Student Discipline Policy
Health and Safety NAG 5a
Rationale
The modification of inappropriate or unacceptable behaviour is a task that can be shared:
a) between members of the staff, and
b) between home and school.
c) Western Heights Primary has a nil tolerance to bullying.
However, by providing programmes that are central to the needs of the children, we expect that incidents of disruptive behaviour should be infrequent and isolated.
Purposes
a) To identify behaviours that are of an overall concern to staff and children.
b) To examine class programmes, environment and management within the room, or playground as a first step towards providing a safe, happy environment to enhance the learning opportunities of all students.
c) To establish a system for the effective management of difficult children within the school environment.
To educate all school personnel - staff and students about the nature of bullying and how to combat it.
d) To encourage respect for people and property by the effective modification of pupil behaviour through staff and parental consultation and counselling programmes.
e) To ensure that all staff have collegial support.
f) To develop in staff an understanding of mediation techniques that involves the child in decision-making and problem solving enabling them to become more responsible for their own behaviours.
g) All staff and children are inducted in the "Western Heights Way"
Procedures
a) Our policy of zero tolerance to violence is to be advertised at all possible times and venues:
through newsletters and public meetings, school assemblies, staff meetings, council meetings and through our discipline plan, the Western Heights Primary School way.
b) All students are to know of the procedure. It they suffer bullying they are to report immediately to the
classroom teacher or any member of t. e staff.
c) All students and staff are to respect the "It's okay to tell" practise.
d) Staff must take all reports of bullying seriously and either deal with it themselves or pass on the
responsibility to someone they know will deal with it.
e) Programmes such as the "Keeping Ourselves Safe" programme, the Kia Kaha will be used.
Guidelines
a) All factors which affect a pupil's learning and behaviour must be evaluated including health and welfare, when making decisions.
b) The pupil is best helped through (i) assistance provided to his/her classroom teacher (ii) or parental support, counselling e.g. effective practice meeting (iii) empowerment of the pupil through programmes, responsibilities which lead to self improvement.
c) With collegial support the sharing of skills and knowledge in dealing with behaviour management problems are increased.
d) Minor problems of behaviour are dealt with by teachers, team leaders and by the Deputy Principals and Principal.
e) The Principal will by informed of all counselling involving parents, and will support the monitoring of ‘social contracts".
f) Parents/caregivers will be consulted about any changes in children's behaviour as soon as possible, both positive and negative. This is a requirement of Section 77 of the Act.
Conclusion
Through early intervention, collegial support, and parental involvement, inappropriate behaviour should diminish. The child should be able to interact in a positive way and become a successful member of our community.
For the exceptional case, the Principal will refer to outside professional agencies, e.g. R.T.L.B. and the S.E.S. for assistance.
For procedures see accompanying sheet.
Authorised:____________________________
Date: October 2010
Reviewed: October 2012
PROCEDURES
Teachers are to begin the process at the appropriate step depending on these factors: the child's history, the severity (and frequency) of the misdemeanour, discussion with other teachers and the length of time at school. Teachers need to be culturally sensitive when implementing procedures.
Parent or Caregiver to be advised at the very stage of the proceedings by:
- the teacher telephoning or notifying by letter (more serious)
Deputy Principals or Senior Teacher - also to be advised.
Step 1 The code of behaviour which has been broken will be discussed. ("I" statements).
- The child will apologize to the people directly affected.
- The child will describe the correct code of behaviour that will be demonstrated by them in the future.
Step 2 - If same behaviour is repeated child will be reminded and counselled (as above) with future
consequences discussed.
Step 3 Time Out for thinking and learning
Child will sit in an appropriate place
- May be required to sit away from ________________________.
- Write a letter of apology.
- Write an account of misdemeanour and suggest appropriate behaviour.
- Continue working on classroom programme.
Removal of Privileges
- Child may gain these back when behaviour improves.
- This may not hinder the child's education and the principals of natural justice must have been observed.
NB Time Out:
during playtimes - child must be allowed lunch and toilet breaks.
