Behaviour and Procedures
At Westerings Primary Academy our children, staff and Governors treat each other with respect and tolerance, treating others as we would like to be treated ourselves, from demonstrating good manners in using 'Please' and 'Thank you' to holding the door open for each other and helping each other. The children are caring and supportive in lessons, at playtimes and when walking around the Academy.
We reward positive behaviour through use of praise and rewards:
* Children work towards achieving Dojos for good learning behaviours, including effort. These are awarded electronically and instantly shared with parents via mobile/tablet notifications. Parents and pupils are able to track their Dojo collections at home via the ClassDojo website or app for iOS/Android.
* Individual children are nominated by their class adults each week for their excellent attitude, work or behaviour. In this way we demonstrate to the children that even the small things are important.
*Unique to Westerings, our pupils have their own bank account and school shop full of toys and collectibles, which they can save for and purchase (Find out more here).
All of these awards, trophies and nominations are announced in Whole School Celebration Assembly each week when those children are proud to be recognised and applauded by the whole school for their brilliance! Achievements outside school are also recognised during these assemblies. Past amazing successes include 26 mile hikes by our Scouts, Race for Life runs, Karate gradings and National Dancing Competition winners!
In times when children may forget to apply tolerance or demonstrate undesirable behaviour, we do have sanctions ranging from 'time out' to missed playtimes, depending on level of sanction required. For some behaviours in which others are deliberately hurt, Parents/Carers are informed, asked to discuss the incidents further with their children and may be asked to attend a meeting with the senior leaders of the academy. In extreme cases, where children persistently and deliberately fail to follow behaviour policies within the academy, children may be given a fixed term or permanent exclusion. We follow Government guidelines in cases such as these and all cases are treated individually.
In every case, children apologise to each other and make plans on how to avoid a similar situation in future.
- Children may be put on report with a Behaviour Chart to 'catch them being good'. This helps to praise the small steps towards improving behaviour and so encourages further good behaviour but also helps to identify patterns and possible triggers. Parents/Carers and Senior Staff are involved with monitoring Behaviour Charts.
- Children may also work with our Learning Mentor or a Learning Support Assistant on a programme such as 'Support Group' to help them stop and think before deciding an appropriate action based on the expected consequences
- If Social Skills need practising, they may join a group to look at some scenarios where they can learn and practise the appropriate response.
- Our Learning Support Assistants are trained in Peer Mentoring where children work through disagreements in groups
- Our Community Police Officers may come into school to offer Restorative Justice.
At Westerings Primary Academy, we insist that all employees and children are mindful of others' feelings and treat each other with kindness. In cases where they may be some bullying identified, we work closely with Parents/Carers as well as the whole class of those involved to end the undesirable behaviour.
In our Parent/Carer survey of July 2016,
100% said that their child is happy at this school.
100% said that their child feels safe at this school.
98% said that the school makes sure its children are well behaved
72% said that the school deals effectively with bullying, however, 28% did not know as they had had no experience of bullying at Westerings.
Surveys of children's views demonstrated that Westerings children are more concerned about why others may feel the need to bully others and how they could help them feel better about themselves.
For more detail on sanctions and positive actions please see our Anti-Bullying Policy.
Under the Race Relations (Amendment) Act 2000 and Home Office Code of Practice on reporting and recording racist incidents (2000) schools are required to record and investigate all racist incidents and the report them to the Local Authority on a regular basis.
Definition of a racist incident
‘A racist incident is any incident which is perceived to be racist by the victim or any other person.’
This definition emphasises perception, so that if anyone thinks an incident is racist it will be recorded and investigated as such, however minor it may seem.
Incidents involving children and adults will be recorded whether or not those responsible intended their behaviour to be racist. It should also be noted that a racist incident does not necessarily have a victim.
Parents/carers will be contacted if their child is involved in any way in an alleged racist incident and they will be kept informed of the progress and outcome of any investigation.
Any incident that is alleged or perceived to be racist will be recorded and if, following investigation, it is concluded that it is not racist, this outcome will be noted on both the academy record of the incident and the report that is submitted to the Local Authority.
Termly reports of incidents on the Local Authority Racist Incident Database (RaID) will not identify individuals, but this information will be kept at school level, in line with other records on behaviour and incidents of bullying.
As part of our curriculum, in PSHCE lessons, Circle Times and Collective Worship, children learn to embrace similarities and differences between people and the richness of culture and experience that result. They learn to consider the feelings of others and to treat others as they would like to be treated themselves. To aid their understanding that the wider UK Society is a much more diverse mixture of different cultures, backgrounds, faiths and race than may be in their own experience; we aim to give our children practical experiences of working in a variety of settings to foster respect and understanding as well as preparing them for their future life.