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G r a n g e h u r s t Primary School

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Behaviour

Behaviour Principles Statement

Agreed by Governors 2019/20

 

The Education and Inspections Act 2006 and DfE guidance document for goerning bodies (Behaviour and Discipline in Schools, 2015) requires the governing body to make and frequently review a written statement of general behaviour principles to guide the Headteacher in determining measures to promote good behaviour.

 

This is a statement of principles, not practice.

 

Introduction

 

At Grangehurst we believe that each one of us has the ability to achieve our highest potential and dreams, through a journey of life-long learning. For this to be effective, we know we must also create an environment where our children, staff and parents feel safe, nurtured and respected. The Governors at Grangehurst Primary School aspire to be sensitive to the needs of every child, reducing barriers to learning and making the curriculum accessible to every pupil. Our aim is to enrich the lives of all our pupils by pursuing an inclusive policy which celebrates diversity, understands the importance of common identity and reflects our core school values.

 

Behaviours Principles:

  • We believe that all members of our school community should be able to work, learn and achieve in a safe, secure and purposeful environment.
  • We value the development of strong, positive and appropriate relationships among all members of our school community so that everyone feels welcome and included.
  • We have high expectations of everyone and we will actively promote equality regardless of race, gender, age, sexuality, religion or disability.
  • The behaviour policy is based on our belief in, and respect for, the value and contribution of all members of our community and their right to succeed.
  • We seek to eliminate all forms of discrimination, harassment and bullying.
  • The policy will be applied with consistency and fairness, with regard to each individual situation. The emphasis will be on encouraging positive behaviour through high expectations; a focus on learning; appropriate praise and celebration of outcomes.
  •  When children do not meet the expectations, either through consistent low-level disruption or more severe incidences, we will always try to teach the child what is expected, without humiliation or in public view. At these points, we will enable the child to reflect on, and learn from, their behaviour and to make reparation wherever possible.
  • On occasions sanctions may be necessary to demonstrate that challenging behaviour is not acceptable; to provide boundaries and make our expectations clear. Sanctions should be known and understood by all staff and pupils and applied fairly, consistently, proportionally and reasonably. It is recognised that the use of rewards and sanctions must have regard to the individual situation and the individual student.
  • The Governors expect the Head teacher to use his discretion in the use of sanctions and to balance the needs of staff, children and parents when considering measures to manage unacceptable/challenging behaviour.
  • For those children who may experience particular difficulties with behaviour, due to additional needs, the school will seek to ensure that they receive behavioural support according to their need. However, when making decisions the school must balance the needs of the individual with those of the school community and where pupil behaviour places others at risk, the safety of the pupil body as a whole is paramount.
  • The Governing body support the school’s authority to consider exclusions, particularly those that are permanent, as the very last resort and expect pupils and parents to cooperate to maintain an orderly climate for learning.
  • Given the overriding need to keep children safe, the school will utilise its powers to search and to use reasonable force in order to keep individuals from harming, or further harming, themselves or others. All such difficult situations will be handled with utmost respect of all the individuals involved, including children, their families and staff.
  • The Governors wish to emphasise that violence, threatening behaviour or abuse by pupils or parents towards the school’s staff will not be tolerated. If a parent does not conduct himself/herself properly, the school may ban them from the school premises and, if the parent continues to cause disturbance, he or she may be liable to prosecution.
  • We will always work with parents and carers to understand their children and their circumstances and believe this relationship is an important part of building a strong learning community. Similarly, given our duty of care to the pupils, this written statement and the policies that both stem from it and are influenced by it, applies to all pupils when in school and when engaged in extra-curricular activities such as educational trips and visits (residential and non- residential).
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