Aims:: Hyde Technology School Behaviour Policy

Hyde Technology School
Behaviour Policy
“Good behaviour is a necessary condition for effective teaching to take place”
The Governing Body accepts this principle and seeks to create an

environment in the school, which encourages and reinforces good behaviour.
Furthermore, it is acknowledged that society expects good behaviour as an
important outcome of the educational process.
Aims:
• To create an environment which encourages and reinforces good behaviour.

• To define acceptable standards of behaviour.
• To define acceptable standards of response to both positive and negative
behaviour.
• To promote self-esteem, self-discipline and positive relationships.
• To ensure that school’s expectations and strategies are widely known and
understood.
• To encourage the involvement of both home and school in the
implementation of this policy.
Standards of Behaviour
In seeking to define acceptable standards of behaviour it is acknowledged

that these are goals to be worked towards. Thus the school has a central role
in the student’s social and moral development just as it does in their academic
development. Just as we measure academic achievement in terms of
progress and development over time towards academic goals, so we measure
standards of behaviour in terms of the student’s developing ability to conform
to our behavioural goals.
The students bring to school a wide variety of behaviour patterns based on

differences in home values, attitudes and parenting skills. At school we must
work towards standards of behaviour based on the basic principles of
honesty, respect, consideration and responsibility. It follows that acceptable
standards of behaviour are those which reflect these principles.
School Ethos
The adults encountered by the student at school have an important

responsibility to model high standards of behaviour, both in their dealings with
the students and with each other, their example has an important influence on
the students.
Implemented September 2005
To be reviewed September 2007 or as required.

As adults we should aim to:
• Create a positive climate with realistic expectations;

• Emphasise the importance of being valued as an individual within the group;
• Promote, through example honesty and courtesy;
• Provide a caring and effective learning environment;
• Encourage relationships based on kindness, respect and understanding of
the needs of others;
• Ensure fair treatment for all regardless of age, gender, race, ability, or
disability;
• Show appreciation of the efforts and contribution of all.
The Curriculum and Learning
We believe that an appropriately structured curriculum and effective learning

contribute to good behaviour. Thorough planning for the needs of individual
students, the active involvement of students in their own learning and
structured feedback all help to avoid the alienation and disaffection which can
lie at the root of poor behaviour.
It follows that lessons should have clear objectives, understood by the student
and differentiated to meet the needs of students of different abilities. Marking
and record keeping can be used both as a supportive activity, providing
feedback to the student on their progress and achievements and as a signal
that the student’s efforts are valued and that progress matters.
Classroom Management
Classroom management and teaching methods have an important influence

on student’s behaviour. The classroom environment gives clear messages to
the student about the extent to which they and their efforts are valued.
Relationships between teacher and students, strategies for encouraging good
behaviour, arrangements of furniture, access to resources and classroom
displays all have a bearing on the way students behave.
Classrooms should be organised to develop independence and personal

initiative. Furniture should be arranged to provide an environment conducive
to on-task behaviour. Materials and resources should be arranged to aid
accessibility and reduce uncertainty and disruption. Displays should help
develop self esteem through demonstrating the value of every individual’s
contribution and overall the classroom should provide a welcoming
environment.
Teaching methods should encourage enthusiasm and active participation for

all. Lessons should aim to develop skills, knowledge and understanding
which will enable the student to work and play in co-operation with others.
Praise should be used to encourage good behaviour as well as good work.
Constructive criticism should be a private matter between teacher and
students to avoid resentment.

Rules and Procedures
Rules and procedures should be designed to make clear to the student how
they can achieve acceptable standards of behaviour.
Rules should:
• Be kept to a necessary minimum;

• Be positively stated, telling the student what to do, rather than what not to
do;
• Actively encourage everyone involved to take part in their development;
• Have a clear rational, made explicit to all;
• Be consistently applied and enforced;
• Promote the idea that every member of the school has responsibilities
towards the whole.
Rewards
Our emphasis is on rewards to reinforce good behaviour, rather than on

failures. We believe that rewards have motivational roles, helping the student
to see that good behaviour is valued. The commonest reward is praise,
informal and formal, public and private, to individuals and groups. It is earned
by the maintenance of good standards as well as particularly noteworthy
achievements. This is as true for adults as for students. Rates of praise for
behaviour should be as high as for work.
• House points and reward shop

• Praise post cards
• School discos
• Cinema / Bowling trips
• Visit to Alton Towers
Sanctions
Although rewards are central to the encouragement of good behaviour,

realistically there is a need for sanctions to register the disapproval of
unacceptable behaviour and to protect the security and stability of the school
community. In an environment where respect is central, loss of respect, or
disapproval, is a powerful punishment.
Examples of Sanctions
• Disapproval from member of staff.

