POSITIVE BEHAVIOUR POLICY
It is considered that a corporate responsibility for promoting positive behaviour is most likely to be successful.
The aim of such a policy should be to instil habits of good behaviour, good manners, obedience to authority, respect for and care of others, respect for property, orderly movement around the school and a pride in belonging to our school so that each child feels secure and confident on our premises and in themselves.
In Summary: to promote the very best behaviour at all times;
to create a safe, happy and secure school environment
Policy (i) The policy needs full implementation by all the staff at all
times and in a consistent manner. It should have the support of all parents. The better the general framework of such a policy, the less likelihood of the need to recourse to extreme sanctions.
The policy should be positive and seek to improve and moderate the behaviour of the pupils, encouraging and rewarding those who behave well.
Often, a positive attitude on the part of the teacher and a quiet word of praise at the right time can go a long way.
(ii) Teachers should encourage good behaviour at all times. It is they who largely determine the environment in which:
(a) effective learning can take place;
(b) good staff/pupil/parent relationships can exist;
(c) a sense of self-discipline and responsibility for
one's own actions can succeed.
No teacher can ignore bad behaviour because the child is not in his/her class or because he/she is not on organised duty. A teacher's influence depends on his/her attitude and the rapport he/she has established with the pupils.
(iii) Boredom, lack of understanding, a general low self-esteem and lack of progress are some reasons why pupils misbehave in class. Thus, the provision of a relevant and appropriate curriculum addressing the needs of each child is essential.
(iv) The policy must be clearly understood, consistently and justly applied and shown to be reasonable, sensitive and effective.
(v) Pupils should, within reason, always be under supervision as it is generally when unsupervised that they misbehave.
Teachers may consider it appropriate to provide a class or a group of children with the opportunity for self-directed time. This will be considered to be a part of such a teacher's professional judgement.
King’s Park will operate a Sanctions and Suspension Policy in extreme situations only, when change cannot be affected and other reasonable steps have been exhausted. Reference will be made to the guidance provided through the EA-SOUTHERN in line with DENI guidelines and statutory guidance (taken from Managing Inappropriate Behaviour section of Positive Behaviour Policy)
Bullying: Bullying of any kind is not accepted at King’s Park and bullying, when identified, will be dealt with immediately. An understanding of the complexities of bullying and the consequences on the 'bully' and the 'victim' is most important.
When a teacher suspects that bullying may be going on he/she should, as a first step consult either the relevant pastoral care teacher (boys/girls), the relevant Key Stage co-ordinators or the Principal so that an agreed strategy may be proceeded with, taking account of the principles of the Positive Behaviour Policy and the Anti-Bullying Policy.
Dealing with minor offences often deters major incidents. Often poor behaviour results from personal problems or difficulties emanating from home or outside school. Thus an understanding of each child’s wider context should be established.
It is essential that the child understands when his/her behaviour is not acceptable - prevention is better than cure.