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Ethos and behaviour

At the Queens’ Federation all staff are committed to creating a positive atmosphere where children are encouraged and praised for their efforts. Children are given a sense of direction and shared purpose, which promotes good work and behaviour. Staff provide the best opportunities for each child to fulfill his or her potential. We believe this can only be achieved in a well-ordered, disciplined environment, where every child feels happy and secure.

We therefore aim:

  • to foster tolerant, caring attitudes towards others;
  • to encourage self-discipline and motivation;
  • to promote respect for the built and natural environment.

We see these aims as providing the foundation for responsible attitudes in later life.

In keeping with the federation ethos we recognise our role in encouraging good standards of behaviour through the development of self-discipline. We feel it is essential to have a clear code of conduct backed by a system of rewards and sanctions.

In addition, the following points are also important in influencing behaviour.

  • There is an expectation that all children will behave well and that problems are dealt with consistently and fairly.
  • Following the lead of the Executive Headteacher there is a collective staff responsibility for encouraging sensible behaviour from all children at all times.
  • The staff are committed to pastoral care of all children and will work in partnership with parents to promote the children’s self-esteem and respect for themselves, their peers and other adults.
  • The school rules are intended for the good of all. They promote a happy, safe and secure environment for all members of the school community.
  • The delivery of the curriculum and the teaching and learning methods throughout the school are of a high quality and inspire and motivate the children.
  • The wearing of school uniform is encouraged as a means of promoting a shared identity.

The following key rules underpin our approach to promoting good behaviour in school and beyond:

  • Be persistent – always try your hardest.
  • Be cooperative – listen and learn from one another.
  • Be helpful – look for ways to help each other.
  • Be responsible – never hurt one another with words or actions.
  • Be polite – treat everyone with respect.
  • Be sensible – move around the school safely.
  • Be careful – look after your belongings and those things belonging to others.

A range of positive strategies and rewards, appropriate to the age and ability of the children, are used to promote good behaviour and encourage the development of self-discipline.

These positive strategies include:

  • negotiating classroom rules;
  • circle time sessions to promote self-esteem;
  • giving children responsible tasks and leadership opportunities;
  • praising good behaviour in the classroom, playground, dining room and corridor.

Our rewards include:

Key Stage 1

  1. Learning Certificates – awarded for an identified positive learning behaviour
  2. House points – awarded for positive behaviour, reward stickers awarded for every 5 stars earned
  3. Sunshines – awarded for positive whole class behaviour, whole class reward when 10 sunshines are earned

Key Stage 2

  1. Learning Certificates – awarded weekly an identified positive learning behaviour
  2. House points (individual) – awarded for positive behaviour
  3. House points (collective) – winning house announced half termly and displayed prominently
  4. Class rewards – awarded for positive whole class behaviour, whole class reward when 10 rewards are earned

Behaviour which is contrary to the school’s ethos is unacceptable and will be dealt with appropriately either by the child’s class teacher or, if persistent, by the Phase Leader, or member of the Senior Leadership Team. In dealing with unacceptable behaviour, staff will begin with the least intrusive intervention possible (usually a rule reminder), applying progressively serious sanctions as necessary.

As a school which values relationships, we are working to create a safe, respectful and harmonious community, and seeking to repair those relationships when harm is caused through conflict or inappropriate behaviour. Using the skills of active, non-judgemental listening, mediation and group problem solving, the whole school community can learn to resolve their own conflicts and deal effectively with challenging behaviour including bullying and violence. This is called Restorative Approaches.

Restorative Questions Responding to Challenging BehaviourRestorative Questions Responding to Those Harmed
What happened?What happened?
What were you thinking about at the time?What were you thinking about at the time?
What have your thoughts been since?What have your thoughts been since?
Who has been affected by what you did?How has this affected you and others?
In what ways have they been affected?What has been the hardest thing for you?
What do you think needs to happen next?What do you think needs to happen next?

Sanctions that may be used to manage unacceptable behaviour include:

  • loss of free time;
  • loss of privileges;
  • writing letters of apology;
  • sending the child to work in another class;
  • behaviour contracts (negotiated between child and teacher).

The school takes any type of bullying (physical, verbal, indirect or electronic) very seriously.  The Management of Bullying Policy clearly states our expectations and the measures that will be taken to address any concerns.

The school has a legal duty to record and investigate all prejudice related incidents and to report them to the local authority on a regular basis (though without names attached).

Parents will be informed if incidents of unacceptable behaviour increase and they will be invited to discuss the problems with the school. It is important for the children that home and school are seen to be working in partnership and that parents give their support to our behaviour policy.

During lunchtime the supervisors have the support of the teaching staff on duty and senior staff. A teaching member of staff is always available and will record unacceptable behaviour at lunch time. When necessary, children will be reported to the class teacher or a senior member of staff.  Appropriate sanctions may be applied and if the behaviour is sufficiently serious or repeated then parents will be informed.

The school is committed to ensuring that all staff and adults responsible for the children’s safety and welfare will deal with all incidents involving aggressive behaviour appropriately.  The school has a legal duty to provide a safe environment and this means that physical intervention may be used as a last resort in line with DfE and Local Authority advice. If used at all it will be in the context of respectful, supportive relationships with pupils.  Our aim is to minimise the risk of injury to pupils and staff.

If a child’s behaviour continues to be a major concern despite the use of internal sanctions and parental involvement, or an incident of a very serious nature occurs, the following may happen.

  • Lunch time exclusion: a specific period of time when the pupil will not be permitted to stay on the school site during the lunch time.  24 hours’ notice will be given before the decision is enforced. (Arrangements will be made for pupils who are entitled to free school meals to receive their meal before being collected).
  • Fixed term exclusion: the pupil is excluded for a specific period of time before returning to the school. This is to give time for all concerned to agree a way forward.
  • Permanent exclusion: the pupil cannot return to the school but remains on the school roll (and therefore the responsibility of the Executive Headteacher and Governing Body) until a new placement can be found.

Please view our Policies Page, where our Behaviour and Ethos policies can be found.

Read about our Restorative Approaches here…