St Patrick’s PS€¦ · Web viewHave a positive attitude to school and staff. Work in partnership with the school to promote positive behaviour. Discuss Rights in relation to

Our Lady and St Patrick Primary SchoolBunscoil Mhuire agus Phádraig

Date of review: April 2019

Date of renewal: April 2020

Positive Behaviour Policy

Our Lady and St Patrick Primary SchoolBunscoil Mhuire agus Phádraig

Positive Behaviour Policy Document

Mission Statement

“Good behaviour is a necessary condition for effective teaching and learning to take place.”

[Education Observed 5 Dept of Education and Science 1987]

“A climate which fosters effective learning, both within class and about the school, is at the heart of the education process”

[Promoting Positive Behaviour, Department of Education 2001]

In Our Lady and St Patrick Primary School we aim to create and maintain a relaxed and caring environment which is conducive to and encourages growth and development in every aspect of the child’s life. A co-ordinated and consistent approach is necessary so that every child will recognise the worth and value of each individual and encourage the acceptance of responsibility and showing self-respect and respect for others.

We are becoming a Rights Respecting School. We uphold the Rights stated in the UN Convention on the Rights of the Child.Article 3 states The best interest of the child must be the top priority in all decisions and actions that effect childrenArticle 28 states: Discipline in schools must respect children’s dignity and their rights.

We will endeavour to establish a community where everyone - pupils, teachers, support staff, parents and Board of Governors, will feel a sense of belonging and recognise their various responsibilities in maintaining an atmosphere where every individual child may fulfil his intellectual, social, spiritual and emotional potential.

Our Lady and St Patrick Primary School Bunscoil Mhuire agus Phádraig Positive Behaviour Policy Updated April 2019

Policy Statement

This policy is at present based on the E.A. policy for the promotion of positive behaviour. Its aim is to promote a safe, secure and stimulating environment.

General Aims

The general aims of the policy within the Catholic ethos of the whole school are:-

To promote and sustain good behaviour.

To value and appreciate one another irrespective of age, gender, creed or race and to acknowledge that everyone has a part to play within our school community.

To create and develop an environment and atmosphere in which every child will feel secure and valued.

To encourage self-respect and self discipline in each child and a caring and responsible attitude to others within the school community and beyond.

To foster a positive attitude in each individual so that his spiritual, emotional, physical and intellectual development may be enhanced.

To provide support and guidance for everyone in our school community.

To establish a learning community wherein pupils, teachers, parents and support staff enjoy a sense of belonging and have an important part to play.

Objectives

Enhance a feeling of self worth through encouragement and motivation Create an atmosphere in which pupils enjoy school, respond positively in class,

take a pride in their work and show both interest and attention. Provide engaging teaching and learning opportunities according to individual

needs. Provide opportunities for pupils to develop good communication skills and

mutual respect for the rights of others. Provide ongoing support for everyone experiencing difficulties in the school

community Provide opportunities for pupils to develop positive attitudes to conflict

management.


Provide opportunities to promote and enhance pride in the environment through a range of cross curricular activities (e.g. nature walk, planting, anti-litter campaign, etc)

Provide a welcoming environment which encourages all members of the school community to feel valued.

We believe that it is the duty of all staff in Our Lady and St Patrick Primary School Bunscoil Mhuire agus Phádraig to actively teach the skills on which positive behaviour management is based. They are taught through the school day by –

Staff modelling the skills directly. Living the values and vision of our school through respecting the rights of the

child and the human rights of all in our school. Setting appropriate boundaries for pupil behaviour. Showing empathy and understanding of pupils. Listening to pupils Hearing Pupil Voice Showing respect and understanding to everyone in the school community. Providing feedback in an informative way to pupils. Using positive consequences to encourage the learning of appropriate

behaviour Using negative consequences to discourage the learning of inappropriate

behaviours. Teaching the skills i.e. through Circle Time.

