STUDENT BEHAVIOUR POLICY SECONDARY

Philosophy and rationale

At St. George International School & Preschool (SGIS) we operate on the belief that all students have the right to learn. To do so means that each student works towards creating a climate that is both positive and productive. No student has the right to choose behaviour that infringes upon the learning of others. We also believe that students should be given the support and encouragement they need to learn and demonstrate positive behaviour at all times.

SGIS further believes that the home and school must share the responsibility for teaching children positive behaviour. By working together, we can increase the probability that students will learn responsibility and respect for themselves and others, as well as positive behaviour traits for life.

School Values:

At the core of our Student Behaviour Policy are the SGIS School Values:

  1. Honesty – we are  truthful to ourselves and others;
  2. Responsibility – we are responsible for our own actions; we complete tasks and duties; we are      responsible for others around us – keeping them safe and caring for them.
  3. Respect – we have respect for the rules and regulations; we respect people’s privacy, property, feelings and desires; we are listening to others’ opinions and respecting differences.
  4. Initiative – we are involved in the life of the school; share ideas; suggest improvements; take action when appropriate;
  5. Mutual Support – we do team work with others – help others in the school; friends; other students and adults;
  6. Transparency – we are clear with our thoughts, feelings, desires so there are no misunderstandings;
  7. Tolerance – people as they are although we may have different experiences, thoughts, actions and feelings.

School Wide Expectations for Students:

  1. We are expected to show consideration, courtesy and respect to others and their property.
  2. We are expected to attend classes regularly and on time.
  3. We are expected to abide by all rules which have been established and help to maintain a positive learning environment at SGIS.
  4. We are expected to promote a safe, secure and nurturing learning environment.
  5. We are expected to exercise self-control, restraint and discipline at all times within the school environment.
  6. School wide behaviour will be monitored by Classmasters and Heads of Lower/Upper Secondary  School and the policy implemented by all staff at the school.

Classroom Expectations:

  1. The Positive Classroom Rules (Appendix A) will be communicated to and taught to the students by Classmasters and supported by Subject Teachers throughout the academic year.
  2. The Positive Classroom Rules will be signed by students at the start of the year to acknowledge their understanding. This is the responsibility of the Classmasters. The Positive Classroom Rules should be posted in all classrooms and should be frequently referred to by all teachers.
  3. Heads of Lower/Upper Secondary School will monitor the implementation of The Positive Classroom Rules. Teachers who fail to comply will initially be mentored by their Head of Lower/ Upper Secondary School. Ultimately, failing teachers may be sanctioned according to the Internal Labour Regulation code of SGIS.

Teaching and Learning Positive Behaviour

The main instrument through which positive learning behaviour will be taught to the students will be the consistent modelling of positive learning behaviour by staff. At least one session of Continual Professional Development (CPD) during the school year shall be devoted to discussion of the standards of behaviour expected from all staff and students, and how these standards should be maintained. Continual support will be provided to staff throughout the year.

Continual positive reinforcement from staff to students who are following the school rules will be an integral tool in gaining the required standards of behaviour.

Parents will be expected to help their children achieve and maintain the behavioural standards as listed in the SGIS Student Behaviour Policy. These standards will be explained at parents’ meetings, as well as on the SGIS website, and it is parents’ responsibility to become acquainted with them. The school puts a high priority on informing parents if their child is consistently falling short of the standards required, working as a team to discuss possible shared solutions and strategies, if necessary.

Rewards

SGIS is proud that students at the school are pleased to be members of the school community and are highly motivated to follow the rules and standards of behaviour required.

Our School values are at the centre of our positive behaviour policy and key to having a positive effect on the students’ behavior, ethos, attitude and learning around the whole Secondary School.

All teachers will be able to award ‘Reward Points’ to students during lessons and make an entry in iSAMS. These will be primarily based upon the 7 values of the SGIS – Honesty, Responsibility, Respect, Initiative, Mutual Support, Transparency, and Tolerance – but will also include the quality of work and effort levels shown by students.

Classmasters will be able to promote and reward positive behaviour and the choices students make. These will be primarily based around Behaviour, Uniform, Organisation and Punctuality and the 7 Values of SGIS.

The ‘Reward Points’ will be linked to the House System, allowing pupils to earn house points throughout the year, and not just at formal House Events. This continues to develop the sense of community, pride and responsibility for others in SGIS.

Through assemblies, school events and emails to parents we have the opportunity to reward other exceptional achievements and high standards of behaviour, for example submitting outstanding academic work or being a valuable member of the student body.

Students will receive awards in different categories at the end of the school year. The categories could be Best Artist, Excellence in Sports, etc.

Sanctions

Although the school believes in a positive approach to behaviour management, on occasion sanctions may need to be applied (Appendix B). It is the responsibility of all staff to deal with such incidents wherever they occur around the school. This is for the mutual benefit of all students and staff.

