At Oratia District School we believe that every child has the right to learn and every teacher has the right to teach. It is also an expectation that behaviour will be managed positively and that adults and children will interact respectfully. While we expect and accept that everybody makes mistakes, we also understand that learning occurs through mistakes.
Our behaviour management plan is underpinned by those things we value: respect, responsibility, risk taking, resilience and reflection. It is further supported by Peer Mediators and student buddies and we use restorative justice to resolve issues when required.
The plan involves:
- A Code of Conduct which applies to all children and adults who come through the school gate. This code is written as a series of seven positive statements which include some supporting examples to explain what the statement means. Our Code of Conduct can be viewed here.
- Every teacher develops a class treaty with their students at the start of the year. The in-class treaty includes the agreed steps that the teacher and students will take when the teacher or students don’t follow the treaty.
- Teachers develop their in-class behaviour management plan based on their class treaty, the school Code of Conduct and the school values. This may include a ‘three warnings and you are out’ system, which will be followed by an agreed consequence.
- With the help of Youth Justice Lawyer Helen Bowen, the school has developed a Restorative Justice programme. For more information click here or here.
- Parents and whānau are involved when a series of incidents shows a pattern of poor decision-making on the part of a child. If their behaviour makes it difficult for the teacher to teach and others to learn, their parents will be informed and possibly called in to discuss the matter.
From time to time, teachers need broader support to manage behaviour and can then refer the student to the senior teacher, deputy principal or the principal. This may involve time in the supervised lunchtime class, where children eat their lunch and then spend 10 minutes completing a thinking sheet or work that was not done in class time. After that they get to play for the rest of lunchtime.
In extreme situations, an individualised behaviour plan (IBP) is developed and referrals for additional support are made through our special needs coordinator (SENCo). Such a plan may include working with a teacher aide, working in a separate space away from the class for short periods of time, or having playtimes at different times from the rest of the student body until the child can be fully reintegrated back into the class.
Managing behaviour is complex and we do our best to individualise this process for each child according to their needs and their sensitivities.
Our bottom line is that each child has the right to learn and every teacher has the right to teach. If a child puts themselves and others at risk and their behaviour sets a dangerous and example to others, the principal may decide to stand them down. Only the principal can do this. You can find more information about stand downs here. This is always a last resort and the Ministry of Education is informed.
If you have further questions about how we manage behaviour, please do not hesitate to contact your classroom teacher or the principal.