It is a primary aim of our school that every member of the school community feels happy, valued and respected, and that each person is treated fairly and well. We are a caring community with mutual trust and respect for all.
The primary aim of this policy is to promote good choices which lead to effective relationships so that everyone can support each other, work together and learn well. It aims to promote relationships which are happy, safe and secure.
Roles, rights and responsibilities for pupils
It is the responsibility of pupils to make good choices at all times and with all adults and pupils in school. This will lead to pupils behaving well and building up and maintaining good relationships. Pupils should follow three simple rules to avoid bad choices:
- follow instructions*
- respect everyone and everything
- keep hands, feet and objects to themselves
Following instructions can include ‘3-2-1-Stop’; in our school, this means three things:
- silent voices
- empty hands
- eyes on the speaker
Roles, rights and responsibilities for staff
All staff in our school have high expectations of the children in terms of their relationships, choices and behaviour. A key priority is to reward and praise good choices in order to reinforce good behaviour (including following school rules) and positive relationships.
Roles, rights and responsibilities for parents / carers
The school works collaboratively with parents so children receive consistent messages about how to behave. We aim to build a supportive dialogue between the home and the school. We inform parents immediately if we have concerns about their child’s welfare or behaviour – this includes if a child receives five warnings or if there is a pattern of regularly receiving warnings.
We expect parents to:
- be aware that we have school rules (often communicated to parents) and to support them
- co-operate with the school
- support their child’s learning
- support the school’s decision when applying consequences to deal with any specific incident / issue
Each teacher and their class develop their own systems of reward and praise, based on the overall school principles set out in this policy. This will include at least individual and class rewards.
Some of the positive consequences for the good choices and good behaviour that children show are:
- regular verbal feedback to reinforce positive behaviour
- reference to good role models
- children are congratulated
- stickers or other small prizes / treats
- certificates: usually at least one based on learning and at least one based on a Social and Emotional Aspect of Learning are given in Friday Assemblies
- Golden Time if a class has achieved a class target
- Choice Chips are given to children for good choices, good relationships, politeness, co-operation or acts of kindness in school – the class with the most Choice Chips are awarded the Choice Chip Cup in Friday Assemblies.
Sweets are not used as rewards; as a healthy school, we prefer to reward in other ways.
Staff at Scholes (Elmet) Primary School employ consistently and clearly a hierarchy of negative consequences (our ‘warnings’) if a child breaks a school rule. This is to ensure a safe and effective learning environment in which positive, happy, healthy relationships flourish.
The series of warnings is:
- A reminder about behaviour and choices
- Five minutes off break
- Time out of class and missed break
- Time out of class and 30 minutes of lunch play missed
- Pupil sees Head of School and parents are informed
Serious misbehaviour (eg disrespect to staff, property or cultures, swearing, fighting) is very rare at Scholes (Elmet). Such behaviour would mean warnings are automatically by-passed to four or usually five warnings. Similarly, any pattern in warnings or consistent warnings means parents are contacted. We contact parents to keep them in the picture and to discuss ways to respond and gain a consistent message between home and school.
We do recognise that there are occasionally overriding factors or circumstances, but these are rare and so variation from the warnings system is rare. This is to maintain their effect and impersonal nature ie we aim to remove the personal judgement so children understand and accept the school rules. We allow for differentiation of sanctions where appropriate. This is to reflect different levels of culpability (or fault) while maintaining consistency and fairness of the treatment of pupils.
We expect children to try their best in all activities. If they do not do so, we may ask them to redo or complete a task. We expect children to make good choices and older children to set a good example to younger ones. We expect children to not support the misbehaviour of their peers. We expect and encourage children to tell an adult of misbehaviour.
The class teacher discusses the school rules with each class, and also creates a Classroom Charter as part of their New Beginnings SEAL work. This is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school.
Parents / carers say their child feels safe at Scholes (Elmet) Primary School (based on responses in typical Annual Surveys, 2010-2016). One of the reasons for this is that we do 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 occurrences of such behaviour. We have specific guidance to follow if an incident of bullying (including cyber-bullying) or racism occurred.
Read the full policy.
Read the Governors’ Statement of Behavioural Principles.