At the heart of everything we do at St. Philip’s is the belief that all children are created and loved by God. It is because of this that they deserve the highest possible standards of teaching and learning.
The spiritual, moral, emotional and social well-being of our children is our priority as we seek to support and encourage them on their journey of faith. We encourage and value close links between school, home and parish recognising the shared responsibility we have to nurture our children.
At St. Philip’s we offer a broad and balanced curriculum and aim to foster a life-long love of learning. We work hard to ensure that individual needs are met and that all children recognise themselves as gifted, valued and unique individuals.
We aim to develop trust, and confidence in school.
We believe that real learning can take place once this secure basis is established.
We have high expectations of children's behaviour and their achievements and we aim to encourage children to develop their highest potential.
We encourage children to get to know themselves and others more fully and in doing so develop a self awareness that leads to self esteem and a real belief in themselves as children of God.
We believe that our school should reflect our faith and that this faith should be integrated into the whole life of the school and witnessed in the attitudes of the children and staff.
At St Philip’s we believe that “Every Child Matters”, aiming to create a positive and caring ethos in which good relationships can flourish, high standards are achieved and all children are encouraged to achieve their potential.
Our Mission statement encourages a journey of fulfilment with God and for this reason we must teach our children that positive behaviour for learning is an expression of loving God and loving each other.
To help us in this endeavour we embrace weekly Statements to Live By, encouraging children to reflect upon and positively embrace the world around them. The Statements to Live By provide opportunities to enable pupils to:
Statement of Intent
In order to meet these principles we will
It is expected that all staff will support this policy by:
It is expected that parents will support this policy by:
It is expected that pupils will support this policy by:
There are three basic rights for both adults and children
The right to feel and be safe
The right to learn
The right to be treated with respect
Through our code of basic rights learning can take place unhindered, relationships can flourish and pupils can develop a sense of responsibility for their own actions.
At St Philip’s we have developed procedures and arrangements which help to support our basic rights;
All rules are designed to protect these rights. Everyone has a responsibility to protect these rights through their own behaviour and actions.
We take a positive view in that children are encouraged to raise their own personal standards and achievement is recognised through:
Minnie Vinnie Group
Every child in Year 3/5/6 are given the opportunities to join our Mini Vinnie group. They are given a role of responsibility throughout school and are expected to set an example of consistent good behaviour.
Year 5 Digital Leaders
Every child in Year 5 is given the opportunities to join our Digital Leader Scheme. They are given a role of responsibility throughout school and are expected to set an example of consistent good behaviour, with a particular focus on technology and it’s safe.
Year 6 Buddy Scheme
This initiative links up the children (in Year 6 with Children in Reception). This is an opportunity for the Year 6 children to support and guide our reception children through the first year. The children will work together on a regular basis throughout the year.
Good to be Green Scheme
The Good to be Green scheme provides:
Good to be Green principles:
Outlined below is the hierarchy of steps that will be taken when misbehaviour occurs. These are regularly discussed with the children and provide a consistent approach. If a child remains on green each day of the week a text is sent home on a Friday-this is organised by the class teacher.
If a child's behaviour starts to become inappropriate a verbal warning or a non verbal warming is used, e.g. eye contact and quick talk, speaking to the child, disapproving facial expression to alert him/her that this unacceptable conduct has been noticed, and hopefully this will stop his/her behaviour deteriorating further. It may also be appropriate to discuss with the child that the next step is a written warning.
If the misbehaviour continues the child is given a written warning and their name is added to the board. The next step, a yellow card is discussed with the child and the consequences of this.
If the misbehaviour persists the child's ‘Good to be Green' card is replaced by an yellow ‘Warning Card'. The child is reminded of expectations, and the choices and as a consequences receives a playtime detention.
Examples of behaviour which may result in a yellow card
If the child misbehaves whilst in possession of a yellow card they are given a final warning and they are reminded that they next stage is a red card.
Step 5: If a child misbehaves again whilst in possession of a yellow card, or acts in an extremely negative way, a red card will be issued. An immediate red card can be given for:
Being very rude to staff
Damaging school property
Behaviour judged to be bullying
If issued with a red card the child will be sent straight to a member of the SLT. The behaviour will be recorded in the school behaviour log and parents /carers will be informed through the letter home system or in person at the end of the day. If the child has gone straight to a red card they still sit a break time detention.
