Behaviour

RIS has a clear Behaviour Policy which is practiced daily by all teaching staff.  We believe that behavior is best modified by a staged reward system, as noted below, and via informal and unrecorded methods

• Positive (or negative) Behaviour Points awarded via the School’s Behaviour Policy
• Verbal praise from teachers
• Written praise from form tutor or subject teacher
• Parental contact via Student Diaries, letters, emails, or telephone calls
• Certificates for accumulation of Behaviour Points
• Recognition of good student behaviour / improvement / achievement / performance, with student names / photographs / work displayed on School Notice Boards and via the School’s Virtual Learning Environment (VLE)
• Recognition of achievement via awards and celebrations at Year Group & School Assemblies (Cluster, Year Group, Achievement)
• Referral to Head of School for accumulation of rewards 

Where the above methods fail to change behavior, then we apply the below principles in a staged manner to modify student behavior.

Stage 1:  Communicative

• The student is interviewed and spoken to about their behaviour, with parents informed at all stages.

Stage 2:  Restorative

• Negative student behavior which has not been modified, may be subject to temporary detention or exclusion.
• The student and parents may meet the student (and parents of the student) who has been wronged; an apology may be made to the wronged party, and the wronged party will have the opportunity to speak about their feelings to the guilty party. (This may be done via parents).
• The student restores the status quo by his/her own actions.

Stage 3:  Acknowledgement of Wrong Doing

• The student is given the opportunity to speak publicly about their changed behaviour (this may be to a class, to a group, or to the school, or via a written and published statement)