St. Augustine’s School Policy

Ethos and Culture- Relationships, Learning and Behaviour

 

August 2023

Safe     Healthy   Achieving    Nurtured    Active    Respected

Responsible    Included

 

BACKGROUND

At St.Augustine’s Pr. we will lay the foundations for a life-long learning journey which provides our children with the tools to achieve happy, fulfilling and successful lives.

At St.Augustine’s Primary School we are committed to creating an environment where exemplary behaviour is at the heart of productive learning.  Everyone is expected to maintain the highest standards of personal conduct, to accept responsibility for behaviour and to encourage others to do the same.  Our Ethos and Culture- Relationships , Learning and Behaviour Policy is built on consistency and echoes our core values of Love, Kindness, Respect and Equality all set within a culture of Fairness and shared Gospel values. Collectively we have a clear commitment to work in partnership with pupils, parents, staff and outside agencies to ensure our ethos and culture is best placed to foster positive relationships and behaviour that will enable effective teaching and learning.

RATIONALE

Curriculum for Excellence cannot be delivered without good relationships and positive behaviour. The starting point for learning is a positive ethos and climate of mutual respect and trust based upon shared values across our whole school community where everyone can learn and work in a peaceful and safe environment.

Social, emotional and behavioural skills are key skills for learning, life and work. Readiness to learn, and ongoing positive relationships and behaviour, depend upon social and emotional wellbeing. Health and wellbeing across learning is a responsibility for all. Children and young people should feel happy, safe, respected and included in the learning environment and all staff should be proactive in promoting positive behaviour in the classroom, playground, and wider learning community.

 

St.Augustine’s Primary is a Rights Respecting School, based upon the U.N. Conventions for the Rights of the Child. The rights within this convention cover basic needs, including education, health, being heard and experiencing a safe and secure childhood. We believe that all children should grow up aware of these rights and respecting these rights for themselves and for others. In consultation with the children, staff, parents and Parent Council we have developed this policy which aims to encourage children to learn, work and play together to maintain a rights respecting ethos. Being a Rights Respecting School underpins this policy and we believe that this approach will promote positive behaviour and develop successful, responsible citizens for the future. This policy links with the school’s day-to-day awareness-raising of the articles of the United Nations Convention on the Rights of the Child:

 

• Article 19 Children have the right to be protected from being hurt and mistreated, physically or mentally.
• Article 14 Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights.
• Article 29 Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others’ human rights and their own and other cultures.
• Article 15 Children have the right to meet together and to join groups and organisations, as long as it does not stop other people from enjoying their rights. In exercising their rights, children have the responsibility to respect the rights, freedoms and reputations of others.

 

AIMS OF THIS POLICY

 

• To create a culture of exceptionally positive behaviour – for learning; for community; for life
• To help learners to take responsibility for their behaviour and the associated consequences of it through our restorative approach
• To ensure that excellent behaviour is an expectation for all
• To plan lessons that engage, challenge and meet the needs of all learners
• To ensure that all are treated fairly, shown respect and to promote good relationships as the foundation of our community and in all that we do and say
• To promote consistency in practice – through rules, language, positive reinforcement, consequences, respect from adults, models of emotional control, ‘follow-up’ and certainty
• To demonstrate a learning community where each child is valued as an individual and which supports their sense of belonging and is a central part of inclusion and the core principles of the ‘4 Rs’ – Relationships, Rights Respecting, Resilience Building and Restorative Practices
• To create an environment where prejudice is challenged and diversity is celebrated. The Equality Act 2010 makes it unlawful to discriminate against people with ‘protected characteristics’ – including age, disability, gender reassignment, pregnancy and maternity, marriage and civil partnership, race, sex, religion or belief or sexual orientation

 ‘An inclusive approach affords all children and young people the opportunity to be a part of a community, boosting their emotional well being and aiding the development of social skills. Scotland’s inclusive approach celebrates diversity and allows all children and young people to develop an understanding and recognition of differences, contributing to the development of an increasingly inclusive, empathetic and more just society.’

