ST CHARLES R.C VA PRIMARY SCHOOL. A Restorative School Behaviour Policy

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1 ST CHARLES R.C VA PRIMARY SCHOOL. A Restorative School Behaviour Policy Policy Author Date Published Date for Review Reviewer M Hulme Jan 2014 Jan 2016 M Hulme Signature of Chair of Governors Date: Signature of Headteacher Date:

2 ST. CHARLES RC PRIMARY SCHOOL A Restorative School Behaviour Policy Mission Statement In the worshipping and learning community of St Charles RC Primary school, we welcome, respect and tolerate everyone as a unique creation of God. Our relationships, high expectations and aspirations are built on Gospel values and rooted in prayer. We seek to: Follow the example of Jesus Create a caring, safe and secure environment Help everyone to reach their own potential Provide a broad, balanced and creative curriculum Celebrate the achievement of all Promote independence, confidence, self-worth and personal responsibility Serve the wider community Be good citizens Guidance Policy for Enhancing Community Relationships and Learning at St Charles RC Primary School At St Charles RC Primary School we believe that every member of our school community should have an equal opportunity to achieve his or her full potential regardless of race, colour, gender, disability, special educational needs or socio economic background. We believe that it is the right of all our pupils to be educated in an environment free from disruption by others. This policy sets out the framework for the behaviour, responsibilities, values and attitudes expected of our community members within a Restorative Practices philosophy. Restorative Practice aims to build the St Charles community and to repair and strengthen relationships within this community.

3 The school embraces Restorative Practices (RP) as a means of empowering teachers to be successful and effective practitioners within their classroom, raising standards and achievement across the school and developing aspirational, motivated and responsible pupils. Aims of Policy To create a consistently orderly environment, both inside and outside of the classroom, that is happy and stimulating in which each child s God given potential is fully developed. Our attitudes and practices across the curriculum will reflect the teachings of the Catholic Church whose Christian values will enable us to embrace all children and adults as equals. To build a sense of community in the school and to encourage staff, governors, parents and pupils to play a part in that community. To ensure good standards of behaviour for the safety and well-being of the whole school community and to ensure the social and academic achievements of all pupils. To develop in pupils a sense of right and wrong. To ensure the Every Child Matters agenda is firmly embedded into all aspects of school life. To embed the use of Restorative Practices in all aspects of school life. Restorative Practices Philosophy Statement Effective Restorative Practices foster awareness of how others have been affected by inappropriate behaviour. This is done by actively engaging participants in a process which separates the deed from the doer and rejects the act not the actor, allowing participators to make amends for the harm caused. Restorative Practices acknowledges the intrinsic worth of the person and their potential contribution to the school community. Restorative Practices framework will: Improve behaviour and attitudes; Provide explicit tools within a defined framework to challenge unacceptable behaviour, resolve conflict and repair harm; Improve relationships; establish rights, accountabilities and responsibilities to the community. Provide a safe, philosophical basis for staff, pupils and parents to share ideas and discuss issues. There are four key elements of Restorative Practices. These are: Social Discipline Window. Fair Process. Restorative Questions. Free Expression of Emotions.

4 (limit-setting, discipline) Social Discipline Window (Framework for working with ) HIGH TO punitive WITH restorative NOT neglectful FOR permissive Wherever possible we should try to work in the with box, offering high support, nurturing and encouragement in conjunction with consistently setting clear boundaries and expectations of behaviour. Staff should always, within their professional conduct, be positive and respectful role models to their pupils. The three principles of Fair Process 1. Engagement involving all participants in the process. 2. Explanation shared understanding. 3. Expectation Clarity clear vision for the future. Restorative Questions 1. To respond to challenging behaviour What happened? What were you thinking about at the time? Who has been affected by what you did? What do you think you need to do to make things right? 2. To help those harmed by others actions: What did you think when you realised what had happened? What have your thoughts been since? How has this affected you and others?

5 What has been the hardest thing for you? What do you think needs to happen to make things right? Restorative Practices Continuum At St Charles RC Primary School we believe it is best to do things WITH PEOPLE. Wherever possible you should use fair process and our responses to challenging behaviour should involve building relationships and repairing harm. It is our aim that our community follows this Restorative Practices framework. INFORMAL FORMAL Affective affective small impromptu group or formal Statements questions conference circle conference Much of the work carried out to address challenging behaviour should be accomplished by working within the informal end of the spectrum. St Charles RC Primary School Code of Conduct Pupils have a right to learn and teachers have a right to teach in a classroom free from disruptive behaviour. School Core Values Respect Caring Fairness Tolerance Responsibility Honesty These core values underpin the school s ethos and should be followed by all who are part of the St Charles community. It is important that staff deal with situations to establish and develop their own relationships. Aim to separate the deed from the doer and the act from the actor as integral to Restorative Practice philosophy. Pupils learning is enhanced by a positive relationship between home and school.

