COLEY STREET SCHOOL
Pupil Welfare and Discipline – Behaviour Management
At Coley Street School we believe that children and adults have rights that form the basis of a cooperative caring community, and that the welfare, discipline and individual needs of pupils is a shared home, school and community responsibility.
To ensure that children and adults of this school have their rights recognised and respected the following guidelines and procedures have been developed.
Adults and children share the right: -
Implementingpositive behaviour management programmes requires clear communication and commitment to carrying out whatever has been agreed to by all members of the school community.
" SAY WHAT YOU MEAN
MEAN WHAT YOU SAY
DO WHAT YOU SAID YOU WOULD "
Programme Guidelines
Teacher Obligations:
1 Rules and consequences must be clearly explained to pupil and parents, displayed and consistently adhered to.
2 Good effective teaching techniques must be used to meet children's needs. This must include: -
(a) Planning;
(b) Monitoring;
(c) Modelling;
(d) Communication;
(e) Positive reinforcement.
3 Ensure that the school programme will provide for students to develop their sense of well being and their sense of responsibility for the wellbeing of others by:
4 Design programmes that allow each child to enjoy success by:
5 Provide opportunities that encourages teacher/child communication by:
6 Encourage a sense of pride in our physical environment.
7 Provide out of class activities with an emphasis on staff participation by:
8 Define physical boundaries that all children and adults are aware of.
Children's Obligations:
As our programme encourages positive responses to people's rights, any action or behaviour that opposes or restricts these rights must be treated as inappropriate. Children are expected to respond co-operatively to direction and leadership from teachers by:
Parent's Obligations:
To work in partnership with the school in supporting this policy by:
The Programme in Action
Classroom
Each classroom will establish their own rules as well as develop systems that provide positive reinforcement for good behaviour and work.
Teachers are asked to develop a system to keep a permanent record of classroom behaviour – positive as well as negative.
As well as continual and ongoing positive praise and encouragement, rewards for good behaviour may include: -
Negative Behaviour
If the child breaks a rule in the classroom the following procedure is to be followed:
1. The child is reminded of the rule broken, and the consequences of doing so again (warning).
2. If the child breaks a class rule again, the child is reminded of the rule broken, the consequences of doing so again, and their name is recorded under the "sad face".
3. If the child infringes again, a tick is placed by their name, and they receive a 15-minute detention.
4. Another infringement results in a second tick, and the detention is increased to 30 minutes (in total).
5. If a child receives 3 ticks, they are sent to a senior teacher for 30 minutes time out. The classroom teacher must find time to discuss the issue with the child later in the day.
6. At the end of the day any children with a detention have their name recorded in the Detention Book.
7. Children start each day with a clean slate.
8. 2 detentions - if a child incurs 2 detentions over each 5 week (weeks1-5, and 6-10) Right Choice period, they are ineligible for participation in the Right Choice Activities.
9. 5 detentions - If a child incurs 5 detentions over the period of a term, parents will be notified by letter, and a conference held involving the teacher, the child, and the Principal or DP.
The Playground
Positive playground behaviour will be rewarded by a positive comment of praise, by the duty teacher entering the child's name in the Interaction Time Notebook – these children will be acknowledged at School Assembly. Chance Cards will also be issued to children for a range of positive playground "behaviours".
Children who break school rules in the playground will face consequences that are dependent upon the severity of the infringement.
1. For a minor infringement, discuss the rule broken, and administer an on the spot consequence e.g. apologise, pick up rubbish, short time-out (thinking time on the bench outside the staffroom), withdrawal from an activity, walk with the Duty Teacher.
2. For more serious offences, children will receive a 15-30 minute detention. Such offences include: -
3. Extreme behaviour will result in the immediate withdrawal of the child/children from the playground, and will be dealt with by the Principal. Such offences include: -
Actions taken may include exclusion from the playground, the involvement of Special Education Services, in-school suspension, stand-down, or indefinite suspension.
Behaviour Management Programme
|
Minor Issues |
Serious Behaviour |
Extreme Behaviour |
(Benched) |
(Detention) |
(Isolation) |
Minor Issues
1. Rule reminder, and the consequences of doing so again (warning).
2. If you break a class rule again, you will be reminded of the rule broken, the consequences of doing so again, and your name recorded under the "sad face".
3. If you infringe again, a tick is placed by your name, and you will be benched – sit for 15 minutes outside the staffroom the next interval or lunchtime.
Serious Issues
Detentions of 30 minutes are issued for major issues as listed above. Children spent 30 minutes in R9 writing out school rules. These are instant, and no warning is given.
Extreme Behaviour
Extreme behaviour will result in the immediate withdrawal of the child/children from the playground (isolation), and will be dealt with by the Principal and/or senior staff members.
Actions taken will include exclusion from the playground, and may include the involvement of Special Education Services, in-school suspension, stand-down, or indefinite suspension.
