Tairangi School Procedure Statement
STUDENT BEHAVIOUR/DISCIPLINE PROCEDURES
NAG 5 Health & Safety
In order to establish and maintain a safe physical and emotional environment that promotes learning and social and emotional development a clear set of understandings and procedures need to be followed.
These procedures cover
- A positive school culture
- Positive Behaviour
- Serious mis-conduct towards staff
- Smoking, Drugs and Alcohol
- Inappropriate Sexual Behaviour
Children will be supported in learning appropriate ways to manage themselves and develop positive social relationships.
There will be a team approach to behaviour management. The children’s behaviour issues will be considered our issues. Teachers will support each other in various ways eg. supervising them during Time Out in a buddy class, talking with children displaying inappropriate behaviour wherever and by whoever it occurs.
Teachers need to seek help from colleagues and senior staff for recurring or difficult situations.
A calming down period (for staff and students) is needed sometimes before talking with students about an issue.
Support from outside agencies will be requested depending on the nature of the problem. Outside agencies include RTLB, SWiS, Health Nurse, CYPs, Quitline, Wellstop.
Use the least level of intervention possible. Make sure the level of intervention matches the issue.
Positive School Culture
The development of a positive school culture will minimise the occurrence of unsafe behaviour.
- Expectations of behaviour will be established in every class and school-wide. These expectations will be clearly communicated to students and families.
- Staff will communicate respectfully with colleagues, students, and family members.
- The playground will be actively supervised by 2 duty teachers during play and lunchtime.
- Sports and cultural clubs will be offered during lunchtime to provide children with positive activities.
- The library will be open for children who want to do quiet activities. This can be used for children who are upset as a place to feel safe in and be supported by friends.
- Pro-social programmes will be incorporated into the health curriculum.
- Positive behaviour will be promoted and acknowledged consistently at class, syndicate and school levels.
- STRIVE will be regularly referred to, to develop children’s awareness of expected, positive behaviours. STRIVE certificates can be awarded at Friday assemblies for very good behaviour, leadership, improved social relationship strategies etc. Candidates are discussed and decided at syndicate level.
- Regular and on-going review of the school climate will be undertaken.
- Children will be encouraged to report acts of violence or bullying.
- Children will be encouraged to support other children who are upset in positive ways.
- Bystanders will be encouraged to support victims. Positive peer pressure is a powerful and clear indicator to the offender that acts of bullying and violence is not tolerated at Tairangi School.
Violence and Bullying Procedures
Acts of violence or bullying will not be tolerated at Tairangi School.
An act of violence is defined as a physical act or verbal threat that causes hurt or threatened hurt to the victim, which includes
- Spitting at
- Verbal violence
- Invitations to ‘Have a Fight’
Bullying is defined as deliberate harmful behaviour, repeated over a period of time, by a person or group, who target a less powerful person as the victim. Bullying acts can be
- Physical (hitting, punching, pushing etc)
- Verbal (teasing, taunting, threatening, name-calling)
- Relational (exclusion from social groups, spreading rumours
Bullying acts can be face to face, use of cell phones or the internet.
- All acts of violence or bullying will be dealt with no matter how insignificant. Dealing with the problems earlier will prevent bigger problems later on.
- All acts of violence or bullying will be recorded on the e-tap tracking form by classroom teachers.
- Teachers on duty will record the incident on the Playground Incident Report form and pass on to the class teacher.
- The frequency and severity of incidents will be analysed. If a pattern develops further action will be taken.
- Parents need to be reassured that violence and bullying is taken seriously and the matter will be resolved as quickly as possible.
Procedures for Acts of Violence
- Get a full story of the incident. What happened; who was involved; who were the witnesses; what was the cause.
- If the incident is minor If the incident is more serious
or is a repeat of minor incidents
If the Act of Violence or Bullying is of a very serious nature resulting in serious physical injury or substantial emotional harm
Procedures for Bullying
Bullying differs from Violence.
Bullying is repeated over a period of time. It can be difficult to detect.
A bully targets a less powerful person as a victim.
Action will be taken as quickly as possible to ensure the students safety and emotional well being.
A No Blame Approach works well in bullying situations, where actions are repeated over time (eg. teasing, name calling, threats, relational exclusion).
- Get a full description of what has been happening from the victim and how the victim feels
- Parents of the victim are informed about the situation and the actions to be taken
- Convene a meeting with the people involved and other peers, including the perpetrator/s, bystanders and good role model peers (6-8 students). This meeting does not include the victim.
- Explain what has been happening and how the victim is feeling. The focus is on the victim’s feelings, not on the details of what has been happening or allocating blame.
- The teacher states that the group is responsible for taking action and can do something about it.
- Ask the group for suggestions to help the victim feel better.
- Leave it up to the group. The teacher ends the meeting by passing over responsibility for solving the problem to the group and arranges to meet with them again to check how things are going
- About a week later the teacher discusses with each student how things are going, have they been making a difference
- The victim is supported through out the process by informally following up each day how things are going.