Rights ActionsPupils will be:

Treated with respect and dignity. Article 28

Taught and have the right to learn in a safe environment Articles 19 and 28

Heard – be able to express their opinions Articles 12 and 13

Developed in personality, talents and abilities, to their individual full potential. Article 29

Pupils will: Know and obey school rules. Be equipped and ready to learn. Treat staff and peers with respect. Be prepared to learn Take responsibility for their

behaviour and actions/ not prevent learning of others.

Listen. Be kind. Develop an awareness of the needs of

others. Show respect to all in our school

community, allowing everyone to enjoy their rights

Parents will : Be kept informed by school/work in

partnership with school. Receive progress reports/parents

Parents will: Ensure good attendance of their

children. Co-operate with school rules/attend


teacher meeting Have access to reports. Receive copies of policies -

discipline/curriculum. Be invited to parents’ evenings/school

events Asked for permission for trips etc. Informed of any serious behavioural

issues involving their child

meetings. Equip their child properly. Show interest in all their child does

in school. Promote good behaviour/good

manners. Have a positive attitude to school and

staff. Work in partnership with the school

to promote positive behaviour. Discuss Rights in relation to respect

for all Make children aware of appropriate

behaviour. Encourage independence and self

discipline. Support the school and respect all in

the school community in implementing this policy.

Staff will: Have input into policies Be heard and have a voice. Be treated with respect. Have a safe, healthy environment in

which to work. Be protected from abuse and harm Have time to plan and prepare

appropriate learning experiences for every child

Staff will: Maintain a consistent approach to

promoting good behaviour, in line with respecting the rights of the child.

Treat all pupils fairly and with respect.

Help pupils to develop to their full potential.

Teachers will provide a challenging, interesting and relevant curriculum.

Teachers will engage in quality teaching and learning and CA’s will support this

Create an environment which is safe and pleasant, both physically and emotionally.

Use positive and negative consequences clearly and consistently and refer to rights.

Be positive role models. Form positive relationships with

parents and pupils. Recognise and value the strengths of

all pupils. Identify problems of pupils - learning

needs etc/provide solutions


Behaviour

In managing behaviour, the school will aim to teach children to choose responsible behaviour. The whole staff will seek to promote and sustain good behaviour management, focusing on positive recognition and rewards.There will also be a consistently applied system of sanctions for use when pupils choose to misbehave.

1. General Behaviour and School Rules2. Social Behaviour - Manners

SECTION 1: GENERAL BEHAVIOUR AND SCHOOL RULESThis is further sub-divided into 3 parts:-1a. General Rules1b. Specific School Areas1c. Behaviour to incur Sanctions

1a General Rulesi. Punctuality - Parents and children should be aware of all starting and finishing

times. Lateness should be accompanied by an explanatory note.

ii. School uniform should be worn at all times except on PE days/sporting events. Jewellery is not permitted during PE

iii. Children should respect and care for each other in class and play areas.

iv. After arrival in school premises pupils may not leave the school premises without written/oral consent from home (e.g. lunchtime, clinic or dentist visits etc).

v. Staff areas are out of bounds at specific times or at all time without permission.

vi. Accidents will happen. In the event (e.g. bumping into someone) pupils should remember to excuse themselves in an appropriate manner.


Specific Schools Areas

There are three main areas:-

1 Communication 2 Movement 3 Play areas

1 Communicationi. Raise a hand if you wish to speak.

ii. Show courtesy when another is speaking.iii. Speak respectfully to adults and peers alike.iv. Knock and enter and wait for permission to speak when visiting a classroom.

2 Movementi. Walk only in classrooms and corridors, at all times.

ii. Classes walk on left in ones or twos (teacher’s discretion).iii. Move quietly throughout the school.iv. Respect for plants, displays etc.

