Support, Teaching and Learning Level 2, 209
Behaviour is the way in which we act, speak and treat other people and our environment. Children and young people whose early social and emotional development is positive are more likely to make friends, settle well into school and understand how to behave appropriately in different situations. They have strong self- esteem and a sense of self- worth, but also have a feeling of empathy for others. This all helps them to understand what the boundaries are, and why they are necessary.
All adults who work within a school environment have a responsibility to themselves and the school to model a high standard of behaviour, both in their dealings with the pupils and with every other adult within the school as their example of behaviour has a significant influence on the Pupil’s behaviour. Good, strong team work between staff will encourage good behaviour in pupils. The school policies explain the rules that are applied, and how pupils will be helped to understand and learn to keep them. In most cases the rules are simple and reflect the concerns for safety and for pupils to be considerate of others and their environment. The rules need to be appropriate for the age and stage of development of the pupils and for the particular needs of the setting. Rules apply to the forms of behaviour that are encouraged, and cover the physical, social and verbal aspects.
Primary School has a behaviour policy that all staff are made aware of and adhere to. The school policy explains the rules that are applied, and how pupils will be helped to understand and learn to keep them. The rules are simple and reflect the concerns for safety and for pupils to be considerate of others and their environment. The organisations of the classroom and teaching methods have a big influence on pupil’s behaviour. If a classroom is inviting, bright and pupil's work is displayed within, it makes pupils aware of how they and their efforts are valued. A relationship between a teacher/teaching assistant and the pupils, the positive strategies that are used, together with classroom displays that the pupils have done by themselves all have an impact on a child’s behaviour. The whole ethos at Primary School is built around our emphasis on rewards that strengthen good behaviour and by showing pupils that they are highly valued as a pupil. By giving pupils praise, for example, when they have been helpful to another pupil. Praise will reinforce their feeling of belonging to the school which in return produces good behaviour.
The school rewards system consists of;
• Positive and the appropriate praise, for example, good work points, stickers and verbal praise. • Writing constructive and positive comments on pupil’s work. • Nominating ‘Star of the Day’ for each class where by that pupil will get to have their lunch in the 'Tree house' with the other stars of the day. These types of rewards are intended to increase the motivation in a pupil and by recognising their success will lead to their good behaviour. By using positive rather than negative approaches to encourage pupils to behave appropriately. Promoting positive behaviour involves setting clear boundaries, which are applied in a calm and consistent way. Encouraging pupils, to make their own choices about behaviour – and to understand the negative consequences if they choose inappropriate behaviour. Setting ‘positive’ rules rather than ‘negative’ ones. Negative rules often start with the word ‘Don’t’, and tell pupils what they must not do. Positive rules help to guide pupils into making the right decisions. Unacceptable behaviour will not be tolerated at Primary school, this type of behaviour includes, bullying, disrespect to adults, disruptive behaviour and racism.
If a pupil at Primary School displays any of the above behaviour the consequences are as follows:- The Pupil is made aware of the unacceptable behaviour and why it was unacceptable so they are able to understand. The pupil is then advised that change in their behaviour is needed. If the pupil does not stop with their unacceptable behaviour the pupil would have some time out that involves removing the pupil from the situation or thing that they are doing and insisting that the pupil sits in a safe place (the library) and takes part in a quiet activity for a period of time. This gives the pupil time to calm down and to think and reflect on their own behaviour. After a period of time they would then be asked to re-join the class/ activity. If after that the pupil behaved appropriately we would offer praise. The pupil would then be subject to loosing break time if the unacceptable behaviour continued. The next step would be for the pupil to sit outside the Head Teachers office so that the pupil can explain his/her actions to the head teacher. If the unacceptable behaviour continues then a letter home to the parent(s)/ Guardian(s) may be required followed by a meeting between the class teacher/ head teacher and parent(s)/ guardian(s).