1. Policy statement
Cuthbertson Primary is committed to creating an environment where exemplary behaviour is at the heart of productive learning. Everyone is expected to maintain the highest standards of personal conduct, to accept responsibility for their behaviour and encourage others to do the same. Our behaviour policy guides staff to teach self-discipline. It echoes our school values with a heavy aspect on respectful behaviour.
2. Aim of the policy
• To create a culture of exceptionally good behaviour for learning and for our school community
• To ensure that all in our school community are treated fairly
• To give enhanced attention to children displaying exceptional behaviour rather than poor conduct
• To support children in identifying the tools they need to manage their behaviour and be responsible for the consequences of it
• To build a community which values kindness and respect
• To promote a strong community through improved relationships
• To ensure that excellent behaviour is a minimum expectation for all
3. Purpose of the policy
To provide simple, practical procedures for staff and learners that:
• Recognise expected standards of behaviour
• Positively reinforce expected standards of behaviour
• Promote self-discipline
• Teach expected behaviour through positive interventions and interactions
4. Our behaviour expectations
In order to achieve exceptional behaviour our children must display our school values, showing that they are:
• Kind
• Respectful
• Honest
• Treating everyone equally
• Treating everyone fairly
• Achieving their best
Conversations around behaviour between staff and children will centre on these values.
Expectations of staff:
• Place positive relationships at the centre of what we do
• Deliver classroom and school discipline in a respectful, consistent and non-threatening way
• Teach children strategies to manage their own behaviours effectively while respecting the rights of others
• Be consistent, logical and regulated in times of stress
• Set and enforce limit in a consistent way
• Model appropriate behaviours and emotional responses
• Use restorative conversations with children and between children (sort it out time)
• Not to have visible individual behaviour displays in class
• Model the school values in their own interactions with the school community
Expectations of children:
• Follow the school values at all times
• Understand and accept that behaviour falling below the expectations of our school values is unacceptable and will result in consequences
Expectations of parents/carers:
• Reinforce the expectations of our school values
• Work in partnership with staff to develop exceptional behaviour from our learners
5. Bullying Behaviour
Bullying behaviour is never acceptable within Cuthbertson Primary. All children within this establishment have the right to learn and play in a safe and environment free from all forms of abuse, bullying or discrimination. Bullying behaviour impacts on the wellbeing of learners and can affect their attainment. Bullying behaviour will be recorded centrally as required by Glasgow City Council.
What is Bullying?
In Scotland Bullying is defined as:
“Bullying is both behaviour and impact: the impact is on a person’s capacity to feel in control of themselves. This is what we term as their sense of agency. Bullying takes place in the context of relationships: it is behaviour that can make people feel hurt, threatened, frightened and left out. This behaviour happens face to face or online.” (Respect Me 2016)
Bullying behaviours can include:
• Being called names, teased, put down or threatened
• Being hit, tripped, pushed or kicked
• Having belongings taken or damaged
• Being ignored, left out or having rumours spread about you
• Sending abusive messages, pictures or images
• Behaviour that makes people feel like they are not in control of themselves or their lives
• Being targeted because of who you are or who you are perceived to be
For more information on please read “Respect for All: The National Approach to Anti-Bullying for Scotland’s Children and Young People 2017”
6. Promoting positive behaviour:
Staff will promote and praise positive behaviour through a variety of incentives such as:
• House points/group/individual points
• Verbal praise
• Sharing examples of positive behaviour with colleagues
• Praise at assembly
• Informing parents/carers of the positive behaviour
• Weekly reflection time (PATHS/Circle Time)
• Sending positive notes home for exceptional behaviour
This list is not exhaustive
7. Consequences of unacceptable behaviour:
Staff will use a variety of strategies and interventions to address negative behaviour such as:
• Restorative conversations
• Modelling appropriate behaviour
• Having a child complete assigned work during his/her personal time
• Time out to think about the displayed behaviour
• Opportunities to modify the displayed behaviour
• Moving the child within the classroom
• Discussing the behaviour with a parent/carer
• Referral to the management team (more serious negative behaviour)
This list is not exhaustive
