Promoting Positive Behaviour
- Emphasis should be on the positive approach of encouragement, praise and good example. Advice on how to improve behaviour should be given and be constructive in its approach. Good behaviour contributes to the whole school ethos and pupil attention must be drawn to the fact that every area, classroom and corridor is a positive teaching area. The school is committed to acknowledging achievement and recognises the motivating factor of praise in influencing beneficially a pupil’s behaviour and in raising a pupil’s self-esteem.
- To create a secure, happy and stimulating environment where individuals are of equal worth and have equal rights to have their needs met and their potential developed.
- To provide learning experiences and activities designed to ensure the development of the whole person, to encourage creativity and ambition and to prepare them to be responsible citizens, effective contributors, successful learners and confident individuals.
- To develop self-esteem and a positive sense of community, which are critical to raising achievement, whilst teaching respect for themselves and one another as well as their duties and responsibilities as Citizens within their community.
- To establish an inclusive school which pays due regard to pupils with disabilities and special educational needs whilst respecting and celebrating the diversity in background, belief systems and lifestyles of other learners.
Our school council devised a statement, which describes how we create a good ethos at Baird. We call it the Children’s Charter.
‘At Baird we respect and support one another, work together as a team and give each other the confidence needed to achieve our best’.
In Baird we have a set of Golden Rules, which are followed, throughout the school.
- We are gentle – We don’t hurt others
- We are kind and helpful – We don’t hurt anybody’s feelings
- We listen – We don’t interrupt
- We are honest – We don’t cover up the truth
- We work hard – We don’t waste our own or others’ time
- We look after property – We don’t waste or damage things
This is dealt with quickly and fairly without fuss to minimise disruption in the classroom. Persistent offenders will be sent to the Head Teacher and a list of sanctions followed. Parents are informed at this time and their support sought.
As we strive to create a caring environment, each individual is encouraged to take responsibility for his or her own actions. Choices and decision-making skills are explored through the school’s programmes of work in Health & Wellbeing. Through Health & Wellbeing activities, pupils are made aware of what constitutes bullying and the network of support, which is available to them.
Our most important aim in the prevention of bullying is to adhere to our anti-bullying policy. This involves strong commitment from all parties – pupils, staff and parents.
It is vital that all parties are aware of the steps and action taken in the event of a bullying incident.
This uses a behaviour management system with a process of personal and social growth. It is an effective way to promote positive behaviour and respectful relationships through moral development.
This ensures a restorative climate with activities including peer support. It uses restorative conversations when teachers or peer mediators intervene in a situation to come to a solution, which suits everyone involved.
This is a systematic approach to the management of low-level disruptive behaviour in the classroom with teachers seeking support/ideas from one another and the Senior Management Team.