skills that will motivate them to strive for higher personal achievement, socially and academically throughout their lives, PHSE also helps a child to understand how they are developing personally and socially and tackles many of the moral, social and cultural issues that are part of growing up. Understand expectations and limits – Children and young people should know the expectations and limits of the school.
To help them achieve this we need to einforce the code of conduct any class rules that have been put into place, by doing this it encourages the child or young person to develop responsibility for their own actions for eg; Apologise when it is necessary to do so and when it is appropriate. Accept the consequences ot their own actions and behaviour. Recognise the opportunities o help others. To avoid over reacting and take on responsibility.
C) Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and rocedures of the setting. It is very important that all staff are consistent and fair when applying the rules and boundaries for children and young people in accordance with the policies and procedures. By doing this it is likely that all children will respond positively as they will be aware of sanctions and rewards that can be given out.
All support staff, even after school provision should be aware of the importance and impact of consistent strategies. Support staff should be given status within schools so they can be respected in the same way as teachers Children know the boundaries and/limits. Children may get confused/ mixed messages if the consistency is not shown. Children know what to expect as a sanction. Children to model themselves on adult behaviour. “Following like sheep! springs to mind but if we do not all praise and punish in the same way, the children will become unclear of what is expected from them and this will lead to chaos in lessons, play and lunch breaks. We need to stay positive and consistent role models to promote positive behaviour’s in our children and young people. D) Explain the benefits of actively promoting positive aspects of behaviour (benefits to Children staff school We need to be aware of reinforcing positive aspects of behaviour, so the child can take this with them throughout their lives.
As no matter what profession the child or young person decides to pursue we have to be considerate of other people and understand that rules and boundaries are there to help us CHILDREN The children get rewards tor being good; these range trom merits, table points star ot the week. For children who may misbehave to gain attention, they will learn that through good behaviour you can get the same attention but in a positive way instead f a negative. STAFF It builds a better environment to teach in; the less time spent dealing with bad behaviour means more quality time teaching.
The child becomes more eager to complete excellent work to gain the rewards, or sometimes Just to hear you say “well done”. SCHOOL The schools environment is better and a safe place to learn. The better behaved the children are the more they will learn, teaching becomes easier because there’s less interruptions in class. E) Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred. Experienced staff members would feel comfortable dealing with inappropriate behaviour, but even they may need to refer to others.
Having another adult with you also protects could protect you, this being; If the pupil(s) are not following my instructions and I am not in control of the situation. A child that may be displaying unpredictable behaviour. If I am on my own and dealing with a difficult situation. Pupil is displaying behaviour that is a danger to him/ herself or others. I would seek help from within school but it would depend on the situation I was in to who I would get to help me. In most situation another member of staff would give enough support.
Say for instance a child was showing unpredictable I would get help from SENDCO they would be my initial point of contact for behaviour support. From there they may feel it necessary to contact other professionals outside the school for advice and support. I would also speak to other class teacher for support in particular prior class teacher ot the child as he/she may be able to snare previous experiences of behaviour issues. I would also feel able to approach the head and deputy principal. Details of any policy or procedure is taken from Mansfield Primary Academy