At times, children make mistakes. We view mistakes as learning opportunities. Sometimes, these mistakes have an impact on others and, as a result, are unacceptable.
Discipline is only successful when the child learns a lesson that they can carry with them into adulthood. This is the assertive approach. We follow a judicious model.We expect all our children to follow the simple advice: you don't have to be friends, but you do have to be friendly.
Where behaviour is deemed to go beyond the management of the classroom teacher, we take an involved stance, drawing on our experience to act as advocates, talking through issues with the children, representing and guiding the child. We will integrate strategies associated with restorative justice, such as mediation. We find such an approach builds trust and understanding.
The classroom teacher deals with matters that are central to their learning environment. The classroom teacher draws on the children to take responsibility for their code of conduct, creating classroom rules as a class. This focus is commonly referred to as a Judicious Model - or one that focuses on Rights and Responsibilities.
The Deputy Head is the primary focus responsible for overseeing our discipline procedures. Our discipline approach is sensitive to the age and needs of all parties, and includes a number of strategies so that a child learns to take responsibility, make better decisions, and grow in their understanding of right from wrong