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Positive Behaviour Policy

St. Patrick’s Primary School

                       

Positive Behaviour Policy

 

 

Positive Behaviour Policy

St Patrick’s Primary School

Introduction

In St Patrick’s Primary School we strive to create an ethos which fosters effective learning, both within and about the school. Such a climate is best promoted through focusing on the creation and maintenance of good relationships: among the staff, between staff and pupils; among the pupils and their peers; between parents and the school; and between the school and the community.

We work hard to create a positive ethos where pupils feel confident and self-esteem is promoted; they are encouraged to value one another, value their school and show a strong sense of belonging to the school.

We focus on recognising and rewarding those pupils who behave well. Although sanctions will be used when necessary, our policy will concentrate on achieving the right framework for discipline and the right ethos in the school so that sanctions become increasingly unnecessary. Every day we will try to ‘catch a child doing something good’ and praise them for this.

St Patrick’s is a Catholic school and our aim will be to establish a community of prayer and worship where learning takes place in harmony. Our school must be a community of caring, of sympathy, understanding and tolerance. It must be a community which believes in the uniqueness of each individual as a cherished creation of God. In such a community there will be justice and generosity and these important aspects are reflected in our rewards and sanctions.

Aims of the Positive Behaviour Policy

  • To      develop a sense of self-discipline in our children which will enable them      to take responsibility for their own actions.
  • To      create the conditions for an orderly community within the school and      nursery in which effective learning can take place.
  • To      develop in our children responsible attitudes and Christian values for      living.
  • To      encourage respect for oneself by developing each child’s self esteem.
  • To      encourage respect for all other people and their property, a proper      concern for the environment and the general promotion of good citizenship.     
  • To      moderate and improve behaviour both in school/nursery and in      extra-curricular activities through the use of the positive approach of      praise, encouragement, incentives and rewards.
  • To only      use sanctions as a last resort to encourage good behaviour.
  • To      ensure that all members of the school and nursery community feel that they      are being treated fairly.

Respecting the rights of everyone

To achieve our aims all involved must recognise the rights of the children in our care and take responsibility for ensuring these rights are respected. These rights fully reflect Article 13, 19, 24, 27, 28, 29, 31 and 36 of the United Nations Convention on the Rights of the Child.

RIGHTS RESPONSIBILITIES

Pupils have the right to;

*Be educated in a safe and stimulating environment.

*Be treated fairly, consistently and with respect to   their human dignity

*Work and play within clearly defined and fairly administered   codes of conduct.

*Be consulted about matters that affect them, and   have their views listened to and, as far as possible, acted upon.

*Be educated in an environment which encourages   respect of their own and others cultures.

To enjoy these rights pupils must;

*Respect the rights of others and therefore not   engage in bullying.

*Ensure they do not keep other pupils from being   taught or from learning.

*Cooperate with teachers, assistants and with their   peers, showing respect at all times.

*Abide by the school rules on discipline and   acceptable behaviour.

*Accept ownership for their behaviour and learning.

 

Parents have the right to;

*Have their children educated to the best possible   standard.

*Have reasonable access to the school, and have   their enquiries and concerns dealt with sympathetically and efficiently

*Be informed of their child’s progress.

*Be informed about school rules and procedures

*A broad, balanced and appropriate curriculum for   their children.

*Be informed promptly if their child is ill or has   and accident, or if the school has concerns about the child.

*Have their children protected while in the school   environment.

*Be treated with courtesy and respect.

To enjoy these rights parents must

*Ensure their child attends school regularly, is   equipped with the right books and equipment and support the school to the   best of their ability.

*Be aware of school rules and adhere to them at all   times.

*Attend planned meetings with teachers.

*Provide the school with all background information   about the child, including telling the school about any concerns they have   about their child or any significant changes in their child’s medical needs   or home circumstances.

*Ensure children are well enough to attend school.

*Be committed to the education of their children.

*Show respect to all within the school environment.

Staff have the right to;

*Enjoy a stress-free and productive working   environment.

*Work in an environment where common courtesies and   social conventions are respected.

*Express their views and contribute to policies,   which they are required to reflect in their work.

