BEHAVIOUR ANDCONSEQUENCES Aquinas College junior School
BehaviourManagementProcedures
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
1, 2, 3 Magic and Emotion Coaching Pre K-6
Students are given subtle reminders from the teacher to reset their behaviour through the use of 1, 2 and 3
It may be a reminder to make a better choice about learning, if the behaviour continues then the teacher may say or indicate a 2 as the second reminder If the student receives a 3 then a lunch time detention will follow and the student will reflect with some emotion coaching and a reset
Parents will be informed of the detention via a pastoral note but do not need to act upon it If this behaviour becomes a pattern then a discussion with the classroom teacher will occur and a reminder about the expectations of learning and behaving appropriately
Specific Early Years Discipline Policy Year Pre K-2
To maintain a conducive learning environment and promote positive behaviour, the Early Years Behavior Guidelines are as follows:
Detentions: Students who have been given a detention in Years PP-2 will spend 15 minutes at recess or lunch with the a member of the JLT completing a restorative reflection sheet
3 Detentions: Will result in a half-day in-school suspension
3 Additional Detentions: Will lead to a full-day at-home suspension and a mandatory meeting with the Head of Junior School
3 More Detention: Will prompt a meeting with the Head of Junior School for further discussion and intervention
These measures aim to address behavioural issues promptly and provide appropriate support via a restorative reflection sheet to ensure the student's holistic development
Please note student in Pre K -1 will also follow the restorative approaches outlines in the Pre K-3 Handbook
Tips for working with Non-Compliant Students
reduce the amount of overall verbal instructions and input provided limit the amount of times the same instruction may be repeated pair prompts that use hand gestures to relay a message provide a sense of control within the environment, giving options within what we would allow or what we would expect in a given activity use of timers to show how much time is left of a particular time/work use of positively framed language when providing instructions and prompts to complete work (you only have 2 more to go!) use the first and then approach incorporate regular break times help gain a sense of control with regulating self, and reduce any frustration that is around someone else controlling when, what and how (eg own place to keep sensory fidgets/ chill out zone) when frustrated and pushing back more, potentially reduce expectations eg scaffolding things down to provide success would be better than trying to get a child to do what we might originally have wanted him to do. E.g. 3 lines instead of 5 for that day. using the language,‘ Is that behaviour expected or unexpected?’
Behaviour and definition Process/Protocol
Section A: Physical or Verbal Threats to Body or Person
Physical violence
i) Students involved in raising a fist or limb in anger, striking, punching, kicking, pushing with malicious intent, retaliation or other such physical behaviours not mentioned specifically
1
Send student to office and notify Head of Junior School
2
Detention or Suspension which instigates a parent meeting with the Assistant Principal
3
Head of Junior School and Assistant Principal decide whether to impose suspension
4. Before returning to class, interview with parents, Assistant Principal, student and Head of Junior School to discuss and resolve issues
6
Student may be sent home – parents informed to collect Student suspended
5 Student to attend counselling or mediation with Assistant Principal Ongoing counselling if required
ii) Interview with Assistant Principal, parents, Head of Junior School and student
Consequence/Outcome
Depending on the severity of the offence either:
Lunch time detention OR
In-School or Out of School Suspension ( stand down period)
ii) 3 to 5-day suspension (internal or external), behaviour management plan (BMP)
restorative session upon return to school or at point of discussion
Possession and/or use of weapons, restraints and/ or any other instruments capable of inflicting injury such as lasers
Where students bring weapons or other instruments on the school property whether intending to use them or not
This is seen as a very serious offence requiring parents to be brought in for an interview and in extreme cases involving the police
Students threatening one another or staff –harassment/bullying/cyber bullying
When the victim feels unsafe, verbal or physical intimidation, or circumstances are repeated.
nb Harassment and Bullying Guidelines are to be followed
Detention or Suspension as well as parent phone contact is required.
