Discipline is the system and ethos which aims to cultivate in pupils an acceptance and recognition of responsibility for their own decisions, their actions and their consequences. Good discipline practices create the conditions for effective learning and help to develop in children responsible attitudes and values for life.

It is the view of the staff that effective learning can only take place in an atmosphere where standards of good behaviour and language are prerequisites. Good behaviour is that conduct which assists the school to fulfil its function, namely THE FULL DEVELOPMENT OF THE POTENTIAL OF ALL ITS PUPILS.

Bad behaviour is conduct which prevents this, either when an individual prevents his/her own development by behaving badly or when unacceptable conduct disrupts the development process for other members of the school community. It therefore follows that good behaviour is that which:

conforms to the reasonable expectations and requirements of the school

is based upon mutual respect for the needs and aspirations of all in the school and upon care for its environment.

Discipline is a system of rules for good behaviour which aims to create conditions for an orderly community in which:

effective learning can take place

self-discipline, self-respect and good personal relationships can be developed

there is mutual respect among all members

A system of discipline should have at its centre a concern for the safety and well-being of the pupils.

Discipline should not be seen as ‘punishment’ but as being concerned with the training of children to behave in a socially acceptable fashion while in the care of teachers and others in the education process. It may well be that ‘punishment’ - in the form of some sanction - is part of this training, but generally discipline should aim to be positive.

Such aims are best achieved in the framework of a relaxed pleasant atmosphere where enthusiasm and industry dominate and in which pupils are able to give of their best, both in the classroom and in extra curricular activities and are encouraged and stimulated to fulfil their potential. This in turn, demands a positive policy of encouraging good attitudes, reward and praise and setting a good example.

Standards of behaviour are well established in children before they come to school. The accepted standards of behaviour will vary from home to home and family to family, but conflict arises when the expectations of school are different from those of home. Often in a smaller community such as the home, individual needs can largely be accommodated without undue disturbance, but a school is a much larger community where the interests of each individual have to be subsumed in the greater good for the greater number.

It is quite clear that a pupil’s acceptance of any system of rules for behaviour is determined by the attitudes of home and local society. Therefore parental acceptance of the school’s expectations and active co-operation with the staff is absolutely essential if an acceptable standard of discipline is to be achieved. Although parents are not in school with the children their influence is still greater than that of a class teacher.

Parents have a duty to ensure that their children do not cause injury or damage to others or to any property and they, therefore, have an obligation to promote the general policy and rules of discipline as laid down by the school.

The co-operation of parents is sought in relation to maintaining high standards of pupil attendance, punctuality, personal appearance, the wearing of school uniform, caring for learning materials, particularly those which belong to the school and which may be sent home and the supervision of homework.

In any disciplinary system the emphasis must always be on the positive approach of encouragement and praise, rather than on the negative one of criticism and punishment. In any case criticism should always include advice on how to improve and should be constructive in its approach. It is part of the school policy to emphasise positive approaches to maintain and improve discipline.

Praise. Praise can be given in many ways and, without any attempt to put this into a value order, might include the following:

a quiet word or encouraging smile;

a written comment on pupils work, or in a more detailed way picking out specific points or ideas that gave pleasure;

a visit to a colleague in the same year group or to a more senior member of staff and/or the Principal for commendation;

a public word of praise in front of a group, a class, a year or the whole school;

marks, grades and assessments for behaviour as well as work;

use of school reports to comment favourably, not only on good work and academic achievement, but on behaviour, on involvement and on general attitudes;

a letter to parents informing them specifically of some action or achievement deserving praise.

Good teaching practice and positive teacher/pupil relationships are major contributors to good classroom discipline. Good discipline enables effective learning to take place and in order to achieve this goal the following strategies must be implemented:

the encouragement of genuine involvement of all pupils in classroom activity by recognising their different abilities and matching tasks to those abilities so that pupils regularly achieve success;

the recognition and encouragement of children’s individuality and the importance of self-esteem;

attempting to make lessons enjoyable and challenging;

the use of positive rather than negative language to communicate expectations and feedback to pupils;

giving regular praise and encouragement to pupils, particularly to disruptive pupils as soon as acceptable behaviour is observed;

the establishment of a small number of classroom rules.

 

Even with good classroom practice it will be necessary to have sanctions. These are necessary for two main reasons:

to make the particular child and others aware of the school/staff disapproval of unacceptable behaviour;

to protect the authority of staff, should that be threatened.

 

Sanctions should:

be constructive;

be applied with sensitivity, flexibility and discrimination;

where possible, be related to the misdemeanour;

be specific to the culprit and not applied to a whole group.

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Sanctions will be as follows:

Level 1

Staff will deal with minor problems as a good parent using reprimand and praise.

Level 2

Staff will set a punishment for a repeated incident of a minor nature.

Level 3

Where a pupil is disturbing lessons they will be sent to the Principal. Free time, break, lunchtime and after school, will be restricted and the parent will be contacted to attend an interview. If a pupil is to be kept in after school 24 hours notice will be given to parents.

Level 4

If any pupil is causing the education of another child to be hindered, if they are endangering their peers or own personal safety through physical assault or verbal abuse the parent will be asked to come into school and take the child home. If the parent is unable to come into the school the pupil will be taken home by a relevant authority. We would expect the child to be punished in whichever way is consistent with the policy in the home. A child will be placed on a weekly report after they return to school and restrictions will be placed on their return to class. A second interview will be carried out with the parent at this time to explain the procedures for their child's return to school. After a short passage of time another interview will be held to establish progress and to make a decision on which strategy to endorse either a full return to class or movement to level 5.

Level 5

If a child is a regular discipline problem the case will be presented to the Board of Governors for their consideration. Suspension will be under discussion at this stage. The ultimate sanction, for a pupil who continues to be a discipline problem, is expulsion from the school. This procedure will take place in the shortest possible time-frame.

Staff should consider themselves responsible at all times for the behaviour of pupils within sight or sound of them. Responsibility for the behaviour of all pupils in the school is one which all staff share.

In all matters relating to the maintenance of discipline and the application of sanctions it must be remembered that our aim is to develop self-discipline in our pupils and build and maintain their self-esteem. We must, therefore, inspire them to an autonomous and personal decision to have a high standard of behaviour rather than subject them to it.