Wycombe Abbey School Hong Kong (WASHK), recognises that good behaviour is more likely to be achieved when pupils are happy, engaged and inspired, have positive relationships with those around them and are able to maximise their potential. We believe that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is essential.
To this end we seek to ensure that WASHK is a place where everyone feels happy, safe and secure and we aim to provide a caring environment in which all pupils are treated fairly, and with respect and understanding.
WASHK does not permit corporal punishment during any activity whether on or off the school premises.
The Behaviour Policy applies to all pupils whether on the school premises, in the care of the school, wearing the school uniform, or otherwise representing the school or associated with the school, for example on a school trip or visit. It is available to all interested parties (including volunteers and those supervising co-curricular activities or accompanying school trips) via the school’s website or on request from the School Office.
The Headmaster is responsible for overseeing the management of behaviour issues in the School. The Deputy Head is responsible for the day to day management of behaviour issues, including implementing sanctions for low level matters.
Aims of the Policy:
To promote an environment where all members of our school community feel safe, happy, valued and respected;
To support a caring school community where all are treated fairly, with values built on mutual trust and respect;
To promote good relationships on every level so that every member of the school community can live and work together in a mutually supportive way;
To help our pupils learn in an effective way, to grow and become increasingly positive, responsible and independent members of the school and wider community;
To set out clearly any rewards that may be given for particularly good behaviour or achievements and how we award them consistently;
To set out clearly that sanctions may be applied when misbehaviour occurs and that sanctions are applied consistently;
This document should also be read in conjunction with the school’s Child Protection (Safeguarding) Policy and the Terms and Conditions document.
At WASHK we work in partnership with parents to facilitate and encourage good behaviour. ‘The prime responsibility for bringing up children belongs to their parents’, but at school, we have a privileged responsibility to ‘work with and support parents in caring for their children’ Learning behaviour: Lessons learned, Steer (2009).
We aim to fulfil our responsibility through consistent modelling of good behaviour; through dynamic and effective learning and teaching behavioural strategies and a fairly administered system of rewards and sanctions. We encourage self-discipline and attitudes of tolerance, honesty, reliability and perseverance.
A consistent approach to promoting good behaviour
All members of staff, including all support and bursarial staff, are aware of this policy and have worked on it together to create strategies and courses of action which reflect the ethos of the school and work on a day to day basis, through the PCC.
As part of the school’s Continual Professional Development policy (CPD) training for staff about behaviour management is held regularly; sometimes by external providers. As part of the Induction process new staff are mentored by an experienced member of staff. Part of this process is enabling the new member of staff to become familiar with the ethos of the school and the expectations of behaviour which are held.
We have an empathetic and supportive tutorial system. Pupils know they can approach their Form Tutor, or any member of staff with whom they feel comfortable. Pupils know that staff will listen and act fairly.
New children to the school are ‘buddied’ with a peer to help them through the routine of the first few weeks and also through the expected norms of behaviour.
All pupils should be wearing school uniform. If a member of staff notices that a pupil repeatedly flouts the uniform, or fails to dress smartly they should speak to them in the first instance and then report the matter to the Deputy Head.
Pupils with Special Educational Needs and Disabilities (SEND) and/or need learning support are supported by the Learning Support Coordinator and staff. Information is disseminated efficiently via meetings, staff briefings and best practice for each pupil is agreed upon. Early intervention is agreed for pupils who are experiencing problems. Strategies are agreed with parents, and are put in place for the management of the pupil’s behaviour, and regularly evaluated.
The weekly staff briefing ensures staff members are kept aware of developments within the pupils’ lives which might impact upon their behaviour. Should a member of staff feel concerned about a pupil, advice and support are available from the Deputy Head or Headmaster.
The school will maintain a record of all behavioural incidents, this document is held by the Headmaster’s PA. All members of staff record all behavioural incidents in this log.
The Deputy Head works closely with the Form Tutors and the Pastoral team to monitor the behaviour of pupils. All incidents and communication with parents about pupils’ behaviour are documented and forwarded to the Deputy Head. The Deputy Head and Headmaster are to be kept informed about behavioural issues at all stages and will be able to step into the procedure, if necessary, from a knowledgeable position.
Pupils’ behaviour is monitored. The Deputy Head keeps a ‘reflection log’ (see Sanctions) and the Headmaster keeps a record of incidents of significant behavioural issues including sanctions, and an anti-bullying log).
The PCC is our School code of conduct. The PCC enshrines the values which the school believes to be most important in life.
