The staff and governors at Masefield believe that a secure, happy, caring and welcoming environment, where relationships are based on mutual respect help to develop self esteem and promote good behaviour. We are committed to maintaining high expectations of behaviour and to the happiness and well being of the school community.
- To teach positive behaviour by modelling.
- To provide a caring environment, one in which children are encouraged to develop self discipline, self control and respect for others’ rights.
- To promote happiness and the smooth running of our schoolboy fostering positive, caring attitudes towards each other and the environment.
- To acknowledge that each and every person who joins the community has a personal part to play and each person’s talents will be valued and celebrated.
- To support each member, who needs help and encouragement, in particular recognising the importance to pupils of approval by their peers.
- To listen with care to one and others’ views and opinions and value them.
- To provide a time and a space in which a child can reflect on his/ her actions and, where relevant, make reparation through providing support and comfort.
- To respond in a polite and thoughtful manner to each other.
- To give our pupils the guidance they need to grow up into confident, successful adults.
We believe CONSISTENCY is the key to fulfilling these aims.
At Masefield we recognise that children can have different needs and that we should know what they are. We know that we need to treat some children differently to others to get the same result and this is what we mean by equal opportunities.
Rights, rules and responsibilities
At Masefield, we believe that children have four basic rights.
- To feel and be safe
- To learn
- To be treated with respect
- To be included
A list of rights and responsibilities
To be treated with respect
To behave respectfully towards others
To be safe
To behave in a way which keeps self and others safe
To attend school regularly
To be willing to learn
To allow others to learn
To make mistakes
To own mistakes
To allow others to make mistakes
To be listened to
To give opinions in a constructive manner
To listen to others
|To be included
To include others
To allow this to happen, we have kept our rules simple.
- The Learning Rule
- The Talking Rule
- The Movement Rule
- The Treatment Rule
We strongly believe in a positive approach to encourage good behaviour choices. Children are rewarded with dojo points for good behaviour. Extra points are earned for outstanding work, good manners, good learning behaviours and specific class targets.
Children who achieve the most dojo points in one week will be awarded a certificate during Friday’s Good News assembly. Children also save their dojo points for periodic awards.
Each class also awards two children each week as a Trier of the Week. These children receive a certificate.
In KS2, when children achieve an award in the Good News Assembly they also get a point for their house team. House teams collect points each half term and the winning team is able to get an award of heir choice such as cinema or games afternoon.
When the positive approach doesn’t work
At Masefield, we believe that everyone is accountable for their behaviour and sometimes children need to have consequences for their actions.
Each classroom operates the same system, where they are always encouraged to make the correct choices. Children will be reminded about expectations before they spend some time in a thinking area in their own classroom. Children reflect on the rule which they broke and the right which they took away. If this happens a number of times, then you will be informed by your child’s class teacher so that we can work together to improve behaviour.
If the behaviours continue, your child may have to spend some time in a different classroom. If this happens a number of times, then you will be informed by your child’s class teacher so that we can work together to improve behaviour.
In instances of extreme behaviour, you will informed on that day so that the situation can be addressed immediately.
Where problems continue, we will work together to provide support. On occasions where children continue to show concerning behaviour, exclusions may be applied.
At lunchtime we operate a yellow and red card system.
If your child is involved with an incident at lunchtime, their name is recorded in the lunchtime book.
If there is a further problem during five days then a yellow card is issued and you will be informed of either by text, letter or both. At this time, your child will spend one lunchtime in a reflection zone and receive extra support at lunchtime. After five days, where there have been no further problems the yellow card runs out and their name is removed from the lunchtime book.
A red card is issued if there is any further instance of misbehaviour. A red card lasts for ten days. Again, you will be informed of this and your child will have a daily report. At this point your child will spend two days in the reflection zone and again receive support throughout the lunchbreak
If there are further incidents during the red card period then your child will receive an internal exclusion for two lunchtimes. You will be informed of this. They will then return to their red card for the remainder of the time.
After this point, it may become necessary for a formal exclusion during the lunch period, which will involve your child going home for lunch.
To view our full policy click on the link below:-