Parents are contacted and the situation outlined with the sanctions imposed
Parents to be required to attend a meeting at the school prior to the student returning from suspension
Student is to be given a 3 day out of school suspension and in serious cases where weapons are used the student's position at the College is placed in jeopardy.
restorative session upon return to school or at point of discussion
Detention
In-school or out of school
Suspension
Mediation between affected parties
Counselling required before student may return after suspension a BMP restorative session upon return to school or at point of discussion
Behaviour and definition Process/Protocol
Inappropriate Language, Swearing/rudeness, verbal abuse, racial abuse
1.
Inappropriate language towards a member of the community
2
Inappropriate language towards a member of the community
3
Verbal abuse of another member of the community
4
Racial abuse of another member of the community
5
Discrimination: The unfair or prejudicial treatment of people and groups based on characteristics such as race, gender, age, or sexual orientation
Detention completed, Assistant Principal notified.
ii – iv)
Detention or Suspension completed and Assistant Principal informed Discern severity Decision as to whether: Student to make apology Student supported to make apology Assistant Principal mediate apology.
Suspension
Consequence/Outcome
Detention
Restorative session upon return to school or at point of discussion
More severe:
Immediate suspension for one full day followed by interview with parent, student, Assistant Principal, Head of Junior School before student returns to class
Section B: Inappropriate Use of/or Damage to Students or College Property
Damage to others’ property
Malicious or careless damage
Accidental damage – no consequence
Vandalism [scratching, tagging, graffiti or any other type of damage to School property]
Destruction of or damage to school property either within or outside normal school hours
Inform parents of damage and consequence Encourage student responsibility for payment OR
Property repaired by student after school hours OR
Mediation with both students and Assistant Principal
Assistant Principal
Ascertain intent and degree of vandalism
Detention time should be commensurate with reparation Decides on community service option ie clean up
Discuss cost of repair/ replace/clean up
Payment for or repair of damage If directed at a person mediation between students is necessary
Detention for severe cases
Detention to repair/clean
Payment for damage caused or community service at Aquinas for said amount
If malicious intent student is given detention in addition to above. When the victim feels unsafe, verbal or physical intimidation, or circumstances are repeated.
Business Manager
Record incident
Recurrence of this behaviourshould be discussed with Head of Junior School
Behaviour and definition
Computer vandalism/ misuse of technology/ inappropriate material, sounds, content, images, video
1
Abusing or misusing school property (depends on malice)
Accessing inappropriate material, sounds, images, video 2
Process/Protocol
Assistant Principal and ICT informed Assistant Principal notified and detention or suspension issued Follow the ICT consequences framework (Steps 1 – 4):
Step 1: Student will receive a detention;
Step 2: Student account is disabled from the network for a 2-week period After school detention;
Step 3: Student device is re- imaged and account is disabled for a 5-week period;
Step 4: Meeting with the College Principal College account is disabled for a 10- week period
Consequence/Outcome
Parents informed, students’ computer privileges denied, privileges return to student on probation for a period of time, repair and pay for property
Access to technology withdrawn, inappropriate materials confiscated and returned to parents After school detention issued
Follow the ICT consequences framework (Steps 1 – 4).
Misuse of mobile phones and music devices, smart watches or other tech
Using phones, smart watches and music devices during class or in the yard during 8.30am – 3.00pm Phones, smart watches and music devices should be switched off and remain in schools bags at all times between 8.30am – 3.00pm Phones and watches are only permitted to be used for contacting parents before or after school and can never be used for gaming or other purposes
Chewing gum in school grounds
Students chew and/or leave gum in school grounds and on school property
Teacher confiscates phone/ device. 1
Phone/device is given to Administrative Assistant 2
Phone/device is labelled and placed in safe room 3.
