Going to school regularly is important for your child’s future. Parents are responsible for making sure their children receive full-time education. Talking to your child and their teachers could help solve any problems if your child does not want to go to school. Since 2016 Firs Primary school have achieved above the national expectation for attendance and closed the gap to Persistent Absenteeism rapidly.
Regular school attendance
Good attendance shows secondary schools and future potential employers that your child is reliable.
Firs Primary school records details of all children’s attendance and absence at school. We must do so at the beginning of morning and afternoon sessions. If your child is absent, you must tell the school why immediately.
The school will record the absence; the Local Authority will receive this information for each child. The Department of Education also receives annual attendance data for the school.
Your responsibilities as a parent
By law, all children of compulsory school age must receive a suitable full-time education. For most parents, this means registering their child at a school – though some choose to make other arrangements to provide a suitable, full-time education.
Once your child is registered at a Firs Primary School, the parent is legally responsible for making sure they attend on a regular basis. If your child does not attend school on a regular basis you could get fined or be prosecuted in court.
How to prevent your child from missing school
You can help prevent your child missing school by:
- making sure they understand the importance of good attendance and punctuality
- taking an interest in their education – ask about school work and encourage them to get involved in school activities
- discussing any problems they may have at school and letting their teacher or principal know about anything serious
- not letting them take time off school for minor ailments – particularly those which would not prevent you from going to work
To avoid disrupting your child’s education, you should arrange appointments and outings:
- after school hours
- at weekends
- during school holidays
- You should not expect Firs Primary School to agree to your child going on holiday during term time.
Support on school attendance
A child’s school attendance can be affected if there are problems with:
- housing or care arrangements
- transport to and from school
- work and money
If your child starts missing school, you might not know there is a problem. When you find out, ask your child and then approach their teacher or the school attendance team.
Support from Firs Primary School
The school is the first place to discuss any attendance problems. The school will agree a plan with you to improve your child’s attendance.
If your child’s attendance gives the school reason for concern (the trigger point is when attendance drops below 95 per cent), we will invite you into school to discuss support and next steps to improve attendance.
Please click on the link below to access the Whole School Attendance letter:
Please click on the link below for the Firs attendance ladder:
Please click on the links below for more information:
Attendance Headlines Autumn term 2:
Attendance in the Autumn term has continued to improve since Autumn term 1 and in comparison to the same period of time last year. The attendance for the school is above that of national averages.
Persistent Absence has continued to fall below national averages and below that of the previous term. The PA for the school has improved in comparison to the same period of time in 2017.
“Good behaviour is a necessary condition for effective teaching to take place.”
We believe that all children should be aware of the standards of behaviour that are expected of them and that working with children we will help them to take responsibility for promoting these standards. We hope that by encouraging positive behaviour patterns we can promote good relationships throughout the school built on trust and understanding, and that through the use of this policy we can support all of our children in developing a high level of individual and social responsibility. The key aims of the school are to:
- To create a culture of exceptionally good behaviour: for learning and for life.
- To ensure that all learners are treated fairly, shown respect and to promote good relationships.
- To use “affective language “which encourages the learner to engage positively and understand the impact of their behaviour.
- To help learners take control over their behaviour and be responsible for the consequences of it.
- To build a community which values kindness, care, good relationships and empathy for others.
- To ensure that excellent behaviour is a minimum expectation for all.
Our School Rules: Ready, Respectful, Safe
Be Ready – to learn.
- We arrive at school on time, every time.
- We get to lessons on time.
- We wear our uniform with pride and have the right clothes for PE and playing outdoors.
- We make sure we have the right equipment for all lessons.
- We take part fully in lessons and show resilience.
Be Respectful – to everyone.
- We always listen when an adult is talking.
- We are polite and show good manners to everyone.
- We respect difference and know we are all equal.
- We look after our equipment and share it.
- We look after our environment and never drop litter.
- We queue sensibly in the dining area and always tidy up.
Be Safe – at all times.
- We follow instructions – first time, every time.
- We stand up to bullying of any kind.
- We walk sensibly around our school.
- We know who to go to for help and support.
- We stay safe online and outside school.
Standards of behaviour
The school understands that the first step to modelling good behaviour is to lead by example, which means that all staff, volunteers, and anyone else who comes to the school must act responsibly and professionally, and will never denigrate children or colleagues. We work hard to ensure that discipline is consistent across the school so that behaviour boundaries and sanctions are clear to all and are applied fairly, proportionately, and without discrimination, taking into account SEN needs and disabilities as well as the additional challenges that some vulnerable children may face. Staff are trained to deal with behavioural issues as part of their continual professional development.