Consultation on excellence and equity for all; guidance on the presumption of mainstreaming (2017)
Ministerial Foreword

 

BUILDING CURRICULUM FOR EXCELLENCE THROUGH POSITIVE RELATIONSHIPS AND BEHAVIOUR

Our policy reflects the following Scottish Government Guidelines:

 

• Getting it Right for Every Child (GIRFEC) – Sept’22
• Curriculum for Excellence
• Included, Engaged and Involved Part 1 and 2
• Education Additional Support for Learning (Scotland) Act (2004 and 2009)
• Developing a positive whole school ethos and culture: relationships, learning and behaviour (2017)
• Promoting Positive Relationships and Behaviour in Educational Settings (April 2023)
• Behaviour in Scottish Schools Research 2012 and 2016
• Realising the Ambition 2020

 

We have also taken account of North Lanarkshire Service Plan

The outcomes reflect the Scottish Government’s values and aspirations for the people of Scotland and are aligned with the United Nations Sustainable Development Goals to help to track progress in reducing inequality.

These national outcomes are that people:

• Grow up loved, safe and respected so that they realise their full potential
• Live in communities that are inclusive, empowered, resilient and safe
• Are creative and their vibrant and diverse cultures are expressed and enjoyed widely
• Have a globally competitive, entrepreneurial, inclusive and sustainable economy
• Are well educated, skilled and able to contribute to society
• Value, enjoy, protect and enhance their environment
• Have thriving and innovative businesses, with quality jobs and fair work for everyone
• Are healthy and active
• Respect, protect and fulfil human rights and live free from discrimination
• Are open, connected and make a positive contribution internationally
• Tackle poverty by sharing opportunities, wealth and power more equally

Although all these outcomes are relevant there is one with a particular focus for our children and young people; We grow up loved, safe and respected so that we realise our full potential.

 

WHAT IS BULLYING BEHAVIOUR?

The Scottish Government defines bullying behaviour as behaviour which leaves people feeling helpless, frightened, anxious, depressed or humiliated. Bullying behaviours may, but do not always, include:

• name calling, teasing, putting down or threatening
• ignoring, leaving out or spreading rumours
• hitting, pushing, tripping, kicking
• stealing and damaging belongings
• receiving abusive messages or having nasty comments made about you online.
• humiliation
• targeting someone because of who they are or are perceived to be

The impact an incident has had on a child or young person is more important than whether it is classified as bullying.

ONLINE BULLYING

For children and young people, the internet (particularly social media) is a place, not a thing. It is a social space where they can hang out and meet friends. Like any other place they visit, there are benefits and risks. Adults – both in school and at home – need to continually engage with children and young people about where they go online, just as they do when they go into town or to any other ‘real’ physical place.

 

Online bullying, or ‘cyberbullying’ as it is often referred to, shouldn’t be treated any differently from face-to-face bullying. It is still about behaviour and impact. A person can be called names, threatened or have rumours spread about them and this can (like other behaviours) happen in person and online. We address online bullying effectively when we address it as part of our whole anti-bullying approach, not as a separate area of work or policy.

 

St. Augustine’s Primary School curriculum includes input on cyber resilience and internet safety and teaching staff are encouraged to incorporate learning around these issues into lessons across all curricular areas. Regular awareness raising is also carried out with parents and carers.

RESPONDING TO ALLEGATIONS OF BULLYING BEHAVIOUR

When bullying behaviour occurs in St. Augustine’s Primary School, respecting the rights of all children involved is of paramount importance. St Augustine’s Primary School aims to establish a culture of mutual respect and understanding and will promptly address the needs of those bullied, as well as the bully, within a framework of respect, responsibility, support and resolution:

 

1. Augustine’s Primary School will take all bullying behaviour seriously
2. A member of the Senior Leadership Team will carry out a full investigation
3. Augustine’s Primary School will work with the young person who is being bullied to help them feel safe and find solutions to the bullying behaviour
4. A ‘first offence’ of a minor nature (for example, name-calling) will be challenged and the child will be made aware that this behaviour is unacceptable. It will be made clear to the child that any further incidents will be formally recorded
5. A member of the Senior Leadership Team will inform the parents/carers of any child who is being bullied
6. A member of the Senior Leadership Team will inform the parents/carers of any young person who is displaying bullying behaviour to support and encourage the pupil to modify their behaviour
7. Augustine’s Primary School will record all incidents of bullying behaviour in line with local authority and national guidelines
8. Augustine’s Primary School will work with those displaying bullying behaviour to help them change their behaviour
9. Where appropriate, St. Augustine’s Primary School will work with both parties to help reconcile relationships through restorative conversations
10. A member of the Senior Leadership Team will monitor recorded incidents to ensure patterns of behaviour are promptly recognised and appropriate measures put in place to address these
11. In extreme cases, such as serious physical violence, a pupil may be excluded from school. In such cases, advice will be sought from the school’s Education & Families Manager.

