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behaviour policy

Our Mission Statement

We seek

to develop academic success

to encourage sporting and creative ability

to be a community based on fairness, open-mindedness and tolerance

to work together with a sense of trust

to build respect for people from other cultural and ethnic backgrounds

to develop global awareness and an understanding of international interdependence

to foster our student's skills in their own language and pride in their own culture

to use and value the experience of living in the Netherlands

to prepare our students for the next stage in their life.

We are a learning focused school.

Our teaching takes into account of how the brain works.

We learn best when we are relaxed, motivated and positive.

We all learn in different ways.

We aim to support and utilise our natural strengths.

We believe learning starts where the children are now.

We understand that learning will occur when the brain is ready.

Our context for learning is inter / intra cultural.

We know that learning is enhanced at our school by parental and community involvement.

The Golden Rules

Be Gentle

Be Kind and Helpful

Work Hard

Look After Property

Listen to Others

Be Honest

The Aim of Our Policy

To promote high standards of behaviour and an atmosphere where all members of the school community feel valued;

To develop a moral framework within which initiative, responsibility and sound relationships can flourish;

To enable children to develop a sense of self worth and a respect and tolerance for others;

To develop intercultural understanding by recognising and celebrating the ethnic, religious, cultural and linguistic diversity of our school community and promote these aspects as positive features;

To produce an environment in which children feel safe, secure and respected;

To encourage individuals to treat others as they would like to be treated themselves;

To promote equality of opportunity and a sense of fairness;

To create an environment in which effective learning can take place;

To ensure that children are encouraged to give of their best, both in the classroom and in extra-curricular activities and strive to fulfil their potential.

How will we achieve our aims?

At The International School of The Hague we have a very clear code of conduct and expectations of pupils, staff and parents / guardians.

Code of conduct and expectations

Students, parents / guardians, teachers and support staff all take collective responsibility for the promotion of positive behaviour.

Our Students
-	Are encouraged to treat others as they would like to be treated themselves (i.e. fairly and with tolerance and respect for other's views and rights);
-	Are encouraged to be polite, well behaved and courteous at all times;
-	Accept responsibility for their own choices and actions;
-	Follow our Golden Rules and take part in making decisions based on these rules;
-	Know that assembly is used as an opportunity to acknowledge achievements and to foster a sense of pride within our community;
-	Have their achievements, academic or otherwise, recognised by the school;
-	Are provided with opportunities to demonstrate responsibility;
-	Try his / her best at all times to join in lessons fully and complete tasks set for homework;
-	Look after his / her own belongings and school property;
-	Are aware of who they are able to talk to if they are upset or have anything they wish to discuss;
-	Understand that rewards and sanctions are given for specific reasons and are accessible to all.

Our Staff
-	Treat all children equally, irrespective of gender, race or religion;
-	Play an active part in building a sense of community and apply the agreed standards of behaviour consistently;
-	Have a responsibility to model the type of behaviour felt to be acceptable;
-	Are alert to signs of bullying and racist attitudes, deal firmly with such issues and make the Team Leader and Head Teacher aware of any such incidents. Parents / guardians will also be notified of their child's involvement;
-	Deal sensitively with children in distress, by listening to them and dealing with any incidents appropriately;
-	Support each other in maintaining good classroom management and show sensitivity to each others' needs;
-	Actively establish positive relationships with pupils, parents and the wider community;
-	Have high expectations of pupil's achievements, attendance and behaviour.

Our Parents / Guardians
Parents / guardians have a vital role in promoting good behaviour in school and so effective home - school liaison is very important. We encourage parents to
-	actively work in partnership with staff and follow school policies;
-	keep us informed of behaviour difficulties they may be experiencing at home;
-	inform us of any trauma which may affect their child's performance or behaviour at school (e.g. A loss in the family, separation, moving home, parents traveling, illness, etc.)

Sanctions and Rewards

Rewards

We place great emphasis on promoting positive behaviour through praise, encouragement, incentives and rewards, both verbal and written. Positive and constructive comments are written at the end of children's work to recognise effort, improvement and achievement of targets set. Stickers, stamps and merit points are some of the awards used by class teachers.

Our Golden Rule system has been adopted throughout the school and is used as a focus in school assemblies. Certificates are given weekly to pupils seen to be following our Golden Rules. The system, when in operation, requires participation from pupils, teaching and support staff and parental involvement is actively encouraged.

