Promoting Positive Behaviour

Introduction to  SLT

The School Improvement Plan has identified the four major developments for this session :

            • Learning & Teaching

            • Curriculum for Excellence

            • Self Evaluation

            • Leadership Across the School

There are, of course, other developments we need to look at over the next couple of years eg Faith Development  / PSHE / Health & Safety

Promoting Positive Behaviour comes somewhere between these two groups of developments : it is an area I want the whole school to look at in the forthcoming session, but I am aware of the need to have some system in place at the start of the term.

To this end I looked at the discipline policies of both St Andrew’s (revised in 1998) and St Columba’s (1995), plus relevant school circulars. The similarities are very striking and both schools had a huge deal in common. Obviously experiences and developments since 1995 - 98 significantly changed practice in both schools eg SOS in St Andrew’s and Restorative Practices in St Columba’s. On top of this, changes in the national picture eg MCMC / Pupil Support / GIRFEC / McCrone have all affected how we look at discipline and behaviour. Finally, I want to be able to call on the new experiences and knowledge of staff both in the school and the local authority.

Therefore, our task is to strike a balance between a long term, strategic view of discipline and behaviour on the one hand, and a workable, effective policy for the immediate future on the other.

The following paper is very much a draft policy with gaps / duplications clearly evident. There are a number of very important points we need to consider. Before looking at these I would like to stress that I am in favour of a ‘minimalist’ approach regarding this area ie a huge amount of the success of any positive behaviour policy must depend on the professional judgement and discretion of staff and too much written down on paper could be counter - productive. It is also worth noting that in the development of a more strategic policy on positive behaviour I will be consulting staff, parents and pupils.

Issues / concerns / questions :

• has anything been missed out ?

• Pupil Support Learning Centre : name and role

• views on Isolation Room or similar provision

• any changes to the role of PTs subject

• role of school rules - how prescriptive / valuable ?

• how do we incorporate SOS/ RP ?

• how do we incorporate praise / reward / wider achievement ?

• how far / much do we standardise ? - punishment exercises / logs / procedures / letters to parents ?

• clarify role of Pupil Support in general and Behaviour Support / Learning Support / MCMC in particular

• Line Management - do we need flow charts /  diagrams etc ?

• value in pupil / parent versions : future consultations ?

• breaches / sanctions : merits / demerits - against lists

• thoughts re committee for more strategic, long - term policy

 


St Peter the Apostle High School

Positive Behaviour Policy

10 August 2009

Introduction

The aim of this policy is to create a positive and healthy attitude to discipline and to foster between staff and pupils relationships that are based on mutual respect. The creation of such an atmosphere makes less difficult the task of maintaining discipline in classrooms and corridors : only if this aim is realised can the terms of many other circulars have a real affect on our school.

Any attempt at promoting positive behaviour must allow teachers to exercise professional judgement and skills when dealing with indiscipline. School guidelines are flexible rather than rigid because teachers should look for no simple answer which can apply to all cases of indiscipline. Success is more likely if teachers adopt a calm and consistent approach to discipline and if all teachers work within the values and sanctions of the school.

Dealing with indiscipline is essentially a reactive process aimed at containing, suppressing or deflecting problems. On the other hand, promoting good behaviour is a more positive approach as it allows the school to determine the agenda and convey the Catholic beliefs, values, and atttitudes which are at the heart of our community.

Promoting positive behaviour is the responsibility of every member of our community - all staff, pupils and parents.

Expectations of pupils (see separate paper)

We expect our pupils to :

• show respect for each other, all staff, (teaching and non - teaching) visitors, all members of our community and local residents

• respect the authority of all teachers

• demonstrate their best manners at all times - by saying please, thank you, pardon and by addressing staff and adults in the appropriate way - Miss, Mrs, Mr, Sir

• attend school regularly, be punctual for all classes and always be properly prepared for work by bringing the correct equipment 

• always come to school in full uniform

• give of their best at all times in terms of behaviour, effort, attitude and enthusiasm in order to ensure that the correct       atmosphere exists for promoting the highest quality of learning and teaching in St Peter the Apostle High School

• take care of their own health and safety, and for the safety of others, by moving quietly and in an orderly fashion in and around the school at all times - in classes, corridors, stairways, cafeteria and yard

• help keep the school clean and tidy and look after the fabric of the building and school property

• to take personal responsibility for their behaviour

Role of Staff

• to be aware of the many factors which influence discipline and conduct in a school

• to appreciate that trying to reduce discipline to a single magic formula which can be applied with success to every situation is both unrealistic and ineffective

• to accept that promoting positive behaviour is the responsibility of every member of staff and that this responsibility is not confined to the classroom but extends into the corridors and all areas of the school.

