KINGSLAND PRIMARY SCHOOL
Discipline and Anti-Bullying Policy
Introduction Good discipline is a vital part of school life. Not only is effective discipline a necessary condition for effective teaching and learning it is also necessary for pupils' safety as well as their physical and emotional security and well-being. At Kingsland Primary School our aim is to provide a safe, ordered environment where each child is able to learn and work to the best of his/her ability and where children who follow the rules are rewarded for their efforts. We aim to achieve good discipline by the following means: • by helping children develop confidence and self-esteem through our P.S.D. (Personal and Social Development) programme; • by having high expectations of pupils and encouraging them to have high expectations and respect for themselves and others; • by promoting positive staff relationships, pupil/staff relationships and pupil/pupil relationships; • by involving parents and promoting positive and mutually supportive home-school links; • by using a positive approach to behaviour management.
Assertive Discipline The school approach to discipline and behaviour management is based on Assertive Discipline. This approach is implemented consistently by all members of staff. It is an effective and positive approach involving a clear, simple classroom discipline plan. There are also separate but similar discipline plans for the school - inside the building, the dining area and the playground.
The Discipline Plan itself consists of 4 sections: Rules, Positive Recognition, Consequences and Severe Clause.
In implementing the plan the teacher must ensure that the children are taught these and reminded of them regularly; at least at the beginning of every new term. S/he must also ensure that good behaviour is praised; the aim being to praise each child at least once every day. Inappropriate behaviour is recorded on the classroom tracking sheet. However, before recording a child's indiscipline the teacher should approach the child, ask him or her to adopt an appropriate form of behaviour and ensure that the child knows that she/he has a choice; to behave appropriately or to continue the misbehaviour and therefore to choose the next consequence.
The responsibility for behaviour is thus transferred to the child. With experience this should lead to fair and consistent pupil/behaviour management and a lowering of teacher stress levels even when pupil behaviour is very trying.