St Brigid’s Behaviour Policy 2021-2022
We are committed to equal opportunities and this policy has been written in conjunction with our Equality and Diversity Policy. We are committed to keeping all children safe and this policy is written in conjunction with all relevant Health and Safety Policies, including the school’s Safeguarding and Anti-bullying policies.
At St Brigid’s we value each person as a unique individual created by God. It is our aim that everybody reaches their true potential and therefore have very high expectations of behaviour. This policy is written in the light of the gospel and our school mission statement.
We believe that people respond and thrive best when they are praised a lot. That is why at St Brigid’s, we have a ‘spot people being good’ policy. This is the most important strategy and should be evident in all that we do as adults. We also believe that adults should model the behaviour they wish their pupils to aspire to. In other words, all adults will lead by example. Behaviour management should also be age appropriate. Everyone needs to be consistent in managing behaviour in accordance with this policy. This also promotes pupil well-being and helps to build self esteem and an ‘I can’ attitude amongst all our children.
The four Key Values of the school are:
We believe in one God and one world and humanity made by God.
The two most important commandments are… to love God with all our hearts, our minds, our souls and to love our neighbour as ourselves.
We believe that everyone has both rights and responsibilities as human beings who come together as one community. God has chosen each of us.
Children have the right…
Children have the responsibility…
To be protected from conflict, cruelty, exploitation and neglect.
To care and respect each other with understanding. Not to bully or harm each other.
To a clean environment, at home, at school or wherever they are.
To do what they can to look after the environment.
To be educated.
To learn as much as they can and help others to learn.
To freedom of thought and religion.
To respect other people’s thoughts and religions.
To be heard.
To listen to people.
To proper medical care.
To take care of themselves.
To be loved and respected.
To show love and respect to others.
To special care for special needs.
To be the best they can be.
To make mistakes.
To learn from their mistakes.
To be adequately fed.
To understand that food and water are to be appreciated in our world and we are fortunate to have enough whilst others do not, therefore we don’t waste it.
To relax, play and join a wide range of activities.
To include everyone in their games.
We promote 4 rights to support everyone to be the best we can be as we ‘Dream it. Believe it. Achieve it.’:
These rights are promoted in every classroom by:
The Classroom Charter written by the children with the help of their teacher at the start of the year is based on the following expectations:
All rights and responsibilities are covered and promoted by their class charter.
It is the children’s decision to respond to their rights and responsibility and to display their responses in their classrooms.
Appendix 1: The School Behaviour System
We ensure that it is delivered in an age appropriate way.
Positive behaviour has positive consequences which is celebrated in a variety of ways:
Going for Gold!
A green day, every day within a half term = Gold badge, photograph and reward activity
Silver behaviour is also rewarded for nearly always green behaviour. Children can earn a bronze badge for improved behaviour over time.
Outstanding behaviour is rewarded with a purple badge, photograph and reward.
Negative behaviour also has negative consequences:
We have a fresh start everyday policy- all children back on green unless behaviour warrants longer consequences as outline on the chart below.
When children struggle with their behaviour, we are committed to working with both the child and the parents in a variety of ways and this has been very successful to date. Every child is different and unique and we continue to find new ways to support different children in different situations.
House points may be given at playtime for great behaviour and Matter of Concern forms filled in for undesirable behaviours.
All behaviour information is recorded by the class teacher, and where necessary put on C-Poms by the office and monitored by Senior Leaders.
The House System
There are 4 houses: Mother Teresa, John Paul ll, Mary Seacole, and Robert Peel.
The purpose of the houses is to promote setting a good example to others, teamwork and is the portable reward system which is easy for staff to use to reward and encourage positive behaviour. The winning house each term will be rewarded.
Non-Compliance of uniform
In rare instances, this will become a behavioural issue and therefore will be addressed as a negative behaviour. (Please see Uniform Policy.)