Behaviour

Behaviour

At Barrington we have an agreed upon code of conduct that encourages exemplary behaviour around the school both in and out of lessons. It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.  

Our behaviour policy is an integral part of our curriculum, as we teach values as well as knowledge and skills.  Our values are reflected in our school aims which are to provide a happy, safe and stimulating atmosphere where Christian values underpin all aspects of school life so that:

  • Respect for others and personal responsibility are expected
  • Children enjoy learning and are confident and willing to try
  • High academic standards are encouraged and the needs of every child are met
  • Teachers, parents and carers work together as partners in their children’s education
  • Foundations for life long learning are established
  • Children develop independent learning skills

Community spirit is fostered

The school expects every member of the school community to behave in a considerate way towards others. All members of the school community teach and learn from each other, by example and explanation.  Promoting positive behaviour is the responsibility of the school community as a whole.

We treat all children fairly and apply this behaviour policy in a consistent way.  Vulnerable pupils such as those with special educational needs, physical or mental health needs and looked after children need to receive behavioural support according to their needs. 

 Rewards for positive behaviour

We aim to establish a climate where praise and encouragement far outweigh the frequency of punishment and admonition.

We praise and reward children for good behaviour in a variety of ways:

  • Adults congratulate children;
  • Positive behaviour is rewarded with house points that are collected towards bronze, silver and gold star badges. These are awarded in our weekly celebration assembly and we invite parents in to share our work in class assemblies. These team point also entitle the children to a vote that goes towards the choice of end of term behaviour treat; the more house points a child earns the more chances they have to vote frothier choice of treat.
  • We celebrate success achieved out of school in assemblies
  • Class teachers nominate children to receive a personalised note to parents from the head teacher.
  • Stickers

Personal notes on annual school reports

  • Class teachers have individual and class reward systems/incentive schemes that are established with the children at the start of each year.
  • As a for reward good behaviour, the school organises an end of term treat.

 

 Sanctions for negative behaviour

The school employs a number of sanctions to enforce the school rules and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.  We believe that the most effective sanctions are designed to promote positive behaviour rather than punish miscreants.   As with rewards, the most effective sanctions are simple admonishments backed up by the authority of staff within the school.  Consistency is essential and staff are encouraged to use reprimands sparingly and fairly.  Disciplinary penalties have three main purposes, namely to;

  • impress on the perpetrator that what he/she has done is unacceptable
  • deter the pupil from repeating that behaviour
  • signal to other pupils that the behaviour is unacceptable and deter them from doing it.

The school has an escalating system of playground penalties;

  • A playtime penalty means that the child’s parents are informed and 10 minutes of lunchtimetime is missed. For low level disruptive behaviour, three warnings are issued and a penalty given if the pupil fails to respond to the warnings.
  • Immediate penalties are issued for behaviour that involves deliberate physical injury or damage to property.
  • Persistent misbehaviour may results in the perpetrator missing the end of term treat. Where a pupil has collected too many penalties, they are not invited to the treat, but work with the Headteacher on how they can ensure that they do not miss the treat the next term. The cut off number of penalties is determined by the number of weeks in a term divided by 2. This system was developed in conjunction with the pupils.

If a playtime penalty is given to a child parents will be informed in person, by phone or by email on the day that the incident occurred so that they are able to support the school by discussing the child’s behaviour with them on the same day which is more meaningful for the child. 

The role of parents

The school aims to work collaboratively with parents, so children receive consistent messages about how to behave at home and at school. If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher or the headteacher. If the concern remains, they should contact the school governors.