6 Parents can contribute in the following ways: Being interested in their child s learning. Understanding and supporting school procedures and rules. Being willing to support activities related to school. Being aware of their child s role within the community. Supporting the school s use of Restorative Practice. By ensuring their child is ready for the school day by: Being punctual. Being alert and ready to learn. Wearing correct school uniform. Having correct equipment and appropriate school bag. Communicating with staff. By communicating effectively with staff by: Reading and responding appropriately to school letters. Making appointments to see staff about concerns where necessary. Providing up to date emergency contact numbers. Attending parents evenings and school meetings. Informing the school of absence by telephoning on the first day Listed below are some examples of affective statements and questions which all staff can use with pupils: Statements I was very disappointed when you did that to John. I am upset and angry by what has just happened. I feel that all the work I have done has been wasted through your actions. I feel that (describe action) was very disrespectful. I feel disrespected and angry when you ignore me. I am sorry that I misunderstood the situation I feel really proud of you when I heard

7 I feel really pleased and encouraged that you made the right choice. I respected your honesty and thank you. I want to thank you for your cooperation. Questions What happened? followed by: What were you thinking about when you did that? How did you actions affect? How do you think felt about what you did? How do you feel about what you did? How do you feel about what you did and the affect it had on me? REWARDS Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. Good behaviour is rewarded in the celebration assembly every Friday where children will be presented with a certificate. Parents will be invited to attend to share in their child s achievement An invite will also be given to children to attend the Golden table the following Monday in the dining hall. Collective whole class rewards: Each class has the opportunity to collect for Golden time this can be measured by e.g. marbles in a jar or stickers on a chart for positive behaviour, hard work or meeting class targets. A full jar or chart leads to a whole class treat or Golden time. Stickers are also awarded for good behaviour and can be placed on the child s sticker card. Each term Good work letters will be sent out to commend pupils. SANCTIONS All staff will talk to pupils in a calm, but fair manner. It is the responsibility of the member of staff who is involved to issue the sanction and record it. In the case of severe misbehaviour the following actions may be taken: Parents informed of behaviour and consequences. Parents asked to come into school to discuss the situation. Pupil placed on report.

8 EXCLUSION This is the ultimate sanction. It is the policy of the school to us it very sparingly and only in the case of severe breach of discipline. Fixed term exclusions may be for a full school day(s) or for the lunchtime break. The decision to exclude will be followed immediately by a telephone call to the parent/guardian and a letter within 1 school day. A parent has the right of appeal to this exclusion and can take it before the relevant Governing body Committee. If the school excludes for more than 5 days the legal regulations adopted by the FGB are to be used. Permanent exclusion the head has the power to permanently exclude a pupil. The governing body s committee who have Pupil discipline as their remit will consider this and must be satisfied that all strategies to improve a pupil s behaviour have been tried and have failed. The decision to reinstate lies with the Governing body Parents have the right to appeal to an independent appeals committee. Pastoral Support Plan A PSP is set by us for any pupil who have had several exclusions or who have been identified as being at risk of failure through disaffection. The programme is agreed with parents. Classroom Management Teachers should establish good relationships with pupils and encourage them to learn and behave well. Firm but appropriate guidance should be given. Teachers should use the physical environment of the classroom to encourage behaviour and good working practices. Teachers should be aware of pupils needs when grouping children. Lessons should start and finish on time. Teachers should provide rewards accessible to all children. Effective planning is necessary to achieve appropriate learning and teaching. CIRCLES must be part of every day. Group punishment must be avoided as they breed resentment. Criticism should be a private matter between teacher/ta and child to avoid resentment/disturbance. All behaviours, good and bad should be recorded on contact sheets and sent with the classrooms head boy/head girl every Friday to the office. No pupil to be given time out.

9 Extreme behaviour will result in being sent to the Head teacher and re engaged in their learning as soon as appropriate. All classrooms should implement the Traffic light system: 1. All children start every day on green. 2. A warning to be given first before placing the pupil on amber/red 3. If a pupil is moved to amber or red it must be made clear why the action is being applied. 4. It must be made clear what changes in behaviour are required to move back to green. 5. Re direct and encourage pupils back on track. Criteria for success There is evidence of pupils achieving the highest possible standards in their personal behaviour. Procedures are followed consistently by school, staff and children. Monitoring Celebrating exemplary behaviour and communicating it within the school community. Keeping appropriate records, paper and electronic of behaviour at all levels. Evaluation The policy will be evaluated annually. Teachers at all times must set the best of examples we are the role models for all.

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