4
Student must collect phone/ device from Assistant Principal at the end of the day
Recurrence - same procedure 5
Parents must collect phone 6
Warning
If offence repeated then Detention issued
Phone/music device is confiscated
No further action
If offence repeated then school suspension issued
Behaviour and definition Process/Protocol Consequence/Outcome
Section C: Inappropriate Behaviours in the Classroom, on the College Grounds or in Transit to and from the College
Offensive and inappropriate behaviour in or outside the classroom
Non-violent, offensive, inappropriate to a school situation (eg, exposing oneself, urinating publicly, spitting at someone, offensive gestures, dacking, wedgies)
Inappropriate behaviour in the classroom – “mucking around”
Behaving in a way that compromises teacher and learning and/or compromises safety
Discretionary powers important Head of Junior issues warning or instigates suspension and subsequent mediation (see physical violence)
Parents notified depending on seriousness of behaviour.
Warn student. Write in diary.
Use the teacher buddy system (send student to classroom next door or to a JLT classroom) (Students must not stand outside classrooms)
Complete a Detention speak to Assistant Principal and inform parents
(Responsibility falls initially with the teacher)
Varies from official Assistant Principal warning through to suspension and mediation
Student removed from class for a period of time, supervised by JLT member
BMP to be carried by student for a period of time
In-class work avoidance and distracting other students
Told by teacher to focus on work –warned several times but behaviour continues
1 Class teacher to try the following strategies:
Seating arrangement altered Keep back for a short time at recess or lunch time to discuss further
Teacher has conversation with student as to expectations. Phone home by teacher
2 If behaviour continues, teacher, Assistant Principals discuss how to modify behaviour This may include mediation with all parties
3 Contact parents, withdraw student from class – Daily report card on return to class
4 Issue detention
Mediation
Daily BMP to be completed for each lesson
Behaviour and definition Process/Protocol
Inappropriate behaviour /games outside of classroom [playing stacks on, rough tackling and scragging, gang ups, playing bar-code, littering, being on verandahs during breaks without permission, playing games in banned areas
Behaviour leading to: students being injured, the visual and health pollution of the school grounds, the security of lockers and student’s property being placed at risk
This sort of behaviour/ horseplay (ie stacks on) is to be discouraged Students involved in horseplay will be given litter collection duty with the teacher on duty
Detention will be given for repeat of behaviour Teacher on Duty should inform Assistant Principal or complete a Notice of Concern
Students warned at first through the 1,2,3 process
Detention for repeated offences and suspensions for more serious offences
Consequence/Outcome
Warning only initially
Students being put on litter duty at the time
Students playing in banned areas or misusing sports equipment, whether their own or others, will have their equipment confiscated and held in the school office for at least 1 day
Detention for repeated offences by teacher or Assistant Principal
Behaviour and definition Process/Protocol
Out of uniform/ inappropriate grooming (hair) and dress
Out of uniform without: Note from parent/guardian
2
1. Added accessories – as outlined in student diary [jewellery, bracelets, necklaces, wristbands, piercings]
1 Students must hand note to class teacher / parent email. Teacher must sign note and return to student / respond to email (This acts as a pass for the day) Class teacher informs Assistant Principal if student does not have a note
Class teacher sends student without note to front office. Parent is notified to collect student If parent unable to be collected student is placed on in-school suspension till the situation is resolved
2 Added accessories are to be removed Repeat of offence after warning
3. Warning. Repeated offence after warning
4. Student told to have hair fixed up.
Go through the guidelines in student diary to articulate student expectations
Consequence/Outcome
Detention
Student sent home or placed on inschool suspension
Warning for first offence
Confiscated until end of term plus afternoon detention
Warning first time
Afternoon detention for repeated offence
Each term students are checked, if not meeting guidelines parents are contacted and students sent home, not to return until problem has been rectified in normal term time student is warned and asked to rectify situation
If situation not rectified then an afternoon detention given Afternoon detention for repeated offence.
Food / Fruit or missile throwing
Food / Fruit thrown with the intent of harming another (ie at another student, across the yard or over a building).