*Support and advice from senior colleagues and   external bodies.

*Adequate and appropriate resources and   accommodation.

*Be treated with respect by all with whom they come   into contact e.g. pupils, parents, visitors

To enjoy these rights staff must;

*Seek to create a positive stress-free learning   environment for their pupils in which pupils get rewarded for positive   behaviour and achievement.

*Behave in a professional manner at all times.

*Show interest and enthusiasm for the work in hand   and in their pupils learning’

*Seek advice and/or help from colleague.

*Identify and seek to meet the needs of their pupils   and parents.

*Expect high standards and acknowledge effort and   achievement in all areas of work.

*Treat pupils, parents and colleagues with respect.

Rewards

In St. Patrick’s we apply a system of rewards, which are intended to be fair and effective for all of our pupils. These rewards are intended to contribute to the ethos of the school and involve all teaching and non-teaching staff. They are aimed at promoting and reinforcing good behaviour and promoting self- esteem. They encourage each pupil to take responsibility for his/her actions and to have their efforts recognized and rewarded.

Our rewards may include

  • a quiet      word of encouragement.
  • a      written comment on the child’s work pointing to the merit of the work.
  • a visit      to another teacher/Principal for commendation or other form of reward.
  • a      public word or praise for the child in front of the class or at assembly.
  • a      star/points award system 
  • public      acknowledgement by presentation at assembly or by giving the child some      special task or responsibility.
  • the      giving of marks, grades or assessments by the teacher for good behaviour      as well as good work.
  • In St      Patrick’s there are special certificates for a each class, with a chosen      focus, presented formally at First Friday assemblies. Mother Teresa Cup      for outstanding kindness and consideration for others and Headteacher      Shield for outstanding work, presented monthly.
  • using      the school reports and Records of Achievements to highlight and comment      favourably not only on good work but also on positive behaviour or actions      or positive attitudes.
  • Using      praise pads or short notes to parents informing them specifically of some      action or achievement which deserves praise.
  • Using      Seesaw to share successes with parents/carers
  • Headteacher      award stickers as an on-going acknowledgement of improvement, effort or      achievement.
  • Recognition      and celebration of achievements through the school Facebook page and local      newspapers and by displaying photographs or certificates in the school

Inappropriate Behaviour

Inappropriate behaviour can result from an extensive range of factors and influences. Generally acts of indiscipline can be put into the following categories and are regarded as totally unacceptable.

1. BETWEEN THE CHILD AND THE GENERAL AUTHORITY OF THE SCHOOL.e.g. truancy, persistent lateness, not bringing notes, lack of respect for lunchtime supervisors, running in corridors, leaving school without permission, anti-social behaviour such as telling lies, cheating, stealing, spitting or rude language.

2. BETWEEN THE CHILD AND HIS/HER SCHOOLWORK OR HOMEWORK.

e.g. persistently untidy work; unfinished work; not doing homework; carelessness with work; lack of effort and wasting time.

3. BETWEEN PUPILS.

e.g. bullying; fighting or quarrelling; calling names; dangerous or unruly behaviour; threatening another child; telling lies about another child; refusing to share things; showing a lack of respect for another pupil; distracting other children from their work; stealing; destroying or defacing another child’s books or property.

4. BETWEEN PUPIL AND TEACHER.

e.g. disobedience; disruptive behaviour in class or on out of school trips; showing insolence, rudeness in manner or language; not paying attention; time-wasting; telling lies; temper tantrums; lack of courtesy to teachers.

5. BETWEEN PUPILS AND SCHOOL PROPERTY

e.g. lack of care for or loss of, school books; lack of care for school equipment; defacing of school furniture or school buildings; destruction of school property - such as plants, trees etc.

6. BETWEEN PUPILS AND THE WIDER COMMUNITY

e.g. stealing, damaging or destroying private property; bad behaviour on the street or on buses coming to or going home from school; showing a lack of respect or concern for other people and their property.

 

Sanctions

Sanctions are intended to encourage appropriate and acceptable behaviour to our pupils and to help them understand that if they choose not to follow agreed rules there are consequences. They will be applied consistently and fairly to all pupils, ensuring the self-esteem of the pupil is kept intact. Sanctions will, as necessary, take into account the age and degree of maturity of the pupil, any special needs he/she may have and any other relevant information concerning the pupil.