3 Play Areasi. Play safely. Consideration for other children.

ii. Line up quickly and quietly at bell.iii. Walk around school building, especially corners.iv. Show courtesy to adults in yard, teachers and supervisors. Adults should be

given their proper title (Mr or Mrs).

We do not accept

i. A pupil who is continually disruptive in class, to the detriment of the education of other children.

ii. A pupil who is frequently late for school without excuse or explanation from home.

iii. A pupil who continually fails to present home or school work to a required and reasonable standard.

iv. A pupil who by his/her repeated unacceptable behaviour either within or while coming to or going from school poses a risk to the safety of others.

v. A pupil who continually misbehaves during break/lunch times or shows lack of respect to supervisors.

vi. A pupil who attacks or injures another pupil.vii. A pupil who continually shows bad behaviour in the canteen.

viii. A pupil who absconds from school, or urges others to do so.ix. A pupil who misbehaves to the detriment of others of the school while on a

class or school outing.


x. A pupil who shows disrespect to staff, whether teaching or ancillary, or to other adults who from time to time may be in the school - e.g., students, inspectors, priests etc.

SECTION 2: SOCIAL BEHAVIOUR - MANNERS

A very positive approach is adopted.

We look for:-

1) Respect for Self

a) Cleanliness and tidiness (Clothing and person).b) Care of books and belongings (PE gear, bags, etc).c) Pride in work and progress.

2) Respect for others (children)

a) Respect for other pupils’ clothes and belongings.b) Gentleness and care for other children, especially younger and smaller.c) Co-operation with other children. Prepare to give help - in or out of class. We

operate a ‘Buddy’ system, where P7 children support younger children and ensure they are able to find a person to play with.

3) Respect for Adults (Teachers, Visitors etc)

a) Give adults proper title. Address respectfully.b) Treat all adults with respect (open doors stand back, greeting etc).c) Greet visitors entering room. Keep quiet while visitor in room.

4) Parish and General Community

a) Be aware coming to or going home from school in uniform, still representing school (including in buses).

b) Consideration for others. Good behaviour and general manners.c) In church. Show proper respect (genuflecting, bowing, silence) attention to

service and to own prayers.

Behaviour: Hierarchy of seriousness

Level 1 Level 2 Level 3Not staying in seat Arguing back Hitting backFidgeting Throwing things KickingTeasing Rudeness to peers FightingTelling tales Rudeness to staff Swearing at staffPushing in class Swearing at peers LyingInterrupting the teacher Defiance StealingName calling Spitting Physical abuse, including


the use, or threat of weapons against staff or pupils

Sulking Destroying own work Verbal abuse – staffInappropriate questions Destroying others work VandalismAnswering back ExtortionHiding work Bullying

Running out of school

Level 1 behaviour should be managed by the adult in charge of the pupils. Level 2 behaviour may require referral.Incidents such as the examples given in L3 in the Hierarchy of Behaviour should be managed by the adult in charge and may result in referral to external agencies. Any of these behaviours may also result in suspension or exclusion. Every case will be reviewed on an individual basis.


Rewards and Sanctions

‘Virtue is its own reward’ may be an intellectual comfort for adults, but children prefer something more tangible. Good behaviour will incur positive recognition and rewards,unacceptable behaviour may incur disapproval and sanctions, or can be ignored, if the teacher feels that it is low level and attention seeking behaviour.

All staff, both teaching and nonteaching, have been trained in Understanding and Managing Behaviours by the Education Authority.

Rewards

Our aim when rewarding pupils is to move from the extrinsic to the intrinsic- to move from gaining compliance to gaining motivation.

Most teachers have their own ways of showing approval, and this should continue, but some of the following may be helpful and used as appropriate.

Individual/class praise, etc. Public word of praise in front of a group or class or even the whole school in

some circumstances. Visit to another teacher, Vice Principal or Principal for commendation. Positive letter home to praise some specific action or achievement. Token rewards - marks, stars, badges, etc. Privileges - e.g. extra time in preferred activity, responsibility in classroom,

doing messages, library books etc. Pupil of the Week Award / Pupil of the Month Award

Sanctions

Our aim in using sanctions is to change attitude and behaviour.

