Aquinas College junior School
BEHAVIOUR AND CONSEQUENCES Behaviour Management Procedures
Responsibilities and Rights In general, the guiding concepts for staff are as follows: Focus on building positive adn supportive relationships with students; Must set a good example; Need to be firm, fair, consistent and just in our approach to students; and Must work within the behaviour & consequences guidelines.
All students and teachers have a right to: be respected as individuals; treated with kindness; express themselves; tell their side of the story; to a safe College; to learn; and every teacher has the right to teach.
Dealing with poor behaviour: What this means for schools in practical terms The Learning Behaviour (2009) report highlighted several key aspects of good practice in the use of both rewards and sanctions. As indicated in the report, schools should have an appropriately wide range of sanctions. It will help if there is also a scale of disciplinary sanctions allowing responses which are reasonable and proportionate. The school-behaviour policy/guidelines should explain the reasons why these disciplinary sanctions are used.
Disciplinary penalties have three main purposes, namely to: impress on the student that what they have done is unacceptable deter the student from repeating that behaviour signal to other students that the behaviour is unacceptable and deter them from doing it. Schools should ensure their referral systems identify which matters can be dealt with by any staff member with the power to discipline, and which require referral to a more senior member of staff. Pastoral support is not, however, just about addressing behaviour. Good pastoral support should also be concerned with academic attainment and developing student’s ability to become good citizens. Staff need to apply consequences consistently and fairly. Schools should monitor the overall impact of their consequences by age, ethnicity, gender, special educational needs and disability (which would not mean monitoring every individual consequence, however small, but rather taking reasonable steps to get a picture of whether overall any particular groups of students are disproportionately affected or unsafe). Each individual circumstance will be judged on its own merits and due consideration will be given to the developmental age and stage of students. We expect parents to cooperate with the school in all matters relating to behaviour to keep students safe and able to learn.
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