- Children and teachers have the right to enjoy their days at Lakeview School and learn in a safe, secure and happy environment.
- Children will learn best in an environment, which is positive, warm, open, encouraging and non-threatening.
- Children, staff and parents of our school need to be responsible for each other, their school, their property and their environment.
- Pupils have the right to expect firm, consistent and fair treatment from school staff.
- School staff have the right to expect and obtain high standards of appropriate behaviour from pupils.
- Staff and pupils have the right to have such expectations supported by the Principal, Parents, Board of Trustees and Colleagues at Lakeview.
- Children and indeed our whole school community need to see that there are consequences for unacceptable behaviour and that the school is proactive in trying to eliminate it.
- Good behaviour should be applauded and rewarded. When children make poor choices, we will endeavour to teach them how to make better ones.
- Lakeview School will teach and promote the attitudes, values and skills needed for our children to have successful relationships at school and in the community.
Updated August 2011
There are many factors that will help to foster good behaviour. We must positively reinforce good behaviour; Specifically teach the social skills necessary to create harmony and to give our children the positive social tools to help them in later life; Team strategies for dealing with conflict such as SWIG;: Success and interest at school; appropriate interagency help and pastoral care for those in need; and reinforce desirable attitudes and values such as empathy for and understanding of others.
Above all we need to know:
- We can make a difference
- Good behaviour will result from: Positive reinforcement
- Clear school and class rules
- Ensuring a ‘violence’ free school
- Encouraging children to use the SWIG method for keeping safe
1. Say ‘Stop’…..
2. Walk away
4. Get help
- Making sure we help when asked
- Teaching social skills systematically school wide and acknowledge and reward those who are using these skills:Making eye contact and smiling, saying please and thank you, using the persons name when speaking to someone, saying “are you okay” when someone has fallen etc, saying sorry when you have erred or have hurt someone accidentally, shaking hands, giving compliments and praising, including others, sportsmanship.
- Positive results through improved social skills and self esteem have come from the introduction of Circle Time in 2005. Teachers are enthusiastic about the way this is meeting an important need in classes.
- Encouraging understanding of others in the school
- Getting help for those who need it
- Pastoral care
- Using the discipline step system
- Having enriching class programmes
- Having plenty to do in the playground
In the classroom
In the playground
To and from school
At events representing our school
We are kind and caring
We work well with all students in group activities.
We are kind to everyone every day; not just our friends
We apologise straight away if we hurt anyone by accident
We always use good manners.
We share with others.
We compliment others on their great work.
If someone looks sad we check they are ok.
We invite other children to play with us if they are lonely.
If someone is hurt we stop and ask them if they are okay.
We apologise straight away if we hurt anyone by accident “Sorry RUOK?”
We use SWIG to sort out problems
We let other children play our game if they ask.
We make an effort to include and talk to new students.
We speak in a polite and respectful way to members of the public.
We watch out for younger students as we go to and from school and we set a good example to them.
We move out of the way of others on the footpath and keep to the left
We hold onto our rubbish until we find a bin (including fruit) and pick up any we see.
We wave politely to acknowledge drivers.
We mix in a positive way with children from other schools.
We smile and greet the other teams and the adults who are with them.
We play fair and check if people are ok if they fall.
We shake hands and congratulate other teams at the end of a game.
We leave any venues and locations clean and tidy.
We accept the refs decision
We listen to and follow instructions
We do our best to make sure that instructions only need to be given once.
We look at the speaker
We ask questions if we do not understand instructions.
We ask our classmates as well as our teacher.
We follow the instruction straight away.
We communicate if there are reasons why we cannot immediately follow the instruction.
If we are asked to do something by a duty teacher, we do it straight away.
We listen to ALL adults not just our teacher.
If a duty or relief teacher asks us to do something we do it - even if it is different to what our teacher says or does.
We continue doing what has been asked of us even when the teacher asking has gone.
We listen to the instructions given to us by road patrol wardens when we use the pedestrian crossing.
We follow pedestrian and road etiquette/rules.
We only scooter on the footpath.
If an adult gives us a safe reasonable request we follow it without argument.
We make sure that we listen to event coordinators so that we know what we are supposed to do.
We look at the person speaking.
We listen to other adults (including teachers and parents from other schools).
We take notice of signs and do as they say.
We are honest
We tell the truth.
We only use or play with things that belong to us.
We only go into our own desk or bag
If we find something we hand it into an adult.
We ask someone and wait for them to say yes before we borrow something.
We do our own work in tests.
If we find something of value we hand it in to the office or to a teacher.