Sanctions should be consistently applied and children should always be aware of why a particular sanction is being applied. Teachers again may have their own strategy, but some of the following may be helpful when used appropriately.

Immediate checking of misbehaviour - a word, a look, a frown, etc. Referral to the UNCRC. What rights are we failing to uphold? Can children

relate their behaviour to preventing the rights of themselves and others? e.g. article 28 and 29 the right to and goals of education

Public indication of disapproval - word in front of group, class, etc.- not humiliation.

Set aside from other children for a period. Change of place in class. Sent to another class for a very short period of time Extra work/homework. Lines. These should have a positive purpose - e.g. improvement of

handwriting, aid to learning words or songs, etc. Withdrawal of Golden Time minutes. Withdrawal of privileges - as in rewards.


Parent informed

More serious disruptive behaviour to be dealt with separately.

As we travel on our Rights Respecting journey, classes will replace ‘rules’ with Class Charters and relate these to the Articles in the UN Convention on

the Rights of the Child.

Each class will choose their own Rights to focus on. P/R1/2 will choose 1-3 Rights, up to 5/6 in P/R7. The charters will set out agreed actions for children and duty bearers in order to uphold the rights.


Sample Foundation Stage

CharterWe have the right:

To education Article 28

To clean water and nutritious food Article 24

To play Article 31

Children will :

Listen well when others are speaking

Work quietly to let others think and learn

Be kind to others and share things

Use good manners to thank others for helping them

Tidy up together

Adults will :

Listen to children

Provide healthy snacks

Help all children to learn

Keep all children safe

Be fair


REWARDSVerbal PraiseRights RespectingStickersNote homeSent to other classSent to Principal


CONSEQUENCESIf a pupil chooses to break a rule the following steps will be taken:

1st Time: Look/picture prompt

2nd Time: Rights reminder

3rd Time: Short removal (time out chair)

4th Time: Note home

5th Time: Vice Principal

Severe Claus: Principal


Key Stage 1Sample Charter

We have the right:


To protection form Violence, abuse and neglect Article 19

To have an education which develops our talents and abilities Article 29

To learn and use the language, custom and religion of our family Article 30

Children will :



Look after each other and treat all adults and children with respect

Do our best and show gratitude to everyone who helps us

Celebrate our differences and learn from each other

Adults will :

Listen to children

Provide resources and activities which help all children develop to their full potential


Treat all children fairly and respectfully

Keep all children safe

Celebrate achievements and encourage positive relationships


REWARDS

Verbal praise, relate to rights.

Stickers/stamps and certificates.

Note home.

Reward system in class.

Pupil of the Week/Month


CONSEQUENCESIf a pupil chooses to break a rule the following steps will be taken:

1stTime:Verbal/non-verbal reminder.

2ndTime: Verbal reminder of the rights they are not upholding

3rdTime: Warning

4th Time: Thinking Time

5th Time: Loss of privileges.

Severe Claus: Referral to Head of Key Stage, V.P or Principal.


Key Stage 2 Sample Charter

We have the right:

To express our views Article 12

To express our opinions and access information Article 13


To health care, clean water and nutritious food. Richer countries must help poorer. Article 24

To learn and use the language, customs and religion of our family

To be protected from violence, abuse and neglect Article 19

Children will :



Work to the best of their ability

Be thankful for all who help us and use good manners with everyone

Express their views respectfully, taking the views of others into account

Be kind to others and respect our differences.

Help others, being aware of how we can do this through friendship, buddies, RR Ambassadors, charity fundraising

Know what to do and talk to an adult and/or Mrs Adams if they do not feel safe at home or in school


Adults will :

Listen and take children’s views into account

Help all children to develop to their full potential

Keep all children safe from harm and ensure that they know procedures for safeguarding in the school.