Members of staff need to work together by supporting the Senior Management Team (SMT) and ensuring that the rules are adhered to both in and out of the classroom.  The benefit of an effective sanctions policy should be to encourage greater consistency in addressing incidents of unacceptable behaviour/poor standards of work. The staff should make sure the student understands the school rules and expectations. Below are the steps for sanctions.

Level 1:  Warning

Before teachers start using their designated Behaviour Tracker, make sure the student understands the rules and expectations. The student should be given the chance to correct the non-productive behaviour before escalation and will be encouraged and supported to continue well-behaving.

Level 2: iSAMS Behaviour Tracker

An entry on the Behaviour Tracker is called a ‘sanction’. The sanctions system aims to give a quick and meaningful rebuke for unwanted behaviour.

Every unacceptable behaviour by a student must be noted in iSAMS.  A member of staff giving a sanction must record it on the Behaviour Tracker and add a descriptive comment. Sanctions are entered into the behaviour tracker according to the 6 categories: Homework (H), Behaviour (B), Lateness (L), Work (W), Organisation (O), and Uniform (U).

One or two sanctions – unless severely violating the school values and rules (this is at discretion of the teacher, reporting the incident, or at the Head of Lower/Upper Secondary School) – are not taken further, but are simply entries on the behaviour tracker. Three sanctions or more result in further action. A member of staff giving a sanction must record it on the Behaviour Tracker and add a descriptive comment.

Types of Reasons for Sanctions in the Behaviour Tracker    

  1. Academic sanctions (Classwork and Homework)

Teachers will use the Behaviour Tracker in iSAMS to monitor classwork and homework.  Students not working in class, but who take on a passively resistant attitude will have a “W” entered in the tracker. Homework not handed or not completed will be noted as “H“ in the tracker. Teachers need to state what work/homework was not done. This information is important for the standardized letter that the Head of Lower/Upper Secondary School will send out.

  1. Homework

1st non submission of homework

The subject teacher needs to write in the iSAMS – that homework was not handed in. This way it is clear that offence is being recorded and communicated to the parents.

2nd non submission of homework

The Head of Lower/Secondary School informs the parents that homework is not being completed via email.

3rd non submission of homework

Treated as a behavioural concern and contacting the parents by the Head of Lower/Upper Secondary School.

The Head of Lower/ Upper Secondary School will monitor patterns across the curriculum and contact parents if necessary.

iii. Organisation and Uniform Sanctions

Persistent organisational and/or uniform violations should be detailed in iSAMS by teaching staff, followed by Head of Lower/Upper Secondary School and will result in parents being informed and asked to ensure their children attend school with the correct uniform and/or equipment for study.

iv. Code for Behaviour Tracker and types of sanction for repeated or deliberate behaviour (including but not limited to the following)

 
Academic sanctions(W/H)

  1. No homework
  2. Poor homework
  3. Homework not finished
  4. Lack of effort in class
Uniform sanctions (U)

  1. Incorrect/no PE kit
  2. Incorrect/no school uniform
  3. School uniform incorrectly worn
  4. Wearing any items or objects specifically prohibited by the school
Behaviour sanctions (B)

  1. Not following the SGIS School Values (both in or out of the classroom)
  2. Use of inappropriate language or inappropriate behaviour
  3. Disrupting their own or class learning (at class teacher’s discretion, including but not limited to; calling out in class, speaking Bulgarian in an International lesson, drumming on the desk, playing with equipment, making silly noises, rocking on the furniture, talking while the teacher is talking or other students are talking; passing notes, etc.)
  4. Not giving or taking the Behaviour Report Card.
Organisational sanctions (O)

  1. Not prepared for class with all necessary textbooks, notebooks, etc.
  2. Mark book not signed
  3. Exercise/Equipment
Lateness sanctions (L)

  1. Student not arriving within appropriate time to registration/lessons

Serious Breaches of DisciplineFormal note

In case of a serious breach of discipline, students may go straight to a Level 4 in the Sanctions, as determined by SMT.

  • Bullying (as this is such a corrosive and corrupting issue, SGIS has a special set of procedures for dealing with bullying, which may lead to disciplinary action as described in this paragraph);
  • Swearing;
  • Verbal abuse;
  • Physical abuse;
  • Theft;
  • Use of illicit substances;
  • Vandalism of School property;
  • Racism;
  • Discrimination;
  • Xenophobia;
  • Use of toilets marked as ‘Adults’;
  • Bringing tobacco products, alcohol or drug substances into school;
  • Bringing weapons of any kind into school;
  • Making allegations against staff that prove to be malicious (see the SGIS Safeguarding Policy and Procedures).
  • Immoral behaviour that brings into disrepute the reputation of the school, other students or staff members (i.e. sexual contact, consumption of drugs, alcohol, or tobacco in school uniform, on the school campus, or  on social media).

The case must be immediately referred to the Head of Lower/Upper Secondary School and they will investigate each case.

Note: The incident needs to be noted in iSAMS.

 

Level 3: Behaviour Report.

