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you must shine among them like stars lighting up the sky st paul s ­ philippians 2:15 saint paul s catholic school richmond guidelines to enhancing our school climate introduction the purpose of this booklet is to provide for teachers · clear consistent behavioural guidelines for pupils of saint paul s school richmond · · strategies for providing a consistent positive environment within the school methods of dealing with behavioural problems within the school all children have a right to learn at their own level without distraction they also need to feel safe within the school environment parents need to be secure in the knowledge that this is occurring for their children problems must be dealt with immediately using agreed consistent methods and the correct channels it needs to be recognised that there are special cases of behaviour disorders that will require specialised programmes and assistance from outside agencies because of the individual nature of these cases a specilic programme needs to be devised focusing on the particular students needs we need to be continually looking for ways to make saint paul s school richmond a place of harmony for all those associated with it by encouraging positive caring and sharing behaviour and providing programmes that enhance the special character of our school vision statement saint paul s catholic primary school will provide quality spiritual academic social and physical education in a supportive community rellecting the teachings and values of jesus christ mission statement you must shine among them like stars lighting up the sky philippians 2:15 values

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dignity love excellence integrity inclusiveness we are fortunate at saint paul s to be able to develop the special character that is so important to us right throughout every aspect of our school community and culture our special character is an essential underlying principle that guides us in all areas of behaviour management saint paul s school richmond is a caring catholic community where people are respected and supported in a happy and friendly environment shared values ­ saint paul s catholic primary school saint paul s ensures that the education provided rellects the teachings and values of jesus christ a sensible and consistent discipline policy will provide security for children and staff this will increase student opportunities for development and learning it will also emphasise good behaviour set out rewards and sanctions prevent bullying and harassment and be reinforced by good adult role models we believe that · all pupils are expected to behave in a responsible manner both to themselves and others showing consideration courtesy and respect for other people at all times · saint paul s school will welcome respect and value differences and the uniqueness and gifts of the individual · · pupil behaviour can be inlluenced by adult behaviour children who experience difliculties behaving are the shared responsibility of the school community

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· the involvement of parents or carers is essential to encourage good behaviour in school mutual respect between parents and school will be encouraged · that clear priorities should be co-operatively agreed and pursued because the communal sense of purpose engendered is a source of great strength roles and responsibilities staff parents and pupils will be expected to act in a way that demonstrates adherence to these values staff will organise effective teaching and curriculum planning employ positive behaviour management use respectful language to others model school rules and expectations ensure parents and pupils are involved and informed of the development implementation and development of the policy ensure pupils are taught the principles underpinning the policy so that they can articulate and understand the reasons for school rules and expectations apply the principles and practices set out in these guidelines consistently seeking support when necessary recognise and acknowledge positive behaviour in others pupils will behave respectfully towards others behave in a way which keeps others and self safe take responsibility for their action articulate and understand the need for rules treat school equipment with care and respect comply with adult requests parents will behave respectfully towards others on school premises discuss their concerns about their child s learning and/or well being with the teacher demonstrate support for the school policy encouraging their children to act responsibly procedures and practice each class will have a behaviour management plan based on the model classroom behaviour plan rules routines consequence

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positive negative classroom behaviour each class should establish a code of behaviour at the beginning of the year that makes reference to routines rights responsibilities and rules allowing for differences in individual teacher approaches standards that are expected to be adhered to in every classroom are compliance with teacher requests class rules all children will be physically and emotionally safe within the school basic standards of courtesy are in place w.w.j.d ­ social skills/virtues every child has a fair opportunity to participate in activities respect for school and personal property children should be encouraged to contribute towards a positive environment communication problem solving learning safety movement treatment each class comes up with their own rules relating to the above headings this way they can be used in the classroom as well as in the playground e.g a duty teacher can ask a child displaying inappropriate behaviour what their treatment rule is both responsibilities and rights go with these rules creating a positive classroom atmosphere setting a positive happy classroom tone is mainly the responsibility of the teacher and contains the following elements · the teacher gets to know the children well and their interests well to build a positive relationship · · · · the children are involved in a stimulating programme in a vibrant environment work is set a child s level and every child is set up for success routines are well delined and followed the children actively participate in helping to set the programme and rules they have a sense of belonging and know their rules · discipline is in place and understood by all students · · · the teacher is consistent with every pupil and every situation there is a non-threatening atmosphere in which all children are prepared to take risks positive comments far outweigh negative ones

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· · · · · · · · humour is part of the programme the teacher clearly communicates what he/she wants there is mutual respect for all peer mediation takes place class sharing takes place often the teacher is available to all pupils parents are involved in different parts of the programme some just for fun activities take place ideas for rewards for the whole class teacher ­refereed team game at lunch time extra time for games time set aside for playing board games cooking activities joke telling shared lunch quiz noughts and crosses extra playtime no homework for a night behaviour management flow chart stage one teacher solves the problem discuss behaviour and explain the consequences if behaviour continues choice of consequences oral warning name on white board removal from group giving genuine apology either written or verbal think sheet ­ junior/middle-senior restricted ­ staff veranda behind the staffroom stage two re offending or breaching of school rule based on child constructed classroom rules choice of consequences withdrawn from class to dp think sheet completed and sent home teacher follows up with phone call home involve parents with contract or home notebook system stage three serious infringement e.g abuse of teacher oighting etc student removed immediately to dp or principal depending on availability of d.p parents contacted conference set up a.s.a.p between student family d.p/principal and classroom teacher to discuss choice of consequences student is withdrawn form playground interval and lunchtime time is earned back with good behaviour loss of all privileges e.g sports days discos cultural trips etc contract sheet

