Positive Behaviour Policy

This behaviour policy is based on the principle of shared mutual respect between all members of the community.

Values

Our Inititave is founded upon a belief in the uniqueness of the individual, which seeks to develop individual strengths, remove obstacles to learning, identify areas for development and bring these areas into balance.

Our approach

Our approach is to encourage behaviour which promotes a healthy learning environment, through positive and proactive strategies.  We differentiate our approach and have different expectation for children of different ages.

We endeavour to build positive relationships throughout the Initiative by respecting the feelings and qualities which are expressed in behaviour.  Building on an understanding of the particular needs of individual pupils, we use preventative and differentiated strategies to foster positive interactions and dialogue throughout the community.

When challenging behaviours do occur, we will respond with clear and targeted corrective strategies, which again encourage dialogue and build relationships.  It is a part of the teachers’ creativity to deal with the ‘small stuff’ in a positive manner, while observing patterns of behaviour change which need a more considered approach.

We strive to put our beliefs and our policy into practice by sharing strategies and insights across the teaching body on a regular basis, developing a toolbox of proactive strategies to promote dialogue and build positive relationships.

Expectations

In recognising that a positive learning environment is built upon strong relationships, we have expectations relating to the behaviour of all members of the community.

 

Teachers are expected to:

  • Present lessons with a sense of rhythm, creating a safe learning environment;
  • Relate to pupils at an age-appropriate level;
  • Ensure that a number of different instructional methods are offered and verbal instruction is of an appropriate length;
  • Be proactive in observing the children’s behaviour and avoiding conflict;
  • Communicate observations to children via methods such as eye contact, gesture and short phrases;
  • Redirect a pupil who is uncomfortable to a new focus or activity;
  • Consult with colleagues on effective ways to respond to different patterns of behaviour;
  • Develop and outline clear behaviour guidelines each year, engaging pupil voice through an interactive process where appropriate;
  • Resolve any instances of conflict in a non-confrontational and supportive way, which addresses the behaviour and not the person;
  • Help pupils find creative solutions to conflict which celebrate individual qualities and diversity;
  • Create opportunities for pupils to reflect upon and share their learning experiences;
  • Ensure that all pupils are supervised at all times;
  • In the case of bullying follow the No Blame Approach.

Pupils are expected to:

  • Treat all other members of the community with respect and care;
  • Engage willingly in lessons and try to communicate with the teacher when they are having difficulty doing so;
  • Comply with the policies on Dress Code and Banned Substances.

Parents are expected to:

  • Communicate to teachers any information about the pupil’s home life which may have an impact on their learning;
  • Maintain a constructive dialogue with the teachers about their child’s development;
  • Attend parents’ evenings wherever possible;
  • Ensure that pupils arrive at the Initiative on time and in accordance with the Attendance Policy;
  • Assist their children in their compliance with the Dress Code and consult with the school if they are having difficulties in this respect.

Patterns of challenging behaviour

In observing a pattern of challenging behaviour teachers will use some of the following strategies:

  • Observe and record behaviour;
  • Consult with colleagues for short-term ‘united’ strategies that are age appropriate;
  • Invite a colleague into a lesson to make detailed observations or to observe the class in another lesson;
  • Look for ways to change the learning environment which will take pressure off the behaviour;
  • Ensure that there is a clearly agreed process that the children can follow if they need some space to calm down for a short while;
  • Inform and consult with parents;
  • Be on the look-out for any opportunities for positive interaction with the child in a different scenario;
  • Recommend the child for a Child Study in a teachers’ meeting.

Serious incidents

In responding to serious incidents, which threaten the health and safety of others, teachers will:

  1. Act to ensure the immediate safety of all members of the community;
  2. Inform relevant colleagues via a systematic reporting process;
  3. If school age, consult with pupil at an age appropriate level.  For older Kindergarten children and classes 1-3 this might simply be an opportunity to express any feelings in a safe space, perhaps artistically;
  4. Contact the pupil’s parents and arrange a meeting with the parents (and pupils if above C4) and at least one other colleague (standard policy at Canterbury New Initiative for parent/staff meetings);
  5. Determine sanctions that are deemed to be achievable and effectively balanced with preventative strategies to avoid a similar issue in future;
  6. If necessary, inform pupil that teachers will work together to help them devise a behaviour plan which sets out learning goals.

Sometimes it may be necessary to:

  1. Devise an Individual Behaviour Plan (IBP) including a date for review;
  2. Begin a conduct card (report card) to measure progress through lessons;
  3. Start a ‘formal report’ –involving teacher and parent monitoring;
  4. Decide on fixed term exclusion (see the Exclusion Policy – which has a section about fixed term exclusion, Banned Substances and Items Policy and Clothing Policy).

Playground behaviour

Any incidents of disrespectful behaviour, including bad language, are recorded in the Playground Incident Book.  The relevant class teacher is consulted.

Communications with parents

There is regular communication with parents and carers through termly parent / teacher conversations and whole group parent meetings.  In some instances the teacher will agree a Personal Learning Plan / IEP with the parents, which will target particular behaviour difficulties.

Related Policies

  • Canterbury New School Attendance Policy
  • Canterbury New School Preventing and Tackling Bullying Policy
  • Canterbury New School Clothing Policy
  • Canterbury New School Banned Items and Substances Policy
  • Canterbury New School Exclusion Policy

 

1 Corporate punishment is in total contrast to our methods and should not be used in any circumstances