Discipline and Behaviour Guidelines
Our aim is to provide a safe learning environment in which children feel positive, motivated and can achieve their maximum potential. It is based on children’s rights and responsibilities. We constantly re-iterate that with rights come responsibilities and we take a firm stance on discipline within the school. Our six School Rules, displayed clearly in every class, and worded by the School Council, are based on rights and responsibilities.
In order to do this we teach the children to behave responsibly, so that they develop the values which are essential for them to work, play and achieve their best within the school. Children need security, consistency, praise and encouragement in order to feel positive and confident about themselves. This will enable them to learn effectively and to consider other people’s needs as well as their own.
They also need clear guidelines and boundaries to help them structure behaviour patterns. To meet these aims we have created a set of procedures in which clear, firm limits are set, remembering that each child is an individual and some variations to the pattern may occur according to need.
Racist behaviour from children, staff and/or parents/carers is totally unacceptable. Our school is a place which brings our community together and increases understanding, tolerance and respect.
Helping Children to Behave Well
We help encourage good behaviour through the following activities and groups:
Circle Time
Circle time takes place in every class and helps establish positive relationships within a class group. The children sit in a circle, play collaborative games and discuss important issues. The rules are very strict and everybody has to listen to each other with sustained concentration.
Special responsibilities
Special responsibilities e.g. tidying the book corner, cleaning the board, helping in assembly, helping in the library - all give children an opportunity to take responsibility for their school and to use their initiative. In Year 6 the children have the opportunity to become Prefects and take on responsibilities across the school. Prefects are chosen by the School and being chosen is a particular honour.
The School Council
Each class has representatives on the School Council. Generalised behaviour issues are raised here and discussed in class. The Council has its own bank account and raises money from time to time for projects chosen by the children. The School raises impressive amounts of money for various charities.
Rewarding Good Behaviour
We follow a consistent policy in rewarding good behaviour:
Verbal Praise
Verbal praise for effort and success in both work and behaviour is one of the most effective rewards as long as it is genuinely earned. We do not encourage unnecessary praise when it is not due. We also avoid over praising.
House Points
Children can earn house points in class for good work, for clear thinking, and for positive and co-operative attitudes. Children are divided into four houses and the winning house is awarded a trophy at the end of each half term and awarded extra playtime from time to time as a reward.
Well Done Certificates and Badges
Children can be awarded ‘Well Done Certificates’ from any member of staff. These will be awarded in ‘Praise Assemblies’ which are organised by year group. Certificates count towards ‘Well Done Badges’. We encourage children to become successful learners, confident individuals and responsible citizens – awards will be given to children who demonstrate such successes.
Golden Time
‘Golden Time’ is a half hour of structured and teacher-led enrichment activities (sporting, musical, art and craft, creative) that the children earn through their responsible behaviour. It happens every Friday from 2.50pm to 3.15pm.
Dealing with Bullying
An Anti-Bullying Guidance Leaflet which was created by the children of the school is available from the School office. Bullying incidents are rare at Raglan but they do happen. Bullying is a wilful, conscious action with a desire to hurt, threaten or frighten someone by making them feel different.
Bullying can be physical or verbal:
- Physical abuse is more obvious.
- Verbal abuse includes persistent name-calling, teasing, taunting. It is often attacking a person’s race, sex or family. The victim feels intimidated. It is much more difficult to sort out than one-off incidents.
Bullying can take place several times a week or day. It can go on for months or years. Here are some suggestions for helping children to deal with bullying:
- Watch for signs of distress e.g. unusual behaviour, unwillingness to attend school, a pattern of headaches or stomach aches, requests for extra pocket money, damaged clothing/bruising, loss of personal possessions.
- Always listen to the children but remember there is often another side to the problem, so don’t over-react.
- As parents, if you are in any way concerned speak to your child’s class teacher.
- If the problem is not sorted, see senior teacher in the year group.
- If you are still unhappy, see the deputy headteacher.
- Advise the children always to tell an adult, and if possible the class teacher first, who can often sort it out quickly. When there is a time lapse it is always more difficult to address the problem.
The child who has bullied will be admonished or punished, but they also need help to overcome these tendencies.
Communicating Pupil Misbehaviour to Parents
It is our practice to telephone parents or send home a letter when a child has mis-behaved significantly. We expect parents to be highly supportive of the school when a child has misbehaved in such a way that would involve us contacting you. If a child has had three ‘strikes’, that is to say three serious warnings during a lunchtime, we will request that you collect your child from the school during the lunch hour as a way of indicating that unacceptable behaviour always has consequences.
Such home-lunch situations usually last about one week and our experience is that it helps the child to realize that good behaviour is the only option and helps them be responsible and accountable for their own behaviour. Every action has a consequence.
If a child is presenting extremely challenging behaviour, we will recommend that external assistance is sought to support. This often involves Enfield’s specialist Behaviour Support Service, Enfield’s Child and Adult Mental Health Service or the school’s Educational Psychologist. Targets may be given or a behaviour contract signed between home and school. We will always try to be as supportive as we can.