Ofsted has rated the behaviour of our children within the school as GOOD. During their time in school they observed behaviour for learning in lessons, assemblies, play and lunchtimes and after school clubs.
'The behaviour of pupils is good. Pupils move around the school with consideration and are polite and respectful to each other and adults. '
'Pupils play well together across all age groups. In the playground, they organise their own games and take part enthusiastically. A high level of adult supervision at breaktime and lunchtime ensures that pupils who require adult support have easy access to it and can be fully included in activities. '
A recent governance visit, June 2019 showed that the children feel safe in class. That they all know the rules and that there are clear consequences if they are broken. Systems have been put in place to ensure that there is good behaviour for learning in all of our classrooms. Children come to school to learn and develop as individuals; any behaviour by another that stops this happening is unacceptable.
Care, consideration, politeness, co-operation, tolerance and mutual respect are the qualities that we seek to encourage and develop. Our code of conduct is simple and clear and all children are expected to comply with it.
Code of Conduct
Our newly adopted Code of Conduct is:
Make good choices
Explore and enjoy!
We believe that children need to take responsibility for their actions. Our discipline policy reflects this, placing a large emphasis on rewarding appropriate work and behaviour. Wherever possible we will involve parents in the reward process by sending home certificates or postcards and telephoning home to let them know when their child has been particularly successful.
We have a range of awards to celebrate good effort, good behaviour and showing the school values through what they do. Star of the week is a certificate handed out to pupils who have shown exceptional work or perseverance during the week. They receive a certificate in celebration assembly on Friday.
Children showing one or more of the school values will be awarded a pom pom of the corresponding colour. This pom pom is placed in one of our values jars. Once a jar is filled, there will be a whole school treat.
We consider bullying to be repeated behaviour that makes others feel uncomfortable, threatened or distressed. This can be physical, verbal or emotional. Whilst occurrences in our school are extremely rare they are dealt with firmly, quickly and sensitively. The exact response would, of course, depend on the nature of the bullying however in all circumstances parents of the children concerned would be notified and the situation carefully monitored.
For a full copy of all our Policy documents, including the Behaviour Discipline and Home-School Agreement Policy, please click here
A graduated approach to behaviour at Lynsted and Norton School
Parents occasionally ask how the school deals with the few pupils who persistently struggle to follow the school rules. Some pupils struggle more than others but generally respond well to firm boundaries and a “graduated” approach, that is, clear steps for the school to follow which lead to harsher sanctions, more involvement of our senior staff, and more collaboration with parents. Our approach is also “restorative”. In other words we try to encourage pupils to face up to the consequences of their actions. For example by meeting with the children or staff offended by the child who has misbehaved, and apologising to them.
What steps do we take?
Where possible, the school follows these (incremental) steps when managing persistent offenders, the school operates a traffic light system.
What do we do to support change in behaviour?
It is important that each day is treated as a fresh start, and that each pupil has the opportunity to start again. This is generally held to be good practice when managing low level behaviour. For some pupils, however, there may be a need to provide additional support through our Well being TA or Play Therapist, or to set up a daily monitoring system by senior staff. All ABC forms are monitored on continuously by the Head, who records the total number of incidents and also records the number of incidents against pupils’ names if they are being monitored. If there is no improvement to the number of incidents the class teacher or Head may wish to discuss their concerns with parents in a more formal way. If these concerns persist a Behaviour Plan is drawn up between the pupil, parents, and staff. At this point the school may decide to involve services such as the behaviour service, paediatrician, or CAMHS. The plan is time specific and is monitored regularly. There may be occasions where, after having followed this process, the pupil is still unable to manage their behaviour and is causing significant disruption to the learning of others in the school. This places them at risk of exclusion. The school is prepared to and will exclude any pupil who places others at significant risk of harm, or repeatedly disrupts their learning. Before exclusion is considered the school may choose to internally isolate the pupil for a short period of time, for example a lesson or an afternoon.
Finally, though the school promotes a graduated approach to sanctions as described above, there are rare occasions when the risk to others is significant enough following only one incident that the school may decide to move immediately to exclusion. This decision is taken with the full involvement of parents.