At Girton Glebe School we aim to encourage self-discipline in all children and to cultivate their developing respect for the needs and rights of others. This is supported through the delivery of our PSHE programme and through a shared understanding of our core values: excellence, perseverance, respect, responsibility and compassion. View our Positive Behaviour policy here.
Promoting Good Behaviour
Our emphasis is on promoting good behaviour and we recognise this behaviour through:
- verbal praise by the staff and peers;
- achieving “gold” on our traffic light behaviour system;
- awarding house points for demonstrating our core values: respect, responsibility, excellence, compassion and perseverance;
- sharing work/behaviour with the class, another teacher, or at celebration assemblies;
- certificates for achieving 25, 50, 75 and 100 house points
The following approach is used for dealing with uncooperative behaviour, based on our “traffic light” system, which each class uses:
- Every child begins their day on green. If a child exhibits continuing poor behaviour, despite positive rule reminders, they will move to orange and possibly to red.
- If the child moves to red, they will miss five minutes of the following playtime, or be sent to a paired classroom for five minutes if the situation requires this approach. Red means the teacher will have a restorative conversation with the child.
- Our behaviour system is centred on a restorative approach. This focuses on five key questions: What happened; What were you thinking/feeling at the time; How have you and others been affected; What do you need; What do you need to do to make it right? This is a blame-free approach to help us understand the circumstance and reasoning behind poor behaviour choices, so the underlying issues can be addressed.
- If applicable, the child may be sent to the Headteacher or member of the Leadership Team.
Occasionally we have incidents of unacceptable behaviour. This might include threatening, aggressive or disruptive behaviour such as fighting or disrupting lessons. We deal with these and other persistent problems in partnership with parents: you may be asked to contribute to a behaviour plan for your child which sets out short-term targets to improve behaviour. We may modify the school’s behaviour policy to better meet an individual’s needs after seeking advice from outside agencies. As a last resort, exclusion may be needed.
Bullying is a persistent, deliberate attempt to hurt or humiliate someone. Different types of bullying have three things in common:
- they involve deliberately hurtful behaviour;
- they are repeated over time;
- they involve an unfair balance of power which makes it hard for those being bullied to defend themselves.
We aim to use our behaviour policy, PSHE curriculum and assemblies to prevent bullying as far as is possible, but no system is infallible. All staff take allegations of bullying seriously and will put strategies in place to support the victim in both the short-term and the long-term.
Sometimes children only mention bullying in the security of their own home. It is important that you let your child’s class teacher know if you have any concerns about bullying. Working together we can ensure that your children find school a safe and secure place where they can develop socially and academically.
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