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involve appropriate agencies and or community support stage four major offence instant removal from class to principal contact parents-conference held student to be removed from the class stand down process begins raising self esteem every child in the school needs to experience success on a regular basis and have it recognised by the teachers peers and caregivers alike a belief in self leads to more on task behaviour and the emphasis on positive achievements lessens the need for negative attention seeking behaviour there can also be specilic lessons and programmes taken to raise personal and class self esteem refer to our school sexuality programmes skills for growing w.w.j.d social skills and virtues cool schools kia kaha and our religious education programme the way children feel about themselves comes from a variety of experiences including the feedback received from other people a high degree of negative feedback may have them viewing themselves in a poor light this is not easy to overcome self-esteem can be raised in our school by · praising and rewarding for specilic achievement ­ including recognition outside the classroom principal s award weekly certilicates ­ saint paul s stars · · · · · · · identifying and highlighting each child s strengths re programme ­ myself studying and appreciating the variety of backgrounds within the class encouraging positive responses words and actions in your classroom highlighting the positive more than the negative having students setting and monitoring their own goals see goal setting sheet involving the class in decision making class rules helping students to take responsibility for their own actions and accepting consequences school wide consequences · · · · providing opportunities for students to mix and interact with each other ensuring all students are treated with dignity and fairness avoiding labelling students involving caregivers in the child s success and reporting on this regularly extra activities for building class tone could be · give each student a responsibility · · · always use inclusive language class rules always to be on display have the class involved in special projects

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· · · · · organise lunchtime competitions and activities have trips and days that involve the whole family set shared goals and celebrate shared success have special award and merits for your class star of the week set up self-managing systems for your class students should feel they are part of their class and of the whole school community and they have a responsibility both to other students and teachers to make saint paul s school richmond a cooperative and caring school creating positive playground behaviour the ideas for this come mainly from the book the positive playground by martin van der kley there are copies of this book within the school children need to know what is expected of them what behaviours we value and strategies to enable them to modify behaviour in order to do what is required there should be staff consistency in following rules and dealing with problems 1 go over the class rules and what they mean regularly with your class discuss why we have them try to make this positive and not a series of don ts deline out of bounds areas where games can be played and what equipment we can use and where you may need to take your class especially new children for a walk around the school to show them where areas are how to play on the adventure playground etc 2 3 encourage the use of sports gear from the break boxes at lunchtimes within your class or pe programme teach games that the students can play independently 4 regular inter-house competitions will be arranged during term time classes may organise friendly competition as well children not taking part sometimes get a lot of pleasure watching participation in other activities is to be encouraged 5 duty teacher should as much as possible be involved in encouraging positive behaviour with words of praise cool schools peer mediation a much more satisfactory resolution to a dispute is likely when the children involved are able to sort it out themselves without teacher or adult intervention or with minimal direction peer mediation has long-term benelits and requires ongoing teaching and practising this programme is run school-wide each class learns about conllict and how to solve it using peer mediation the playground peer mediators are from the senior school but peer mediation is also encouraged at class level the playground mediators wear blue bibs so that other students can easily identify them a staff member collects mediation sheets and patterns

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are examined strategies are then put into place to prevent these identilied patterns the principal trains playground mediators dealing with unacceptable playground behaviour most incidents within our school playground are of a minor nature and can be dealt with on the spot we need to remember that students will become very confused if one teacher allows them to do something while another one doesn t consistency is the key way of dealing with minor incidents could include · going over the appropriate rule using class rules · · · · · a verbal reprimand or reminder asking the child to apologise to you or anyone else involved having the child counteract their behaviour with something positive temporary conliscation of equipment or gear being argued over sending children to cool off for a period of time when dealing with major incidents these include intentional damaging of property abusive behaviour including spitting physical or sexually hurting others insolence offensive language towards anyone when dealing with these incidents please make a note of them and follow up with the classroom teacher students should be removed to a restricted area ­ back fence under the trees complete a think sheet in the principal s oflice after lunch visit dp bring the think sheet signed by parent/caregivers back the following day acceptable behaviour on camps and trips an educational visit enhances programmes being studied within the classroom it should be of benelit to the children and is a pleasurable experience for the hosts helpers and teachers alike the expected appropriate behaviour needs to be stressed to students parents and caregivers before any education outside the classroom commences generally what is expected behaviour within the classroom is also the behaviour expected on a trip or camp however consideration should be given to the following principles · respect and courtesy will be shown to all · children will listen to and follow instructions.

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· no one will act in an unsafe way as at school there is room for children to make mistakes but threebreaches of these rules will mean removal from camp there may be consequences of these breaches that include removal from camp activities breaches of the rules will be mediated with an opportunity for explanations from all parties the consequence of three breaches is that parents will be rung and the expectation is that the child concerned will be picked up at the parent s expense there may be breaches of rules that are deemed serious or unsafe enough for teachers to consider removal as a lirst course and again mediation will be part of the process guidelines for trip/camp helpers should be outlined clearly as well as what these adults should expect from the children a well-organised trip should reduce any problems that occur see rams in eotc folder our positive climate programmes · religious education programme · · · · · · · · · class rules and consequences programme house groups competitions awards at assembly student council cool schools no blame approach to bullying young vinnies keeping ourselves safe kia kaha anti bullying programme monitoring and evaluation the policy will be evaluated at the end of each year and will be judged a success when there is a reduction in the number of incidents of misbehaviour that are recorded in the school s behaviour note books and the number of requests for peer mediation are lowered school surveys demonstrate that staff and pupils know and understand the school rules observations around school demonstrate that teachers have consistent expectations of children rules and routine are referred to on a regular basis and children know where they should be educational standards are seen to be improved in general and specilic cases.

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