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Code of Conduct by zg0IdEC

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									Maisondieu Primary School
Positive Behaviour Policy
Rationale
At Maisondieu Primary School we adopt a proactive approach to positive
behaviour by encouraging all children to take ownership of their
behaviour. We recognise that positive discipline helps to build high levels
of motivation, self-esteem and a sense of achievement.

We have involved staff, pupils and members of our school community in
compiling rules, rewards and sanctions to be applied throughout the
school to ensure a consistency of approach to discipline.

Maisondieu Primary School emphasises that if a child is misbehaving
then he or she is choosing to disregard the school rules; this results in
the relevant consequence being imposed; however, teachers should take
underlying issues relevant to specific pupils into account before applying
consequences. NB For the purpose of this policy a consequence is a
sanction attached to a breach of the school or class rules.

All our rewards and sanctions are progressive and are dealt with clearly
and consistently at all times. These will be reviewed on an annual basis.

Aims of the Policy
    to develop a consistent approach to promoting positive pupil
      behaviour across the school

      to encourage pupils to develop their independence through
       becoming responsible for their own behaviour, achieving self-
       discipline and self-control

      to enhance pupils’ self-esteem and encourage self-respect and
       respect for others

      to give all pupils the opportunity to have their good behaviour
       recognised and rewarded at home and school

      to work in partnership with carers/parents to resolve discipline
       matters




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School Rules
To support the rights of all in our school community, a set of rules has
been agreed by pupils and staff. These are to be updated annually and
displayed around school. They are also detailed in the
Homework/Behaviour Diary in addition to the School Handbook.

Rules
   1. Be careful and safe at all times.

   2. Be polite and remember your manners.

   3. Be eco-friendly and follow the Eco-Code.

   4. Be a good listener and work as hard as you can.

   5. Be thoughtful and treat others as you would like to be
      treated.

Class Rules
Class teachers from Nursery to Primary Seven will agree class rules with
their pupils at the beginning of each session. These should be positive
and manageable in number. These will be displayed and referred to
regularly. The School Rules will form the basis for the formulation of
Class Rules.

Rewards
The intention of this policy is to encourage pupils to exhibit positive
behaviour. This is reinforced through a system of praise and reward.
The following strategies are used throughout the school:

      adults praise and congratulate children

      adults give stickers, certificates, table points, stamps or stars

      adults give house points which count towards the ‘Well Done’
       trophy presented to the house with most points at the end of
       session




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      lunch time staff select a “Table of the Week” to acknowledge good
       behaviour and manners in the dining hall. The winning table is
       rewarded with lunch at a special table set up in the dining room

      children have weekly Golden Time

Golden Time
All classes P1-P7 operate a weekly ‘Golden Time’ system where pupils can
take part in Golden Clubs. Each club will generally be of fifty minutes
duration on a Friday. Each child is given this opportunity if he or she
behaves appropriately all week.

Good Behaviour Record/Homework Diary
A reward system has been agreed for all pupils to work towards. Children
will have their own ‘Good Behaviour Record/Homework Diary’ which will be
stamped daily and brought home daily to share with parents/carers thus
giving parents regular feedback on their child’s behaviour and an
opportunity to identify any difficulties at an early stage.

Green card                      1 daily stamp in the behaviour
                                record/homework diary
10 stamps                       Teacher Award in behaviour record
30 stamps                       DHT Award
65 stamps                       Bronze Award (sticker in Behaviour
                                Record)
120 stamps                      Silver Award (sticker in Behaviour
                                Record)
160 stamps                      Gold Award (sticker in Behaviour Record)

Head Teacher’s Award            This award is presented to children who
                                satisfy the agreed criteria.



Sanctions
To ensure that the aims and values of our school community are upheld,
the following series of sanctions will be consistently applied:

These are based on a ‘football card’ system with each child beginning each
day on green. The sanctions operate as follows:




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Sanction                              Action/Consequence
    1. friendly warning(s)
    2. verbal warning – loss of green No daily stamp in the behaviour
        card                          book. The reason for the absence
                                      of the stamp will be recorded in the
                                      behaviour book by the staff
                                      member concerned. This will also
                                      be noted in the class behaviour log.
    3. green card changed to yellow No daily stamp in the behaviour
        – lose 5 house points         book. The reason for the card
                                      being given will be recorded in the
                                      behaviour book by the staff
                                      member concerned. This will also
                                      be noted in the class behaviour log.
                                      Five house points deducted.
    4. yellow card changed to red     No stamp in the behaviour book.
     - lose 10 house points           The reason for the card being given
                                      will be recorded in the behaviour
                                      book by the staff member
                                      concerned.
                                      No Golden Time
                                      Ten house points deducted.
2 yellow cards in ONE week            No Golden Time
Golden Time lost on two occasions     Referral to PT, DHT and letter
in a term                             sent home

If a red card or two yellow cards have been given, children are to be sent
to management and an opportunity given to discuss their actions and
reflect on the correct course of behaviour.

House Captains will also speak with these children. Should the House
Captains require to speak with a pupil on more than three separate
occasions then the child will be removed from the House until there is a
significant improvement in behaviour.




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PT/DHT Referrals
All serious concerns/incidents to be referred to the appropriate
department head using the appropriate proforma (Appendix 1)
Nursery – P4                    Mrs Galloway
P4/5 – P7                       Mrs Keles

1st referral- letter to parents (Appendix 2)
2nd referral – further meeting arranged with parents to discuss
concerns(Appendix 3)

Serious incidents include:
    refusal to follow staff instructions
    persistent disruptive behaviour
    inappropriate language/gestures/verbal abuse
    physical violence
    persistent low-level disruption where pupils do not respond to
      classroom sanctions

HT Referrals
Any child who has been referred on two occasions to Mrs Galloway or Mrs
Keles for a combination of classroom/ playground incidents will be
automatically referred to the Head teacher.