After three RED card incidents from the same child, an appointment will be arranged for their parents to see their teacher and Head Teacher, with a view to working in partnership to address the recurring unacceptable behaviour. At this meeting suitable ways of dealing with the behaviour will be discussed and agreed with the parents and child, so that a focus can be placed on positive behaviour, preventing the continuation of the inappropriate behaviour, and where necessary putting into place agreed rewards and sanctions both at home and school.
Any issue involving a larger number of children will be addressed by speaking with those involved, or generally in an assembly, and, where necessary, followed up by relevant sanctions, and associated PHSE sessions.
Generally this combined approach is enough, but in some cases it may be appropriate to enlist additional specialist help, advice and input from other agencies, including the school's Educational Psychologist and the LA’s Behaviour Support Service.
Internal exclusions may also be used as a measure to defuse situations, which occur in either the classroom or school in general, that are having a negative impact on the learning environment. In these circumstances the child would be removed from his/her class to a designated area within the school, with appropriate support and supervision, on a temporary basis. Internal exclusion will be for the shortest time possible, but may be required in severe cases for longer, as part of an Individual Behaviour Plan.
As a final measure, after all other avenues have been exhausted, the Head Teacher reserves the right to exclude a child/children for short periods, or for certain periods of the day, or permanently, in line with LA and DFE guidance.
If deemed necessary to ensure the Health and Safety of pupils and staff positive handling strategies may be used by trained staff.
At times children will benefit from having time out in a partner class. This allows the pupil the opportunity to reflect and to stop any escalation in behaviour.
Time out does not have to follow a Red and Yellow card and should be used at the discretion of the class teacher. It is important for partner Class teachers to discuss how and when it is used. EYFS and Key Stage 1 (could be within any class or with a certain member of staff)
Year 3 –Year 5
Year 4 – Year 6
Work must be sent to ensure less disruption to the Partner class.
Lunchtime Staff will encourage children to behave appropriately, and deal calmly, but firmly and consistently with inappropriate or disruptive behaviour in the playground, the dining room or in classrooms
Our emphasis is on rewards to reinforce good behaviour, rather than on failure. We believe that rewards have a motivational role, helping children to see that good behaviour is valued.
All sanctions for inappropriate behaviour need to be clearly understood by lunch time staff and children.
We believe it is important that those involved in settling disputes:
Policy into Practice
As a school we strive for excellence and aim to provide an extremely high quality of education for all pupils. We do not have many school rules, but we believe that if these are kept our school will be we caring, happy, safe and hard working place we wish it to be.
We pride ourselves at St Philip’s Catholic Primary School on providing a safe learning environment for our pupils. Sometimes children may get anxious or agitated – we will do our best to help pupils to calm down using communication skills, distraction techniques and removing triggers where possible.
However, there may be times when children need more help to calm down – this may require staff physical support to ensure the pupil’s own safety, the safety of other pupils and staff, or that property is not seriously damaged. This can require physical interventions. At St Philip’s Catholic Primary School, we have adopted the Team Teach approach to manage challenging behaviour. Most of our teaching and non-teaching staff have been trained in the use of this approach and staff in school in school who carry out, ongoing refresher training, and advise staff on managing behaviour.
If you have any questions about how we manage behaviour at school, or about the Team Teach approach please contact school and speak to Mrs Hogan.
Class Dojo System
All children from Reception to Year 6 will be logged onto the Class Dojo Programme. This is a positive behaviour reward system that encourages good choices.
Children can receive Dojo points for engaging in positive acts – working hard, being part of a team, settling down to work and engaging in collaborative learning.
Group Dojo points can also be allocated for positive actions.
In the same instance Dojo points can be deleted for negative choices relating to their learning or attitude.
Each morning the teacher will access the Class Dojo by logging onto the internet and then ensure that the page is minimised in the computer screen to enable easy access.
Children will be consulted throughout the year on the structure of rewards system.
Dojo points are monitored by SLT to ensure a consistent approach by all members of staff.
How Dojo Points are translate to rewards:
10 Dojo Points
Emergency Text home-teacher led
20 Dojo Points
30 Dojo Points
Mrs Hogan Praise and Treat
40 Dojo Points
Dojo Own Clothes Day Each Term
50 Dojo Points
Top two people in each class
Put into draw for book vouchers/choose books from Madeleine Lindley
Cinema/Ice cream parlour/Pizza Express etc
Reviewed September 2015
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