Introduction – What is a behaviour and discipline policy?
A behaviour and discipline policy is a written set of expectations that are based on a set of broad values which have been identified will improve a school’s learning environment. It is standard practice among schools in the United Kingdom to have a behaviour and discipline policy which is available to pupils, teachers, other staff, parents and school inspectors. The aim of a behaviour and discipline policy is to assist in the creation of a school learning environment that will allow pupils to achieve a maximum amount of learning; teachers to teach in a way that benefits children with a wide range of abilities and lets them call on their professional skills without having to focus an unnecessary amount of time on discipline issues; that will allow parents to feel that they are sending their children into a safe environment where values of honesty, effort and achievement are celebrated and that issues where these have temporarily broken down are dealt with promptly and sensitively. A behaviour and discipline policy should also allow other groups associated with the school to feel that they too benefit from its values and the guidelines that have been identified as the best by which they can be put into practice. Other staff at the school should experience daily the positive results that come from the implementation of the policy in their interactions with teachers, parents and pupils. Visitors to the school should notice the positive atmosphere in the school from observing these interactions.
Section 1 – What makes the Runnymede Junior School behaviour and discipline policy different from those in other schools?
Although it is centred on achieving the maximum academic results, reflecting an important ethos of Runnymede College, a behaviour and discipline policy should reflect a broader group of values that has at its core the recognition that we share much of our lives with others and that they deserve the same consideration as we do when thinking about ourselves. Runnymede College’s motto, taken from an essay by the English statesman and philosopher Francis Bacon, is “Delight, Ornament, Ability.” In other words, education is something that improves our lives because it brings with it personal happiness and satisfaction; it adds depth and colour by allowing us insight into the achievements of the past and the possibility of further improvement in the future and finally it is a process that extends into adult life. Education at Runnymede
College has the potential to allow an individual to fulfil not only their academic potential but also their own personal growth, preparing them for challenges which they may never have considered. A Runnymede Junior School behaviour and discipline policy must reflect the values summed up in the words of the school motto with its emphasis on the individual development of each pupil and it is this which adds to its uniquely Runnymede Junior School character.
At Runnymede Junior School, these values are grouped around the word “respect”: e.g. respect for others, respect for property, self-respect, respect for my school, respect for the environment, respect for other beliefs and opinions. The simplicity of the word “respect” and the ease with which it can be understood is its strength. As a core value of the Junior School it lends itself to all year groups and can be adapted in ways that children of all ages can understand. Rather than draw up a detailed list of rules for the classroom and the playground, children can quickly be reminded of both their rights and responsibilities by having their attention drawn to the implications that arise from the application of the core value of respect. It is important to remember that respect does not arise from a one-way process. All the groups mentioned in the introduction have a responsibility to ensuring that they too show respect while on school premises. Children frequently learn from observing the adults around them and these adults must be aware of the importance of the behaviour that they display.
Section 2 – How does a behaviour and discipline policy help Runnymede Junior School to function effectively?
As a published document that can be shared with all the groups identified in the introduction, it functions as a guide book that highlights the behaviours and values that are needed to be present before effective learning can take place. The points raised in it may not be new, but by placing them in a single document and expressing them clearly it provides a common goal towards which all can play a part in achieving. Where respect breaks down because of negative behaviour it lays out the steps by which that process can be remedied through a range of responses from the school, pupils and parents. A behaviour and discipline policy does not concern itself only with a breakdown in behaviour. It can also help highlight the core values which Runnymede Junior School promotes as part of the rounded education each child receives.
Section 3 – Who does it affect and how?
Pupils: apart from receiving a high quality education they can expect to feel safe and cared for by the adults they meet; respected by all as individuals who bring personal qualities that add to the positive learning environment in the school.
Teachers: they can expect to work in an environment in which the satisfaction they feel arises not only from the academic results achieved by their pupils but also by the positive interactions with the children in their classes. They would note the politeness of the pupils throughout the school on a daily basis.
Ancillary staff: requests and questions to the office staff would be always be polite; staff in the dining room can expect that children will queue correctly and speak politely to them.
Parents: can expect their children to return from school not only satisfied that they have taken another step forward in their academic development but looking forward to returning the next day because they feel safe and respected by those they meet. They can also expect to see a growth in their children’s maturity as defined by awareness of their place in the world and what they can do to make a difference in the lives of others.
Visitors: can expect to have doors opened for them, their questions answered politely and notice a positive atmosphere in the school arising from the behaviours mentioned above.
Section 4 – How will it function on a daily basis?
How are children encouraged to see that good behaviour benefits everyone?
School assemblies that focus on beliefs and behaviours that improve the quality of life of the pupils, those close to them and then those groups whom they may never meet but with whom they feel an emotional link. The word “respect” will be mentioned regularly.
Classroom PSHE lessons that build upon the values raised in school assemblies and which also focus on the word “respect.”