We work with parents to understand their children and their behaviour and believe that in conjunction with behaviour boundaries and sanctions, good support systems, praise, and rewards for good behaviour are an important part of building an effective learning community. The school will report behaviour, good or bad, to parents regularly. We encourage parents to communicate with the school if they have a concern about their child’s behaviour, and we will do as much as is possible to support parents as and when they need it. We promote good behaviour within the school curriculum and reminders of expected standards of behaviour are up on walls in classrooms and situated around the school.
Staff must be a constant presence around the school, in-between classes, during breaks in the school day, and at lunch times in order to check that children are using the school grounds respectfully and behaving appropriately. This will support the building of positive relationships outside the classroom.
Consistency in practice
- Consistent language; consistent response: Referring to the agreement made between staff and learners, simple and clear expectations reflected in all conversations about behaviour. Ready, Respectful, Safe
- Consistent follow up: Ensuring ‘certainty’ at the classroom, middle and senior management level. Not passing problems up the line, teachers taking responsibility for behaviour interventions, seeking support but never delegating.
- Consistent positive reinforcement: Routine procedures for reinforcing, encouraging and celebrating appropriate behaviour. Verbal, phone calls and postcards for above and beyond,
- Consistent consequences: Defined, agreed and applied at the classroom level as well as established structures for more serious behaviours.
- Consistent, simple rules/agreements/expectations referencing promoting appropriate behaviour, icons, symbols and visual cues, interesting and creative signage All staff reinforcing rules and modelling good behaviour.
- Consistent respect from adults: Even in the face of disrespectful learners!
- Consistent models of emotional control: Emotional restraint that is modelled and not just taught, teachers as role models for learning, teachers learning alongside learners
- Consistently reinforced rituals and routines for behaviour around the site: In classrooms, around the site, at reception.
- Consistent environment: Display the quality of a good primary school, consistent visual messages and echoes of core values, positive images of learners
Key steps and actions in tackling behaviour
- Redirection – a gentle encouragement, a ‘nudge’ in the right direction.
- Reminder – a reminder of the expectations. Ready, Respectful, Safe delivered privately. Repeat reminder if necessary. De-escalate and decelerate where reasonable and possible and take the initiative to keep things at this stage.
- Caution A clear verbal caution delivered privately wherever possible, making the learner aware of their behaviour and clearly outlining the consequences if they continue.
- Use of the behaviour card pathway – the class teacher will issue a card respective of the behaviour being demonstrated. At each stage children can correct their attitude and ‘get it right’. The emphasis is on the child to correct their behaviour before the teacher escalates the card system.
- Reparation – a restorative meeting or phone call home should take place within 24 hours. This is to inform parents of any behaviour concerns and build positive relationships to tackle concerning behaviours. Senior leaders will contact parents if the behaviour is a high concern or the behaviour is continually repeated.
- Formal – A meeting with the Assistant Head, Deputy Head or Head teacher recorded with agreed targets that will be monitored over the course of two weeks.
Going For Gold
Going for Gold is the Firs pathway to reward expected behaviour and behaviour which is ‘above and beyond’ the expected behaviour. We want all of our children to “Go for Gold.” If a child receives a Gold Award, they will be awarded a Golden Badge, they will receive a certificate during Good Worker assembly for that week. We want our children to understand that there are always consequences to our actions, therefore we have both positive and negative consequences, according to our behaviour choices.
Rewards and sanctions must be age appropriate and should reflect the level of behaviour. They must be attainable for all children and not just for a selected few. Rewards will normally be public praise for good behaviour, effort or recognition of quality work. Rewards will never be taken away from a child.
Specific rewards include:
- Name on the recognition board in the classroom.
- House tokens given for good corridor, playground or classroom behaviour
- A written comment on work with specific points picked out for comment
- An individual token award e.g. Sticker.
- A visit to a more senior member of staff for positive commendation.
- A public word of praise in front of a group, class, key stage or the school.
- Public written acknowledgement through good worker assemblies.
- School Certificates, formally presented.
Please click on the link below to view the Positive Conduct and Behaviour PowerPoint and Wall Display.
Please click on the link below to view the School Charter (RRS):
Behaviour Headlines Autumn term 2:
Behaviour in the Autumn term 2 has continued to decrease. The introduction of the school approach to restorative practice and Our School Charter (RRS) has significantly contributed towards this decline in behaviour incidents.