St Andrew’s College Behaviour Management (Discipline)
Behavious Management at St Andrew’s College
CONTENTS Behaviour Management at St Andrew’s College Strategies Behaviour Management System at St Andrew’s College
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Safe @ StAC Process a
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Principles
school, (staff to staff, staff to student and student to student), issues are more easily managed, and a safe, high-performing learning environment is promoted.
The behaviour management strategy at St Andrew’s College flows from our founding values.
The College endorses a restorative approach to the relationships within its community.
These founding values of the College are based on the Christian faith as expressed within the traditions of the Presbyterian Church.
This includes:
A key principle of Christianity is to “Love your neighbour as yourself”. This principle informs the way we act towards others by:
• the creation of a safe, inclusive culture of caring;
Behavious Management at St Andrew’s College
• putting the needs of others before your own; • serving rather than demanding; • making wise choices. This relational approach focuses on building and maintaining positive, respectful relationships across the school community. By building and maintaining positive, respectful relationships within a
• building and maintaining respectful relationships with learning at the centre;
• mutual respect, character development and an acceptance of diversity; • the belief that given time, support and a chance to explain, many problems can be resolved; • an inclusive approach to problem solving, where the feelings, needs and views of all involved are considered; • the belief that people have the capacity to change. 1
Strategies Restorative Justice Where relationships are affected, the College promotes a restorative justice approach wherever possible. In the first instance this approach should rest as much as possible with the classroom teacher. A basic restorative conversation includes these questions:
Restraint Teacher or authorised sperons may use physical restraint if: • physical restraint is necessary to prevnt imminent harm (physical or emotional) to the student or another person; • the authorised person believes there is no other option available in the circumstances to prevent harm: • the restraint used is reasonable and proportionate in the circumstances; • in all instances, the option of de-escalation will be considered first.
• What happened? (Tell the story) • Who do you think has been affected? (Explore the harm) • What do you need to do to put things right? (Repair the harm) • How can we make sure this doesn’t happen again? (Move forward) If the classroom teacher is unable to resolve an issue, or the issue has occurred outside a classroom environment, then the relevant year level Dean will manage the restorative process. Behaviour Management Please refer to the chart outlines on the next page on behaviour management. Managing Challenging Behaviours Students who present with ongoing challenging behaviour will have a persoanlised Supprt Plan witten for them in consultation with the family and, where appropriate, a psychologist.
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Withdrawal from Class Being formally withdrawn from class is treated seriously. The consequence will range from a Saturday detention to a Level 4 disciplinary meeting. If a student is withdrawn from class, they must immediately report to the Middle School Office or Senior College Office and stay there until they have received further instruction. A mandatory meeting will take place and parents or caregivers will be informed. Saturday Detentions Students committing more serious misdemeanours may be required to attend a Saturday detention, either from 9.00am–12.00pm or 1.00pm–4.00pm. Parents will be informed. Non-completion of Saturday detention will result in a six hour detention on the first Monday in the next available College holidays. Saturday detentions take precedence over any College activity other than academic studies.
The following chart outlines the behaviour management system at St Andrew’s College.
ISSUE
ACTION OUT OF CLASS
Uniform and appearance
Verbal warning Uniform Report (StaffNet)
Low-level misbehaviour e.g. bad language; littering; chewing gum
Thursday detention/Friday consequence (StaffNet)
Serious misconduct e.g. damage to property; off school grounds; theft; repeated misbehaviour in Cafeteria
Contact Dean or Head of Secondary School Saturday detention (StaffNet)
Bullying
Contact Dean Safe@StAC process (see back page) IN CLASS
One-off offences e.g. insufficient work; no homework; no equipment; chewing gum; inappropriate chatter
Teacher’s own behaviour management processes based on restorative principles (includes fortnightly notes) (Not Thursday detention/Friday consequence)
Repeated offences or serious one-off incidents
Contact parents or caregivers and Head of Department or Dean [Thursday detention/Friday consequence at Dean’s discretion]
Gross misconduct and/or repeated behaviour which interrupts the learning of other students, or significantly undermines the authority of the classroom teacher.
Withdrawal to Middle School or Senior College offices [Mandatory meeting with Dean/parents or caregivers/student and staff member to follow withdrawal]
SPORTS TEAMS One-off offences e.g. missed practice; no gear; lack of effort
Coach/manager’s own behaviour management processes based on restorative principles
Repeated offences or serious one-off incidents
Contact parents or caregivers and Head of Co-curricular or Dean
Note: Disciplinary action on the behaviour management of a student will not include seclusion or corporal punishment. 3
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Safe @ StAC Process Any bullying behaviour will be viewed seriously. Such behaviour is unacceptable and will always be investigated. Note: If the bullying is of a serious nature (significant physical harm) then the incident will be dealt with at the appropriate step.
SAFE@StAC POLICY STEP 1 – NO BLAME MEETING
• First step is a no blame meeting between all parties facilitated by the College Counsellor and/or Dean using the restorative justice model; • Follow up over the next few weeks with students; • Counsellor and/or Dean who led meeting will inform Deans/Head of Middle School/ Senior College of meeting and who was attending; • Help and support offered to all parties; • Email/telephone call made to parents to explain the situation. STEP 2 – Dean investigates and handles the process and informs Head of Middle School/Senior College.
• Dean investigates, informs Head of Middle School/ Senior College and where appropriate, the Boarding House; • Meeting with Dean and parents and where appropriate, the Counsellor; • Bullying policy explained; • Explain concern and what happens next and possible consequence(s); • Help and support offered to both parties; • Letter sent to parents with minutes and process. STEP 3 – Head of Middle School/Senior College handles process.
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Head of Middle School/Senior College handles procedure; Meeting with Head of Middle School/Senior College/Dean/Head of Secondary School; Parents involved in meeting; Stand down – in/out of school may be an option; Conditions of attendance negotiated with Head of Secondary School; Help and support offered to both parties; Information sent to Rector and where appropriate the Pastoral Care Committee and/or the Boarding House; • Letter sent to parents with minutes and process. STEP 4 – Head of Secondary School handles the meeting.
• Head of Secondary School handles the process; • College Stand-down/Suspension/Exclusion Policy is adherred too; • Help and support offered to both parties. 5
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