Role of Principal Teachers

• to offer an appropriate curriculum that meets the needs of all pupils with appropriate courses, methodologies, resources, assessments, tracking and target setting

• to adopt a system of sanctions, reporting and record - keeping for use in the department. The system must be consistent with the terms of this circular.

• to develop an internal system of praise and rewards and of encouraging, identifying and celebrating the wider achievement of pupils.

• to offer support and feedback to staff

 Role of Pupil Support

• to provide information and advice to colleagues on issues affecting individual pupils

• to provide information, support and guidance to pupils

• to ensure that an overview is taken of the conduct, educational history and background of pupils whose conduct gives cause for concern

• to act as a channel of communication between home and school

• where required, to meet with parents regarding a pupil’s behaviour

• to communicate with appropriate external agencies

Role of Support Agencies

• to offer support, guidance and advice to school staff in dealing with matters of discipline

Role of Parents (see separate paper)

• to become involved in their children’s education through attendance at parent evenings

• to become familiar with the life of the school through reading newsletters, bulletins, reports etc

• to participate in decisions affecting the life and workings of the school via the Parent Forum / Council or in replying to questionnaires, surveys, consultations etc

• to respond / co-operate with school requests via letter / phone call regarding meetings regarding their child’s behaviour / conduct  

Role of Senior Leadership Team

• to support all staff in maintaining good order and discipline

• to be seen around the school before school, intervals, lunchtimes and after  

school

• to monitor and evaluate behaviour at a strategic level

• to reinforce positive behaviour at assemblies and through bulletins and information given to pupils and parents

• to ensure that the values, rules and procedures of the school regarding positive behaviour are clearly communicated to pupils, teachers and parents

• to advise subject departments when they are formulating departmental policy

• where required, to meet with parents regarding a pupil’s behaviour

Sanctions

The individual teacher must have and use some discretion in deciding how seriously a particular misdemeanour is to be treated and on what sanction should be adopted. Below is a list of some sanctions that may assist teachers in the exercise of this professional judgement :

first level - class teacher

• discussion / dialogue : techniques of SOS & RP

• verbal reprimands (informal - no further action)

• formal warnings : log entries - record kept

• seat changes                                 

• withdrawal of class room privileges / separate classroom activities

• other tasks eg tidying room, removing graffiti when appropriate

• appropriate punishment exercise / parents must be informed and asked to acknowledge the exercise with a signature eg in homework diary or jotter : ‘lines’ are     unacceptable - more productive tasks should be set

• short term removal from class (cooling down period) - one person only at a time

• referral to PT

• detention at intervals / lunch times : pupils must be constructively employed and under supervision at all times : parents must be informed by use of a proforma. Pupils should not be kept after the school day unless permission is granted by parent or guardian

• any pupil who ignores sanctions is guilty of the much more serious offence of defiance. All staff must insist on the observance of any sanction. Any pupil who fails to do this must be referred to the PT (subject).

 second level - Principal Teacher : as above plus

            • move classes

            • supervised isolation / isolation in another class / make use of other PTS      

            • departmental detention

            • refer to Pupil Support

            • letter to parents

            • referral to DHT

            • feedback to all staff concerned

 

third level - Year DHT (acute - physical violence / verbal outbursts / serious confrontations) : as above plus

                        • class changes / subject changes

                        • removal of school privileges

                        • investigations

                        • letters, contact, meetings with parents

                        • referral to DHT Pupil Support

                        • referral to Head Teacher

                        • end of day detention

                        • referral to Behaviour Support, Learning Support, Pupil Family support, external agencies

                        • feedback to all staff concerned

                        or

                        Pupil Support (chronic - more long term / persistent ) : as second level plus

                        • intervention strategies (SOS/ RP)