• 5/10 min detention.
• Telephone call / letter to parents from HOY.
• School detention.
• Referral to Senior Leadership Team.
• Fixed term exclusion.
• Permanent exclusion.

The use of punishment should be characterised by certain features:-
• It must be clear why the sanction is being applied.

• It must be made clear what changes in behaviour are required to avoid
future punishment.
• Group punishments should be avoided as they breed resentment.
• There should be a clear distinction between minor and major offences.
• It should be the behaviour rather than the person that is punished.
Where anti-social, disruptive behaviour is frequent, sanctions alone are

ineffective, in such cases careful evaluation of the curriculum on offer,
classroom organisation and management, and whole school procedures
should take place to eliminate these contributory factors. Additional specialist
help and advice from the Educational Psychologist or Child Guidance Service
may be necessary. This possibility should be discussed with the Headteacher
/ Deputy Headteacher / Assistant Headteacher / Year Heads.
Communication and Parental Partnership
We give high priority to clear communication within the school and to a

positive partnership with parents since these are crucial in promoting and
maintaining high standards of behaviour. Where the behaviour of a student is
giving cause for concern it is important that all those working with the student
in school are aware of those concerns and of the steps which are being taken
in response. The key professional in this process of communication is the
class teacher who has the initial responsibility for the student’s welfare. Early
warning of concerns should be communicated to the Headteacher via the
pastoral teams, so that strategies can be discussed and agreed before more
formal steps are required.
A positive partnership with parents is crucial to building trust and developing a

common approach to the behaviour expectations and strategies for dealing
with problems. Parental participation in many aspects of school life is
encouraged. The participation assists the development of positive
relationships in which parent’s are more likely to be responsive if the school
requires their support in dealing with difficult issues of unacceptable
behaviour.
The school will communicate policy and expectations to parents. Where

behaviour is causing concern parents will be informed at an early stage and
given an opportunity to discuss the situation. Parental support will be sought
in devising a plan of action within this policy and further disciplinary action
with parents.

Aims:: Hyde Technology School Behaviour Policy

Uploaded by

Copyright:

Available Formats

Aims:: Hyde Technology School Behaviour Policy

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aims:: Hyde Technology School Behaviour Policy

Uploaded by

Copyright:

Available Formats

Hyde Technology School

“Good behaviour is a necessary condition for effective teaching to take place”

The Governing Body accepts this principle and seeks to create an

• To create an environment which encourages and reinforces good behaviour.

In seeking to define acceptable standards of behaviour it is acknowledged

The students bring to school a wide variety of behaviour patterns based on

The adults encountered by the student at school have an important

Implemented September 2005

To be reviewed September 2007 or as required.

• Create a positive climate with realistic expectations;

The Curriculum and Learning

We believe that an appropriately structured curriculum and effective learning

Classroom management and teaching methods have an important influence

Classrooms should be organised to develop independence and personal

Teaching methods should encourage enthusiasm and active participation for

Implemented September 2005

To be reviewed September 2007 or as required.

• Be kept to a necessary minimum;

Our emphasis is on rewards to reinforce good behaviour, rather than on

• House points and reward shop

Although rewards are central to the encouragement of good behaviour,

• Disapproval from member of staff.

Implemented September 2005

To be reviewed September 2007 or as required.

• It must be clear why the sanction is being applied.

Where anti-social, disruptive behaviour is frequent, sanctions alone are

Communication and Parental Partnership

We give high priority to clear communication within the school and to a

A positive partnership with parents is crucial to building trust and developing a

The school will communicate policy and expectations to parents. Where

Implemented September 2005

To be reviewed September 2007 or as required.

You might also like