SCHOOL CLIMATE POLICY
PUPIL DISCIPLINE/BULLYING
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 are treated with respect and dignity; property and the environment are valued and there is a zero tolerance attitude to bullying.
PURPOSES:
1. To provide clear expectations and guidelines of student acceptable behaviour.
- To ensure all students, staff, parents and caregivers know the expected standards of behaviour and the consequences of non-compliance.
- 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, at the beginning of every school year and on the school web site.
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 a strong emphasis on the key competencies of managing self, relating to others, communicating and participating and contributing as well as 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:
This policy will be reviewed in accordance with the Board’s triennial programme of self review.
2. 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: 2012
Updated March 2009
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 – Students will give up 5 minutes of their playtime or lunchtime in classroom supervised by teacher. Teacher to discuss behaviour and possible better options.
Children will have an opportunity to eat their lunch.
STEP 3: Another tick alongside name – Students will give up10 minutes of their playtime/lunchtime or lunchtime in classroom supervised by teacher. Teacher to discuss behaviour and possible better options.
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: In School Suspension. The child is removed from playground/classroom. Under
the direct supervision of DP/AP or Principal. (Step 7 to apply if for more than one day)
STEP 6: Detention - Parents notified through official Detention form. Copy of form given to Deputy Principal.
STEP 7: Parent conference with Teacher/DP/AP and or Principal and/or child. May include a detention or other agreed consequence/s short or long term. Meeting to be formally documented with a copy sent to the parents and caregivers.
STEP 8: Parents are rung and asked to remove their child from school for a specified time.
(An agreement between parents and school – reference Ministry of Education Guidelines on Stand downs, suspensions, exclusions and expulsions)
Official Suspension. The Ministry District Manager and Board of Trustees Chairperson are notified that the child has been officially suspended from school.
Children begin afresh each day from steps 1- 4 unless they continue to re offend 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. Steps are taken towards reconciliation.
STEP 2: As for Step 1 but child reports to AP/DP or Principal with explanation and apology.
(Name of child and behaviour recorded in playground book)
STEP 3: “Time Out” by child for the period of time in which offence occurred. Classroom teacher advised. Classroom teacher discusses the need to contact parents with senior teacher.
STEP 4: “Time Out” for 3-5 days. Parent conference with Teacher, and Assistant Principal, Deputy Principal and/or Principal. Meeting to be formally documented with a copy sent to parents/caregivers.
STEP 5: Detention or series of detentions given - parents notified through official Detention form. Detention time used to write explanatory note home to parents.
STEP 6: } As for Classroom Assertive Behaviour Programme
STEP 7: }
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. Copies of detention notices kept on file.
Time Out - Child is removed from the playground for an appropriate period of time and
supervised by Senior Teacher, Assistant Principal, Deputy Principal or Principal.
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. Regular communication between parents and school.
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
- Support the School’s Code of Conduct and School Climate Policy
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.
BULLYING
Refer to National Administration Guidelines 5, i, iii, & 6.
RATIONALE:
Churton Park School has a zero tolerance attitude towards all forms of bullying. The school aims to build a nurturing and caring culture of respect, and a social climate where aggression and bullying are not used to gain popularity, maintain leadership or influence others.
PURPOSES:
- To provide a clear definition of bullying behaviour
- To outline strategies for use in combating social, emotional and physical intimidation
- To provide guidelines for victim support and restorative justice
- To not only ensure student’s rights to safety are respected but staff members expect also to be treated with dignity and respect by students, parents and their teaching colleagues.
DEFINTION:
Bullying is:
- It is deliberate, targeted, hurtful behaviour
- It is repeated often over a period of time
- It is difficult for those being bullied to defend themselves
There are 3 main types of bullying:
- Physical: hitting, kicking, taking belongings
- Verbal: name calling, insulting, racist remarks
- Indirect: spreading nasty stories, excluding from groups
GUIDELINES:
- All staff have a responsibility to recognise bullying and to take action when they are aware of it happening or when it is reported to them.
- Staff should first listen to the student or students and make such enquiries as may be necessary to clarify exactly what has been happening.
- The students reporting incidents should be assured that they have acted correctly in reporting the bullying.
- The school will adopt a culture of ‘safe telling’ with students.
- Staff will take immediate action using the Discipline Strategy: School behaviour programme.
- Name of student/names of students bullying will be recorded in the playground book.
- Syndicate meetings will allow time for discussion and sharing of any concerns about individual or groups of students’ behaviour and this discussion documented in syndicate minutes.
- Support for victims may include the school providing a ‘safe place’.
- The school will continue to integrate the key competencies (New Zealand Curriculum) and Cornerstone Value programme into all school curriculum as well as providing regular opportunities for pupils to talk about issues through the use of strategies such as ‘circle time’.
- The schools Code of Conduct will be displayed in all classrooms.
- Self esteem and social skill development programmes such as Kia Kaha, Keeping Ourselves Safe, Cool Schools, Life Education and DARE will be taught regularly.
- Performances such as El Gregorio, Tony Collis – “It’s Cool to be Kind” which support anti bullying and the school’s values will be presented to the whole school regularly.
- Social skills programmes and/or outside agencies such as Resource Teacher of Learning and Behaviour (RTLB), or counselling agencies may be used to assist and support victims
SELF REVIEW:
This policy will be reviewed in accordance with the Board’s triennial programme of self review.
2. Board will consult with the principal, staff and parent community 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 2012