Cockington Primary School provides a school environment that is safe and stimulating for the children in our care. Our behaviour policy was created with the support of staff, governors, parents and pupils and outlines procedures to create a calm, secure and happy working environment for all.
Children at Cockington Primary School are expected to be polite, helpful and considerate.
We promote good manners and calm behaviour in all areas of the school at all times, and expect the children to have high levels of respect for their teachers and for each other.
We reward, praise and have high expectations of our pupils which vastly reduces poor behaviour.
Our Behaviour Policy reflects the overall positive approach we have in our school towards all aspects of children’s learning and development. Cockington Primary wishes to encourage children to co-exist peacefully and to get along amicably with one another, in order to enable all children to achieve their full potential.
- To promote a positive, whole school approach towards behaviour by providing clear guidelines and establishing procedures for all members of staff, children and carers to follow
- To encourage good behaviour by establishing a system of praise and reward for children of all ages and abilities
- To make clear to children the expected behaviour in the school and the consequences for poor behaviour choices
- To teach moral values and attitudes through the school curriculum in order to promote responsible behaviour, self-discipline and respect for others
- To motivate children and to help them succeed by developing positive self-esteem
Encouraging good behaviour
We use a range of different strategies to reward children for academic and non-academic achievements, for effort, good work and for positive behaviour.
We have many strategies for positive encouragement which include:
- Adults giving phrase for positive behaviour
- A Dojo system, which allows the children to earn Dojos for positive behaviour
- Celebration Assembly - certificates and awards: Dojo awards, friend of the week and for outstanding work
- Positive feedback to parents (verbal and written)
- Sharing of success with Headteacher , Deputy Headteacher and Assistant Headteachers
- Positive marking
- Various class based rewards
- Attendance awards and certificates
- Verbal praise
- Use of a peg chart to encourage pupils to reach super sparkly and gold
Other ways in which pupils are rewarded includes being given extra responsibilities or privileges. These may include being asked to become a monitor or working with younger age groups..
Discouraging unacceptable behaviour.
Despite these efforts,there will be times when children behave unacceptably.
If a child becomes disruptive or consistently misbehaves in class, teachers have a clear and concise set of sanctions to follow. All unacceptable behaviour is recorded on Progresso, and this is monitored regularly by senior staff.
The following sets out clearly what the school agrees are appropriate sanctions and consequences to secure effective behaviour.
- All members of staff are expected to deal with unacceptable behaviour immediately.
- Children will be able to make amends for their unacceptable conduct, often using a restorative approach.
- Any sanction is balanced with encouragement and support with an aim to re-establish relationships.
- Adults are expected to set a good personal example for children.
- Class warning system using peg charts - warning given, being moved within the class, then time out in the Reflection Room.
- Text home to inform parents of repeated Level One behaviours or for Level Two behaviours
- Restorative discussion and actions.
- Time out in buddy class
- Miss play time/lunchtime (Reflection Room)
- Meeting Class teacher and Pastoral Team member
- Report Card and parents informed
- Internal exclusion from class.
- Meeting with Deputy/Assistant Headteacher
- Meeting with Head of School/Executive Headteacher
- External exclusion
It is vital that parents are involved when pupils display repeated examples of poor behaviour. In such instances, we aim to communicate regularly via text message, notes home, phone calls or meetings. A child may be placed on a home/school communication book in order that parents are fully included in the process of ensuring pupils are engaged in their learning, and not a disruption to other pupils as they learn.
Specific examples of unacceptable behaviour and its consequences are outlined in the school’s Behaviour Policy.
The school does have the power to exclude a pupil if there is considered to be a significant detrimental effect on the moral, physical or educational welfare of the pupil or others in the school, there is a risk of serious disruption or there is considered to be a risk of serious damage or loss to school property. The decision to exclude a pupil rests solely with the Executive Headteacher or the Head of School in his absence.