Behaviour Policy

Heritage places the highest priority upon good relationships between students, with staff and between staff. Maintaining healthy relationships is not only intrinsically worthwhile, it is necessary if we would create the most effective learning environment possible.

We recognise that developing healthy relationships with others involves nurturing personal qualities such as self-worth, a co-operative spirit, respect for others and self discipline. It also involves creating regular opportunities for clear communication, and rests upon cheerful participation in the wide variety of relationship-building activities that make up school life. Above all, at Heritage we emphasise that healthy relationships must be modelled by staff if genuine respect and concern for others, regardless of their innate abilities, is to be internalised by students. Our expectations for staff and students are high.

Aims

To work actively to build good relationships throughout the school --- between staff, with and between students and with parents --- and maintain a warm and harmonious atmosphere, where all people connected to the school feel respected, safe and valued.
To help all pupils understand that good relationships are central to one's own and everyone else's sense of well-being.
To act with courtesy and consideration to others at all times.
To enable children to develop a sense of self-worth, respect and concern for others, and an ability to relate well with others.
To positively encourage all pupils to take responsibility for their behaviour and it's consequences
To work collaboratively to ensure the health and safety of individuals.
To respect and maintain the school environment.

Objectives

For children to show:

Self confidence,
Self control,
Respect and concern for others,
A willingness to encourage others,
Pride in their own achievements,
An interest in their activities,
Empathy with other's feelings,
An ability to maintain friendships with others.

For children to develop:

A sense of responsibility for their learning and their environment,
An understanding of the need for rules,
An independence of mind and sense of self-worth,
A persistent approach to tasks,
The ability to accept fair criticism,
An understanding of and respect for others' ways of life and different opinions.

Managing Behaviour

Good behaviour at Heritage will generally be recognised in an understated manner - for example by a simple 'well done' when good behaviour is observed.

We will regularly talk about what constitutes a good relationship in assemblies, particularly through our emphasis upon the formation of good habits of character.

Children will be encouraged to form good relationships with others, take responsibility for their behaviour, reflect on the consequences of their actions and discuss with a member of staff ways to restore a relationship that has been damaged (particularly through saying 'sorry'). Sanctions for behaviour will be applied consistently and fairly and staff should be aware of quiet pupils who can get over looked.

Rewards For Good Behaviour

At Heritage our emphasis is upon modelling healthy relationships and on positive reinforcement of behaviour through praise. Good relational habits are developed primarily through the good example of staff and through frequent encouragement, both verbal and written.

We particularly encourage children to recognise that good work or behaviour is its own reward.
Positive and constructive comments are written at the end of children's work to recognise effort, improvement and achievement of targets set.
Responsibilities are given to recognise maturity and trustworthiness.
Extra playtime or quality time in the classroom may be given to recognise good work or behaviour.
Work and achievements are shared with parents and the school as a whole where appropriate.

Sanctions For Unacceptable Behaviour

When children's behaviour falls below an acceptable standard, a reprimand from a member of staff, addressing the unacceptability of the behaviour and not the child him/herself, is expected to be sufficient to correct most misbehaviour. However, with certain pupils or when circumstances prevail, staff members will need to demonstrate flexibility and may need to employ additional strategies, such as:

The tactical ignoring of certain behaviour.
Time out/removal from the scene of an incident. This may mean working at a different place, working in another classroom, or, if outside, having a cooling off period in a designated location.
A verbal disciplining from a senior member of staff.
Time out with the Headteacher.
Exclusion from a favourite activity --- this must be immediate and can only be used occasionally.
Liasing with parents and the establishment of a behaviour record or home-school report book.
Other sanctions following discussion between parents and staff.
In cases of extreme and persistent misbehaviour, exclusion from school may be necessary.

Bullying

The school has a separate policy for dealing with incidents of bullying (Anti-Bullying Policy).

Monitoring, Evaluation and Review

Regular review of this policy will enable staff to evaluate the effectiveness of this policy and our practise.