The Discipline for Learning (DFL) system is a key element in promoting
positive behaviour for all pupils as it emphasises positive behaviour
within a clear and consistent framework.
While it is based on the principles of positive and assertive behaviour
management whereby teachers promote and model positive attitudes to learning
and behaviour, it also recognises the importance of fostering good relationships
between all members of the school community in order to promote
- a sense of mutual engagement
- responsibility and accountability for one’s own actions
and their impact on others
- respect for other people, their views and feelings
- empathy with the feelings of others
- a sense of fairness and commitment to equitable processes
- active involvement by all in decisions that affect their own lives
- a climate of reflection
To this effect, wherever possible, staff and pupils will be encouraged
to adopt a range of practices to:
- Promote positive relationships within the school community as a
matter of principle and develop a whole school positive ethos
- Encourage members of the school community to effectively resolve
and learn from conflict in a way which maintains relationships, or
terminates them in a positive way.
- Support any necessary sanctions by processes of learning and reconciliation.
These approaches may range from peer support to ‘restorative conversations’ between
staff and pupils , and between pupils themselves to more formal opportunities
involving as appropriate all those affected by an incident. They
must be viewed as an integral part of the school’s overall strategy
to deliver personal support to all pupils and to deal in a meaningful
and effective manner with the longer term and more persistent difficulties
encountered by some pupils.
DFL closely reflects the underlying principles of the current educational
framework outlined in Curriculum for Excellence, Journey to Excellence
, Happy, Safe and Achieving , Getting it Right for Every Child , ASN
Act and Scottish Schools (Parental Involvement) Act . As such, it must
be regarded as strategy to support Effective Teaching and Learning, thereby
giving pupils the opportunity to become successful learners, confident
individuals, effective contributors and responsible citizens.)
It is important that the DFL system be perceived by all as encouraging
positive behaviour. Emphasis will be placed on the clear communication
of shared expectations and on the reward of positive behaviour through
a range of strategies including a planned programme of school rewards
involving pupil choice at regular intervals to sustain the motivation
of all learners and a range of departmental systems. Rewards will be
achievable by all.
REWARDS SYSTEM
The DFL system rewards good behaviour/ positive attitudes through
a structured approach to awarding and deducting points.
At the beginning of the year, pupils will be awarded 500 points. They
will strive to maintain this score throughout the year. However, should
their attitude or behaviour not be satisfactory at any given time,
a number of points may be deducted from their score to reflect this.
As pupils respond well to clearly defined parameters and a consistent
approach, the system has been devised to ensure that 5 key expectations
are met by all pupils.
These are the following:
- bring the necessary equipment
- Arrive to class on time
- Work steadily
- follow instructions
- Complete homework set by the teacher
A penalty point will be deducted per instruction per fortnight when
the pupil fails to carry out the instruction on 2 or more occasions.
Staff should ensure that pupils are aware when points have been deducted
from them.
Pupils will also lose
- 10 points for being red-slipped
- 15 points if they need to be collected from class by the on-call
member of staff.
- 20 points for Alternative to Exclusion
- 25 points for being excluded
Although there is no systematic loss of points for a yellow slip,
staff will be expected to deduct points accordingly on the fortnightly
return.
However, pupils who have lost points will be able to regain some points
by undertaking helpful tasks for the benefit of the whole-school community.
These tasks need to be performed in their own time (for example helping
with the organisation of departmental displays, helping with the management
of resources, helping with the organisation of events or undertaking
other valuable tasks.
Pupils who may have lost a great number of points and may have placed
on monitoring cards may be able to regain some points by showing consistent
improvement over a number of weeks.
There will be regular point updates at key dates for all pupils during
House tutor forms and a programme of bi- term rewards will be available
early on to improve the motivation of all pupils.
