The Breakspear School

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Behaviour

 

 

 

The Breakspear School

 

Fact Sheet
- Behaviour -

At The Breakspear School we expect politeness, courtesy and consideration towards others from all - children, staff, parents, visitors.  We also believe that children cannot be expected to develop good behaviour without both clear examples and teaching.  Much of the teaching, of course, is done at home, but we too have an important role to play. As a school, we aim to help children develop the following:

  • To exercise self-discipline;
  • To see school, and the opportunities it offers, as worthwhile, to demonstrate this by interest, a willingness to learn and a desire to extend individual abilities;
  • To be aware of others and not unduly obstruct their rights and interests without good reason;
  • To become increasingly responsible for individual learning objectives;  recognise need (own and those of others) and to be able to act accordingly;
  • To make reasoned judgements;
  • To cooperate with others;
  • To understand that all individuals have an equal right to facilities and resources; that, in some cases, this may require extra provision to compensate for disabilities;
  • To recognise that certain individuals - by virtue of age, experience, understanding, maturity, etc. - have authority over others;
  • To be honest;
  • To take responsibility for personal actions.

 

While we try to encourage development in these areas simultaneously, teachers will focus on particular aspects at various times, seeking to increase each child's understanding and level of maturity.

We believe that rewarding children for what they do, especially when they put extra effort into a task, is important. For the Infants, we provide Golden Time on a Friday as a reward.  In the Juniors we have a 'house' system (based on the characters from the court of King Arthur: Kay, Galahad, Tristram, Bedivere) and the children can earn points for their house. In rewarding children we encourage them to understand that sometimes this may be for excellence, however it is equally if not more important that they are rewarded for 'giving of their best' or 'putting in effort'.  In assemblies we celebrate group and individual successes, gained both at school and at home.  Above all we recognise the value of praise for effort and achievement, however small, and see it as a major incentive for continued positive development.

Sanctions are necessary from time to time. Usually this is a 'telling off' by a teacher, but more serious incidents can include keeping a child back in the classroom during playtimes, under supervision and with a task, or asking the Headteacher to see the child. In the most extreme cases, parents will be contacted and the action to be taken discussed with them.

When there are problems concerning the behaviour of children at school, wherever possible these are dealt with by the child's class teacher.  Children should always speak to a teacher if they are worried or upset by anything. Likewise, if parents have concerns they should take them up with the class teacher in the first instance.  The Headteacher, Deputy or Assistant Head is involved with serious incidents of poor behaviour; occasions when a child's behaviour is causing concern over a period of time; when a large amount of time is required.  A senior member of staff will also be involved if incidences of bullying are found to have occurred.  Written records are kept of all investigations concerning Racial Abuse and Bullying.  With the children's involvement, we aim to record accurately, what has taken place and reach agreement about future actions.  The emphasis is on apologising for mistakes and trying to improve behaviour, not on punishing.

 

Links: www.breakspear.hillingdon.sch.uk/Policies/TBS_Behave_14.pdf

 

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