Code of Behaviour

CODE  OF  BEHAVIOUR

Behaviour and Yard Policy  December 2016

Introduction

This document outlines policies and procedures relating to aspects of discipline and behaviour, including bullying. They were drawn up and agreed upon by pupils, parents, staff and management. They reflect the ethos, vision and daily procedures within the school. They are subject to constant review in light of changing circumstances.

 

Mission Statement

Recognising and embracing the diversity within the community, Scoil Bhríde, Straffan National School is committed to developing the individual pupils in a secure and challenging learning environment.

 

The school recognises the rights of the child and the rights of all those involved in the school to be safe in school and to be treated with respect and sensitivity at all times. All those involved in the school and the wider community have a responsibility to ensure this and to work together to achieve it, recognising the guidance offered by existing information on best practice.

 

Discipline Policy: Key for Discipline (KFD)

Introduction

Key for Discipline is a planned strategy for managing behaviour; it is a school wide approach that rewards effort, work and social behaviour. It is consistent and predictable. Limits are known and enforced fairly. It promotes the quality of relation within the school community. It promotes a positive atmosphere in the classroom and is a means of managing low-level unwanted behaviour.

 

The Charter

KFD involves the design of a charter visible in each classroom. The charter contains rules, which communicates clearly, the expectations we have for our pupils. They circumvent second-guessing. The rules are, realistic, few in number, positively phrased, relevant, and all-encompassing. They are based on themes; talk, time, movement, interaction, schoolwork activities and class routines.

 

The charter also contains rewards, which positively reinforce, through feedback, wanted or desired behaviour. Rewards are the key to success. They are tangible, graded, earned on merit, easily administered and desirable. The desired behaviour is promoted, and the unwanted behaviour marginalised with the assistance of rewards, the school has a structured system of tangible rewards, which consists of a stamp book. When children follow the rules they are given an ink stamp in their stamp book. Stamps are collected over a period of time and lead to the awarding of lucky dip.

 

Behaviour Checks are the final part of the Charter. These are also part of the planned strategy and the aim is to ensure that they are applied consistently. Children will know what happens when they don’t follow the rules. Behaviour checks are negative consequences; they are graded and allow the child opportunities to choose appropriate behaviours.

*These rules need to be explicitly taught to the children

RULES FOR CLASSROOM

  1. Do your work and do it well.
  2. Know when and how to leave you place.
  3. Speak to teacher at the right time.
  4. Do as you are told (by all staff).  Follow instructions straight away.
  5. Keep unhelpful hands, feet, objects and comments to yourself.

RULES FOR YARD

  1. Play preferred games.
  2. Keep unhelpful hands, feet, objects and comments to yourself.
  3. Be in the right place at the right time.
  4. Be prepared for yard.
  5. Walk to and from the yard.

 

Reward System

  1. Non-tangible rewards

The most important rewards are non-tangible, for example verbal recognition of good behaviour, (well done, thank you) and non-verbal actions (shake hands, applause, a smile).

  1. Tangible rewards

This consists of a Class Dojo. Points are collected over a period of time by the child and lead to the awarding of stickers, lucky dip e.g. homework pass, treat pass etc.  Children get 3 points per day but it’s up to teachers discretion. Consistency between class grouping is essential.

  1. Class rewards

This rewards group behaviour, typically for yard behaviour but also for appropriate classroom behaviour. A grid is displayed in the classroom, and the teacher decides the allocation of stamps. If the grid is completed within the agreed timeframe the class can select from an agreed list of rewards. 2 stamps are gives per day. If a pupil is sent to the wall during break, their name goes on a grid – if twice the child is excluded from class reward.

The class reward should ideally be renewed every two weeks.

*Junior Infants have a different reward system involving a variety of charts, stickers etc.

Examples of Appropriate Tangible Rewards

Home Work Pass                               Lucky Dip

Subject Pass                                        Stickers

Treat Pass                                           Golden Time

Whiteboard Pass                                Extra yard time

Seat Pass                                             Game Pass

Toy Pass                                              Disco Pass

 

 

 

BEHAVIOUR Checks:  Classrooms

Stage  1.  Oral Warning

Child is reminded of the appropriate expectation and asked to stay on-task.

Stage 2.  Written Warning

If the behaviour continues the child’s name is recorded on a recording sheet.

Stage 3.  Thinking Chair

Child is sent to work in a separate area in the classroom for a short period of time and continue with classwork.

