Positive Behaviour Management
Good behaviour is a vital part of an effective school and one of the main elements that contributes to a positive school ethos. Effective behaviour management supports and promotes effective learning. Generally, behaviour in Kemnay Academy is good with very few serious incidents of misbehaviour. In addition, the school recognises that good behaviour is also a positive end in itself and fosters, for example, respect for and toleration of others.

Promoting Positive Behaviour
The Scottish Executive publication “Better Behaviour – Better Learning” (SEED June 2001) identifies several key principles for effective behaviour management. These principles, based on effective learning and teaching, entitlement to education, promoting behaviour, equality, respect and inclusion, form the basis of the Kemnay Academy Promoting Positive Behaviour Policy.

The school’s Promoting Positive Behaviour Policy is closely linked with the principles behind each of the five whole school aims and attempts in particular to:

• Preserve within the school, standards of behaviour that ensure fairness, safety, mutual courtesy and an effective learning atmosphere.
• Prepare pupils for adult life by placing them in situations where acceptance of certain standards is required.
• Encourage in pupils an awareness that while they have certain rights they also have clear responsibilities.
• Ensure that pupils and staff are aware of the expectations that the school has of them.
• Promote a culture within the school that encourages pupils to feel good about themselves because their achievements are honestly praised.

The promotion of positive pupil behaviour is re-enforced through the following four main strands of the Promoting Positive Behaviour Policy:

1. A merit system, for public acknowledgement of achievement and improvement.
2. A sanctions system, which stresses at each point the opportunities pupils have to reconsider their behaviour and avoid further sanctions.
3. A serious incident system, which immediately removes a pupil from the classroom environment.
4. A homework system, sanctions for which are separate from those of the behaviour system.

Each of the four systems is re-enforced to pupils through whole-school events, such as assemblies and daily interaction by subject and Guidance staff. Regular communications of sanctions and merits are made to parents throughout the year, thus involving them in the pupil-teacher-parent partnership that promotes the process of effective behaviour management.

Anti-Bullying
While seeking to promote a positive climate within the school it is recognised that bullying is a potential problem in schools as in other areas of life. Our Anti-Bullying policy and strategies set out to pre-empt and deal quickly with any incidents of bullying. In social education classes, assemblies and subject classes all pupils are made aware of the schools position on bullying. The Pupil Planner contains information on bullying. These are also available from the school on request.

A confidential system of reporting incidents exists. Reporting form and an anti-bullying post box is located in the library.

Any parent who thinks her/his child is being bullied should contact her/his Guidance Teacher or a member of the Senior Management Team.

Exclusion
Where pupils who repeatedly display behaviours which compromise the good order of the school i.e. disruption of learning and teaching, unsafe practices, bullying and other forms of abuse and where other forms of support and sanctions have proved unsuccessful, the authority exclusion policy will apply. For further information on exclusions contact the school or go to: 

https://www.aberdeenshire.gov.uk/media/3901/policy_disc_exclusion.pdf