Statement of intent

 

Colmers School & Sixth Form College believes that, in order to facilitate teaching and learning, acceptable behaviour must be demonstrated in all aspects of school life.

 

The school is committed to:

 

  • Promoting desired behaviour.
  • Promoting self-esteem, self-discipline, proper regard for authority, and positive relationships based on mutual respect.
  • Ensuring equality and fair treatment for all.
  • Praising and rewarding good behaviour.
  • Challenging and disciplining bad behaviour.
  • Providing a safe environment, free from disruption, violence, discrimination, bullying and any form of harassment.
  • Encouraging positive relationships with parents/carers.
  • Developing positive relationships with our students to enable early intervention.
  • A shared approach which involves students in the implementation of the school’s policy and associated procedures.
  • Promoting a culture of praise and encouragement in which all students can achieve.

 

               

1.       Our Values and Beliefs 

 

1.1. Our Mission Statement on Belonging Together expresses the school’s fundamental beliefs that underpin Colmers’ Behaviour for Learning policy. 

 

1.2. ‘Our unfaltering humanity must be evident every day. No one has the right to expect less than the complete fulfilment of each student’s potential. When a student expects a less exciting future for themself or others, we must swiftly, patiently and unswervingly unite around that young person to challenge that self-defeating mind-set and rekindle their childhood promise and their faith and belief in the power of a close community. Anything less is to disadvantage a child and burden him or her with a lifetime of disappointment and dreams of what could have been.’  

 

1.3. As a teaching body we believe that students are works of art in the making, and as such will not necessarily arrive at school with the skills, understanding and knowledge that are needed to demonstrate the behaviours expected of the work place: growing up and becoming the best he or she can be is often a challenging process for the individual and those around them at school and at home.  

 

1.4. The school also believes that no child chooses to behave in a manner that undermines or threatens other students and teachers. Students’ behaviour is a conscious or unconscious response to their own levels of confidence, self-esteem, maturation and engagement. Responding to these causes will guarantee positive behaviour among students.  

 

1.5. As a teaching body we are confident that we are able to create a learning environment that maximises the potential of every student to choose positive behaviour because they understand and value the importance of a secure, cohesive and happy school community. 

 

1.6. This policy is rooted in the goal to ensure that the behaviours our students exhibit are those that promote learning.

 

1.7. This is achieved through four basic strategies: 

 

The curriculum: We must ensure that learning meets the needs, interests and aspirations of all students. Good behaviour is secured through great teaching where learning is differentiated, relevant and therefore engaging.

 

Relationships: We must nurture the way that students interact with each other and with teachers. This includes when, why and how we reward and sanction behaviour choices. 

 

Classroom Leadership: We have a collective responsibility to support one another as teachers to enhance group management skills by developing a positive ethos, based on sound relationships that deliver professional standards. 

 

Connectivity: We must connect each student’s development to those that can help – learning tutors, mentors, guidance, parents and external agencies. 

 

More info below