Duty teacher to ascertain intent and degree of danger
If not deliberate student is to clean up immediate area
If malicious/deliberate, student is sent to School Office, Assistant Principal notified, and a detention is to be completed and a letter sent home
Yard duty teacher must inform Assistant Principal Assistant Principal to discern if harassment has occurred and mediation is required
Clean up of yard if appropriate and a logical consequence
After school detention depending on severity
Water fights
Throwing water or misuse of drinking fountains or fire hydrants
Duty teacher sends student/s to School Office and completes a detention
Removal from immediate area to the School Office and an detention issued
Behaviour and definition Process/Protocol
Misbehaviour on school and public transport buses to and from school
Students behave inappropriately while on school or public transport buses, bullying or harassing other students, leaving their seats and moving around the bus while it is moving, throwing objects in the bus, having body parts or other objects protruding outside the bus, throwing objects from the bus making inappropriate gestures or comments to people outside the bus.
Leaving the Aquinas site without permission during school hours
Being outside designated school grounds between 8.30am and 3.00 pm without permission
Truancy
Being absent from classes without leave (from 1 class to all day)
For minor offences, a warning will be given. For more serious offences parents are notified and offending students interviewed by their Assistant Principal and/or Head of Junior School
Detention and bans from using buses issued for more serious offences
Consequence/Outcome
Warning for minor offence
Detention issued and afternoon detention issued for more serious offences
For very serious offences, students are banned from using the buses for periods ranging from a minimum of 1 week up to a whole term.
Lateness to Class
i) Lateness to class
Give detention 1
Inform parents by phone call or letter 2.
Detention depending on severity of offence.
Inform parents 1
Detain student 2
For up to 1 day absence, parent contact made by Classroom Teacher requesting an explanation for absence
For extended absence a Notice of Concern be completed and a detention issued if no reasonable explanation from student or parent
ii) Classroom teacher responsible initially Warning for first offence Repeated offence then consider detention.
If ongoing problem speak with Assistant Principal
Detention or suspensions to complete missed work
Full day with no explanation – school suspension
Detention
Behaviour and definition Process/Protocol Consequence/Outcome
Section E: Failure to Follow Instructions of Staff
Refusaltofollowteacherinstructionin:
Classroom 1 Yard2.
The instructions given were clear and reasonable and the student fails to comply
Responsibility is on the teacher to issue a detention and / or suspension From there it needs to be dealt with by Assistant Principal (will speak with student depending severity and/or frequency)
Keep Assistant Principal and HOJS informed to allow information to be placed on SEQTA
Detention depending on severity of offence
Repeated Detentions
Students are constant repeat offenders and receive a minimum of three detentions in a term
Plagiarism, Collusion and Cheating
Students attempt to gain an unfair advantage by sharing or copying another student’s or original source and claiming it as their own work
Parents are notified and required to meet with teacher and may include members of Junior Leadership team
Both the students doing the copying and / or allowing another student to do so will receive a penalty
If no change in behaviour then suspension may be issued and parents are called in to meet the Head of School and/ or College Vice Principal
Both students receive a mark of zero for the work in question.
Detention will be issued for both students.
In more severe cases an in-school suspension may be imposed
Behaviour and definition Process/Protocol
Section F: Use of Prohibited Substances
Smoking/with a smoker
Smoking on school property or smoking in school uniform e.g., to and from school
Being in the company of a smoker perhaps the students need some discussion on peer pressure
Assistant Principal contacts parents/guardians
Assistant Principal sets up education process
Responsibility also on parents to discuss smoking or vaping risks
Consequence/Outcome
Education about the harm associated with smoking eg, QUIT package – during afternoon detention
Vaping
Vaping on school property or in uniform
Being in possession of a vape at school or sharing vapes with others
Use/Abuse of Drugs/Drug Dealing
Possession, consumption of illegal drugs or misuse of legally prescribed drugs, sale or introduction to others while on school property or at a College function or in public and in College uniform
Drugs whether illegal or medically prescribed drugs being used inappropriately, narcotics, hallucinogens, are absolutely forbidden and the College will take the strongest disciplinary action against any individual or group within its jurisdiction who sells, possesses, consumes or is under the influence of these or introduces them to others
College Assistant Principal contacts parents/guardians to come in for an interview to discuss the future of the students concerned at the College
Assistant Principal sets up education process
Responsibility also on parents to discuss use of drugs
Immediate suspension if found to be selling or supplying consideration for expulsion.
