PROMOTING POSITIVE BEHAVIOUR POLICY
Introduction
This policy reflects the philosophy, aims and procedures in promoting positive behaviour at Foyle View School. 
Rationale

The promoting positive behaviour policy of this school is based on the premise that good discipline is essential for effective learning to take place.  Within the school as a whole, effective discipline results in a positive school ethos, that reflects order, safety, respect and dignity. 

Within each classroom this provides a safe environment for quality teaching and learning.  Within each pupil such an environment should lead to a sense of security, promoting high self -esteem and a recognition of the positive qualities, which they can contribute to Foyle View School.   In Foyle View School, a proactive rather than a reactive approach is taken to discipline, which ensures that a positive ethos exists
Aims

To provide a positive learning environment for all pupils.

To provide a safe working environment for all pupils and staff.

To promote self – esteem in all pupils.

To promote self – control in all pupils.

Practice and Procedure

Consistency is integral to effective practice at Foyle View.  To ensure this, certain procedures have to be agreed by all staff and these will be supplemented by regular and open communication as and when any problems arise.

A staged approach is to be used.  There are three main stages
Stage 1
The first stage is designed to prevent serious problems by development of a suitable learning environment.  This includes:

provision of an interesting and relevant environment;

development of a positive classroom ethos, which promotes respect and dignity for all;

maintaining good channels of communication;

consistency of approach

A positive structured approach to discipline is also implemented at this stage.  Classroom rules are to be established as far as possible in conjunction with the pupils and displayed in the classroom.  Positive behaviour is to be acknowledged and reinforced through a system of rewards within each class.  Inappropriate behaviour is to be responded to by a line of consequences of increasing severity.

Every effort is made by the teacher to help the student predict what is going to happen so that stress levels are kept to a minimum.  In many cases new routines or activities have to be introduced slowly to the pupils, so that they are given opportunities to learn a tolerance to these new activities.

A variety of strategies may need to be used by the class team to ensure that effective, positive discipline exists within the classroom. At this stage, the classroom team may need to seek advice or alternative strategies from their colleagues or Head of Department.

The classroom team can ask their Head of Department or school nurse to   complete classroom observations on the pupil’s behaviour that is causing concern. These will consist of classroom visits with follow up appraisal meetings to determine what appropriate strategies may be used.  This will remain a very positive way of exploring solutions or alternatives and to give support to the class team.  This stage is the responsibility of the class teacher
Stage 2

This stage is introduced if a serious or persistent problem is evident.  In cases where the usual line of consequences have not been a suitable deterrent for the inappropriate behaviour, the class teacher will inform the senior teacher with responsibility for pastoral care, who will convene a meeting of the discipline committee. 

At this time the teacher will be asked to complete a referral form (see appendix 1) outlining the details of the problem, as well as the strategies already implemented to try to deal with it.

The committee will consist of the principal, senior teacher, class teacher, classroom assistant, head of department, parents/carers, social worker, educational psychologist or others who it is felt could make a valuable contribution to the meeting.

The committee’s role is to assess each individual case and develop strategies designed to maintain the student in the classroom situation.  These are to be implemented and reviewed after an agreed period of time.

Although the promoting positive behaviour committee becomes involved to provide ideas and support, day-to-day responsibility of the pupil remains with the class teacher.

Stage 3
If internal strategies do not bring about an improvement in the situation, then outside agencies will be introduced.  These can be a clinical/educational psychologist or the consultant psychiatrist at Stradreagh Hospital.  Future strategies will depend on the outcome of their assessment of the pupil.  These will be carried out in conjunction with the agencies involved and will be reviewed as necessary.

Working With Parents

At stage 1.

It will be the responsibility of the teacher to maintain a good working relationship with the parents of all pupils.  There are accepted means of doing this within the school.  If minor problems arise they are to be communicated to the parents in an informal way such as a phone call, a note in the home/school diary or by the bus escort.  Parents are also encouraged to discuss any problems that may arise at home or keep teachers informed of any changes in the pupil’s circumstances, which may have an effect on their behaviour. Please refer to procedures on reporting accidents or incidents.
At stage 2
The senior teacher with Pastoral Care responsibility will inform the parents.  They will be invited to discuss the issue as well as any strategies, which may be used.  Where appropriate, parents will be asked to support such strategies at home.  
At stage 3

Parents will be informed of the situation and asked for their permission before the involvement of any outside agency.  They should already be aware of the nature of the difficulties that their child is causing in the classroom from previous communication with the class team.

Parents are informed of the promoting positive behaviour procedures in the school information pack
Monitoring And Evaluation
It is the responsibility of the management of Foyle View School to implement the procedures outlined above.  Their effectiveness is to be reviewed at senior management team meetings regularly. Ongoing monitoring of the procedures is the responsibility of the Principal and such monitoring will be carried out informally through discussions with staff.

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