At Alwoodley Primary School we believe that good behaviour is a necessary prerequisite for enabling effective teaching and learning to take place.
This policy emphasises our respect for the rights of each individual and our understanding of the responsibilities we all share as members of our school community. We aim to develop in each child feelings of security, positive
self-image, self-confidence, group identity and responsibility for his/her own actions. At times there will be individual children who have particular needs
that mean they will need additional support and tolerance by all staff which
may have to be sustained over long periods of time. If we believe that a child
may be going to hurt themselves or someone else we may need to intervene.
Our School Rules
These rules apply at all times including lunchtimes and any situation either
on the school premises or on an educational visit.
Rewarding Appropriate Behaviour
Our main practice is one of positive recognition, in which more emphasis is placed on rewards than on sanctions. We always seek to encourage appropriate behaviour by using a range of positive reinforcement strategies matched to the child and their situation. These include:
Each class will vote on a class target that needs to be worked on (e.g. putting hands up, bringing in reading books on time, sharing and taking turns) and will then vote on an enrichment activity that they will work towards as a class. When they have met their whole class target, the children will take part in their chosen enrichment activity.
If a child is not following our school rules then these our the steps that staff will work through:
We are committed to meeting the needs of all our children and seek to provide equality of opportunity and access for all. We encourage every child to choose appropriate behaviour regardless of age, gender, race, religion, culture or ability. This policy reinforces respect for the beliefs and actions of individuals within the context of a shared community.
We aim to meet the needs of those children who find choosing appropriate behaviour difficult, through special programmes of negotiated targets. The SENCo, SENCo Support and Learning Mentor are able to advise staff about suitable programmes and their implementation.