 

Promoting Positive Behaviour in the Classroom and on Class Trips

Rules

In each class, time will be given to the formulation of rules to ensure the rights above are respected and that positive behaviour is promoted. Throughout the year these rules are revisited in the main school as part of the RE, PDMU and Emotional Intelligence programme.

These rules will be agreed after consultation with the class and displayed prominently in each classroom.

Rewards

Arrangements for rewarding children in line with the programme are set out below;

  • Each      class will operate a ‘Good to be Green’ type reward. If a child follows the rules of the      classroom then he/she will remain in the Green Zone and will be rewarded      with Golden Time.
  • P1      children will have Golden Time at the end of each day. P2-7 classes will      have Golden Time every Friday afternoon.
  • The pupils      will be consulted to decide what their Golden Time reward will be.
  • Rewards      do not need to be curriculum based.

 

Consequences

Unfortunately, there are times when a child may choose not to follow the agreed rules. At the beginning of the school year each child will be informed of the consequences for their choices and what sanctions will be put in place. These will be presented to every class and displayed prominently as a permanent visual reminder.

In P4 to P7 classes the following consequences will be applied when class rules are not followed;

1. Reminder of rule

2. Warning

3. Second Warning Card - results in moving to the ‘Amber Zone’

If the child addresses the behaviour he/she can move back into the Green Zone.

In P1-P3 the following consequences will be applied when class rules are not followed;

  1. Reminder     
  2. Warning
  3. 2nd      Warning
  4. 3rd      Warning - results in moving to the ‘Amber Zone’

In P1 and 2, if the child addresses the behaviour he/she can move back into the Green Zone. For the P3-7 classes, once a child is in the Amber Zone then they remain there for the remainder of the day as a reminder to follow the rules of the classroom.

If the inappropriate behaviour continues then the child moves form the ‘Amber Zone’ to the ‘Red Zone’. Once in the Red Zone the child cannot move back. In P1 the consequence of this is that the child will have Golden Time withdrawn for that day. In P2-7 the consequence of this is that the child will have 10 minutes of Golden Time withdrawn from Friday Golden Time.

Being in the ‘Red Zone’ is serious as it means that the child has had his inappropriate behaviour raised several times in the one day and has chosen to continue to behave in this way. If a child is in the ‘Red Zone’ the parent/guardian will be informed through a ‘Think Sheet’. The Parent/Guardian should discuss the behaviours with the child and help him/her to work out strategies to avoid this behaviour reoccurring. P3-7 parents should also work with the child to complete the Think Sheet which should be signed and returned the following school day.

The system starts afresh each day with everyone starting on the ‘Green Zone’.

Children who have Golden Time withdrawn will be expected to sit quietly in the classroom, reflecting on how they can behave in a more appropriate way next time.

 

Straight red card offences

The following, whilst not exhaustive, are considered to be straight red card offences in the classroom.

•          Violent behaviour

•          Causing physical harm to another pupil or member of staff

•          Answering back staff cheekily

•          Damaging school or other people’s property

•          Spitting

•          Theft

•          Defiant behaviour

The consequence is that a child will be sent to the principal and the parent informed of the details of the behaviour. The Principal may arrange to meet with parents at which appropriate sanctions will be agreed. Should there be theft or damage to property parents may be approached to finance repair or replacement.

 

Behaviour in the school playground

Pupils are expected to

o          Encourage others to join in their games

o          Line up quickly and quietly when the bell rings

o          Treat other pupils and staff with respect

o          Follow the directions of members of staff

o          Look after play equipment and use it safely

o          Use kind hands and kind words

o          Play safely

Depending on the severity of the inappropriate behaviour the child may,

•          Be given a verbal warning

•          Be told to take ‘time out’ for a specific amount of play time.

If the inappropriate behaviour is serious or persistent the pupil will be given a Red Card which will result in the loss of Golden Time (P1) or withdrawal of 10 minutes of Golden Time (P2-7).

