Code of Behaviour

Rathgar Junior School & Kindergarten

Code of Behaviour Policy

At RJS, we seek to promote a philosophy which will promote the learning patterns we desire. In this respect, we feel that the poem, “If a Child”, encapsulates the school ethos.

If a child lives with criticism, he learns to condemn.

If a child lives with hostility, she learns to fight.

If a child lives with ridicule, he learns to be shy.

If a child lives with shame, she learns to feel guilty.

If a child lives with tolerance, he learns to be patient.

If a child lives with encouragement, she learns confidence.

If a child lives with fairness, he learns justice.

If a child lives with praise, she learns to appreciate.

If a child lives with security, he learns to have faith.

If a child lives with approval, she learns to like herself.

If a child lives with acceptance and friendship, he learns to find love in the world.

 

Rationale

  • To protect the rights, views and property of others
  • To promote the principal of treating others the way we would like to be treated
  • To enable children to learn in a positive environment
  • To promote a positive learning environment
  • To promote self-esteem and positive behaviour
  • To encourage the children to take responsibility for their own behaviour and to know the consequences for both positive and negative actions
  • To facilitate the education and development of every child
  • To foster caring attitudes to one another and our environment
  • To enable teachers to teach without disruption
  • To ensure expectations and strategies are widely known and understood
  • To involve home and school in the implementation of this policy

 

Who is involved in the implementation of this policy?

  • Communication with parents is central to maintaining a positive approach to dealing with children.
  • Parents and teachers will develop a joint strategy to address specific difficulties, in addition to sharing our broader objectives which can be implemented at home and at school.
  • Structures and channels are designed to maintain a high level of communication among staff and between staff, pupils and parents are reviewed regularly.
  • Parents are encouraged to talk in confidence to staff about any significant developments in a child’s life (past, present or future), which may affect the child’s behaviour.
  • Should parents have any concerns which need to be discussed with a teacher, all members of staff are more than willing to facilitate a meeting, made through the proper channels i.e. phone call to the office or a note to the class teacher. The first person to be informed should be the class teacher. This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time.
  • Parents will be asked to sign this policy to show that they have read, understood and agree to support their child and the school in the implementation of this policy.

 

Whole School Approach in Promoting Positive Behaviour

  • At RJS we promote an ethos where all staff offer guidance, praise and encouragement to children.
  • Clear, consistent and realistic expectations are communicated to children.
  • Staff will share, where appropriate, positive and negative aspects of behaviour with other teachers working with a child.
  • Staff will endeavour to focus on positive behaviour as a way of encouraging those who may need to improve on their inappropriate behaviour.
  • RJS provides a curriculum designed to stretch and engage the children.
  • Classroom organisation facilitates both independent and collaborative learning.
  • Staff offer encouragement and an appreciation of children who act as positive role models.
  • Christian values and morals are promoted and reinforced in daily assembly and through the SPHE curriculum. Children are given opportunities for discussion and reflection.
  • Staff act as good role models at all times through communication with each other and with the children. A culture of positive behaviour is led by example, honesty and courtesy.
  • We encourage fostering relationships based on kindness, respect and understanding of the needs of others.
  • By displaying children’s work, children’s commitment to their environment is enhanced and their self-esteem increased.
  • Staff ensure conscientious supervision of children at all times and fair treatment of all.
  • Staff show appreciation of the efforts and contribution of all children.

 

School Expectations

  • We will treat others as we would like to be treated.
  • We will respect, listen to and value the opinions, beliefs and thoughts of others.
  • We will respect our belongings and those of others, keeping our class and shared areas tidy.
  • We will arrive at school on time, prepared with what we need for the day and completed homework (unless a written note is submitted by a parent to the teacher).
  • We will behave sensibly and safely in the garden.
  • We will take pride in our work and our school.
  • We will listen to others and reflect on our own behaviour, taking responsibility for our actions.
  • We will think of others, play nicely and model good behaviour to younger children.
  • We will walk around the school quietly and safely using the correct stairs.
  • We will behave sensibly in class so as not to disrupt others.
  • We will think about what we say (THINK – Is it true? Is it helpful? Is it necessary? Is it kind?

 

Classroom Expectations

Each class will come to a collective ‘agreement’ at the start of each year, which has been arrived at through discussion and consensus, based on everyone’s needs. This will aim to promote good relationships in the classroom, between teacher and students and between the students themselves. These expectations will aim to provide children with a safe and happy learning environment. Children will learn what to do when things go wrong – learning how to accept responsibility, experiencing being held accountable for their own choices, and learning how to put things right with those who share the problem. These experiences will give our children invaluable skills for life.

 

Sanctions

Sanctions are always age appropriate should help children:

  • to learn that inappropriate behaviour is unacceptable.
  • to recognise the effect of their actions and behaviour on others.
  • to understand that they have choices about their behaviour and that these choices have consequences.
  • to take responsibility for their own behaviour.

 

Sanctions aim to reinforce the boundaries set out in this Code of Behaviour. This policy aims to signal to other students and staff that their wellbeing is being protected. Sanctions may be enforced to prevent serious disruption of the teaching and learning of all children. This policy aims to keep all children and adults safe.

 

Sanctions that may be used include:

  • ensuring the child knows that their behaviour is inappropriate
  • offering a verbal warning
  • removal of a child to another environment
  • informing the Principal
  • informing the child’s parents
  • taking time out from playing during the garden
  • not participating in games/trips/outings/activities
  • suspension for up to 3 days (repeated serious breaches of this code of discipline)
  • exclusion (repeated suspensions)

This policy was reviewed by staff and ratified in January 2020 and will be reviewed in 2021.

Brigid Rose Kalisa

Principal