Behaviour Principles Statement
Rationale and purpose
- This Statement has been drawn up in accordance with the Education and Inspections Act, 2006, and DfE guidance (Behaviour and Discipline in Schools, 2012).
- The purpose of the Statement is to provide guidance for the headteacher in drawing up the school’s Behaviour Policy so that it reflects the shared aspirations and beliefs of governors, staff and parents for the students in the school as well as taking full account of law and guidance on behaviour matters. It is intended to help all school staff to be aware of and understand the extent of their powers in respect of discipline and sanctions and how to use them. Staff should be confident that they have the Governors’ support when following this guidance.
- This is a statement of principles, not practice: it is the responsibility of the headteacher to draw up the school’s behaviour policy, though he must take account of these principles when formulating this. The headteacher is also asked to take account of the guidance in DfE publication Behaviour and Discipline in Schools: a guide for headteachers and school staff.
- The Behaviour Policy will be reviewed annually by the governing body, taking into account the behavioural principles of the school. The policy will be available to all stakeholders on the school website.
The governors of St Nicolas C.E. Junior School have a strong expectation of good behaviour of all children. The school’s motto is, “Love your neighbour as you love yourself.” Matthew 22:39 and this Bible verse lies at the heart of the school’s beliefs of mutual respect and inclusivity.
The governors have agreed that the behaviour principles of the school should have a basis in rights and responsibilities and to that end the following principles have been agreed:
Everyone has the right to:
- feel safe and secure
- be treated with respect
Everyone has the responsibility to:
- take turns
- listen when others speak and not put anyone down
- be polite and treat everyone fairly and kindly
- ensure they do not distract or interfere with others
- treat others properly and school equipment with respect and care
- be ready and equipped to learn.
St Nicolas C.E. Junior School is an inclusive school. All members of the school community should be free from discrimination of any sort (as laid down in the Equality Act, 2010). To this end the school must have a clear and comprehensive Anti-bullying Policy that is known and understood by all, consistently applied and monitored for its effectiveness. Measures to protect students from bullying and discrimination as a result of gender, race, ability, sexual orientation or background should be clearly set out and regularly monitored for their effective implementation.
The school’s legal duties under the Equality Act, 2010 in respect of safeguarding, children with Special Educational Needs and all vulnerable children should be set out in the Behaviour Policy and made known to all staff.
Parents/carers should be encouraged and helped to support their children’s education, just as the students should be helped to understand their responsibilities during their time at school, in the local community and in preparation for their life after school. The responsibilities of children, parents/carers and school staff with respect to children’s behaviour must be outlined in the ‘Home School Agreement’ which children and parents/carers are expected to sign when a child joins the school.
Governors would like to see a wide range of rewards consistently and fairly applied in such a way as to encourage and reward good behaviour in the classroom and elsewhere. These should be made clear in the Behaviour Policy and regularly monitored for their consistent, fair application and effectiveness.
Sanctions laid out in the school’s behaviour policy should be clear to all children, staff and parents/carers and should be able to be consistently applied. The full range of sanctions should be explained in the school’s behaviour policy so that children, staff and parents/carers can understand how these will be applied. The governors strongly feel that exclusions should only be used as a last resort. The behaviour policy should clearly lay out the school’s approach to exclusions.