If the bullying involves serious physical injury or sexual abuse Police will be notified and the parents of the perpetrator and the victim.
A restorative conference will be convened.
Stand-down or suspension will be reserved for the worst bullying incidents or if the above procedures have failed to stop the bullying. The BOT Chair will be consulted.
All messages can be traced. If the txt messages were sent from school the school will take action. Otherwise parents will be encouraged to;
- Praise their child for disclosing the bullying and counsel them on how they feel about the bullying; reassure them their phones will not be taken from them
- Advise the child not to txt back to the offender
- When the child has received (and retained) at least 4 messages that were not replied to, make a complaint to the telephone company
- Once the telephone company has acted on the complaint, convene a meeting between the bully (or bullies), their parents, the victim (or victims) and their parents.
Advise the student to
- Ask the person to stop and not reply to any further messages
- Save all messages by taking a print of the screen, Give the print to the school or NetSafe to show what has occurred
- If the bullies were at school or using school resources convene a meeting with all involved. Use of school resources to access the internet will be restricted for a period of time.
Behaviour Management Procedures
Tairangi School expects high standards of behaviour in order for maximum learning and social development to occur.
Class teachers will have clear expectations of behaviour established in their rooms that include
- Showing respect for each other
- Following teachers instructions
- Using positive language
- Following class routines
- Establishing good work habits
Teachers need to make sure their classroom programmes are stimulating and suitable for the abilities of the students.
Teachers need to make sure they are positive and respectful towards students and have developed good relationships with their students.
Teachers need to make sure their classroom environments are culturally inclusive.
Managing children’s behaviour is not usually straightforward and cannot always follow a sequential order. However the following steps should be followed as much as possible.
Teachers need to model behaviour we want from the children in times of stress. Teachers need to stay calm. Take time to consider the situation. Use firm positive directives and remain respectful at all times.
If misbehaviour occurs …
- Teacher talks to the student and reminds them of the behaviour expectations and school rules. The teacher uses firm positive instructions repeatedly until student responds. Instructions may need to be repeated and repeated (like the broken record).
Eg “Name, I want you to put your hand up without calling out.”
“Name, I will answer your question when you put your hand up without calling out”.
“Our class rules state that in our class we put up our hands and wait our turn, without calling out. I will answer your question when you can follow the rules like everyone else”.
Etc etc etc
- If misbehaviour continues or escalates the child will be put in Time Out until the child is ready to ‘sort it out’ with the teacher and resolves to follow the rules and continue with the learning task. Eg. “Name, I have spoken to you before about …. You need to go to TO until you can sort the problem”. This should be within 30 minutes or 10 minutes for juniors. Record on e-tap tracking form.
- If misbehaviour continues the child will be asked to do their work or have Time Out in the buddy class for a period of time – away from their peers – with no interaction with other students. The student needs to ‘sort it out’ with the teacher before returning to their class. This is likely to be until the end of that 1 ½ hour block or the morning. Student may need to attend Think Room. Record on e-tap tracking form.
- If misbehaviour still persists discuss with the senior teacher. Arrange a meeting with the teacher, student, parent and senior teacher to discuss a solution. Student will attend Think Room for one or more times depending on severity. This may result in setting up regular communication between home and school. Record on e-tap tracking form.
- If misbehaviour still persists, ST and class teacher discusses issue with the Principal. Meeting with parents, teacher, ST and Principal arranged and a behaviour contract set up. SENCO will be informed and student will be added to the SN register and behaviour closely monitored. Record on e-tap tracking form.
- If misbehaviour still persists despite the above interventions a referral will be made to RTLB and/or GSE. Student will be added to the Special Needs register. Record on e-tap tracking form.
- If misbehaviour is of a serious nature resulting in continual disobedience, gross misconduct, continual defiance resulting in compromised learning of other students despite earlier interventions, stand-down will result. Record on e-tap tracking form. Ideally, at least 2 parent meetings and RTLB referral should have occurred before Stand-down.
- If the serious misbehaviour continues after stand-down, suspension will result. Record on e-tap tracking form and in Stand-down/suspension file. BOT will be informed.
The idea is to remove the student to reflect on their behaviour. They should have no contact with other students or the teacher.
In Class Time Out
This is Time Out (TO) within the classroom but away from the main class activity. Avoid having the TO area close to windows where outside influences can be a distraction. A chair and maybe a desk is placed in the TO area. The child is told to go to TO until they are ready to ‘sort it out”. When the child is ready to sort it out, they approach the teacher. The teacher will determine when the time is suitable for the ‘sort it out’ conversation.
In class TO should not be longer than 30 minutes or 10 minutes for juniors.
Time Out Outside the Classroom
There are some occasions where it is better to have a student calm down outside for a short period of time (no more than 10 minutes) before the problem can be sorted.
Buddy Class Time Out
This is the next level up from TO in the classroom. To be reserved for times when the student has misbehaved in the class TO or it is not appropriate to have the TO in class.
