Ysgol Pen-y-Bryn
Behaviour Policy
As a Rights Respecting School, we are committed to embedding the principles and values of the United
Nation Conventions for the Rights of the Child (UNCRC). This policy enables our pupils to access and
enjoy the following articles of the convention.
Article 1 – Every child under the Age of 18 has all the rights in the Convention.
Article 28 – Every child has the right to an education.
Article 29 – Education must develop every child’s personality, talents and abilities to the full.
Article 42 – Every child has the right to know their rights.
Headteacher………………………………….
Date ……………………………………
Chair of Governors ………………………….
Date ……………………………………
Review Date ……………………………………………..
Ysgol Pen-y-Bryn Behaviour Policy
Introduction
At Ysgol Pen-y-Bryn we believe that all pupils and adults have the right to work, play
and learn in a safe, happy and secure environment. Behaviour management is of
paramount importance at our school and we strive to create an environment whereby
pupils are given the support they need to access learning, develop and prepare
themselves for the challenges of living in the wider community.
Pen-y-Bryn places great emphasis on the development of positive acceptable
behaviour. We see the importance of encouraging the development of self esteem
amongst pupils as crucial to this. All children are celebrated for their achievements
and progress in and outside of the classroom and in all areas of their development.
This policy was developed through a process of consultation with staff, pupils and
governors. The policy will be reviewed as set out in the School Improvement Plan.
Roles and Responsibilities
The headteacher will be responsible for the implementation and day to day
management of the policy and procedures. Staff will be responsible for ensuring that
the policy and procedures are followed and consistently and fairly applied. No
differentiation is made between the input of teaching and non teaching staff in the
development and implementation of the policy.
Aims
 To promote good and appropriate behaviour at all times for all its pupils both in
school and when involved in off-site activities.
 To value and appreciate one another and to acknowledge that everyone has a
part to play within our school community.
 To develop the ability to learn independently and work co-operatively.
 To listen with respect to one another
 To look after the school and its environment,
School Values
 Acting considerately towards others
 Helping those less fortunate than ourselves
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Telling the truth
Respecting the rights and property of others
Taking personal responsibility for one’s actions
Looking after our environment
Working hard to the best of one’s ability
Strategies
A range of strategies are used to promote good behaviour. These primarily stem from
the belief that rewarding good behaviour has a more beneficial effect and is more
positive for the pupil, than reprimanding negative behaviour.
The strategies employed include:
 Rewarding positive behaviour
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Positive consistent Behaviour programmes for individual pupils
RRS
Restorative Practice
DPP
Techniques as taught in NCI and authorised by the Headteacher.
 Social skills groups to encourage positive behaviour and emotional literacy
Rewarding Positive Behaviour
There are a range of rewards deployed within the school:
 Praise when we “catch” pupils being good;
 Celebration Tree
 Team points and individual class 'Reward Charts'
 Certificates in weekly “Merit Assembly” where pupils are awarded certificates
for good behaviour as well as good work
 Pupils are also encouraged to visit the Headteacher for praise for good work or
good behaviour
 Membership of the School Council as a position of responsibility
Discouraging Inappropriate Behaviour
It is important that a consistent approach is adopted by all staff. At Pen-y-Bryn,
pupils are always given the opportunity to reflect on their actions, and how they may
have affected others and to make amends through restorative practice.
What is Restorative Practice?
Restorative Practice provides an underpinning ethos and philosophy for making,
maintaining and repairing relationships and for fostering a sense of social
responsibility and shared accountability. This is done by:
 Checking that the pupil understands what she/he is in trouble for
 Establishing she/he knows the behaviour was unacceptable
 Exploring the effect that behaviour has on others
 Examining strategies for avoiding the same situation in the future
 Encouraging the pupil to think of or offer some alternative strategies
Other strategies that could be adopted could include the removal from the scene of
disruption, withdrawal of privileges, intervention by the Headteacher or discussion
with parents. Some pupils may need to be removed from a situation to prevent
escalation of the behaviour, injury to self or others or to prevent further disruption
of a lesson. In these cases a pupil will be accompanied away from the situation and
remain supervised until the incident/situation is resolved. If it is necessary to
physically intervene to move a child or prevent a child causing physical harm to
others, the strategies advocated in NCI will be used as authorised by the
Headteacher.
Exclusions
The school will try to do as much as possible to prevent pupils from being excluded.
Parents will be consulted where behaviour has deteriorated to such an extent that
exclusion is being considered. Any exclusion will only take place in exceptional
circumstances and after all other options have been considered.
Recording, Reporting and Monitoring Behaviour
All incidents involving unacceptable and inappropriate behaviour are electronically
recorded on ‘Behaviour Watch’. Behaviour Watch is an advanced web-based system
which allows schools to centralise their own recording system and log incidents on
line, eliminating the need for paper-based reports. When incidents are logged
automatic emails will alert relevant staff and intelligent analysis enables quick
identification of areas of concern. Most importantly the system is completely
tailored to the school’s needs.
Parents are informed where appropriate. Whole school discussions of incidents of
difficult behaviour are held regularly to ensure uniformity of approach.
In-service Training Needs
New staff to the school are given initial and ongoing support in behaviour
management. The school implements a policy of identifying both long-term and short
term training needs for all staff including non-teaching staff.
The Headteacher will prioritise staff who work with pupils exhibiting the most
difficult problem behaviour. Whole school training in Positive Behaviour Management
(NCI) will be delivered in-house.
Policy written:
Date...................................................................
Policy approved by Governors:
Date...................................................................
Policy reviewed:
Date...................................................................
Policy reviewed:
Date..................................................................
This policy was written with regard to ensuring an appropriate work/life balance.