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Attainment & Progress | Transition | Vacancies
Community Links | Archive Project
VALUES AND BEHAVIOUR
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Values
Our approach to behaviour at Dulwich Hamlet goes beyond simply addressing misbehaviour and aims to instil fantastic behaviour for life. A central part of this approach is our focus on core values of a Hamleteer. Currently we have identified five values which we refer to in class, assemblies and in day to day conversations with the children. Praise and Rewards Our Values and Behaviour policy highlights praise as one of the most positive and effective methods for encouraging good behaviour choices in our children. Praise is our most highly valued reward; it should be specific, meaningful and honest. |
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Other forms of rewards we use are:
Headteacher awards – given by the Headteacher for exemplary achievement or effort
Achievement certificates – given weekly by the Class Teacher for excellent work in class.
Values certificates – given weekly by the Class Teacher for children demonstrating our core values.
House Points – given for behaviours beyond expectation. E.g. holding a door open would be rewarded with a ‘Thank you’ because this is expected behaviour. Running an errand for a teacher during break would be rewarded with a House Point because it is beyond expected behaviour.
Additional Responsibilities – Children who demonstrate the core values are entrusted with duties of responsibility at a class level (e.g. line monitors, post wallet monitors) and at a school level (please click here to see our Pupil Voice page).
Feedback – children are given feedback on their classwork. This happens most often orally but also in writing and from peers.
Parental communication – teachers will feedback positive communication from school either face to face or via phone call and email. Parent evenings and written reports are other opportunities for you to hear how you child is doing
(please click here to see our Parental Engagement page).
Headteacher awards – given by the Headteacher for exemplary achievement or effort
Achievement certificates – given weekly by the Class Teacher for excellent work in class.
Values certificates – given weekly by the Class Teacher for children demonstrating our core values.
House Points – given for behaviours beyond expectation. E.g. holding a door open would be rewarded with a ‘Thank you’ because this is expected behaviour. Running an errand for a teacher during break would be rewarded with a House Point because it is beyond expected behaviour.
Additional Responsibilities – Children who demonstrate the core values are entrusted with duties of responsibility at a class level (e.g. line monitors, post wallet monitors) and at a school level (please click here to see our Pupil Voice page).
Feedback – children are given feedback on their classwork. This happens most often orally but also in writing and from peers.
Parental communication – teachers will feedback positive communication from school either face to face or via phone call and email. Parent evenings and written reports are other opportunities for you to hear how you child is doing
(please click here to see our Parental Engagement page).
Consequences
Children do not always make correct behaviour choices. Our responses to these occasions are motivated by the desire to help the child to learn from mistakes; support any victims, making sure they feel safe in school, and to ensure there are clear and consistent boundaries in place. We recognise that parents and carers may have different approaches to behaviour management but we ask that all adults at home support the school in our approach. Successful behaviour management is a partnership between home and school.
Warnings – children will be given verbal or non-verbal reminders about correct behaviour
Time Out/ Behaviour Conversation – If children do not respond to warnings they may need a time out to regulate their emotions and/ or a conversation about their choice and how they may make a better choice in the future. Time outs will usually happen in class/ at playtime so no learning is missed.
Reflection Time – for more serious incidents, or repeated minor incidents, children will be asked to reflect on their behaviour with the aim they make improved decisions in the future. This may take up to 15 minutes of their free time and could take the form of a written/ verbal reflection, a written or verbal apology, a restorative act e.g. mending the negative impact of their behaviour.
Internal Referral – in very serious incidents or after 3 reflection times in a term, a member of the core leadership team will be informed as will parents and carers. We expect parents and carers to support the child in taking responsibility for their behaviour choices. The child will be removed from a part of the school day – usually a lunchtime but in some cases, at the discretion of the Headteacher, this might involve removal to another class in the same year group for learning time. In some cases, an individualised behaviour support plan will be put in place to support the child with their behaviour.
SEND and Behaviour – The school SENDCo and Behavioural Lead work together to ensure that appropriate adaptations are made for pupils with SEND. We aim to ensure that all children meet the same high expectations of behaviour but recognise that some children need more support to achieve that.
Children do not always make correct behaviour choices. Our responses to these occasions are motivated by the desire to help the child to learn from mistakes; support any victims, making sure they feel safe in school, and to ensure there are clear and consistent boundaries in place. We recognise that parents and carers may have different approaches to behaviour management but we ask that all adults at home support the school in our approach. Successful behaviour management is a partnership between home and school.
Warnings – children will be given verbal or non-verbal reminders about correct behaviour
Time Out/ Behaviour Conversation – If children do not respond to warnings they may need a time out to regulate their emotions and/ or a conversation about their choice and how they may make a better choice in the future. Time outs will usually happen in class/ at playtime so no learning is missed.
Reflection Time – for more serious incidents, or repeated minor incidents, children will be asked to reflect on their behaviour with the aim they make improved decisions in the future. This may take up to 15 minutes of their free time and could take the form of a written/ verbal reflection, a written or verbal apology, a restorative act e.g. mending the negative impact of their behaviour.
Internal Referral – in very serious incidents or after 3 reflection times in a term, a member of the core leadership team will be informed as will parents and carers. We expect parents and carers to support the child in taking responsibility for their behaviour choices. The child will be removed from a part of the school day – usually a lunchtime but in some cases, at the discretion of the Headteacher, this might involve removal to another class in the same year group for learning time. In some cases, an individualised behaviour support plan will be put in place to support the child with their behaviour.
SEND and Behaviour – The school SENDCo and Behavioural Lead work together to ensure that appropriate adaptations are made for pupils with SEND. We aim to ensure that all children meet the same high expectations of behaviour but recognise that some children need more support to achieve that.
Please click here to view our Values & Behaviour policy