Behaviour Management Policy

Behaviour Management Policy

St Patrick’s Catholic School, Te Awamutu

Then Peter came up and said to him, “Lord, how often will my brother sin against me, and I forgive him? As many as seven times?” Jesus said to him, “I do not say to you seven times, but seventy times seven.” Matthew 18: 21-22

Rationale

At St Patrick's Catholic School, students and staff have the right to learn and teach in a happy and safe environment.  Behaviour that inhibits this is inappropriate and unacceptable.

Purposes

●  To maintain and regularly review systems for the effective management of students.

●  To ensure that St Patrick's School systems meet current Ministry of Education Guidelines.

●  To promote effective modification of disruptive student behaviour through staff, parent and pupil consultation, and intervention programmes.

●  To ensure that all staff have support when dealing with disciplinary matters.

Guidelines:

Core Values

All aspects of behaviour management at St Patrick’s Catholic School will be guided by our five core beliefs:

●  That children should be allowed to make mistakes, fix their mistakes and move on

●  That all behaviour (positive or negative) has a consequence

●  That children should be encouraged to develop the tools to solve their own problems

●  That behaviour management is not a one-size-fits-all

●  That strong relationships and consistent boundaries are the basis of effective behaviour management

and by our four school values/virtues:

• Whakapono Faith 

• Tumanako Hope

• Manaakitanga Service

• Aroha Love

Communication

●  Open and early communication between parents and teachers is encouraged to modify inappropriate behaviour before it deteriorates further

●  This policy will be outlined in the school prospectus and included in the newsletter once each year

Consequences and Support

●  Consequences and support are given on a case-by-case basis

●  This process is outlined in Appendix 1: Behaviour Management System

●  When considering a possible suspension/expulsion, the Principal will refer to Ministry of Education statutory and procedural guidelines

●  At no time may a teacher restrain a child unless they are of immediate danger to themselves or others. At no time ever may a teacher shut a child into a seclusion room. These rules are further outlined in the Child Protection Policy and the Minimising Student Distress and the Use of Physical Restraint Policy.

Bullying and Harmful Behaviour

●  The school’s processes for handling cases of bullying or harmful behaviour are outlined in the Child Protection Policy and the Minimising Student Distress and the Use of Physical Restraint Policy.

Ratified: 3 March 2021

Reviewed:  3 April 2024

Appendix 1: Behaviour Management Support

Ideas for teachers based on behaviours indicated: Behaviour Management Toolbox

Tier One: Mild

Responsibility, Classroom Teacher

Examples: talking while someone else is talking, calling out, answering back, one-off acts of physical violence due to frustration, not sharing, pushing in line, ruining a game, taking something from someone else, pulling faces, stopping others from learning, swearing, name calling, minor property damage, lying 

Classroom Consequence:

Teacher can consult Behaviour Management Toolbox for ideas on how to support student to change behaviour.

"You hit, you sit" rule applied if a child has hurt another child. (Child sits for one minute per year of their age).

Students who need some time out of the classroom may be sent to another classroom (this could be a buddy class, a next-door class or a class where there is a pre-existing relationship for that child) for "reset time" until they are able to regulate their emotions. Where possible sending siblings to each other’s rooms or to parents’ rooms should be avoided.

Playground Consequence:

Encourage students to solve the issue themselves first. If needed, facilitate a restorative conversation and refer back to school rules.

"You hit, you sit" rule applied if a child has hurt another child. (Child sits for one minute per year of their age).

Tier Two: Concerning

Responsibility, DP if support is needed

Examples: continuously repeated behaviours from Tier One, sexualised behaviour, acts driven by anger or aggression, theft, cyber-bullying that occurs within school time, property damage to school equipment as a result of poor choices

Classroom Consequence:

The DP helps the student tell their story, take responsibility for their choices and make amends.

Recorded on eTap by whoever deals with the incident.

Contact made with parents by the most appropriate person (consider relationships).

Referrals as necessary (RTLB).

Some students will require an Individual Behaviour Plan. This will be created in conjuction with whānau the classroom teacher, team leaders and with support from the SENCo.

Playground Consequence:

Student shadows duty teacher or duty teacher gives the student a time-out period in a spot deemed appropriate.  

Record on eTap

Tier Three: Extreme

Responsibility, Principal

Examples: bullying, self-harm, physical harm that causes serious injury, elevated (predatory) sexualised behaviour, bringing banned substances or weapons to school, damage of expensive property as a consequence of poor choices or wilful property damage

Classroom Consequence:

At principal's discretion.

Referrals made to outside agencies.

Playground Consequence:

Seek help from principal or DP immediately.