                        • investigations

                        • letters, contact, meetings with parents

                        • referral to DHT Pupil Support

                        • target setting, tracking

                        • counselling

                        • referral to Behaviour Support, Learning Support, Pupil Family support, external agencies

                        • feedback to all staff concerned

 

fourth level - DHT Pupil Support : as above plus

                        • JAT / external agencies / Social Work / Psychological Services / Reporter / Police

                        • feedback to all staff concerned / role of JAT /

                        • role of PT Behaviour Support & Learning Support

 

fifth level - Headteacher : as above plus

                        • suspensions and exclusions

                        • feedback to all staff concerned

 

Referrals

• any teacher seeking advice / guidance re a particular problem should consult Pupil Support or SLT. In this period of consultation the teacher seeking advice still retains responsibility for dealing with the problem.

• if attempts to contain the problem within the classroom fail, the teacher can refer the problem - in the first instance to the PT (subject). The PT will decide whether to deal with the matter or refer it to Pupil Support / SLT

• teachers referring a pupil to a senior colleague should contact the colleague before sending the pupil to him / her : there is always the possibility of the pupil absconding, leaving the matter unreported and, perhaps, putting himself / herself at some physical or moral risk.

• In the event of either a very serious incident a direct referral can be made to the SLT member for the year group responsible.

• in all cases referred to a senior colleague, details of any action taken should be made known to the teacher who made the referral.         

Suspensions and Exlusions

When faced with persistent misconduct or with a single fragrant breach of discipline, the Headteacher has the authority, within the constraints of national and local authority policies, to suspend and exclude the pupil from school.  If and when this situation arises, the Headteacher should have well - documented evidence of the pupil’s previous misconduct and of action taken by teachers, PTs, Pupil Support and SLT. This has implication for the keeping of records, by the individual teacher, by departments, by Pupil Support and by members of SLT.


St Peter the Apostle High School

Pupil Behaviour

We expect all our pupils to show respect :

• respect for each other, staff, (teaching and non - teaching) visitors, all members of our community and local residents

• respect the authority of all teachers

• respect the right your fellow pupils to learn and teachers to teach

• respect the rights of local residents coming to and leaving school and to behave in an appropriate manner on buses and trains to and from the school. As long as you are wearing the uniform of St Peter the Apostle High School you are representing the school. Bad behaviour outside the school, therefore, will not be tolerated

• respect the school by always coming to school in full uniform - sloppy dress  reflects a sloppy attitude. Wearing the full uniform shows that you are proud to be a member of this school.

• respect the school by helping keep it clean and tidy and look after the fabric of the building and school property

 

We expect all our pupils to demonstrate best behaviour and manners at all times :  

• by saying please, thank you, pardon and by addressing staff and adults in the appropriate way - Miss, Mrs, Mr, Sir

• by attending school regularly, being punctual for all classes and always being properly prepared for work by bringing the correct equipment 

• by giving of your best at all times in terms of behaviour, attitude and enthusiasm in order to ensure that the correct atmosphere exists for promoting the highest quality of learning and teaching in St Peter the Apostle High School

• by taking care of your own health and safety, and for the safety of others, by moving quietly and in an orderly fashion in and around the school at all times - in classes, corridors, stairways, cafeteria and yards

 

We expect all our pupils to give their best effort in everything they do  :

• by giving of your best at all times in terms of effort : failing to produce your best will let down your teachers, your school, your parents and - above all - it     will let yourself down.

• by taking personal responsibility for your behaviour and actions in school : don’t go through life blaming other people. You have the power to make your own decisions in life. Remember – responsibility works both ways. When        you succeed in exams, when you get a good reference or job, when you get praise from a teacher – it is because you have taken the responsibility for making the correct decisions.

Remember at all times the school motto - compassion and hope. Compassion means showing respect and understanding for others, considering others’ feelings, helping other members of our school community. Hope means being positive with yourself and others, seeing the best in everyone and looking to work with others to build the best school we possibly can.

 

St Peter the Apostle High School

What is expected of pupils

 

 

We expect all our pupils to show respect for staff, pupils, the school and the wider community.

         

We expect all our pupils to demonstrate best behaviour and manners at all times.

 

We expect all our pupils to give their best effort in everything they do.

 

Remember at all times the school motto - compassion and hope.