 

Behaviour in After-Schools clubs

In After-Schools clubs pupils will be expected to:

o          Treat other pupils, coaches and staff, with respect

o          Follow the directions of members of staff and/or coaches

o          Look after equipment and use it safely

o          Use kind hands and kind words

Depending on the severity of the inappropriate behaviour the child may,

•          Be given a verbal warning

•          Be told to take time out for a specific amount of play time.

If the inappropriate behaviour is serious or persistent the pupil will not be permitted to attend the After-Schools club.

Sanctions for incomplete homework

Homework is an important part of every child’s learning and it is expected that pupils complete homework each night, Monday to Thursday.

In Foundation Stage and Key Stage 1 (P1-4) completion of homework is continually monitored and if it is not completed consistently the class teacher will raise this with the child’s parent/guardian. If this continues then the class teacher will inform the principal. The principal will arrange a meeting with the class teacher and parent/guardian to discuss the issue and agree a way forward.

In Key Stage 2 classes a ‘Homework Chart’ is kept. If homework is not completed the child will move from the ‘Green Zone’ to the Amber Zone and will be expected to catch up on the homework not completed the following night. If the outstanding home work is completed the next day then the child will move back to the green zone. If it is not completed after the second night then the child will lose ten minutes of Golden Time.

Children who have Golden Time withdrawn for incomplete homework will be expected to work on any outstanding homework during the withdrawal period.

There may be time when home life is disrupted due to extenuating circumstances eg family bereavement, illness of family member, which results in a child not being able to complete homework. Should this situation arise the parent/guardian should inform the class teacher in writing. On occasions such as this the child would not receive a sanction.

If a child continually fails to complete homework then the class teacher will inform the principal. The principal will arrange a meeting with the class teacher and parent/guardian to discuss the issue and agree a way forward.

 

Persistent inappropriate behaviour

Should any child continually choose not to follow the rules, not respond to the consequences and display continuous inappropriate behaviour the following steps will be taken.

  • Letter      to parent inviting them to meet with the Principal and class teacher.
  • Use of      the behaviour book – specific behaviour targets will be agreed with      parent, class teacher and the principal.       Parents will be regularly kept informed of progress.
  • Should      it be felt that the child has behavioural problems which would benefit      from external support an IEP will be drawn up, the child will be placed on      Special Needs Register and parents informed of targets. This may result in      referral to SEELB, Educational Psychologist and advice sought from SEELB      Behaviour Support Team.
  • Principal      may withdraw the child’s privileges such as membership of clubs, the right      to go on certain visits, exclusion from school teams or attendance at film      shows etc.
  • Principal      may allocate After-School Detention, used with the full prior agreement of      the parents.

In the unlikely event of no satisfactory resolution of the problem or a total lack of co-operation from the parents the school will exercise the right to suspend a pupil for a definite period under the scheme prepared by the C.C.M.S. It is envisaged that the extreme action of permanent exclusion (expulsion) of a child from the school would rarely be necessary but this power does reside with the Board of Governors under the C.C.M.S. Scheme.

 

Pastoral Care and Advice

Our Positive Behaviour policy is an integral part of the continual work done to develop in each child the values, morals and principles to lead a valued and valuable life. It is supported through the many strands that make up our pastoral curriculum such as RE, PDMU, Emotional Intelligence Programme and School Community Relations Programme.

To be successful we continue to establish and build upon close relationships with all of the external support services such as the Educational Welfare Officer, the Psychology Department of the South Eastern Education and Library Board, C.C.M.S.,  Social Workers, Health Visitors, School Nurse and, in the main school, the school chaplain. This enables us to have a background understanding of the needs of all children so that the provision of the right type of support can be achieved.

Evaluation of the Policy

The degree of success in achieving our aims will best be judged by the following:-

  • The      positive and respectful atmosphere which exists as children move about the      school;
  • The      positive and respectful classroom atmosphere which is evident day and      daily and is allows for effective learning to taking place;
  • The      degree of respect and consideration for others which is shown by all concerned      in the school;
  • The      obvious good manners exhibited by the children;
  • The      positive attitudes to the teacher, and to the class work and homework      given;
  • The      progressive development of self-discipline, initiative and independence in      our children;
  • The      care exercised for school books and equipment, the fabric of the building      and the wider environment outside the school;
  • The      children’s pride in their own personal appearance and the level of each      child’s self-esteem;
  • The      respect in which the school is held by parents and the wider community.