Send the child with work to do. Follow up with a note to the Buddy Teacher. The Buddy Teacher can inform you if they do not arrive or cause trouble. The Buddy teacher will dismiss the child at the break time. The student will ‘sort it out’ with the teacher before returning to their own class.
The parent may need to be informed at this stage; you may want to discuss the issue with the ST depending on the frequency of TO.
Principal’s Time Out
This is the next level up. This is for when the Buddy Class withdrawal is not appropriate, the child comes to the “Quiet Room” by the Library.
Bring the child with work if appropriate. Inform the Principal of the situation. Student will stay there until the next break, or longer if agreed is necessary. Principal will support teacher in the ‘sorting out’ process if warranted. Parent may need to be informed.
Send for Principal if you think the child needs assistance to follow directions. Read the situation. It is better to send for Principal before the misbehaviour escalates to disobedience and disrespect.
Children Leaving School Grounds
As soon as you are aware that the child may have left the school grounds
- Send a child around the school (check toilets) to see if the child is still on school grounds. Inform the Principal of the child’s whereabouts.
- If child is not on school grounds inform the office.
- The office may wait 10 minutes for the child to return.
- The office will contact the parents.
- If the child turns up inform the office.
- The child may need to attend Think Room.
- Record on e-tap.
Procedures for Inappropriate Sexual Behaviour
These procedures are yet to be developed.Vandalism
Vandalism is defined as deliberate damage to property (eg. School buildings, equipment, others belongings, graffiti, tagging)
- Parents will be contacted and asked to pay towards the repair or replacement of the damaged property.
- Child will attend 1 or more Think Room sessions, depending on the severity.
- For serious cases police will be informed.
Serious mis-conduct towards staff
- Verbal abuse
- Physical abuse
- Threats of physical abuse
- Sexual Harrassment
- Gross disobedience
Depending on the severity either
- A parent meeting will be convened with the class teacher, ST and Principal to discuss the issue and the expected behaviour or
- Student will be stood-down and a meeting with parent, class teacher ST., Principal and student will be arranged to discuss conditions of the students return to school.
For repeat serious offences against staff or a particular serious assault on a staff member the student will be suspended and Police informed. The BOT Chair will be consulted before a suspension decision is made.
Smoking, Drugs and Alcohol
1st offence Parents informed
Think Room x2
2nd offence Parent meeting
Think Room x3
3rd offence Stand-down
SWiS/RTLB referral depending on the circumstances
Having drugs or alcohol at school or taking drugs or alcohol at school
- Immediate stand-down and referral to RTLB. Or SWiS or other outside agencies. Meeting with parents, teacher, ST, Principal and other agencies arranged before return to school.
- Suspension for further offences. BOT Chair consulted.
Children need to take responsibility for their own actions. The think room is a place where children can reflect on their actions, receive counselling on better ways to behave and sort out ways to make things right.
- Think Room operates every lunchtime when needed and is supervised by the management team.
- Think Room runs from 12. 25 till 1.00pm. This allows students to have some break time.
- Children can write about
- What they did
- Why did they do it
- What would be a better way of dealing with the situation
- How can they make it right
- Write a letter of apology
- Write to their parents about what they did and what they should have done instead.
There may be times where it is more appropriate to have the student orally sort through the Thinking Strategies with the supervising teacher and give an oral apology.
- Children can read the apology letters out to the people they have upset
- Teachers counsel the students on what happened, better ways of handling the situation and how to make things right, Teachers can discuss with the students what is causing them to act inappropriately. Teachers can reinforce the expectations of behaviour at Tairangi School. Teachers can counsel children on better ways of managing their anger.
- Records of Think Room are kept in the Think Room Book. Repeat visits to the Think Room will be discussed at syndicate level and parent meetings arranged to discuss the problem.
Cell phones will be handed into the office at the beginning of the day.
If children have not handed in the cell phone, the teacher will take it off them and their parents informed. Children will be reminded that they must hand it into the office at the beginning of the day. For further offences the teacher will confiscate it and ask the parent to come up and collect it. The parent will be asked not to allow the cell phone to come to school for a set period of time.
RTLB or SWiS referrals
Before a referral to RTLB or SWiS is made the school needs to have put in place its own interventions. The decision to make a referral is made in consultation with the SENCO. The issues would have been …
- Recorded on the e-tap tracking form
- Discussed at syndicate level, recorded in the minutes
- At least 2 parent meetings (or attempts to meet)
- Principal and SENCO will be aware of the situation.
Levels of Intervention
Use the least level of intervention possible.
Make sure the level of intervention matches the level of the issue.
In most situations the personnel involved should progress through…
Stand-Down or Suspension
Referrals made when all other interventions are not working
Student gets recorded on SN register. Behaviour closely monitored
When previous interventions haven’t worked Principal becomes involved
Issue discussed at syndicate meetings.
ST and CT work together on the issue.
Dealt with in class by classroom teacher
File:behaviour5.doc Procedure Statement – Severe Behaviour Implementation