- should be for no longer than 20 - 30 minutes (unless misdemeanour is deemed to be more serious.)
during classtime - child to be kept inside school building, however, may be sent to another
teacher or Senior Management, with appropriate work to do.
Seat - within teachers view for supervision.
Conference or Meeting
(maybe informal) Child - discuss issues, suggest solutions, reach an
agreement.
Teacher or senior Teachers, D.Ps - so that child realises that home and school
are working.
Parents and/or whanau - together to help.
Principal (optional)
Counselling (maybe on-going) - A contract may be drawn up stating
positive and negative consequences and a
definition of desired behaviours to achieve
positive reinforcement (Time) or IEP.
Step 5 If child continues to behave inappropriately, a more Formal Parent Conference - Effective Practice will
be held and further options be decided upon. (The Principal will be included here, especially where the
behaviour could lead to suspension, stand-downs, exclusion or expulsion).
- Parents will be fully informed (with relevant data which has been dated) and an outline of the steps taken so far.
- Outside Agencies may be included e.g. RTLBs (Resource Teachers of Learning and Behaviour).
Step 6 Limited Suspension or "Stand-Downs", Exclusion and Expulsion
1. Principal may decide to instigate this if the child has:
- not improved behaviour after counselling, support etc.
- committed a serious incident (i.e. "gross misconduct, demonstrates continual disobedience or is a harmful or dangerous example to themselves or other students).
2. Where suspension or stand-down has been instigated it will follow these guidelines (as set out in the Education Amendment Act No. 2 1998 or the new suspension laws of 1999). It is at this stage that the Board of Trustees would become involved and need to be advised of the correct procedures; particularly if exclusion is a probable outcome.
CHANCES FOR LEARNING
POSITIVE CONSEQUENCES
If students keep the code of behaviour expected they will be rewarded and acknowledged at three levels:
- Within the individual class
- Within the syndicate
- Within the whole school
Rewards and acknowledgements take the form of the following examples:
1. Verbal
- individual recognition - praise acknowledgements
- sharing work to syndicate classes and given praise by other teachers
- being able to choose a special activity
- sharing their work at assembly
2. Nonverbal
- smile, nod, sign e.g. thumbs up, handshakes
- displaying work in the foyer, Principals office or library.
3. Collectables
- stamps, stickers
- certificates and acknowledgements at syndicate assembly, whole school assemblies.
- principals awards
- names in the newsletter
Positive rewards need to be dispensed:
- frequently
- in small doses
- immediately
Responsibilities within the school
- school council
- positive roles e.g. Mediator
- office reception
"Talk with your children"
Western Heights Code of Behaviour
At the beginning of each year these need to be included in each class programme. These can be reviewed and discussed by the school council at their first meeting at the beginning of each year.
Take care of yourself and one another by;
• being kind and thoughtful and solving problems without hitting or saying unkind things.
• arriving back at class as soon as the bell goes at the end of playtimes (having had a drink and been to the toilet).
• looking after children who are younger, hurt or alone.
• playing in the designated areas- the fields, courts, sandpit, in the shady areas and the adventure playgrounds. (Not behind the hall, middle school classrooms or the teacher car parks).
• keeping in the school grounds (not climbing over fences, going out the gates or over to the shops once you have arrived at school).
• wearing your sunhat or staying in the shady areas.
Look after our school environment by:
• returning all sports gear to its proper place at the end of playtimes.
• picking up all rubbish even if it is not yours.
• returning items to where they belong - including your own clothes and belongings.
• enjoying, not hurting our gardens and trees.
At playtimes you can:
• find a teacher and discuss the issue - ‘they do listen'
• find a duty teacher if you have been hurt or are feeling unwell. They will decide if you need to go to the sick bay or need an ice pack.
• find a duty teacher if you can not resolve the issue.
• join the enviro garden group or other activities such as kapa haka, dance or jump jam.
• go to the library to read or use the computers.
• stay outside if the weather is fine and join in sports practices or games with others. PE gear is available at morning tea and lunch.
