Our Behaviour Policy

School Aims

To seek to promote a respect for learning and to encourage an awareness of education as a lifelong process.

To create a safe, supportive learning environment in which all members of the school are encouraged to develop their maximum potential.

To encourage respect for the needs and feelings of others.

To embrace a philosophy, at both an individual and whole school level, of continuous improvement.

The aim of our Behaviour Policy is to create an environment where students may work purposefully, feel secure, happy and confident and where relationships between staff and students and between the students themselves are based on mutual respect and tolerance.

Positive Behaviour Management

If we are to achieve the above aims we believe that everyone in our community must be encouraged to work together positively to achieve them. We are committed to developing a positive climate which places learning as the number one priority and realises that we do need to teach good behaviour.

We believe that a strong ethos of achievement and good behaviour comes from us all working together within a clear framework. Every member of staff has a responsibility to uphold the procedures outlined in this policy.

The 4 Rs provide the framework underpinning our behavioural approach.

Rights, Responsibilities, Rules, Routines.

The 4Rs framework helps:

Students to make better choices

Keep the focus on learning

Give a sense of fairness to both praise and correction

Students take responsibility for their own behaviour and learning

Create a consistent and predictable framework

Adults to share a common theme and common language

Students know where they stand

Students feel safe

These consist of:

  • The right to learn
  • The right to teach
  • The right to feel safe (physically and emotionally)
  • The right to respect and dignity

Having rights allows the teacher to move beyond the “because I said so” approach.

Students must be responsible for their own behaviour. Using the language of choice is a powerful way of doing that. As they realise that they are making choices in many areas of life the teacher can guide them to make more socially appropriate choices. Good choices should be rewarded, poor choices always have consequences. “You enjoy the right to feel safe, therefore you must take responsibility so that others can feel safe”.

Refer to the rules on a regular basis. Actively teach what they are and praise for getting it right. “Thanks for lining up. Good choice”. Reinforce the rules when you speak to students. “Remember the rule for no gum. Thank you”, is better than “put your gum in the bin please”.

Staff have a responsibility to make sure the rules are displayed in every teaching space with modifications by departments where necessary.

Corridor Behaviour
Students are expected to act sensibly in all areas of the school, including the corridors, crush areas and playgrounds.

This applies at any time of the day, from the moment pupils enter the school grounds until the time that they leave.

Students are expected to walk:

  • Calmly
  • Quietly
  • Sensibly
  • On the left
  • Keep hands and feet to yourselves

There will be a consequence for those students who persistently violate this rule by, for example, push or trip others in corridors, push in lines while waiting for lunch, chase each other in corridors.

NB The use of force to control or restrain students. There are occasions when the restraint of students is necessary. Teachers or others members of The Coseley School staff in charge of students may use reasonable force to prevent students from:

  • Committing a criminal offence
  • Injuring themselves or others
  • Causing damage to property, including their own property
  • Engaging in any behaviour which has a negative impact on maintaining good order and discipline at the school or on other students

However, The Coseley School recognises that such physical restraint should only be used in exceptional circumstances, not a regular or routine act.

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