Governors’ Behaviour Statement (see below)
Our Governing Body
Chair of Governors: Mr Bob Mason
Vice Chair of Governors: Mrs Amanda Worker
Mrs Annemarie Philpott
Mrs Tina Massie
Mr Tony Bristow
Mr Martyn Fuller
Mr Mark Golledge
Mrs Lynn Johnson
Mr Bob Mason
Mr Simon Pottinger
Rev’d Camilla Walton
Mrs Amanda Worker
Mrs Kathryn Richardson
Headteacher: Mrs Jenny Barnett
Welcome to our Governors page where you can see the names of the people that make up all the different areas of the Governing Body.
Governors are people who are passionate about the school and are here to make sure that every child is given the best education, opportunities and experiences that the school can give. The Governors work extremely closely with the school and regularly challenge and question to ensure that everyone is working together to ensure that every child has the opportunity to be enriched, enhanced and excited.
Governors’ Behaviour Statement
ST MARY & ALL SAINTS CE PRIMARY SCHOOL
1. Statement of Behaviour Principles Requirement and Application
Under the Education and Inspection Act 2006, school governing bodies are charged with the duty to set the framework of school policy by providing a written statement of general principles relating to behaviour and discipline, taking into account the needs of the pupils.
The following has been approved by the St Mary & All Saints CE Primary School Whole Governing Body. It applies to all adults employed by, volunteering at or providing services to St Mary & All Saints CE Primary School (the School).
Similarly, given the duty of care to pupils, this statement and the policies that both stem from it and are influenced by it (e.g. appropriate contact, anti-bullying and exclusions) apply to all pupils when in School, when travelling to and from School and when engaged in extra-curricular activities and residential trips.
2. Behaviour Principles and Safeguarding Statement for St Mary & All Saints CE Primary School
We, the Whole Governing Body of St Mary & All Saints CE Primary School:
- adopt and support the School in achieving its values, safeguarding its rights and following its rules (all set out at paragraph 4);
- respect and value all members of the School community and are committed to providing a caring, friendly and secure environment for all pupils so that they can learn and achieve success in a safe and happy environment;
- recognise our responsibility to safeguard all who access our School and we promote the welfare of all pupils by protecting them from physical, sexual and emotional abuse, neglect and bullying;
- value the strong relationships that exist in the School which lead to mutual respect and we encourage positive behaviour;
- have high expectations of everyone and will actively promote equality of value whether race, gender, age, sexuality, religion or disability; and
- seek to eliminate all forms of discrimination, harassment and bullying.
This statement will be applied with consistency and fairness with regard to each individual situation.
3. Monitoring School Discipline and Understanding Pupil Requirements
It is recognised that on occasions sanctions may be necessary to demonstrate that seriously inappropriate behaviour is unacceptable; to express the disapproval of the community; and to deter other pupils from similar behaviour. The Whole Governing Body will monitor the School in this regard.
It is recognised that sanctions will enable the pupil to reflect upon and learn from their behaviour and make reparation wherever possible. Because of the focus on positive behaviours and the opportunities for pupils to learn from their mistakes, the Whole Governing Body expects lower than the national average rates of exclusion.
Some pupils, for example those with special educational needs, physical or mental health needs can experience particular difficulties with behaviour and the School will seek to ensure that such pupils receive behavioural support according to their need. However, when making decisions the School must balance the needs of the individual with those of the School community and where pupil behaviour places others at risk, the safety of the pupil body as a whole is paramount.
The Governing Body works with all members of the School community to understand the pupils and their circumstances and believe this relationship is an important part in building a strong learning community.
4. The Mission Statement, Christian Values, Rights and Rules
Our Mission Statement
Our mission is to provide a Christian environment in which all our children are nurtured in Head, Hand and Heart.
Head A Joy of Learning
Hand Through creating and serving
Heart Through loving and caring for each other
Our motto is:
With our heads we learn
With our hands we create
With our heart we love and care for each other
Our Christian Values are:
We believe all children can achieve success:
- Respect – we are interested in others;
- Behaviour – we are kind, polite, honest and follow the rules;
- Communication – we listen, think and speak confidently;
- Learning – we put learning first, we work hard and show resilience;
- Pride – we celebrate success;
- Together – we work and play together to make a happy school; and
- Care – we keep safe and make healthy choices.
- we have the right to feel safe;
- to be able to learn; and
- to be treated fairly and to have a voice.
Our Rules of Responsibility for Good Behaviour:
- be polite, kind, listen and follow adult requests;
- be safe and sensible – we always walk (not run) around school and do the right thing at the right time;
- be responsible – keep our hands and feet to ourselves; and
- be respectful of others – their belongings, their feelings, their views and their opinions.
Behaviour and discipline in schools: a guide for headteachers and school staff. DfE 2012
Dealing with allegations of abuse against teachers and other staff. Guidance for local authorities, headteachers, school staff and governing bodies, DfE 2012
Ensuring good behaviour in schools: a summary for headteachers, governing bodies, teachers, parents and pupils DfE 2012
Exclusion from maintained schools, Academies and PRUs in England, DfE 2012
This document will be reviewed on an annual basis, unless changes in law or regulation necessitate an exceptional review