Winning house points that emphasise the high value placed by teachers on personal qualities and not solely on academic achievement. These will be shared with the key stages at the weekly assemblies.
Children in Foundation Stage having their name moved up the behaviour chart or being given incentive stickers or stamps.
Children in Key Stage 1 being rewarded by having their names placed on the “sun” chart in class and also winning class or group points.
Children in Key Stage 2 winning ClassDojo points relating these to the total achieved by the class and identifying those behaviours that have contributed to that total.
Through the Students’ Council, the pupils will see that they can have a voice in the running of aspects of the school and by doing so improve the school environment for everyone.
How are pupils who may be struggling to maintain a positive approach to their behaviour be encouraged to modify their behaviour so that it contributes to the overall positive atmosphere?
Discussions between the class teacher and pupil – identify underlying issues that may be affecting a child’s behaviour; setting goals; discussing sanctions
Pupils are reminded that there are consequences for all types of behaviour.
Discussions between the Behaviour and Discipline Coordinator, teacher and pupil where there will be more time allocated to explore these issues outlined above.
In these discussions children are made aware that they are respected as individuals and that they have a valuable role to play in the class and at school.
They are also reminded afternoon detentions can be given for negative behaviours while in the playground and a child would then miss their afternoon break.
These discussion will emphasise that a child’s behaviour affects a class and that the rewards of positive behaviour always outweighs the results of negative behaviour.
Reviewing the child’s behaviour regularly and assessing the success the child is having in modifying their behaviour and deciding if further help needs to be given or other steps to be taken to resolve the situation.
What happens when a child continues to struggle to modify his or her negative behaviour?
This is defined as pattern of behaviour that is causing another child or children to not look forward to coming to school because of hurtful language or hurtful physical behaviour occurring over a period of time; or interfering with the learning of other children in class and the ability of the teacher to teach as effectively as possible.
As a result a teacher will normally contact directly the child’s parent(s) or guardian(s), highlighting the behaviours that are giving cause for concern. The Junior School Head Teacher will always be informed by the class teacher about this.
The class teacher may feel it appropriate to ask the parent(s) or guardian(s) to meet at school where the issues surrounding the child’s behaviour can be discussed in greater detail and solutions suggested. The Junior School Head Teacher may decide to attend this meeting.
Suggestions aimed at improving the child’s behaviour could include regular reporting to the parents, allowing them to support their child and school more effectively; a behaviour book where the child’s teachers write comments relating to their behaviour; working in cooperation with the school psychologist to develop strategies whereby the child can learn to take more control over and responsibility for their own behaviour.
In the case of allegations of bullying (defined as verbal, physical or emotional behaviour which over a period of time has the intention of causing hurt to another person or persons) the Junior School will follow the protocols as laid out by the Comunidad de Madrid. A final decision about possible sanctions is made following a period of investigation, discussions with the parents and children involved and a review by a designated team of school management and teaching staff.
Although the goal of these protocols and the Runnymede Junior School Behaviour and Discipline Policy is to resolve all issues relating to behaviour in a positive way, the sanctions available to the school management do also include temporary suspension and permanent exclusion.
Section 5 – What can you do to help this behaviour and discipline policy create a positive learning environment in Runnymede College?
Carefully read the behaviour and discipline policy.
As a pupil, understand that we have responsibilities to those around us and these responsibilities instruct us to care for each other by respecting and valuing the differences between us.
As a teacher, discuss the policy with your class, focusing on how respect lies at the centre of the well-running of the school and the different ways in which respect can be shown.
As a parent, discuss the policy with your child, focusing on the range of rights and responsibilities that staff, parents, pupils and visitors all have and how these can be respected.
As a staff, be consistent as possible at the individual, group and school level in the implementation of the Behaviour and Discipline Policy.
As a school, establish regular reviews to assess the policy’s effectiveness in contributing to a positive learning environment.
How will people know that it is working?
Although Section 3 outlined the groups that would be affected by the Behaviour and Discipline Policy and summarised how each of them would be affected by it, a more detailed description of success criteria can be given:
First, pupils will be aware of the main points covered in the Behaviour and Discipline Policy and be able to explain these to others. They will also see that discipline and behaviour issues are dealt with promptly and that consistency in this process is always a priority. Pupils will feel that they can be confident that they will be listened to in confidence, that their concerns will be taken seriously and that they will be involved in any resolution at every step.
Second, teachers will see that pupils are more likely to speak up for others who are experiencing the negative effects of another child’s poor behaviour as part of the growing awareness of rights and responsibilities of all those who work and learn in Runnymede Junior School. By following the guidelines in the Behaviour and Discipline Policy, they will feel that dialogue between the groups mentioned in Section 3 plays a central role in improving behaviour and discipline. Above all, they will feel that their teaching is more effective
Reviewed: June 2022
Next review: June 2023