Stage 4.  Teacher Partner

Child is sent to work in another teacher’s classroom for a short period of time.  Parents are informed by standard note..  At the class teachers discretion the Support Teacher may be informed..

Stage 5.  Office

Child is sent to the office for repeated or serious inappropriate behaviour.  This is recorded in “The Book” and parents are informed.

Stage 6.  Parents

Two recordings within a month and the parents are sent for.  A range of outcomes will be discussed and agreed with the parents, in consultation with the Board of Management.

BEHAVIOUR  CHECKS:  YARD

Stage 1.  Oral Warning

Child is reminded of the appropriate expectation and asked to behave appropriately.

Stage 2.  Wall – 5 Minutes

Child is sent to a separate section of the yard for 5 minutes.  Serious misbehaviour results in being immediately sent to the wall and bypassing the oral warning.

Stage 3.  Wall – Remainder of Break

If the inappropriate behaviour continues the child is returned to this area for the remainder of the break.  Their name is recorded in the Yard Book by the supervising teacher.

Stage 4.

Children who have been to the wall report to assigned behaviour support teacher.  Support Teacher monitors repeat offenders.

Stage 5.  Office

Child is sent to the office for repeated or serious inappropriate behaviour.  This is recorded in “The Office Book” and parents are informed.

 

 

Stage 6.  Parents

Two recordings within a month and the parents are sent for.  A range of outcomes will be discussed and agreed with the parents, in consultation with the Board of Management.  In very rare circumstances a child may be suspended from yard for a period of time.

Class Rewards for Yard

This rewards group behaviour, typically for yard behaviour but also for appropriate classrroom behaviour. A grid is displayed in the classroom, and the teacher decides the allocation of stamps. If the grid is completed within the agreed timeframe the class can select from an agreed list of rewards.

Games/Behaviour Not acceptable on Yard.

  1. Rough Play, e.g. “mess” fighting, kicking, punching, wrestling, head locks.
  2. Piggy backs, rains, lifting other children.
  3. Hat throwing, pulling hoods, scarves around waists and necks.
  4. Throwing stones, pulling hair, biting, spitting.
  5. Excluding children from games.
  6. Use of bad language and name calling

Policies Relevant to Yard

  1. Sick Children

The only children permitted to sit outside the office due to illness are those with a letter from their parents.

 

  1. Accidents and injuries on Yard

Children who get injured on yard are assessed by the teacher on yard.  Children with bleeding, knocks to the head, suspected sprains or fractures are sent to the office in the company of a Yard Buddy or class mate for First Aid or further medical assistance.  The accident should be recorded (if serious) and parents informed, even of minor injuries, particularly in the Junior Classes.  The Yard Teacher should inform the Class Teacher of accidents/injuries.

 

  • Being Prepared

Children should use the toilet before going out on yard.  This requires a few minutes preparation by Class Teachers before the bell rings.  In the case of an emergency, a child can use a toilet closest to the yard. Teacher needs to ensure coats are on in cold weather etc. No food is permitted on the yard.

Assigned Yards

Junior and Senior Infants class –Junior Yard

1st & 2nd class                   –  Front of school

3rd, 4th 5th & 6th  Class        –  Basketball Court Yard

 

  1. Role of Personnel

Teachers  – One  teacher per yard.

Their role is to consistently apply the yard rules and follow the agreed Behaviour Checks

 

 

 

 

SNA’s                   –  The role of the SNA on yard is the child they’ve been assigned to.

They also act as a support to the teacher on yard.  Their role shouldn’t require them to get involved in matters of yard discipline.  However, a common sense approach needs to be taken if they are the nearest adult to an incident that needs immediate action.

 

Yard Buddies     –  The Yard Buddies are 6th Class children who volunteer for the role.  They give guidance to their younger peers, help play or guide play with smaller pupils and assist the Yard Teacher by accompanying children to the office.

 

 

  1. Boundaries

Teachers need to familiarise themselves with the yard boundaries and they should bring their classes out regularly to remind them of where they should be.

 

  1. Lining Up

When the bell rings all children walk to and line up at their designated spot.  They wait there till the Class Teacher collects them.  Teachers on yard wait till all classes have been collected.

Teachers assign places to children in the line. Leaders can be rotated.

 

 

 

 

This Policy has been reviewed and ratified by the BOM in December 2016 and will be reviewed again in December 2018

Signed: __________________________              Date:_____________________

              Chairperson

 

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Contact Info

Scoil Bhride, Straffan, Co. Kildare, W23 CD77
(01) 627 2255
secretary@straffanschool.com