We aim to create a caring, learning environment in the school by:

Promoting good behaviour and discipline.
Promoting self-esteem, self discipline, proper regard for authority and positive relationships based on mutual respect.
Ensuring fair, consistent treatment for all.
Modeling appropriate behaviours.
Promoting early intervention.
Providing a safe and secure environment free from disruption, violence and bullying.
Encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the school’s policy and shared programs.

School Organisation

Our school ethos/philosophy is central to establishing and maintaining high standards of behaviour. In order to promote positive behaviour we will:

Have clearly understood and displayed school, class and playtime rules.
Communicate clear, consistent expectations.
Recognise and reward positive behaviour.
Create a caring, safe learning environment.
Provide a stimulating and differentiated curriculum.
Promote the children’s involvement and commitment to all aspects of school life.

The Golden Playground Rules are:

• Be kind and helpful to each other
• Do share and take turns
• Do care for your playground
• Look after school property
• Listen carefully to people
• Be honest
• Do keep to the playground safety rules

Classroom Organisation

At Wimbledon Common Preparatory school we believe it is of utmost importance that children know the boundaries for acceptable behaviour. Children are taught and are aware of our golden classroom and playground rules and are encouraged to make positive choices. All classes have their own set of rules displayed based around the following:

Working rules
Safety rules
Treatment of others

The Golden Classroom Rules are:

• Be kind and helpful to each other
• Do work hard
• Do your best
• Listen carefully to people
• Raise your hand when you want to speak
• Be honest
• Look after school property
• Keep your classroom tidy
• Always say please and thank you
• Walk around the school

Staff and Teachers

It is important that we have common expectations of the children across the school and that we are consistent in our responses. We will ensure that:

We show respect for the children, for example by using their first names.
We give praise and rewards for positive behaviour.
We value every child.
We are fair and consistent.
Where there are examples of inappropriate behaviour which we need to be addressed we express clearly that it is the behaviour and not the child of which we disapprove.
We have high expectations of both work and behaviour.
We allow the child to explain their negative actions and make reparations as soon as possible. We will establish a mutually respectful relationship with parents and carers.

Encouraging positive behaviour and good work

At Wimbledon Common Preparatory School we believe that is extremely important to encourage and reward positive choices and good work. We have developed a system of positive reinforcements which pervades all our dealings with children. Some examples are as follows:

Positive look/verbal praise
Sharing work with the class
Sticker, stamps, ribbons and certificates
The child’s work on display in classroom
Direct praise to parents at the end of the day
Sharing work with another teacher or the Headmaster
School Gold Book/ Friday Assembly
Individual class reward systems

 

Expected behaviour in and around the school

In order to create a safe happy learning environment we have expected behaviours and rules that children are made aware of and are reminded of. As a staff we expect that these rules are monitored and enforced at all times. We also expect staff to model these appropriate behaviours and praise children who are following the rules.

• Lining up silently- Children must be made aware that when they are moving in and around the school there are other classes learning and noisy behaviour and talking can be very distracting. They must respect the right of others to learn and move silently around the school.
• No running inside- Children must at all times be reminded to walk inside and teachers must be ready waiting outside their classrooms after break times to ensure that children are following this rule.
• Sitting quietly during assemblies- Children must walk into assemblies silently and sit quietly throughout the assemblies. Children are aware that if they have something to say they must put up their hand. Staff will once again model appropriate behaviours.

Types of behaviour and procedures/consequences

Wimbledon Common Preparatory School Behaviour Management Tips

A big part of our behaviour Management is based on the strategies used by theorist Bill Rogers.

1. ‘The Look’ / Directional Language. Tone of voice, eye contact and body language are extremely important when it comes to establishing classroom management techniques. We use:
• Positive, assertive language e.g. thanks instead of please - ‘everyone in their seats, thanks Harry, thanks Ahmed’ instead of ‘I’ve told you already to sit in your seats please, how many more times…’
• Direct questioning – ‘What are you doing?’ followed by ‘What should you be doing?!’
• The ‘When / Then’ Factor – ‘When you have finished that sentence, then you can go to break.’

2. Tactical Ignoring. This is a way of focusing on positive behaviour.
• e.g. Daniel makes a fuss after having been asked to sit back in his seat. We tactically ignore the minor negative behaviour and allow ‘take-up time’. If he does then go back to his seat we make a positive comment such as ‘good to see that you are working now, Daniel.’

3. Proximity. This involves certain pupils recognising that another near-by pupil is behaving appropriately. We use praise as much as we can.
• e.g. James is fiddling with his pencil case and turning around in his seat whereas Mohammed is sitting next to him listening to instructions. Praise Mohammed and then James if he follows suit.

4. Simple Choice. Remind pupils to make the correct choice.
• e.g. ‘Michael and George, you need to make a choice; either you work quietly or I will have to separate you’ (they don’t resume their task) ‘as you two have chosen not to work quietly, you will now have to be separated.’

5. Warning leading to Consequence. If the pupils chose to ignore instructions at any point then we move on to the warning and consequences stage.
• The consequences are to send the pupil to another class or for a senior teacher to remove them from the lesson.

Conclusion

Expectations are made very clear and all children are aware of the procedures that will be followed in managing inappropriate behaviour. Ultimately it is the child who chooses and is responsible for their actions. We work to make positive behaviour rewarding so that the resulting optimum environment is achieved for the benefit of all. We aim to celebrate success and continue implementation of a successful programme.