Use or Abuse of Alcohol
Purchase and/or use of alcohol while on school property or at a College function
The sale, purchase, transfer or promotion, possession or consumption of alcohol at any school function or activity or in public while in College uniform is absolutely forbidden
Head of Junior School contacts parents/guardians
Assistant Principal sets up education process
Responsibility also on parents to discuss alcohol abuse
Out of school suspension for minor offence
If offence is deemed serious enough then the student’s position at the College is placed in jeopardy and police informed
Immediate suspension if found to be selling or supplying consideration for expulsion
Out of school suspension for minor offence
If offence is deemed serious enough then expulsion is enacted
Behaviour and definition Process/Protocol
Use or Abuse of Alcohol
Purchase and/or use of alcohol while on school property or at a College function
The sale, purchase, transfer or promotion, possession or consumption of alcohol at any school function or activity or in public while in College uniform is absolutely forbidden
Head of Junior School contacts parents/guardians
Assistant Principal sets up education process
Responsibility also on parents to discuss alcohol abuse
Consequence/Outcome
Out of school suspension for minor offence.
If offence is deemed serious enough then expulsion is enacted
LEVELSOFESCALATION FORSTUDENTBEHAVIOUR
1
Student given a verbal reminder with a 1 as part of 1, 2, 3 magic
2
Student given a verbal reminder with a 2 as part of 1, 2, 3 magic
3
4
Student given a verbal reminder with a 3 as part of 1, 2, 3 magic and serves a linch time detentionparents are emailed via SEQTA pastoral notes and no further action required.
If after numerous detentions are served (above 3)and student behaviour is not changing the classroom teacher will contact parents to discuss
5
6
If after 3 or more detentions notices the behaviour continues a half day in school suspension may be warranted in consultation with teachers and the leadership team
If after 3 or more detentions notices the behaviour continues a half day in school suspension may be warranted in consultation with teachers and the leadership team.
If after all of the above the behaviour continues and the leadership team see no change in behaviour or commitment for the student or family to change then a conversation with the family regarding continuing at the college will be warranted. 7
Detention Notice
NAME CLASSROOM
DATE
ISSUEDBY
IhadadetentionatlunchtodaybecauseIdidnotrespecttherulesofAquinasCollege.Asperour JuniorSchoolBehaviourandConsequencesProcedureIwasgivenatleastthreewarningsbeforethe detentionoccurred
RuleBroken:(tickthosethatapply)
⬜ ⬜ ⬜ ⬜ ⬜ ⬜ ⬜
Wasdisruptivetoothersinclass Answeredbacktomyteacher. Didnotlistenorattendtolearningwhenaskedorreminded Damagedproperty
Hurtotherstudentswithwordsoractions Misusedtechnology Wasuntruthfulinmywordsoractions Wasdisrespectful.
