Behaviour Policy

Introduction

This document sets out the policy to be followed for behaviour within The International School of Jakarta (hereafter 'the School').

ISJ's Vision and Mission

School's Vision

Our vision at ISJ is to provide a dynamic learning environment where every child's unique identity and potential is celebrated and nurtured. By combining British exceptional education with the vibrant cultural heritage of Indonesia, we offer a truly enriching educational experience that empowers pupils to thrive academically, creatively, and socially. Our goal is to cultivate compassionate, globally-minded individuals who contribute positively to society.

School's Mission

Our mission is to provide an exceptional British education that is child-centred, holistic and innovative. At ISJ we are committed to fostering a global community that celebrates individuality, embraces diversity and values and respects every unique member of our school community. We prepare our pupils to embrace challenges with confidence, lead with empathy, and make a difference in an ever-changing world.

Policy Aims

This policy aims to:

• Create a positive culture that promotes excellent behaviour, ensuring that all pupils have the opportunity to learn in a calm, safe and supportive environment.
• Establish a whole-school approach to maintaining high standards of behaviour that reflect the values of the school.
• Outline the expectations and consequences of behaviour.
• Provide a consistent approach to behaviour management that is applied equally to all pupils.

This policy is a means of promoting good relationships, so that people work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

The School rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter poor behaviour.

Leadership and Management of Behaviour

The Academic Director has overall responsibility for the welfare of the children in the school, and is responsible for overseeing the management of behaviour issues. She is supported by the Deputy Head, Form Teachers, Specialist Teachers and Teaching Assistants.

Code of Conduct – The ISJ Way

The Code of Conduct states clearly how we expect our pupils to behave so that children, staff and parents/carers are able to enjoy learning, teaching and life in school.

The ISJ Way

• Involved – pupils should participate actively in class activities and school events
• Supportive – pupils should work together, offering support and encouragement, with others to achieve common goals and create a strong school community
• Just – pupils should treat everyone fairly and with respect, standing up for what is right and supporting others in doing the same

Pupils' Responsibilities

Pupils must agree to be Involved, Supportive and Just at all times. Clear guidelines for behaviour in class are discussed in each class at the beginning of the year, and revised termly. To ensure clarity, the Involved, Supportive, Just should be displayed in each classroom.

ISJ pupils are expected to:

• follow the ISJ Way
• treat adults with respect
• treat each other with respect and kindness
• understand and accept the teachers' and other adults' roles and authority
• contribute to the happiness and effectiveness of the school community
• show empathy to all members of the school community
• recognise the impact of their behaviour on others and on themselves
• accept responsibility for their actions
• respect the rules of the school
• accept the sanctions that may be considered necessary

Culture and Climate

ISJ Staff, parents and all adults involved in the school are expected to demonstrate and model appropriate and professional behaviour at all times. All members of the ISJ community aim to:

• recognise that each child is an individual and to be aware of his or her unique needs
• appreciate the contribution and achievement of children
• expect a high standard of courtesy and conduct
• raise children's self-esteem
• encourage relationships based on honesty, respect, consideration and empathy
• create a safe learning environment
• provide a challenging, relevant and differentiated curriculum
• ensure fairness regardless of age, gender, race, culture, creed, sexual orientation, ability and disability
• listen and be responsive to the children in our care
• use sanctions fairly and appropriately
• ensure that the children are familiar with, and understand, the ISJ Way

Encouraging Positive Behaviour

7.1 Pivotal Practice

The School promotes positive behaviour strategies which help develop an environment where all pupils feel happy, valued, respected and safe. Our Behaviour Policy is based on the Five Pillars of Pivotal Practice from When The Adults Change, Everything Changes (Paul Dix, 2017):

• Consistent & Calm Adult Behaviour – at all times in all school spaces
• Relentless Routines – ensuring consistency and fairness
• First Attention to Best Conduct – recognising desired behaviours
• Scripted Interventions – promote confidence and prevent escalations
• Restorative Follow up – encourage reflection and positive relationships

7.2 The Positive Reward System

We recognise and reward pupils who go 'over and above' our standards.

Our ISJ community recognizes that the use of praise in developing a positive atmosphere in the classroom cannot be underestimated. It is the key to developing positive relationships, including with those children who are hardest to reach.

Positive rewards at ISJ include:

• Stickers
• Marvellous Manners Certificates
• Green Dojos
• Housepoints
• Parent Communication
• Commendations
• Star of the Week
• Speech Day Awards

Stickers

Stickers are used as a fun and immediate reward for positive behaviour and achievements.

Marvellous Manners Certificates

These are awarded each Monday during assembly to 8 pupils who have been identified as showing outstanding manners in all areas of the school. Pupils who receive these are able to sit at the 'Marvellous Manners Table' during lunchtimes for the week, and choose 1 friend to sit with them.

Class Dojos

ClassDojo is the whole school behaviour management system at ISJ. It highlights the desired behaviours that we expect to see around school. Pupils are awarded Green Dojos for displaying positive behaviours. All teaching staff have full access to the ClassDojo positive behaviour system.

Pupils are awarded 1 Green Dojo point at a time, when displaying positive behaviours in the categories of:

• Involved – on task, persistence, resilience
• Supportive – helping others, teamwork
• Just – respectful, well mannered

Once a pupil has achieved 10 green Dojos, these can be exchanged for a housepoint, which is added to their record on Schoolbase and counts towards the house total at the end of each term. Parents have access to pupil's ClassDojo accounts, and are able to see what they have achieved green dojos for.

