FULBRIDGE SCHOOL

Bullying Guidance

(Updated September 2006)

BEHAVIOUR POLICY:      

All children and adults in Fulbridge School must:

1. feel safe,
2. be able to learn
3. be treated with respect.

Success with behaviour control is not about suppression and shouting but about creating a broad, positive ethos that’s sustained over time.

CONSISTENCY OF APPROACH BY EVERYONE ACROSS THE WHOLE SCHOOL IS EVERYTHING!

All research shows that a positive behaviour programme, with appropriate sanctions, has the greatest impact on improving pupil behaviour. Basic guidelines are needed but there is no universal solution that solves all situations every time.

A significant national concern nowadays is children’s poor attitudes towards authority. This can be due to violent media images, additive rich diets, inappropriate actions by a figure in authority, poor diet, poor sleeping patterns and most importantly parental attitude towards education.

Good, positive, purposeful communication is essential.

• At Fulbridge School we believe that all children should be treated fairly regardless of their sex, race, background or religion.
• Our behaviour strategies must be consistently applied by all staff in school.
• The way we treat and speak to each other as adults should be exemplary so that children see good role models around them and we should not treat children in a different way just because they are younger than us. The way we treat each other and the children will help to teach them how to respond when they are angry or upset.
• Poor behaviour is unacceptable whatever the mitigating circumstances.
• We do not threaten anything we cannot carry through and we carry through sanctions that have been given.
• We never rush into a difficult situation and tackle it with a ‘knee-jerk’ reaction, always look for those who are behaving well and comment favourably about their good behaviour. Over time the good behaviour will dominate more and more.
• We should label the action as unacceptable/dangerous not the child themselves, we do not say, “Naughty Child,” rather, “That was a dangerous thing to do.”

·         We have a positive behaviour programme recognising that rewards are more effective than sanctions. Instant rewards are better than delayed rewards.

• The use of physical contact, writing of lines, standing in the corner/against the wall/outside the room or staff room, fear, humiliation or sarcasm is totally unacceptable.
• We listen to children even when their behaviour is inappropriate: “I do not like your behaviour but I will listen to you, if you want to talk.” (Remove the child to a quieter place away from any ‘audience.’)
• We try to avoid raising our voices or shouting at children as we do not want to escalate a situation. The first rule is a calm and understanding approach to any situation and we give the child a chance to calm down. If we do not know the upset/angry child it is often better to refer them onto someone who does.
• We listen and investigate an incident so that all sides of the ‘story’ are heard. (If we listen to the children, they will listen to us).
• Sanctions should only be applied to the guilty; we do not punish the whole school, group or class because of the actions of one or two children who we may not be able to identify.
• When praise is given we do not qualify it with a negative point or negative comparison, ie: refer to past mistakes.
• If a child is in trouble use their name at the start of the sentence, if they are being praised use their name later in the sentence, this makes the context of how you feel immediately clear to the child. (not so appropriate for Reception & Nursery age children as they may only listen after hearing their name first).
• Children can be removed from a situation but they should never be asked to ‘stand in the corner’ ‘stand outside the Learning Zone’ or ‘face the wall.’
• Troublesome children need to be taught how to behave well, good behaviour should be modelled, role played and practised – use pictorial timetables and visual cues to help young children or children with little English understand.
• When faced with poor behaviour we do not try to change all the bad behaviour at once, one behaviour at a time in an appropriate period of time and place is more effective.
• We record and monitor incidents of poor behaviour.
• Incidents of poor behaviour are reported to parents.

When working in Fulbridge School please follow these guidelines with respect to behaviour management;

• A positive approach.
• We never use sarcasm, humiliation, swear words, embarrassment, intentional public shaming or persistent criticism.
• It is totally unacceptable for any member of staff to manage children by using ‘scare-tactics.’
• We do not use or accept words like ‘stupid, idiot,’ talk unkindly or threateningly to a child or use any racist comments.
• We address the behaviour and not the child, we are disappointed to have to punish them as we like them.
• We emphasise the need for building meaningful relationships with each pupil.
• We do not punish the whole class, only the ‘guilty’ children.
• We avoid shouting at children, we never shout at the whole class as some children will be behaving well.
• We do not stand children in the corner or make them face the wall.
• We take the ‘firm but fair’ approach to behaviour management not the ‘strict and scary.’
• We do not accept clutter in the school environment and classroom.
• Children are not allowed to rock on chairs, wear trainers, have pencil cases in school, chew gum, have sweets in school, talk whilst others talk, flick or throw things, swear, play-fight or fight or wear tops around their waist.
• We never accept bullying or racism and always investigate such incidents thoroughly listening to all involved in attempt to get to the truth and record findings if deemed necessary.

We do not tolerate:

1. Swearing
2. Fighting
3. Damaging school property
4. Stealing
5. Racism
6. Bullying

Swearing on the football field at lunch time will be an instant sending off.

Fighting will be anybody involved in the fight – even if you did not start it.

Stealing includes taking any PE equipment out onto the playground, taking from packed lunch boxes, taking pencils, rubbers, blu-tac etc.

• At Fulbridge we approach discipline through a ‘firm but fair’ approach not the ‘strict and scary’ approach.
• Use the word ‘celebrate’ rather than ‘reward.’

CONSISTENCY OF APPROACH BY EVERYONE ACROSS THE WHOLE SCHOOL IS EVERYTHING!