By having an agreed Behaviour Policy we hope to minimise unacceptable behaviour and look at each day as "A Fresh Start". Our students are encouraged to speak to a member of staff if they have been the victim of aggressive or inappropriate behaviour

We expect students at ISH

to be respectful to each other and to property

to be honest

to be caring and kind

to be helpful

to be sensible and hard working

to be proud to be a member of our school community

The staff of ISH are proud of their students and cases of poor behaviour are infrequent and usually isolated incidents. We consider the following to be unacceptable behaviour:

not cooperating with staff, parents or peers

biting, kicking, hitting, spitting

inappropriate language and swearing

making unkind remarks and dishonesty

damaging property

being confrontational, rude or aggressive to others

stealing

leaving school without authorisation

racist comments

bullying and threatening behaviour

Sanctions

When a student's behaviour falls below an acceptable standard, a range of sanctions may be used to correct this. It is hoped that a discussion with a member of staff to make clear why an action is inappropriate will be the only measure required. However, if this is not sufficient, the following procedures may be adopted:

Racist Remarks
This behaviour is considered very serious and will not be tolerated. The incident is discussed with the student(s) involved. A verbal apology is given. The nature of the incident is recorded and noted in the student's communication books. The Head Teacher is also informed.

For a repeated incident, the parents / guardians will be contacted by the Head Teacher. The incident will be recorded and a copy of the report placed in the pupil's file.

In persistent cases, parents / guardians will be asked to come into school and discuss the matter. A written agreement will be signed.

Damage to Property
Damage to property through misbehaviour, whether it is the fabric of the building, school books or resources, will be reported to parents / guardians. They will be requested to make a voluntary contribution towards the cost of repairs or replacement when appropriate.

In the Classroom
Inappropriate behaviour in the classroom will be dealt with by implementation of the following

-	Time out: removal from the scene of the incident. This may mean having 'thinking time' in order to reflect on actions
-	Working alone for a short period of time. This may include working at a table outside of the usual group, working in another class or working in the Head Teacher or Team Leader's office
-	Work: completing / repeating work, either at home or during break time
-	Privileges: loss of privileges
-	Exclusion from a favoured activity: this must be immediate, but should only be used occasionally. It has to be considered whether it is educationally sound to exclude students from activities. They can not behave in lessons if they are excluded from them.

In the Playground
The school behaviour policy is particularly important during lunch and break times. These periods are influential and important times in a child's day. Here children are free to form friendships, to structure their own play and to exert self-discipline and responsibility towards others. We have lunch time supervisors and staff who work during their breaks to ensure the children's lunch time and break times are safe and enjoyable periods of the school day.

Guidance for the Playground
When a dispute arises, all children involved should be given a chance to explain their case without interruption. They should be encouraged to find a solution. No blame should be given to one child more than another until all the facts have been determined. After finding a solution children should be asked to apologise and make friends after the dispute has been settled. Time needs to be put aside to repair and rebuild, offering children a period to reflect and then move forward.

If a child continues to misbehave in the playground it may be necessary to implement the following:

-	Time out: a short period when the child is given a time to 'cool down' and consider his/her actions
-	Removal from the playground: sending the student into school to report to the Head Teacher or Team Leader
-	Informing parents / guardians: asking parents / guardians to come into school
-	Agreeing to a course of action: this agreement will be recorded and signed by the student, parents / guardians and Head Teacher
-	Exclusion from break time in the playground is a last resort. Break time is a necessary part of a child's education and should not be seen as a benefit or reward.

Behaviour Modification Programme
Occasionally it may be necessary to implement a 'Behaviour Modification Programme.' This is action is taken when recommended and supervised by our SEN team.

At The International School of The Hague, we believe sanctions should be

Appropriate	Whenever possible the sanction should 'fit the circumstances.' There should be a logical connection to the misbehaviour. For example, a student who damages something should repair or replace it. A student who hurts someone's feelings should help that person feel better.
Predictable	Students need to know exactly what will happen if they choose to misbehave. Staff need to be able to refer to the sanction if a student is in danger of incurring it. For example - A teacher will say "If you continue to�� then you know I will have to remove you from the group."
Immediate	As with rewards, sanctions are most effective if given immediately, Students have short term memories and are unlikely to associate an action with an incident that occurred a week ago. This is especially true for younger students.
Effective	If a sanction is ineffective, staff should consult the Head Teacher / Team Leader and SEN team. Parents /guardians should be informed and a Behaviour Modification Programme considered. In cases where a child continues to demonstrate bad behaviour, particularly aggressive or racist in nature, then the school may issue a temporary exclusion notice, requesting that the child stays away from school for an agreed period of time. If this step does not result in improved behaviour, then the school may permanently exclude the child.

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