At Peel Clothworkers’ we expect high standards of behaviour at all times. Children are taught what is acceptable and what is not. In line with the school’s Visions & Values all staff implicitly, explicitly and by example encourage children to be polite at all times, to be helpful and kind, to respect others, belongings and our school, to consider the safety of others, to set a good example, and to implement the Six Rs and Peel Learning Pathways.
Core Rights and Responsibilities:
•The right to learn here (without undue, unfair distraction and disruption)
•The right to respect and fair treatment (of property, place, personal space and one’s feelings)
•The right to safety: to feel safe here in our school (physical and psychological safety)
•These rights involve responsibilities
•Staff implementation of PCS policies and procedures promote these rights
•Be kind and helpful
•Listen to people
•Play well with others
•Behave to others as you would like them to behave to you
•Walk quietly and sensibly in school
•To respect people and their property
•To be honest
•To be polite
•To keep your hands and feet to yourself
•To always do your best and allow others to do their best
It is preferable to reward good rather than to sanction poor behaviour. Rewards include approval praise whenever appropriate, which can be used as a positive example to others.. Rewards that children enjoy and appreciate vary depending upon the age and interests of different children or classes. Teachers are encouraged to devise their own in-class systems. Excellent behaviour or work often results in a visit to the Head, Deputy Headteacher or Assistant Head, possibly a mention in assembly and a phone call home. A class chart with all of the class names features consistently throughout the school. We assume all children to be well motivated and behave within positive expectations. If children behave below expectation, their name is moved through the 3 tiered approach clearly marked on the chart. This is reviewed, briefly, every session and every day. Sanctions are marked clearly on the chart and shared with the children.
Poor behaviour results in sanctions as appropriate. Unacceptable behaviour receives a zero tolerance approach, and all staff apply this. Levels of misbehaviour vary, so sanctions vary according to the circumstances and situation (marked on the chart). However, these are applied consistently and fairly throughout the school and include the following:
Low-level - Responses to the below include quiet, understated verbal correction / warning:
•I have been talking over people
•I have been messing about
•I have been a Disruption / Distraction
•I have been ignoring Instructions
More serious - Responses to the below behaviours will include ; Sitting out of Play, Logged behaviour, No Golden Time, Sent to another teacher
•I have been swearing
•I have been defiant
•I have been picking on others
•I have been rude
•I have been damaging property
Most serious - Responses to below may include; Sitting out of Play, Logged behaviour, No Golden Time, Sent to SLT, Phone call home, Behaviour Chart, Losing School Responsibilities, Suspension / sent home, Removal from off site activities and parties / privilages. Sanctions include all of the above, plus the Education Department suspension and exclusion procedures. In the rare event that it becomes necessary, all staff follow the IOM policy on physical restraint.
•I have repeated above
•I have been bullying
•I have stolen
•I have been fighting
•I have been consistently rude
•I have been consistently disrespectful
•I have purposefully caused physical harm to others
Should children continue to fall below expectations during the lunch hour, the child’s parents are informed and advised that continued poor behaviour may result in a ban from school at lunchtimes for a decided period of time. The Department’s legal team will also be informed.
We aim for a peaceful, purposeful, positive school atmosphere.