BEHAVIOUR POLICY

BEHAVIOUR POLICY

1.      STAFF MEMBERS

a. All staff should familiarise themselves with this page of the policy

b. All staff involved in the process of promoting positive behaviours for learning should study and refer to this policy often.

2.      SCOPE

a.    This policy describes the framework for the management of behavioural issues within the school.

b.    This policy explains the procedures involved when a child falls short of the behavioural standards. These include:

·       Penalties

·       Strategies for staff to help prevent behaviours from escalating

·       How to report wrong behaviour

·       How to manage repetitive behaviour

c.     Strategies used to encourage positive behaviours are also included in this policy.

 

3.      POLICY STATEMENT

CEDEC International Schools is dedicated to the development of successful children. We strive to develop children who are unique and well equipped to take on the future. To achieve this, we will maximise each child’s potential by preparing them for the world outside. CEDEC International Schools will offer a safe and caring environment where children can identify and resolve their challenges. Hence all members of the school community are enjoined to commit to promoting and modelling positive behaviour for learning. All staff will demonstrate care and compassion towards one another, students and parents alike, and enforce school rules justly. All students are expected to adhere to the code of conduct as detailed in the “School Rules”, and in the event of a breach, the agreed procedures as detailed by this policy should be followed.

4.      AIM

This policy aims:

• ·       to develop a school culture that encourages initiative, responsibility and positive relationships,
• ·       for all learners to understand the relationship between choices and consequences,
• ·       for students to take responsibility for their own behaviour,
• ·       to build a sense of self-worth, respect and tolerance in students,
• ·  to encourage cooperative partnerships between parents, students and teachers for the purpose of creating and maintaining a safe and caring environment that enhances learning,
• · to develop positive behaviours, self-discipline and a sense of responsibility by promoting and recognising good behaviour instead of simply penalising bad behaviour, and
• ·       to use a corrective and restorative approach, when problems might occur, to achieve behavioural improvement.

5.      PRACTICE AND PROTOCOL

This aspect of the policy will make provision for an approach that supports staff and students alike in replicating the appropriate learning behaviour. While we understand and value freedom of choice, all members of the school community should be aware that actions have consequences, whether positive or negative. These are outlined according to the year group as follows:

Early Years Foundation Stage (EYFS) – Kindergarten

• Children are spoken to about behaviour by their class teachers and assistants using age appropriate language.
• During circle time, children are reminded about the expectations for behaviour. If they do not follow these then they are given a warning. If the behaviour continues then they are put on a time out.
• Displays of aggressive behaviour results in a time out for the child from the class teacher or assistant. If this behaviour continues, then they will be sent to the Head of the Kindergarten Department’s classroom, if it continues further, then they will be taken to the Deputy Head of School or may be required to spend time out in another classroom.
• Staff will be required to discuss children’s behaviours and agree on strategies to be adopted by the whole staff team to meet the needs of the individual children at the daily morning briefing and staff meetings. The Head of School will discuss concerns regarding a child’s behaviour with their parents or carers.

 

Primary School (Key Stages 1 and 2)

Behaviour Expectations (as displayed in each classroom)

• ·       Walk, run, play and line up safely to keep ourselves safe from bumps and bruises.
• ·       Use an inside voice as loud noises hurt our ears and make it hard to think and learn
• ·       Be kind and respectful to others.
• ·       Follow instructions so that we can learn new things and stay safe
• ·       Make good choices so that we can learn, play and be safe

Key Stage 1 - Procedure

• Teachers warn children verbally if their behaviour is inappropriate.
• Second warning and the child’s name is moved to the “time out” corner. The time out corner is where a pupil can be seated away from classmates for a chance to calm down, reflect or continue their work silently.
• If the child is not calm and cooperative after some time in the corner then they can be sent to the Head of the Kindergarten Department or the Head of School.
• If there are persistent behaviour issues or incidents with a child the class teacher will speak or send a letter to the parents/carers with the Headteacher or Deputy to talk through ideas for a solution.
• Staff will be required to discuss children’s behaviours and agree strategies to be adopted by the whole staff team to meet the needs of the individual children at the daily morning briefing or staff meetings. The Head of School will discuss concerns regarding a child’s behaviour with their parents or guardians.

 

Key Stage 2 - Procedure

In the event of the display of unruly behaviour,

• Firstly, staff will try to diffuse the situation
• Teachers warn children verbally if their behaviour is inappropriate.
• If the inappropriate behaviour continues, the child receives a second warning and the child is placed on the time out table where they can be seated away from classmates for a chance to calm down, reflect or continue their work silently.
• If the child is not calm and cooperative after some time in the corner then they can be sent to the Head of Department and then the Head of School’s office.
• If a child is sent to the Head of Department or the Deputy Head of School twice in one week, a phone call is made to the parent from the Head of School, then a letter is always sent home to invite parents and carers in to talk through how we can work together to change the behaviour.
• The teacher might also decide to make the child stay in at playtime or give them lunchtime detention as a penalty. Lunchtime detentions are recorded in the Detention book, here; the child will have their lunch in a separate room under the supervision of an assigned staff. Class teachers only can issue detentions at this stage.
• If a child continues to not follow the behaviour policy an internal exclusion may be organised. Students may be assigned to the library to serve their exclusions, but their study work may be given to them at this time. A meeting will take place with the parent/carer to explain this decision. All information will be logged in the incident book.
• In cases of extreme violence the parents are always informed either verbally, by letter, or phone call.

