BOYTON PRIMARY SCHOOL
POSITIVE BEHAVIOUR POLICY
Our aim is to foster a safe, secure and supportive environment where effective teaching and learning can take place.
We aim to enhance self-esteem and encourage self-discipline, which will allow each child and member of staff to realise their full potential.
Respect for others and self respect lie at the heart of this policy and therefore at the heart of our practice.
Atmosphere and Ethos
The atmosphere of the school should make it plain that it is primarily a learning environment characterised by friendliness and calm. It should further suggest that the school is secure, orderly and accessible and that its community enjoys a shared purpose and common goals.
The ethos which sustains this atmosphere is dependent on the following:-
These in turn depend on the presence of the following:
The school population should provide testimony to the above.
The Ideal Pupil
We would hope all pupils are working towards this model and all pupils are capable of achieving it as a matter of routine.
These criteria were discussed by all classes, The School Council then drew up a whole school list written by the children.
A Boyton pupil is always kind and caring
A Boyton pupil always accepts others
A Boyton pupil always gives 100%
A Boyton pupil never gives up
A Boyton pupil is determined to try at everything
A Boyton pupil always wears their school uniform
A Boyton pupil respects everyone and their differences
A Boyton pupil is always honest and respectful of adults and each other
A Boyton pupil is always ready to learn
Celebration of Successes in School
All staff reward good work, achievement and behaviour. Sometimes a word or note to parents praising success. Children are sent to the Headteacher to share good work and successes may be celebrated through the school newsletter.
Other whole school systems are as follows:-
Star of the Week
This celebrates children’s achievements on a weekly basis. Teachers nominate a child to be Star of the Week and give a reason related to learning and/or behaviour. The child receives a certificate in Friday Celebration Assembly and their names and reasons are published on the weekly newsletter.
These are awarded by adults in the school on a daily basis. Children record their own house points on a chart in their classroom. The charts used are the same from Reception to Year 6.
House points are also celebrated in the Friday Celebration Assembly. The total points awarded for each colour are announced in assembly and that house is applauded and recognised.
Unfortunately, there are times when the Code of Conduct is broken. We have clear, effective procedures for when this happens.
For the purposes of this policy we use the terms ‘misdemeanours’ and ‘unacceptable behaviour’.
We define misdemeanours in this policy as minor infringements of class or school rules. Unacceptable behaviour represents more serious breaches of the school’s Positive Behaviour Policy.
A record is kept in school of incidents of unacceptable behaviour
Anti Bullying Policy
Boyton Primary School defines bullying as ‘any harm, neglect, or unwanted attention toward one person by another’. We recognise that bullying may take a variety of forms; physical, psychological and verbal, that people are bullied and indulge in bullying for many reasons, and that bullying can be intermittent or persistent.
1. Research shows that a child’s definition of bullying is often wider than an adult’s. Behaviour regarded as playful by an adult may mean something quite different to the child experiencing it.
2. Consequently, bullying can be defined as a repeated action that makes or contributes towards making someone feel miserable, insecure or threatened. It is the wilful conscious desire to hurt someone physically, verbally or psychologically.
Bullying can be physical, verbal or emotional by a single person or a gang or can be carried out online (cyber bullying). Incidents of bullying can include repeated:
Any child may be a victim or bully.
Reasons for being a bully may be:
It occurs in children from all backgrounds, cultures, races, sexes, from Nursery to Sixth Form or adult.
Early Signs of Distress
The School’s Response
1. Bullying generally takes place when adults are unlikely to witness the incident (eg at unsupervised times). This makes staff dependent on pupils, parents/carers informing us of any incidents of bullying.
2. Staff on duty at break and lunch times should ensure that all accessible areas of the school are monitored effectively.
3. Staff should record isolated incidents and should there be a repetition, the matters should be reported to the Head Teacher.
4. Members of staff should watch for the early signs of distress in pupils. These might be withdrawn.
5. If approached by a victim of bullying, members of staff must listen carefully and indicate that the matter is being taken seriously.
6. Both the victim and the bully should realise that:
i The school takes bullying seriously
ii A record of the incident will be kept by the Head Teacher
iii Any sanctions for unacceptable behaviour will be directed at the ‘behaviour’ and not the pupil. The punishment and why it is being given will be clearly explained.
7. If the situation demands, parents will be made aware of what has happened and be told of the action being taken by the school. In the more serious cases, it will be necessary to discuss the incident and the matters raised with parents/carers in school. A record will be kept of that meeting.
8. Sanctions for unacceptable behaviour will be as follows, in line with our Positive Behaviour Policy:
i Verbal rebuke
ii Loss of break, lunch time playtimes
iii Further sanctions as appropriate
There is no place for bullying at Boyton Primary School and it is not an option here to be a bystander. We believe in a pro-active approach as the most effective means of preventing bullying.
We will encourage pupil involvement in the prevention of bullying through curriculum content and clear commitment to tackling bullying by the school. We will raise self-esteem by the celebration of successes and achievements, and the development of personal and social skills.
We will ensure effective management and supervision of the pupils - within lessons taking account of appropriate teaching and learning styles and classroom management techniques - outside lessons taking account of physical environment and arrangements before and after break, school and lunch.
We will maintain the active involvement of parents, governors and outside agencies through calendared meetings and open and easy access to the school.
Framework for Anti-Bullying Campaign
Prevention is better than cure so:
Messages for Parents
Don’t give permission for bullying by saying:
Formal Procedure for Concerns
For all Staff both part-time and full-time