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| Positive Behaviour Policy |
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The focus in this school is the development of a positive climate for the whole school. This is based on a quiet yet firm insistence of high standards of behaviour at all times, and it draws its strength from community of purpose by all, teachers, supervisor, classroom assistant, office and ancillary staff and pupils. Within a happy Christian caring community we: a) encourage mutual respect among pupils, ancillary, auxiliary staff and teaching staff b) foster self esteem and self discipline c) encourage awareness of and respect for members of our community and the environment in which we work and play. We achieve good discipline within the school : • by nurturing self esteem - our own and our pupils • by speaking to each other with courtesy and respect • by accepting collective responsibility for discipline throughout the school • by establishing and being consistent about the school rules/classroom rules • by teaching rules and procedures regarding pupils’ talk, movement, timing and handing in work, and what to do when work is finished • by having clear work requirements for pupils and monitor progress • by being punctual at times of supervision • by considering, when appropriate, layout of room/routine/preparation • by using lots of praise whenever possible • by fairly distributing attention and praise • by trying not to stereotyoe pupils or jumping to conclusions about pupils • by trying to discover if there is a reason "behind" the poor behaviour - acknowledge this and encourage improvement • by trying not to communicate our negative expectations • by having the ability to apologise and forgive • by fostering Positive attitudes to learning • by trying to match tasks to the ability of the child • by fostering a Positive relationship with parents (guardian), keeping them informed of school/classroom rules as and when appropriate - the most effective reward is giving a favourable report to parents. Ways of Dealing Positively Attempt to get the child on task and praise for that (positive) rather than negative. Sanctions are related to defensible Principles; they are applied with flexibility and discrimination bearing in mind the age and maturity of the pupil. |