I stand up for the rights of others
I walk away from trouble - even if it involves my friends.
We accurately recount incidents or problems.
When we are in shops we always pay for items that we want.
We accurately recount incidents or problems.
We demonstrate fair play when we compete in inter-school events.
We always try our best
Our work is always done to A1 standards.
We can’t always win but we can always try our hardest.
We complete the amount of work asked of us.
We appreciate and accept that our best might look different to someone else's.
We complete homework.
We do our best when playing games with other children.
We keep playing even if we make a mistake or aren’t winning.
We always look to represent Lakeview School in a way that makes members of the public look upon us with respect and appreciation.
We try our best to wear our school uniform with pride.
We always give our very best, even when we might not be winning.
We try our best to wear our school or sports uniform with pride.
Lakeview School Discipline Step System
For a school wide discipline system to succeed, it is important that we are consistent in our management of children’s negative behaviour. Perceived over-reaction by staff or inconsistent responses gives the child an excuse for not “owning” their behaviour.
Warnings are necessary to encourage children to choose to change their behaviour before there are stronger consequences and to ensure that children, whose behaviour does not usually disrupt learning, are not punished the same as children who consistently misbehave.
Each child has a card with 4 colours which is a very visual way of monitoring behaviour, good or bad. Green is good but the cards progress from green to orange to red to black if unacceptable behaviour persists in spite of appropriate levels of intervention. The teacher needs to keep an ongoing record of behaviour to monitor trends and reward consistently good behaviour over time.
The student earns a clip on their card at the end of the day as a reward for good behaviour. The teachers or support staff or such can give any number of bonus clips for positive behaviours. This is a good way of highlighting social skills that are being emphasized that week. At school assembly a number of names are drawn out to qualify for an “in the bag” draw for minor instant prizes for children who have had all green cards for the two week period. Each week each class will have a “student of the Week”, who gets a certificate and video voucher, We want to catch children being good.
Duty teachers can give out playground “awards” for good behaviour which again go into the draw for minor prizes.
This needs to be explicit. “If you continue to .. You will get an orange card”
Step 1 – Orange Card
The child no longer qualifies for a clip and gets 10 minutes time out in their own classroom to encourage them to reflect on their behaviour and make a change. The child needs to physically move away from where they have got their orange card. Even if a card is no longer green the child can still get bonus clips.
Again very explicit
Step 2 – Red Card
This results in time out in a buddy classroom for 30 minutes for infringements of our school rules e.g. fighting, repeated misbehaviour, out of bounds, etc. In more extreme cases, a child can move straight to a higher step if the situation warrants it. If a child refuses to comply with the time out they move straight onto the next step.
A phone call and/or a red card form letter inform parents.
Two red cards in a week results in a lunchtime withdrawal.
Again very explicit
Step 3 – Black Card
Time out of the classroom for a period of time negotiated with the teacher, a phone call to parents and/or black card form letter home and 2 lunchtime withdrawals for major infringements of school rules including violence.
Step 4 – Withdrawal from Class or Playground
This now requires the involvement of the senior management team, withdrawal of the child for an appropriate amount of time, and possible loss of discretionary trips, programmes and lunchtimes and the strongest recommendation for parent involvement via a home visit and withdrawal from class form letter. Senior staff will continue to officially monitor the child’s ongoing behaviour for a negotiated amount of time. A child can move directly to this step for behaviours such as non-compliance to a direct instruction, violence, severe disruptive behaviour etc. Ongoing poor behaviour may require a meeting of ROBIT (Repeat Offender Behaviour Intervention Team). The student meets with class teacher and Senior Management Team to discuss their behaviour.
Step 4 is now in three levels:
4a: 1 day in another class
4b: 2 days in another class
4c: 5 days in another class
Step 5 – In School Suspension
The child is removed from all contact with peers and will be required to be out of the school for lunchtimes. There is compulsory parent involvement with ongoing daily communication via phone or notebook system. Appropriate outside agency intervention and support will be sought. This is warranted for minor swearing at a teacher for dangerous behaviours relating to others etc.
Step 6 – Stand Down
As per MOE guidelines for ongoing behaviour as outlined before, smoking, drinking, assault, major swearing, etc.
Step 7 - Suspension
As per MOE guidelines for ongoing behaviours, possession of illegal substances and other police related matters.
BUDDY CLASSES – RED CARD
Students who receive a red card are sent to a buddy class e.g. Room 1 goes to Room 17. These buddy classes are set up each year. The teacher records in a notebook the reason for the red card and sends with the student to the buddy class.