AsanAquinasCollegestudent,Iacknowledgeandunderstandtheschool'srules I'veengagedin discussionswithmyteacheroranotherstaffmemberandtakefullresponsibilityformyactions Additionally,I'veparticipatedinarestorativeconversationwiththoseaffected.WhenIcommunicate withmyparentsaboutthis,Iwon'tshiftblameontoothers,recognisingthattheissueisnowresolved andclosed,andIamcommittedtostartinganewtomorrow
STUDENTTOSIGN
CLASS
Parents,wekindlyaskthatyourefrainfromcontactingoremailingyourson'steachertodisputethis matter Ithasbeenaddressedandresolvedwithintheschool,anditrequiresnofurtherdiscussionor query Pleasetrustinourprocesses,whicharefairandjust Iftherearisesaneedforfurther communicationwithyou,wewillreachoutaccordingly.Thankyouforyourunderstandingand continuingtosupportyoursonwithadheringtohighstandardsofFaith,CharacterandExcellence
FOR OFFICE USE ONLY
Parents Informed ⬜ Entered in SEQTA ⬜ Date:
RestorativePractice ReflectionSheet
KINDERGARTEN - YEAR 3
1. What happened?
Was it a good choice or bad choice?
Stop/Start , Kind/unkind , safe/unsafe, friendly/unfriendly, fair/unfair, helpful/unhelpful, respectful or not?
2. What were you thinking about and feeling at the time and before it happened?
Name:
Class:
What happened?
Describe in drawings or words here:
3. Who has been affected by what happened? Who? (Names of people or drawings here):
4. How have they been affected?
5. What do you think will make things better?
How do you think they might feel? Why? Describe here in drawings or words:
What needs to happen next time? How can I stop this from happening again?
6 How can we move on? Howcanwehelptofixthisupsoeveryonefeelsbetterafterwhathappened?
Practice here I’m sorry for (describe behaviour) I could have (describe behaviour) I might need help to https://acrobatadobecom/link/review
MY CHARACTER REFLECTION SHEET
First Name: Date
Last Name: Class:
1. Write down in general what happened.
2. What specifically did you do in this situation?
3. Write down how anyone been impacted/hurt by your behaviour?
4.
COURAGE EMPATHY FAIRNESS
GRATITUDE HONESTY HUMILITY
INTEGRITY JUSTICE RESPECT
TOLERANCE CITIZENSHIP CIVILITY
KINDNESS REASONING SERVICE
CREATIVITY CRITICAL THINKING CURIOSITY
REFLECTION WISDOM CONFIDENCE
LEADERSHIP PERSEVERANCE RESILIENCE
5. Choose a virtue that you circled and explain why you need to improve that part of your character?
6. Do your parents need to be notified about this? Yes/No
Courage acting with bravery in fearful situations
Empathy being able to understand the thoughts and feelings of another person and put yourself in their position
Fairness treating others equally
Gratitude a feeling of appreciation towards someone or something
Honesty telling the truth and being sincere
Humility not boasting and being aware of how much you owe to others for your success
Integrity the quality of having and following strong moral principles
Justice to have an understanding of what it is to uphold what is right
Respect showing regard for someone’s feelings, wishes or rights
Tolerance Is the ability to accept differences
Citizenship is your involvement in your community and society
Civility being polite and courteous in behaviour and speech
Kindness the quality of being kind, thoughtful and affectionate towards another person
Reasoning is the act of making a decision or judgement with the help of evidence
Service is the act of doing work that benefits other people
Creativity being able to create and use your imagination
Critical Thinking the ability to think reflectively and to come to independent conclusions
Curiosity is being eager to know or learn something new.
Reflection the ability to ponder alternative possibilities and not jump to conclusions
Wisdom making the right choices at the right time
Confidence is being certain in your own abilities or that a certain course of action is best
Leadership helping yourself and others to do the right thing by setting a direction or building an inspiring vision
Perseverance the steady persistence in a course of action, especially in spite of difficulties
Resilience Is the ability to deal with and bounce back from difficult times
AquinasJunior SCHOOLRULES
1 2 3 4 5 6 7 8
I am respectful.
I am not disruptive to others.
I do not answer the teacher back.
I listen and stay on task when learning.
I do not damage property.
I do not hurt other students with words or actions.
I use technology appropriately. I am truthful in my words and actions.