Consultation

The policy will be reviewed annually with the views sought from all of the major stakeholders. There will be opportunities for the children attending St Patrick’s to express their opinions through the School Council, at Assembly and through discussions in the classroom.

Staff views will be sought as part of the review of the policy as they play a key role in ensuring that it is effectively promoting positive behaviour in their classroom and in the school generally.

This policy will be made available to the school community through the school website. A summary of the main points will be provided to parents annually along with the opportunity to contribute to future policy.

Conclusion

Clearly for our positive behaviour policy to be successful it must be fully accepted and understood by parents and children and consistently and fairly applied by the teachers. It must also be seen as reasonable, sensitive and effective and must be based upon mutual respect for the needs and aspirations of all in the school. The full support of parents and the close co-operation between parents and the teachers is vital in the whole process.

Think Sheet Foundation Stage

Date: _________________

Dear Parent,

Re: Promoting Positive Behaviour

Our Positive Behaviour Policy strives to ensure that all children are safe, and experience a positive learning environment. To promote this every class has agreed a set of rules.

Sadly, your child chose to break the class rules and this resulted in him/her moving into the Red Zone and having Golden Time withdrawn today

We would ask that you talk to your child about the importance of following the class rules and discuss ways to avoid this behaviour reoccurring.

It would be greatly appreciated if you could return the reply below to me to confirm that you have received this letter.

Thank you for your support.

Yours sincerely

(Class Teacher)

 

 

 

Parent Reply Slip – Promoting Positive Behaviour

Dear __________________________ (Class Teacher)

I have discussed my child’s behaviour with him/her and reinforced the important of following the class rules.

Signed: ________________________ (Parent/Guardian)     Date: ______________

Name: ____________Class: _______Date: __________

 

Think Sheet P3 and 4 Classes

Write down the rule you chose to break.

_____________________________________________________________________________________________________________________________________________

What else could you have done?

_____________________________________________________________________________________________________________________________________________

What will you do the next time?

_____________________________________________________________________________________________________________________________________________

 

Dear Parent,

Our Positive Behaviour Policy strives to ensure that all children are safe, and experience a positive learning environment. To promote this every class has agreed a set of rules.

I regret to inform you that your child chose to break the class rules today and this resulted in him/her moving into the Red Zone

I would ask that you complete the Think Sheet above with your child, discussing his/her behaviour and the strategies that could be used to avoid this behaviour reoccurring.   Once completed, please sign and return the Think Sheet to me.

Thank you for your support.

(Class Teacher)

I have discussed my child’s behaviour with him/her and together we have worked out strategies to avoid this behaviour reoccurring.

Signed: ______________________________ (Parent/Guardian)

Think Sheet P5-7 classes

Name: __________________      Class: _______        Date: __________

What rule did you choose to break?

____________________________________________________________________________________________________________________________________________________________________________________

Why did you choose to break this rule?

____________________________________________________________________________________________________________________________________________________________________________________

What else could you have done?

____________________________________________________________________________________________________________________________________________________________________________________

What will you do the next time?

____________________________________________________________________________________________________________________________________________________________________________________

What can you do now to put things right?

____________________________________________________________________________________________________________________________________________________________________________________

 

Dear Parent/Guardian,

Our Positive Behaviour Policy strives to ensure that all children are safe, and experience a positive learning environment. To promote this every class has agreed a set of rules.

I regret to inform you that your child chose to break the class rules today and this resulted in him/her moving into the Red Zone

I would ask that you complete the Think Sheet above with your child, discussing his/her behaviour and the strategies that could be used to avoid this behaviour reoccurring.   Once completed, please sign and return the Think Sheet to me.

Thank you for your support.

(Class Teacher)

I have discussed my child’s behaviour with him/her and together we have worked out strategies to avoid this behaviour reoccurring.

Signed: ______________________________ (Parent/Guardian)