1st referral             severe warning and letter to parents (Appendix
                         4)
2nd HT referral          meeting with parents and pupil placed on
                         daily behaviour report from Head Teacher
                         (Appendix 5)
Severe Clause
While pupils are given ownership of making rules and consequences,
a severe clause will also operate where any pupil committing a serious offence
will be sent straight to a member of the Management Team.

The following definitions apply to a serious incident where the pupil
should be reported directly to a member of the management team:

         an intended injury has been caused to another pupil or member
         of staff
         foul language has been used towards another pupil or a member
         of staff



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       any alleged bullying incident has been reported

       any alleged racist incident has been reported

       a pupil has been defiant

       a pupil is causing severe disruption to a class/group

       a pupil is putting himself/herself or others in danger

       a pupil leaves the school grounds without permission

       a pupil has been reported for defacing/damaging property

       a pupil has been involved in a spitting incident

       theft

       persistent lying

The ultimate sanction at our disposal is exclusion (Appendix 6) and this
is not used lightly. Parents will be notified of the length of the
exclusion and the reason for it as outlined in authority procedures. A
meeting will be arranged with the Head Teacher for the readmission of
the pupil. Agreed conditions for the return to school will be discussed.

Playground Guidance for Primary School Assistants and Support Staff
Primary school assistants and support staff should refer to the sanctions
code and may award a yellow card. Should primary school assistants, or
support staff deem it appropriate to issue a red card, they should consult
with either the appropriate department head or Head Teacher. The
primary school assistant/support staff member is responsible for alerting
the class teacher in the event of a card being issued.

Roles and Responsibilities
By actively promoting and encouraging positive behaviour and
relationships, it is intended to engender a positive environment in which
the aims of this policy can be achieved.



For the policy to be well maintained the following conditions will apply:



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The class teacher and other adults in school will:
   set a good example to children in the way that they treat others
      and actively model appropriate behaviour and conduct

      promote pupils’ self-esteem through their interactions with them

      provide opportunities for personal growth and development through
       pupil leadership e.g. librarians, PALS, buddy system.

      have high expectations of the children in terms of behaviour and
       strive to ensure that all children work to the best of their ability

      foster the aims and values of this positive behaviour policy through
       the curriculum by using Circle Time sessions and Co-operative
       Learning methodology to develop positive self-esteem, emotional
       intelligence, friendship skills, co-operation and collaboration

      treat each child fairly and enforce the school and classroom rules
       consistently

      build a supportive dialogue between home and school, and inform
       parents immediately if there are serious concerns about their
       child’s welfare or behaviour

Children will:
    be involved with setting the new class rules each year

      review school rules each year

      follow the rules made

      act as good role models to each other and remind each other of
       school and class rules

Parents will:
    work with the school, so that their child receives a consistent
      message about how to behave at school and at home

      read the school rules contained in the School Handbook and
       Homework/Behaviour Diary and support them


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      support the actions of the school where it has had to use
       reasonable sanctions to uphold behaviour and discipline

If parents have any concerns they should initially contact the class
teacher in writing. If the concern remains, they should contact the Head
Teacher. If these discussions do not resolve the matter informally,
parents may use the Authority’s formal complaints procedure.

The Head Teacher will:
   be responsible for implementing the school positive discipline policy
     consistently throughout the school

      be responsible for ensuring the health, safety and welfare of all
       children in the school

      support the staff in the implementation of the positive discipline
       policy

      record all reported serious incidents of misbehaviour

      be responsible for excluding pupils

Staff will ensure:
    they use a variety of appropriate and stimulating learning
      methodologies and take cognisance of different learning styles to
      stimulate and motivate pupils

      all class work is planned and presented, identifying learning
       intentions and success criteria so that pupils understand exactly
       what is required of them

      pupils are aware that their work is valued by teachers and peers.

Classroom
Teachers will:
    consistently use the school/class reward system, rules and
      consequences in the classroom on a daily basis

      be prompt at bringing in the lines after the bell




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      ensure lines are calm and well ordered before and during entry at
       all times

Playground
Primary School Assistants and Support Staff will ensure
    activities are provided to encourage positive social interaction
      (PALS, Peer Mediation, Peace Patrol, Buddy System)

      pupils are supervised at all times

      lines are monitored until the class teacher arrives

      persistent playground indiscipline is reported in the first instance
       to class teachers who may refer it to the department head, or
       head teacher should they deem it necessary

Corridors and Stairs
    The Head Teacher and Depute Head Teacher will monitor
      appropriate staircases at the end of the day to ensure lines are
      orderly whilst exiting the building

Pupils will:
    treat others in the playground with respect and tolerance

      form class lines immediately after the bell rings

Monitoring and Evaluation
This policy will be monitored by the Staff and members of the
Management Team through:
    feedback from staff, pupils and parents

      monitoring of referral records

      individual and class pupil behaviour records

      attitude and behaviour of pupils




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Appendices

Appendix 1            Referral Proforma

Appendix 2
Initial Contact:      PT/DHT Involvement

Appendix 3
Second Contact:       PT/DHT Involvement

Appendix 4
Third Contact:        HT Involvement

Appendix 5
Fourth Contact:        HT Behaviour Log – threat of temporary
                      exclusion
Appendix 6
Letter of Exclusion   Signed by HT




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