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Behaviour

Behaviour

All pupils at Greenacre have individual requirements which need to be recognised to ensure they can learn successfully both academically and socially. We set the highest expectations and these individual requirements will be fully taken into account when considering the best strategies to use to support the development of appropriate social conduct skills. We understand that a behaviour that is recognised and rewarded is more likely to be repeated; therefore, all staff are committed to a range of praise and positive reinforcement and recognition strategies that focus on the positive achievements and attitudes of all the pupils. Rewards may include positive praise, special choice activities, and stars, stickers, accumulating points, certificates, specific recognition in Home/School diaries and opportunities to participate in a preferred activity. This list is not exhaustive.

Occasionally when a pupil’s behaviour is likely to interfere with their own or anyone else’s learning we may consider applying logical consequences in circumstances where these would be understood by the pupil.  These will include loss of break times, missing an activity and/or confiscating pupil’s possessions likely to cause harm or interfere with learning. In all circumstances any consequence will be reasonable and will take into account the pupil’s age, any special educational needs or disability or religious requirements affecting them. When using consequences these should be supportive to the pupil and implemented in a way which supports the pupil to learn new behavioural skills. Consequences that are solely punitive are highly unlikely to be effective in preventing reoccurrence of behaviours. Any consequence should focus on supporting the child or young person to find a solution, be related to the initial event, be respectful and reasonable and help the young person to develop responsibility.

Greenacre School is not known to exclude pupils. The ethos of the school is such that the school will always endeavour to work with pupils, parents, carers and external agencies in order to prevent exclusion. However, the school is mindful of the head teacher’s power to exclude in exceptional circumstances and in order to maintain the safety of the whole school community. If this need arises, the school will work in line with Department for Education Statutory Guidance “Exclusion from maintained schools, academies and pupil referral units in England” at all stages of the process. The Wellspring Academy Trust Terms of Reference for Hearings and Appeals outlines the process and responsibilities of the Local Governing Body in further detail. That information can be found here.

Social Conduct Policy

 

  • Tom O'Hara
    Social Conduct Team Lead
  • Terri Dalton
    Social Conduct HLTA
  • Tania Rushforth
    Social Conduct LTA
  • Sam Dawson
    Social Conduct LTA
  • Kirsty Taylor
    Social Conduct LTA
  • Donna Evans
    Social Conduct LTA
  • Danielle Murdoch
    Social Conduct LTA