Provide children with opportunities to access information to help them learn and to make them aware of the needs of others locally and globally

Treat children with respect and dignity

Rewards Our Lady and St Patrick Primary School Bunscoil Mhuire agus Phádraig

Positive Behaviour Policy Updated April 2019

Verbal Praise, relating to rights.

Stars, stickers and treats.

Note home with positive written comments.

Pupil of the week/month/ rewards or homework pass.

Praise from V.P/Principal.

Consequences Our Lady and St Patrick Primary School Bunscoil Mhuire agus Phádraig

Positive Behaviour Policy Updated April 2019

1st Time: Verbal/non-verbal reminder.

2nd Time: Verbal reminder of the rights.

3rd Time: Removal from group.

4th Time: Loss of Golden Time (10 minutes).

5th Time: Time Out (10 minutes).

Severe Claus: Sent to V.P/Principal and parent contacted.

Rewards/ Merit System


The Merit System aims to make the children become more independent through becoming responsible for their own behaviour. It also aims to build each child’s self esteem, build their sense of personal achievement (NB not just academic), enhance their behaviour, promote a sense of responsibility for their actions and promote self discipline.

As duty-bearers for the Rights of the Child, we uphold the articles stated in the UN Convention on The Rights of the Child.Article 28 The right to education, stated that ‘Discipline in schools must respect children’s dignity and their rights’

Teachers and supervisors will promote the Merit System enthusiastically, encouraging both good behaviour and practice. They need to state clearly what the children should do (i.e. rights). Let everyone know there are rights which must be respected and it is in everyone’s interest to do so. Class charters should be displayed and referred to daily. Furthermore, teachers need to consistently recognise those children who uphold their rights and the rights of others.

Children will have to accept the consequence of their decisions and actions. Unwanted behaviour must be dealt with in a manner which is likely to reduce the behaviour recurring. Children should never be rewarded for unacceptable behaviour. As teachers we need to let the children know that it is the behaviour that is unacceptable and not the child.

There is a high degree of consensus about standards and respecting rights. We need to have collective responsibility among teachers, pupils, ancillary staff and every other member of the school community.

Buddies will be selected from the P7 children and they will assist the staff in class at lunch time, outside in the playground and help around the school in general.

The Student Council/Rights Respecting Ambassadors will contribute their views to the Positive Discipline Policy and the Rewards and Sanctions within the school. They will work with Mrs Adams and Mr Donnelly and bring the thoughts, ideas and worries of the pupils to the forum.

Pupil of the Week/Month Award

At the end of each week a ‘Pupil of the Week’ and at the end of each month a “Pupil of the Month” award is made to a child in each class for making the best effort to achieve a target set at the beginning of the month. All children are aware of the focus for that month at the beginning of the month. Suggestions for the monthly foci are as follows:Presentation of workGood BehaviourPositive AttitudeUniformGood Manners and RespectHomework


Caring for the environmentBest effort to improveHandwritingSportsmanshipTeacher’s choice

Class Rewards

Praise. Stickers and certificates. Responsibilities. First choice for Golden Hour First out of class. Early break/lunch. Extra computer time. Note home

Consequences1. Reminder2. Warning3. 2 minutes from break or lunch 4. Work away from the group.5. Letter home.6. Sent to the principal.Severe clause – sent to the principal.Parents in each class will be given a copy of or be informed of the class management plan.

HIERARCHY OF SANCTIONS

The look

Hand sign

Reminder of Rights

Warning 1 2 3

Move place - class time out


Exiting – supervised (another class)

Vice-Principal Involvement

Principal.

Loss of privilege

Formal letter to parents

Detention

Suspension

Expulsion


Documents

St Patrick’s PS€¦ · Web viewHave a positive attitude to school and staff. Work in partnership with the school to promote positive behaviour. Discuss Rights in relation to