Behaviour for Learning Policy

Behaviour for learning policy

Ethos

At Sark School we have extremely high expectations for student behaviour. High quality teaching and learning underpins all that we do and student behaviour is expected to support that.

At Sark School we adhere to the five C’s, which form our logo and the underlying ethos of our school

  • Community
  • Creativity
  • Commitment
  • Courtesy
  • Confidence

These are displayed throughout the school and are regularly discussed with the children, building understanding and clarifying expected student behaviour and actions in school. Each week, assemblies and PSHE sessions  are framed by one of the five Cs.

Children are encouraged to behave well and work hard, but we do not explicitly reward students for good behaviour. Good behaviour is an expectation and we believe in rewarding academic achievement through our Sark Stars programme (Refer to rewards for learning).

Responsibilities

Staff are responsible for: 

Creating a high quality learning environment. 

Teaching and modelling good behaviour. 

Ensuring that the policy and procedures are followed. 

Ensuring that they are applied consistently and fairly. 

Supporting other staff in the implementation of this policy. 

Planning lessons which engage all students and address their different learning styles and needs. 

Consistently making the students aware of the school’s expectations.

 

Students are responsible for: 

Their own behavior and keeping themselves safe

 Knowing the ‘5Cs’ and adhering to them at all times. 

Taking pride in their work and achievements. 

Enjoying working with, and helping, others. 

Looking after themselves and their belongings.

Attending school regularly and punctually. 

Recognising that others like and respect them.

 

Parent/Carers are responsible for:

Working in partnership with the school to assist in maintaining high standards of behaviour.

Sanctions:

It is important that unacceptable behaviour is addressed in a fair and consistent way and, as a small school, we follow a simple seven step sanctions policy which has been agreed by both the staff and the Education Board.     

At each stage, a member of staff will explain the reasons for the sanction, focusing on how behaviour is having a negative impact on learning. The aim is to minimise any disruption to children’s learning learning rather than punish unacceptable behaviour.                                                                                                                                                                                                                                                                                                   

  • Step 1  Reminder of expected behaviour and a warning of the consequences of

                           continued negative behaviour

  • Step 2 A second reminder and an appropriate consequence (eg moving to

                           another table, stopping activity or losing 10 minutes of breaktime)

  • Step 3   Time away in another classroom and a phone call home to discuss

              behaviour(move to Step 4 if disruption continues)

  • Step 4 The rest of the day in the Headteacher’s class where student will work in

                           silence (Class 2 if the incident has happened in Class 3). A letter to

                           parents inviting them to discuss behaviour with the head teacher.

 Move immediately to Step 4 for violence, swearing, incidences of bullying or the use of of racist, homophobic or otherwise derogatory language.

  • Step 5   If Step 4 is reached a second time (or if the initial incident is deemed

              serious enough) the headteacher will meet with parents and a behavior

              plan will be agreed

  • Step 6 If a child fails to follow the agreed behaviour plan, a fixed term exclusion

             exclusion will follow

  • Step 7  Permanent exclusion

 

No exclusion will be initiated without exhausting other strategies or, in the case of a serious single incident, a proper investigation.

Reasons for exclusion:

• Serious breach of the school’s rules or policies;
• Serious risk of harm to the education or welfare of the pupil or others in the school.

This can either be a very serious incident or the repetition of serious incidents.

Any exclusion will be at the decision of the Headteacher, in consultation with the Director of Education

Types of Exclusion

Temporary / Fixed-Term exclusion

A temporary / fixed term exclusion is when a child is excluded from school and must remain home for a fixed amount of time.
This should be for the shortest time necessary to ensure minimal disruption to the child’s education, whilst mindful of the seriousness of the breach of policy.

Permanent exclusion

A permanent exclusion is when a child is permanently excluded from school and not allowed to return. This is very serious and the Headteacher will consult with the Education Committee before making any decisions.

A decision to exclude a pupil, either internally, for a fixed period or permanently is seen as a last resort by the school. The physical and emotional health of our children and staff is our primary concern, and we therefore accept, that in some serious situations, exclusion may be necessary, if all other strategies have been exhausted.

The decision to exclude will usually follow a range of strategies and be seen as a last resort, or it will be in response to a very serious breach of school rules and policies or a disciplinary offence such as:

  • Serious actual or threatened violence against another pupil or a member of staff.
  • Possession or use of an illegal drug on school premises.
  • Persistent bullying.
  • Persistent prejudice based harassment or hatred based acts.

Exclusion may be the result of persistently poor behaviour or a serious single incident.

 

The policy will be reviewed regularly to ensure that it is being consistently implemented across the school and is effective in supporting a high standard of pupil behaviour.

Rewards for learning

Sark school celebrates academic achievement every week through our Sark Stars programme:

● Two students from each class are recognised in assembly each Monday. They receive a star, which will be displayed on our achievement board in the main school hall.

● Three students each half term are given the Headteacher’s Star. They receive a silver star, which will be displayed on our achievement board in the main school hall.

● Once a term, two students are presented with the Seigneur’s Star for outstanding academic achievement. Christopher Beaumont will present them with a gold star, which will be displayed on our achievement board in the main school hall, alongside a photograph of the student.

We are proud of all our students and the Sark Stars programme is a way to celebrate the school’s academic success. The giving of stars is based on an individual child’s achievements rather than rewarding those who achieved the highest grades in any given week.