The Pupil Code of Conduct
· Treat others as you would like to be treated
· Look after belongings
· Listen carefully
· Be polite
· Be kind and helpful
· Play nicely and share
· Be honest
· Do your best to be your best self
The elements of the PCC are regularly reinforced by all members of staff in PSHE lessons and school assemblies.
As pupils join the school they are introduced to the House system. All pupils are assigned to a House. Through praise for good behaviour and/or effort children are awarded points which go towards a House total. This is a communal and an individual system. The House Cup is awarded at the end of each term in the final whole school Assembly.
Praise is frequently delivered verbally, may be written on a pupil’s work, or given in the form of House Points (sometimes all three). House Points are awarded for good effort, good achievements or frequently for acts of kindness, help or good manners. Each pupil keeps a personal record, and is awarded accordingly with a badge for 25, 50 and 75 House Points (for a 100 House points a certificate is awarded during assembly). Badges are returned at the end of each term. House Point sheets are available in every Form and Classroom for the pupils to take. Each sheet contains five spaces for HPs to be entered by a member of staff. When the sheet has been completed, it is placed in the post box.
HPs are counted weekly, with 2 totals being kept – one for the individual and one for the House. The House totals are read out in Assembly on Monday morning and are displayed on the Stars board outside the front door.
Each half-term there is a House meeting led by the Staff member in charge of the House.
There is a Good Work Assembly every Friday where all good work (academic, music and sport, co-curricular or acts of excellence) is recognised and published in the weekly school newsletter.
Rewards and sanctions are age appropriate and reflect the level of understanding of the pupil.
If a pupil’s behaviour falls beneath the standard which could reasonably be expected of them, the school has the right to administer behavioural sanctions which are intended to make clear the boundaries of acceptable behaviour to the pupil and the school community.
Impress on the pupil that their behaviour has not been acceptable and has not followed the PCC;
Include a period of Reflection;
Deter the pupil from repeating that behaviour;
Assist in helping the pupil to make good choices in the future.
Sanctions should always be given fairly; they are far more likely to promote positive behaviour if they allow the pupils to reflect on what has happened and subsequently change their behaviour. It helps in the process of a pupil accepting responsibility for their behaviour and helping them make good choices in the future.
It is imperative that each staff member’s reaction to each incident of inappropriate behaviour is consistent and that the sanctions available to staff are clearly understood.
Pupils should be aware of the boundaries of acceptable behaviour. These are positively reinforced positively through Assemblies, Form Periods, PSHE lessons and constantly through reminders in The PCC and the daily life of the school.
Sanctions should always be issued in a calm and controlled manner. If an appropriate warning has been issued and a sanction is given, it must be followed through.
If ‘physical intervention’ by staff is necessary, perhaps in a playground incident, staff may act to avert ‘an immediate danger of personal injury to, or an immediate danger to the property of, a person (including the child). Incidents are recorded following clear procedures. Members of staff are steered to the Staff Code of Conduct and the School’s Restrictive Physical Intervention Policy. The school does not use corporal punishment.
It is very important for staff to keep written records of incidences and that these are regularly passed onto The Deputy Head, including all communication with parents. The Headmaster keeps information on all incidents of a serious nature.
If an item of a pupil’s property is being used inappropriately, or at an inappropriate time, staff have the right to confiscate it. The item should be kept safe until an agreed time (usually the end of the day) at which point the pupil may come and ask for it to be returned to them. An item of particular value should be given to The Headmaster or The Deputy Head and return should be arranged with the parents.
Mealtimes and Table Manners
The school will encourage good table manners at all eating times. The school’s approach to a healthy diet and hydration helps to encourage good pupil behaviour. Nourishing food is available to all children at lunchtime. Age appropriate levels of choice are given and staff encourage children to eat balanced meals.
After-School-Care, ECAs and Buses
The same high standards of behaviour are expected and encouraged from all children who attend ECAs, After-School-Care and/or who travel on buses.
Should a child’s behaviour fall below expectations during ECAs, After-School-Care or whilst on a bus, the incident will be handled within the bounds of this policy. Persistent poor behaviour will be reported to The Headmaster.
Liaison with Parents
A culture of professional respect exists within the school and between the school and parents, enabling the pupils to learn good behaviour. Parents are informed of the rewards system; however there may be occasions when a query from a parent concerning sanctions requires resolution. Parents are encouraged to bring such concerns to the attention of the school. The school will ensure that any such issues are resolved as quickly as possible.