Behaviour Management Policy
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
Bullying and Harmful Behaviour
● The school’s processes for handling cases of bullying or harmful behaviour are outlined in the Child Protection Policy
Ratified: 3 March 2021
Reviewed: 22 November 2023
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 chid 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 their Team Leader's classroom for "reset time" until they are able to regulate their emotions.
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 chid has hurt another child. (Child sits for one minute per year of their age).
Tier Two: Concerning
Responsibility, Team Leader and then 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
Classroom Consequence:
The Team Leader 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 whanaum 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, this will then come to the attention of the DPs.
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, willful damage of property
Classroom Consequence:
At principal's discretion.
Referrals made to outside agencies.
Playground Consequence:
Seek help from principal or DPs immediately.
Catch Up Club
Students who do not complete their work in class can be sent to Catch-Up Club
Students may also choose to come to Catch-Up Club to finish homework etc.
Catch-Up Club will be held for the first 20 minutes of lunchtime
Immediately after Catch-Up Club, children attending will be allowed to eat their lunch. No child should be kept longer than 20 minutes
The teacher in charge of Catch-Up Club will make a note of repeat attendees and make a referral to the SENCo if this is becoming a concern