Upton House is committed to safeguarding and promoting the welfare of children and young people, along with their protection and expects all staff and volunteers to share this commitment.

General Policy

The principle aim of the school is to educate each child academically, personally and socially.  The smooth running of the school and the capacity of the children to to function effectively in society depends upon them developing good behaviour patterns. However, good behaviour is essentially a reflection of more fundamental attitudes such as honesty, kindness, politeness and consideration for others.  In short:

Respect for self
Respect for others
Respect for property
Respect the law

To have the greatest effect, a discipline system needs to focus on the creation and maintenance of an atmosphere rather than emphasising poor behaviour and punishments.  In such an environment good behaviour will predominate and there will be less need to impose sanctions.

On the assumption that children will only learn respect if they first experience respect themselves, the onus lies with all school staff to demonstrate respect for the children by being kind, fair, firm, consistent, interested, patient and by taking time to care for them.

Management of Behaviour

Who

The management of behaviour is the responsibility of all members of staff (teaching and non-teaching) throughout the school.  Implementation of this policy will be overseen by the Deputy Head, to whom members of staff may refer for support, guidance or assistance, whilst the Head remains in overall control of all matters of behaviour.

Focus

The first priority for all staff is to focus attention on good behaviour, which should be enhanced as much as possible by reinforcing it through:

verbal praise and encouragement
an award

An award should be given for any act that demonstrates above normal thoughfulness or consideration.

Support

The Deputy Head will suppport all members of staff in dealing with poor behaviour.  Children may be sent to the Head of Department first and then the Deputy Head, on the escalation principle, it is preferable to exercise this option for more serious, or more persistent, offences.

Responses to Poor Behaviour

We specifically prohibit the use of physical punishment

Initial Responses

Given a generally constructive environment, and a basically good relationship between adult and child, staff should deal with minor infringements themselves.  It is important when doing so to be clear, firm and consistent.  Often a simple reprimand or reminder will suffice but, if not, an escalating system tends to be the most effective.

Escalation

A simple escalation system might operate as follows:

1. State clearly what you want the child to do/not do (avoid arguing the point)
2. Repeat the demand more firmly, if necessary (perhaps informing of a consequence to non-compliance)
3. The consequence should be issued wth a third demand (if one has not already been given)
4. The consequence should be carried out if the child continues to misbehave.

No further warnings should be given, as they would reduce the effectiveness of future demands.  Children need to know that staff mean what they say.

5. If non-compliance continues the child should be sent to the Deputy Head for a Prep dept child and for a Pre-Prep child to the Head of Pre-Prep or Nursery, or if deemed necessary the Deputy Head or Headmistress, as soon as possible.

Parental Involvement

Parents are approached about persistent behavioural problems at school or more serious incidents in a confidential manner.  Parents may be involved in the remedial programme.

Minor Punishments

These might include:

providing the opportunity to work away from the group
remaining behind at the end of a lesson for a reprimand
returning in break to be given a relevant task to carry out

Extra Work

Extra work should only be given for poor or incomplete work, not for poor behaviour unless this has caused work not to be done properly.

Reprimands

When reprimanding a child it is important to focus attention directly on that particular behaviour.  Derogatory comments should not be made about the child in general.  Sarcasm and derision tend to be destructive rather than constructive.  The aim is for the child to feel shame about the behaviour, not about themselves.

The Headmistress stands as the ultimate authority for very serious, or unresponsive cases  Staff may refer children directly to the Headmistress, or they may be passed on by Departmental Heads should this be appropriate.

Lapses

It is inevitable that there will be times when individuals behave in an undesirable manner.

Reaons for Lapses

There are three basic reasons why children fail to comply with a desired behaviour:

Ignorance
Forgetfulness
Intent

It is important to differentiate between them, as the remedies will be different in each case:

1. Ignorance
The child needs to be informed that their behaviour is undesirable and also have the reason explained to them.

2. Forgetfulness
Children do not always learn immediately, so it may be necessary for them to be reminded occasionally of the behaviour that is required.  The borderline between this reason and the next is not always clear.

3. Intent
When a child deliberately behaves in an undesirable manner, the aim is to modify the particular behaviour of the individual child.  Whilst it is important to be fair, the remedy in these cases will depend upon several factors, all of which need to be considered:

a) the nature and severity of the misdemeanor
b) the age of the child
c) the frequency of related errors
d) the personality of the child
e) the circumstances surrounding the incident
f) the relationship between the staff and the child

Staff Contribution

Whilst children, can and should, be held accountable for their actions, staff should always ask themselves what, if any, was their contribution, or lack to the situation.

Attention Seeking

Distracting behaviour somtimes stems from a desire for attention on the part of the child.  In such circumstances, the poor behaviour should be dealt with firmly with as little attention as possible being given at this time.  However, this should be compensated by personal attention being offered at other times, both as a matter of course and as a reward for good behaviour.  It is important to set up a constructive system where good behaviour, rather than poor, receives the reward of attention.

Exclusions

The Headmistress may, in her discretion, require you to remove or may suspend or expel your child from the school if she considers that your child's attendance, progress or behaviour (including behaviour outside school) is seriously unsatisfactory and, in the reasonable opinion of the Headmistress, the removal is in the school's best interests or those of your child or any other children.

The Headmistress may, in her discretion, require you to remove or may suspend or expel your child if the behaviour of you or either of you is, in the opinion of the Headmistress, unreasonable and affects or is likely to affect adversely the child's or other children's progress at the school or the well-being of school staff or to bring the school into disrepute.

Should the Headmistress exercise the above rights, you will not be entitled to any refund or remission of fees or supplemental charges paid or due and the deposit will be forfeited.  However, in such circumstances fees in lieu of notice will not be payable and any pre-paid fees will be refundable.

The review of serious disciplinary matters is governed by the Complaints Procedure.

Recording

Staff record serious or long term behavioural difficulties in a record book.  The Pre-Prep's book is kept in the Head of Pre-Prep's room.  The Prep's book is kept with the Deputy Head.

A School Council made up of appointed and elected pupils meet regularly to discuss whole school issues.