 

ROLES AND RESPONSIBILITIES

SENIOR LEADERSHIP TEAM

• The roles and responsibilities of the Head Teacher and Senior Leadership Team are listed in the previous section, ‘Responding to allegations of bullying behaviour’

 TEACHING STAFF

• Teachers have a responsibility for the day to day organisation and discipline within the classroom.
• Teachers will be guided by our positive behaviour policy.
• Teachers will actively establish positive relationships with their pupils.

• Provide an environment where all children feel safe, welcome and included
• Foster an ethos of inclusion and promote positive attitudes in the classroom
• Actively involve children in promoting positive behaviour and regularly discuss the effects of bullying behaviour through Health & Wellbeing lessons and cross-curricular work.
• Be vigilant and look out for unusual behavioural trends; monitor children who give cause for concern.

• Provide appropriate support and guidance to those involved in bullying behaviour

SUPPORT STAFF

• Help create and maintain an environment where all children feel safe, welcome and included
• Foster an ethos of inclusion and promote positive attitudes in the classroom and playground
• Actively involve children in promoting positive behaviour by supporting them in their day-to-day interactions and play
• Be vigilant and look out for unusual behavioural trends; monitor children who give cause for concern.
• Provide appropriate support and guidance to those involved in bullying behaviour

 

PUPILS

• Be proactive in supporting a school community where bullying behaviour is never tolerated
• Ensure, through their words and actions, that everyone feels loved, valued and respected
• Immediately report incidents of bullying behaviour against themselves or others
• Own-up immediately if they have been guilty of showing bullying behaviour, accept any consequences and commit themselves to changing their behaviour
• Contribute to anti-bullying campaigns such as posters, leaflets and assemblies

 

PARENTS AND CARERS

• Support the school’s promotion of Gospel values, including respect for self and others
• Help maintain open lines of communication between home and school
• Contact the school promptly if they have any bullying concerns about their own child or another pupil in the school
• Be supportive of any sanctions put in place by the school following the investigation of a bullying incident
• Closely monitor and take responsibility for their child’s communication and behaviour on social media

 

DAY TO DAY PROMOTING POSITIVE BEHAVIOUR IN      

  ST AUGUSTINE’S PRIMARY

 

• All members of our school community are regularly reminded that bullying behaviour is never acceptable
• Our Vision, Values and Aims, which all members of our school community are regularly reminded of, have a clear emphasis on love, connection and mutual respect
• Adults and pupils are actively encouraged to imitate the teaching and example of Christ, modelling loving behaviour and positive relationships
• Assemblies, RE and Health & Wellbeing lessons regularly focus on how we treat one another
• All members of our school community are regularly reminded of their roles and responsibilities in relation to preventing and responding to bullying. This includes visual reminders around the building and on the school website
• P7 buddies provide support to our youngest children in building positive relationships
• The school actively participates in the Pope Francis Faith Award.
• Pupils involved in major incidents eg. bullying behaviour, will be asked to complete a self-reflection sheet based on the restorative questions and linked to the UNCRC.
• All St. Augustine’s Primary pupils actively participate in the school’s House System and gain rewards for positive relationship and attitudes to work and other.

Every child is allocated to a house; West End, Monklands, Summerlee or Drumpellier. House points will be given out in the form of tokens from SLT, teaching staff and support staff to recognise and praise positive behaviours displayed by pupils. Each class has 4 coloured containers where house points can be collected and displayed. House captains will collect the containers each Friday and determine the first, second, third and fourth place winners for each class and points will be distributed (100, 75, 50 or 25 points respectively). You may use your own system for rewarding weekly winners. Monthly house winners will be celebrated at each end of month assembly and rewarded with an extra play. House captains will take suggestions from pupils for end of term house treat, which will then be agreed with SLT.

Each class should record in their teacher log book ( Daily occurrences log/ incident log –  incidents that take place or if a child has not responded to your verbal reminders about acceptable behaviour or subsequent warnings).  This would ensure we have a clear, shared system in place before there is the requirement for a reflection sheet or referral to SMT.

 

Reviewed Sept 23