House Points

On starting school, children are assigned to a House. Pupils are awarded 1 housepoint for each 10 Green Dojo points they receive. House points are counted termly and the House Shield is awarded at Prize Giving for the house who has collated the most points.

Parent Communication

Descriptive feedback of praise of a pupil's effort or achievement is used to highlight desirable behaviour and attitudes, and is encouraged to support pupil progress and promote positive relationships. This feedback can be given via an email, a note in the pupil planner or in person.

Commendations

Commendations are awarded by teachers to recognise outstanding pieces of work. Children take their commendations to the Academic Director for formal recognition, and the Commendation will be presented to the pupil at the half-termly celebration assembly.

Star of the Week

Form Teachers choose a child and the reasons for the award are explained to the rest of the class. The star of the week certificate is awarded during Monday assembly.

Annual School Prize-Giving

This is an annual occasion to celebrate life in the school and where our pupils from the 4s and above receive formal recognition for effort, contribution and achievement in school.

Managing Behaviour & Sanctions

If a pupils' behaviour falls beneath the standard which could reasonably be expected of them, the School will administer behavioural sanctions which aim to make clear the boundaries of expected behaviour to the pupil and wider school community.

We recognise the need for sanctions to register disapproval of unacceptable behaviour and to make the school a safe and happy place. However, the use of sanctions is only one strand of our strategy to develop in children an understanding of how negative behaviour impacts upon themselves and others.

A key part of our pastoral care system is helping children understand when they make mistakes and then supporting them in putting it right for the future. We also, however, recognise the recommendations of the UK Equality Act 2010 and understand that reasonable adjustments may need to be made for those pupils with special educational needs/disabilities.

For the vast majority of our pupils a gentle reminder is all that is needed. However, there are some occasions when more serious sanctions will be needed. These sanctions, if needed, will always be taken with care and consideration, considering individual needs as necessary. Staff will praise the behaviour they wish to see and will not pander to attention seeking behaviour. 'You get more of the behaviour you notice the most.'

Aspects of behaviour that do not meet our 'Involved, Supportive, Just' rules have a clear and consistent consequence. The stages below, as well as the rewards on offer for positive behaviour, help enforce to children that 'their behaviour is their choice'. The 5 stages are used to provide children with five progressive levels of consequence – demonstrating to children that behaviour choices which do not follow our rules are not acceptable and will not support themselves and their peers in being 'involved, supportive, just.' If incorrect behaviour choices are made, the next stage is used with clear scripts guiding each transition.

Each child begins each session on Stage 1, ensuring that children are quickly able to adopt the correct behaviour choices and make fresh starts at the beginning of each session. All pupils are given 'take-up time' between steps. At times it is appropriate to implement reasonable adjustments to this system, for example when a child has significant emotional needs or special educational needs. In these cases, the individual needs of the child may explain their behaviour, but it does not excuse it. Such adjustments will be discussed with the Senior Leadership Team and the child's parents or guardian but will not distract from the ultimate purpose of this policy.

The five stages are described below, followed by the script used by an adult. The script is delivered calmly and clearly, at eye level with the pupil, and is designed to not distract from the learning of others.

Praise is always given publicly, however, sanctions and reminders must be delivered privately where possible.

See Appendix 1 for the ISJ Behaviour Stages, Script and Sanctions.

Parental Involvement

If a child's behaviour is causing concern, and they have reached stage 3, their parents will be informed by the Form Teacher and invited into school to discuss the situation. This approach is designed to build a relationship with parents based on mutual trust and confidence, and in the belief that the education of their child is very much a partnership between school and home.

Parental support will be sought for the implementation of the strategies devised to meet the needs of their child. The Form Teacher will maintain close contact between the school and home in order to monitor and evaluate the effectiveness of the action taken. The teacher will maintain records relating to individual cases including parental interviews.

Behaviour Incident File

Each pupil has a documents folder on SchoolBase. Incidents of serious behaviour will be recorded and stored in the pupil's SchoolBase folder. This file contains records of sanctions, investigation reports, parental interviews, detention letters and any other relevant documents.

Suspension and Expulsion

The Academic Director reserves the right to suspend or expel any child whose behaviour puts another child at risk or could damage the good order or good name of the school. This includes all forms of bullying. The procedures outlined in the 'Expulsion, Removal and Review Procedure' document would be followed, and the Board would be fully involved in any case that resulted in the expulsion of a child.

Pupils with Special Educational Needs and Disabilities

The school takes account of any special educational needs when considering whether or not to exclude a pupil. We have a moral duty not to discriminate against disabled pupils by excluding them from school for behaviour related to their disability. The Academic Director will ensure that reasonable steps have been taken by the School to respond to a pupil's disability so the pupil is not treated less fairly for reasons related to the disability.

'Reasonable steps' could include:

• differentiation in the School's behaviour policy
• developing strategies to prevent the pupil's behaviour
• requesting external help with the pupil
• staff training

Where reasonable adjustments to policies and practices have been made to accommodate a pupil's needs and to avoid the necessity for exclusion as far as possible, exclusion may be justified if there is a material and substantial reason for it. A specific incident affecting order and discipline in the school may be such a reason.

Parental Concerns

Parents who are concerned about the way the policy is carried out can, in the first instance, address their concerns to the Form Teacher. If the parental concern is not resolved, then it is referred to the Academic Director. The School has a complaints procedure, which is available on the school website or on request from the Office.

Policy Review

This policy was reviewed in August 2024 and will be subject to an annual review by the Academic Director and Board of Directors.

Appendix 1: ISJ Behaviour Stages, Script & Sanctions