Peebles High School Behaviour Management Policy

 

Purpose

This policy provides an overview of Behaviour Management within our school community and is intended to:

• acknowledge the complex nature of behaviour and that no single solution solves all challenges
• recognise that action in relation to managing behaviour needs to be set within the legislative framework and the professional knowledge and skills of staff
• outline the procedures, roles and responsibilities of all staff in the process

 

Principles

An effective system of Behaviour Management:

• is based on a shared values base which underpins practice in promoting positive behaviour and reacting to discipline problems
• acknowledges that school has a key role to play in providing young people with the skills required to participate safely, effectively and responsibly in an increasingly complex world
• acknowledges that young people's experiences and behaviour in school cannot be disassociated from all other aspects of their lives, including their families and communities
• recognises the need, as appropriate, for partnership working involving parents/carers, education services, social work, health, voluntary agencies and others
• recognises the link between high quality learning and teaching, with an appropriate balance of challenge and support, and reducing discipline problems
• recognises that no matter the extent or nature of indiscipline within any given context or situation, it is a barrier to learning and teaching
• offers well-judged praise and recognition of achievement and looks to focus on involving and valuing the strengths of individuals
• ensures there is no place for discrimination based on race, ethnic origin, religion, gender, sexual orientation, disability , social group or any other grounds
• encourages a positive relationship with all members of the school community to develop a shared approach and involvement in decision making on matters which affect them
• provides a balance between the needs of the majority and those of the individual
• makes explicit expectations, rules, rewards and sanctions
• consistently applies agreed and shared practice on routine procedures for managing pupils in and around the school and within classrooms
• consistently applies fair, appropriate sanctions that are in proportion to the cause of the sanction taking into account individual circumstances
• operates on the basis of staged intervention in order to support staff and establish the most appropriate strategy to promote positive behaviour

 

Changes to the Behaviour Management process will be based on well-considered rationale, involving consultation with stakeholders and monitored and evaluated for impact on the learning experience.

 

Behaviour Management Policy links to the Journey to Excellence Dimensions

 

3	Develops a common vision across children and young people, parents and staff
9	Promotes well-being and respect