KS2 Detention 

• Child must be told and explanation given by class teacher
• Detention is on the following day, and parents should be notified to pick up their children after detention.
• If a child hasn’t finished work / homework or is displaying low level behaviour issues they should / could stay in with the class teacher at morning or lunchtime break
• Teachers must check the detention book. More than 3 detentions in 2 weeks and parents must be notified and a meeting arranged
• Detention should finish at 3:00pm where the teacher in charge should walk the child to the parents vehicle.

 

KEY STAGE 3, 4 and 5

Behaviour Expectation

The Basic School Rules are broken down simplistically and displayed in every classroom:

• ·       Treat each other with humility and respect.
• ·       Use respectful language within and outside the school.
• ·       Listen to and follow instructions of staff as appropriate.
• ·       Treat the school environment with respect.
• ·       Always try your best in all things.
• ·       Be punctual at all times.
• ·       Always have on the appropriate uniform.

 

Detention

• ·       Responsibility for monitoring the detention is on the person who gave the detention
• ·    The Heads of Department’s role is to enable classroom teachers to enforce detentions
• ·       All detentions are a suggested length of 1hr and up to a maximum time of 2 hours. However, the teacher and Head of Department will use their discretion as to the length of time.
•     Detention should finish before 4:00pm where the teacher in charge should walk the child/children to the parents’ vehicle.
• ·If a student fails to attend an after-session detention for a disciplinary offence without reasonable excuse, a more severe sanction should follow.

 

6.      REWARDS

·       All rewards are applied fairly and consistently.

·       Members of staff give rewards to pupils who are seen to demonstrate excellent behaviour, reach personal or team goals, achieve success at a level proportionate to the task and the student’s personal abilities.

• ·       Prize Giving – Certificates/badges/commendations should awarded weekly in assembly for effort and achievement in curriculum matters.
• ·       Praise - The main system of ‘rewards’ consists of words of encouragement and praise. Every opportunity is sought to praise children, verbally and in writing, for good behaviour in and outside the classroom. In addition good work and behaviour is shared, for example through:

o   Children sharing their work with their peers -- reading aloud or displaying.

o   Children showing their good work to their teacher.

o   Set points given to children for good work or good behaviour.

o   Certificates of commendation awarded in assembly and the work displayed on the board in the class or corridor.

o   Class Points - Rewards in the form of Class Points are given to classes.

If additional methods are used to celebrate success they must be applied fairly and consistently across the Year Group, with clear guidelines established and added as appendices to this policy document at the start of the academic year.

 

7.      SANCTIONS

Students have the right to expect fair and consistently applied sanctions for wrong behaviour choices, which make a clear distinction between serious and minor infringements of the Code of Conduct. An appropriate sanction is one that is designed to put matters right and encourage better behaviour in the future. Thus, it is inappropriate to punish whole groups of students for the misdemeanours of a few. Parents will be invited or notified, for certain behaviours as deemed necessary. The School has developed and will implement a consistent range of strategies and sanctions to deal with inappropriate behaviour by students.

Teachers have a statutory authority to discipline students whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction.

·  The power also applies to all teaching/classroom staff (unless the Head of School declares otherwise within reason) with responsibility for students, such as teaching assistants.

·  Teachers can discipline students at any time the student is in school or elsewhere under the charge of a teacher, including on school visits in line with this policy. 

·       Teachers can also discipline students for misbehaviour outside school. 

·     Teachers have a specific legal power to impose detention outside school hours with the knowledge of the school.

·       Teachers can confiscate contraband students’ property 

·   It also covers sanctions for a failure by the student to comply with those previously imposed on him/her.

In determining whether a disciplinary sanction is 'reasonable' the following must be taken into account:

·       whether the sanction was a proportionate in the circumstances;

·       · any special circumstances which are known to the person imposing the sanction, including;

a. the student's age;

b. any Special Educational Needs or Disability;

c. any religious requirement affecting him/her.

The Head of School will take account of the following principles in determining and implementing the Behaviour Policy:

• ·       none of the School’s sanctions must be degrading or humiliating;
• ·     all rewards and sanctions must be applied fairly and consistently,
• ·       all paid staff at the School have a statutory authority to impose sanctions in line with this policy (called ‘disciplinary penalties’ in the Education and Inspections Act 2006);
• ·  the Head of School has the power to withdraw the authority from individual staff or classes of paid staff;
• ·       the Head of School has the power to authorise volunteer or nonteaching staff to impose disciplinary penalties.

The following ‘disciplinary Penalties’ may be used.

• ·       Class displacement. This is removal from the group/class or particular lesson on a short-term basis. This removal may be to another class or to a different part of the school, but always on a short basis, students would still be able to participate in their school work.
• ·       Detention – see details above.
• · Withdrawal of privileges, including withholding participation in educational visits or sports events which are not essential to the curriculum
• ·       Completion of work or extra work
• ·       Community Service within the school. This is carrying out a useful task in the school like library shelving, litter duty, etc
• ·       Suspension from school, while learning will continue virtually (access to remote learning may be rescinded in certain cases)
• ·       Recording the students name in the penalty book.
• ·       Offence of the Week board.

This policy is subject to an annual review or a review when necessary.