Behaviour for Learning
As a school we aim to create a positive ethos, with good relationships, equality of opportunity and respect for each other. We believe that the promotion of positive behaviour is fundamental to a happy, learning atmosphere which promotes a thirst for knowledge and learning, and high standards of educational achievement. Our rewards and sanctions policy (Behaviour for Learning Policy) aims to set out the methods by which we encourage and promote positive behaviour and deal with unacceptable behaviour.
It is important that a consistent approach is applied across the school towards fostering pupils’ behaviour, and that good behaviour is seen to be rewarded and poor behaviour is dealt with appropriately. For this purpose, More House School operates a reward and discipline system called Behaviour for Learning. The scheme enables form tutors, heads of year and deputies to follow individual instances and patterns of good and poor behaviour.
We believe that students should be encouraged to make positive choices and that these should be recognised and rewarded. Heads of year will coordinate a rewards system appropriate to the pupils within their own year group.
Rewards are given to reinforce and encourage further good behaviour. The whole school community provides these incentives and rewards – rewards may be given to an individual, group or whole classes working together.
Sanctions are structured to ensure that pupils can be encouraged and supported in improving subsequent behaviour. The majority of unacceptable behaviour is discouraged through verbal warnings. All adults in the school have an equal right and responsibility to remind pupils of the school’s rules and to expect pupils to behave appropriately.
It needs to be acknowledged that for a few pupils the sanctions and rewards of the school will be insufficient to ensure the wellbeing of the pupil and other pupils in the class. On very rare occasions it may be necessary to exclude a pupil on a temporary or permanent basis. A decision to do this is not undertaken lightly, will usually be influenced by appropriate consultation, and not without giving due consideration to every possible alternative first. It is acknowledged that most pupils and their parents prefer to work towards a positive solution to difficulties and appreciate the opportunities the school can offer in encouraging a pupil to feel able to secure his own future within the school environment.