Refer to National Administration Guidelines 5, i, iii, & 6.
RATIONALE:
To establish a happy and safe environment which is conducive to learning, and where, other people, property and the environment are respected.
PURPOSES:
1. To provide clear expectations and guidelines for students.
2. To ensure all students, staff, parents and caregivers know the expected standards of behaviour and the consequences of non-compliance.
3. To encourage behaviour in line with the Code of Conduct. (Appendix 2).
4. To encourage respect for self, others, property and the environment.
5. To encourage self-discipline and positive self-esteem.
6. To emphasise to parents the importance of their role in promoting positive discipline
and in having a supportive attitude towards school and others.
GUIDELINES:
1. Expectations and guidelines will be clearly communicated to students and parents, at enrolment, and at the beginning of every school year.
2. The formal school discipline strategy is set out in Appendix 1: School Behaviour Programmes and will be reviewed at the end of each school year.
3. Behaviour management strategies will be used for handling conflict.
4. A variety of positive reinforcement techniques will be used, in conjunction with the
school’s Discipline Strategy as set out in Appendix 1: School Behaviour Programmes.
5. Students will be taught methods of handling conflict, through programmes such as
Kia Kaha, Keeping Ourselves Safe, Peer Mediation and other relevant resources.
6. Parents are encouraged to ensure their children arrive at school ready to learn, provide suitable nourishment, adequate and appropriate clothing and promote a positive attitude to school work, to self discipline and to establishing and maintaining healthy relationships with other children.
SELF REVIEW:
1. This policy will be reviewed in accordance with the Board's triennial programme of self review.
2. The Board will consult with the Principal and Senior Management on the effectiveness of the policy guidelines.
3. The reviewed policy will be made available to members of the school community once ratified by the Board.
Chairperson _____________________________ Date: ___________
Next Review Date: May 2010
Updated March 2007
Appendix 1:
DISCIPLINE STRATEGY: SCHOOL BEHAVIOUR PROGRAMME
IN CLASSROOM ASSERTIVE DISCIPLINE BEHAVIOUR PROGRAMME
STEP 1: Name on the board - WARNING.
STEP 2: A tick alongside name - 5 minutes of playtime/lunchtime.
Children will have an opportunity to eat their lunch.
STEP 3: Another tick alongside name - 10 minutes of playtime/lunchtime.
STEP 4: Three ticks alongside name. Class teacher consults senior staff member. The situation is discussed with the child. One or more of the following strategies are implemented:
- 10 minutes of timeout at playtime/lunchtime supervised by teacher or senior staff member
- Child writes a letter home explaining their behaviour. Parents sign and return the letter.
- Teacher contacts parent by phone to discuss issue. Principal and Deputy Principal are advised.
STEP 5: Detention - Parents notified through official Detention form.
STEP 6: Parent conference with Teacher/DP/AP and or Principal.
STEP 7: In School Suspension. The child is removed from playground/classroom. Under
the direct supervision of DP/AP or Principal. Parents are to be kept informed.
STEP 8: Parents are rung and asked to remove their child from school for a specified time.
STEP 9: Official Suspension. The Ministry District Manager and BoT Chairperson are notified that the child has been officially suspended from school.
Children begin afresh each day unless they continue to reoffend then they may be fast-tracked.
PLAYGROUND ASSERTIVE DISCIPLINE BEHAVIOUR PROGRAMME
STEP 1: Misdemeanour is discussed with offender and victim/s by duty teacher - Offender acknowledges unacceptable behaviour and apologies or steps are taken towards reconciliation.
STEP 2: As for Step 1 but child reports to AP/DP or Principal with explanation and apology.
STEP 3: “Time Out” by child for period of time in which offence occurred. Classroom teacher advised. Classroom teacher discusses the need to contact parents with senior teacher.
STEP 4: Detention or series of detentions given - parents notified through official Detention form. Detention time used to write explanatory note home to parents.
STEP 5: “Time Out” for 3-5 days plus a detention. Parent conference with Teacher, and Senior Staff.
STEP 6: }
STEP 7: }
STEP 8: } As for Classroom Assertive Behaviour Programme
STEP 9: }
Children remain on the Step for a period of 5 days
CHILDREN CAN BE FAST-TRACKED AT ANY TIME TO STEP 6/7
FOR SERIOUS BEHAVIOUR OFFENCES
Glossary:
Detention - Child will be held in after school on a Thursday 3.00 - 3.30pm (At least
24 hours notice will be given to parents).
Detention will be run by Deputy Principal.
Time Out - Child is removed from the playground for an appropriate period of time.
In School Suspension - Child works away from all other children under the direct supervision of senior staff
Behaviour Contract - A contract is drawn up between child, teacher, DP/AP and parents detailing expected behaviour.
Appendix 2:
CHURTON PARK SCHOOL’S CODE OF CONDUCT
Within Churton Park School we believe that children and adults share rights that form the basis of a co-operative caring community, and that the welfare, discipline and individual needs of pupils is a shared home, school and community responsibility.
Implementation of a code of conduct requires clear communication and a commitment to carrying out whatever has been agreed to by members of the community.
Parents’ Obligation/Expectation:
To work in partnership with the school by:
- Sending children to school ready to learn
- Supporting school programmes/activities whenever possible
- Advising of any reasons for non-attendance or non-performance
Teachers’ Obligation:
- Rules and consequences (refer Discipline Policy) must be clearly explained and consistently adhered to
- Effective teaching techniques must be used to meet children’s needs
- Ensure that the school programme will provide opportunities to develop their sense of well-being and their sense of responsibility, e.g.:
- self esteem programmes
- rewards and recognises good behaviour and positive contributions
- programmes reflect the School Charter/Strategic Plan
- Design programmes that challenge children but allow each child to enjoy success
- Provide opportunities that encourage teacher/child communication and involvement
- Define physical boundaries that all children and adults are aware of
Children’s Obligations:
As our code of conduct encourages positive responses to people’s rights, any action or behaviour that opposes or restricts these rights must be treated as inappropriate (refer Discipline Policy Appendix).
Children are expected to:
- Respond co-operatively to direction and leadership from teachers
- Respect the physical safety of others
- Consider the emotional and social needs of others
- Respect other pupils’ right to learn and the teacher’s right to teach
- Respect the property of the school and others
A responsible child at Churton Park School will endeavour to practise levels 3 & 4 of Don Hellison’s Developmental Levels identified by the following behaviours:
- Undertakes to learn and practise skills without supervision
- Sets and works towards achieving goals
- Makes sure they return equipment
- Always prepares for activities
- Does not need direct supervision
- Makes own decisions about their learning – self motivated
- Works co-operatively in group situations
- Cares for and respects others
- Listens to and is sensitive to the needs of others
- Encourages and assists others
- Demonstrates fair play
- Demonstrates good teamwork during activities
- Will work without rewards
This Code of Conduct is formulated to work in the best interests of our school community to ensure that maximum benefit is gained from the time children spend at school. It is not intended to be a classroom management plan or playground discipline policy but will, of course, work alongside these.