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Application for Admission 16 17


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ADMINISTRATION
SCHOOL POLICIES AND HOME AGREEMENT

Behaviour and Discipline Policy

The purpose of the policy is to encourage self-discipline and an awareness of the positive contribution that the individual can make to college life and the wider community. Students are expected to conduct themselves with courtesy and common sense at all times. The school believes that each individual has a right to live in peace within the community and the school acknowledges its obligations under the terms of the variety of Health and Safety and Child Protection Legislation.
The school aims to provide a moral framework for students’ personal development so that they may become courteous and tolerant members of the community. Bullying, racist, sexist and other anti-social behaviour will not be tolerated. Students learn of these expectations through a number of communication channels, individual conversations with staff, particularly Personal Tutors, and through the general ethos of the school. The importance of self-discipline and the positive contribution that an individual can make are stressed wherever appropriate.
The highest standards of work and behaviour are expected and staff will take whatever actions are needed to ensure those high standards. School Management will ensure there is no differential application of the policy on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. School Management will also ensure that the concerns of children are listened to and appropriately addressed.
Parents will be expected to take responsibility for the behaviour of their children both inside and outside the school. They will be encouraged to work in partnership with the school to assist in maintaining high standards of behaviour and will have the opportunity to raise with the school any issues arising from the operation of the policy.
Students have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported, as stated in the school’s Anti-Bullying Policy. The Management in consultation with all staff will develop the procedures arising from this policy. This Behaviour and Discipline Policy makes it clear to students how acceptable standards of behaviour can be achieved, in addition to having a clear rationale, which is made explicit to staff, pupils and parents. The procedures will be consistently and fairly applied and will promote the idea of personal responsibility and that every member of the college has a responsibility towards the whole community.

Aims of Policy

  1. To make the college’s expectations of behaviour clear to all students
  2. To provide positive adult role models of caring, considerate and co-operative behaviour
  3. To promote good behaviour and a proper regard for authority
  4. To encourage the development of self-discipline and a sense of responsibility for one’s own actions
  5. To create an orderly atmosphere conducive to learning and effective teaching
  6. To create an environment based upon mutual respect
  7. To ensure that all adults in the college share a common responsibility for maintaining good discipline and promoting the college’s guidelines on behaviour

Practice

  1. All teaching staff will practise consistent classroom organization and management
  2. Teachers will make every effort to motivate and encourage students by providing an appropriate curriculum
  3. All students will be made aware of what is appropriate and inappropriate behaviour through discussion and clarification of school rules with staff
  4. Teaching staff and members of the School Management will enforce the expected standards around the school generally and outside
  5. Good behaviour will be recognized, encouraged, praised and rewarded
  6. Inappropriate or unacceptable behaviour will be punished in a fair and consistent manner
  7. There will be a hierarchical system of responsibility and of support for staff
  8. Incidents of inappropriate or unacceptable behaviour may be recorded. Parents may be informed about poor behaviour of their child, and their support enlisted and expected
  9. Every effort will be made to identify and support students with behavioural difficulties

Discipline

The fundamental assumption underlying the school’s approach to discipline is that of trust and respect between individuals. Formal rules are therefore kept to a workable minimum while conventions about conduct are, as in any good family, stressed. Only when the relationship breaks down or the conventions are flouted will disciplinary procedures be invoked. The Director, who lays down broad principles, is responsible for the promulgation of school rules and makes specific decisions on particular occasions relating to serious issues of discipline. She also delegates the routine overview of day-to-day discipline to the Head Teacher and the various disciplinary codes to the teaching staff. She acts as a Court of Appeal where necessary. Routine discipline is exercised by staff on a day-to-day basis as the need arises.

Rewards and Sanctions

A school ethos of encouragement is central to the promotion of good behaviour. children will thus achieve recognition for a positive contribution to school life. Such a contribution includes sound academic work and effort, good behaviour and enthusiastic participation in extracurricular activities. As a school, attention should not be limited to those whose behaviour is consistently poor. Sanctions are needed to respond to inappropriate behaviour. Students have a right to expect fair and consistently applied sanctions. An appropriate sanction is one which is designed to put matters right and encourage better performance or behaviour in the future.

Interrelationship with other School Policies

In order for the Behaviour and Discipline Policy to be effective, a clear relationship with other college policies, particularly Equal Opportunities, and Anti-Bullying, has been established.

APPENDIX 1

Some characteristics of good classroom organization and management:

  1. Clearly understood and achievable objectives
  2. A variety of teaching styles
  3. A variety of resources, easily available
  4. A stimulating environment
  5. Recognition and praise for good behaviour
  6. Valuing children’s’ work, e.g. by display
  7. Setting tasks appropriate to the children’s’ ability
  8. Beginning and ending lessons on time
  9. The teacher supervises the children at all times
  10. If appropriate, there is a teacher-planned seating arrangement
  11. There are clear parameters about children talking, and children moving about the classroom
  12. Rules regarding eating and drinking in classrooms, removal of outdoor clothing, use of mobile telephones and iPods are applied firmly and consistently
  13. Teachers recognise their responsibility for ensuring good order outside the classroom at lesson changeover, etc.

APPENDIX 2

Basic Classroom Rights:

  1. All teachers have the right to teach
  2. All students have the right to learn
  3. Everybody has the right to be and feel safe
  4. Everybody has the responsibility to ensure that we can all enjoy our rights
  5. Everybody has the right to dignity and personal respect

APPENDIX 3

Rewards and Sanctions

The college believes that rewarding students is a more effective tool in promoting good behaviour than punishments, although the application of sanctions may be necessary on occasion. Rewards can take many forms, from an approving smile, verbal