A student will be placed on Behaviour Report (Appendix C) if they accumulate 3 or more reports in the Behaviour Tracker on iSAMS within a one-week period.

There are 3 levels of Behaviour Report:

  • Green;
  • Amber;
  • Red;

Level 4: Official notification

After Amber report the Head of Lower/ Upper Secondary School shall inform the parent of the opening of a penalty procedure. In a penalty procedure, a pupil below 14 years of age shall be represented by the parent or a person authorized by the parent, and a pupil aged from 14 to 18 shall act in person but with the consent of his or her parents.

Level 5: Transfer to another class

Following a Head of Lower/ Upper Secondary School discussion with a parent/career, the school can propose a separation for students according to art. 199. para.1, p. 2 of the Law on School and Pre-school Education – “Transfer to another class in the same school”.

If the behaviour does not improve after the use of a Report card (i.e. a student ‘fails’, Amber), the student may be transferred to another class. If there is no other class, then the suggestion escalates to consideration of a transfer to another school in Level 6. The decision to transfer a student to another class involves SMT, the Head of School and Head of Lower/Upper Secondary School.

Level 6:  Warning of Transfer to another school (art.199 para. 1. p. 3)

If the student ‘fails’ Amber as the behaviour has not improved (and the student has already been transferred to another class, if appropriate) OR had been sanctioned for a serious offence such as:

  • Multiple violations of lower levels;
  • Bullying his/her classmate(s) (verbal, physical, racial, sexual, online);
  • Making threats of cruelty;
  • Demonstrating cruelty/ fighting;
  • Demonstrating vandalism/ graffiti;
  • Has a penalty imposed by an order “Note”;
  • Illicit substances and weapons.

The student is issued a warning as follows:

Procedure on sanction “Warning to move to another school”:

  1. For each procedure for imposing a penalty art.199 para. 1. p. 3 a rapporteur is assigned. The rapporteur is a Class master of the student.
  2. To clarify the facts and circumstances of the case not only the student who committed the violation may be invited to be heard but also class master who teach him/her and other students.
  3. In pursuance of Art. 204, para. 1. from the Law on School and Pre-school Education the Head of School organises the notification of the respective territorial structures for child protection. The Head of School shall inform the parent of the opening of a penalty procedure.
  4. The type of penalty shall be determined, while taking into consideration the reasons and circumstances of the violation, its nature and seriousness, as well as the pupil’s age and personality characteristics.
  5. The pupil shall have the right to a hearing and/or written deposition of the facts and circumstances in relation to the specific violation before the penalty is imposed. The hearing shall take place in the presence of a psychologist or a pedagogical advisor. The pupil’s parent shall have the right to attend the hearing and to express an opinion, as well as to take part in the penalty procedure.

N.B. In a penalty procedure, a pupil below 14 years of age shall be represented by the parent or a person authorized by the parent, and a pupil aged from 14 to 18 shall act in person but with the consent of his or her parents.

N.B. The penalties shall be imposed with an order of the Head of School. The order imposing the penalty “Warning to move to another school” is issued within 14 days after proposal from Head of Lower/ Upper Secondary School.The order is announced to the student and his/her parents within three days of its issuance.

Level 7A: Moving to Another School (art. 199, para.1, p.4)

This happens after the student has received the “Warning of Moving to Another School”.

Level 7B: Transfer from a day form to a bespoke form of instruction.

The penalty of transfer from a day form to a bespoke form of instruction shall apply only to pupils aged 16 or above after decision of Head of School and CEO.

Procedure:

  1. The procedure is the same as with the penalty Warning of Transfer to another school, Warning to move to another school and Transfer from a day form to a bespoke form of instruction.
  1. No violation may be punished with more than one penalty.
  2. No penalties shall apply to pupils whose behavior is the result of a disability or health disorder as indicated in medical documents.
  3. Penalties shall be term-bound. The penalty term shall expire at the end of the school year.
  4. The type of penalty shall be determined, while taking into consideration the reasons and circumstances of the violation, its nature and seriousness, as well as the pupil’s age and personality characteristics.
  5. The penalties of notice and transfer to another form of the same school shall be imposed with an order of the Head of School at the written proposal with reasons by the Head of Lower/ Upper Secondary. The penalty order shall be issued within 14 days of the proposal. The CEO grants the final approval. The CEO may also decline or cancelled the Tuition Contract.
  6. The Head of School shall inform the parent of the opening of a penalty procedure and also, in the cases under Article 199(1)(3) to (5) the relevant territorial child protection units.
  7. The pupil shall have the right to a hearing and/or written deposition of the facts and circumstances in relation to the specific violation before the penalty is imposed. The hearing shall take place in the presence of a psychologist or a pedagogical advisor.
  8. The pupil’s parent shall have the right to attend the hearing and to express an opinion, as well as to take part in the penalty procedure under the terms and conditions laid down in the state education standard for inclusive education.
  9. B. In a penalty procedure, a pupil below 14 years of age shall be represented by the parent or a person authorized by the parent, and a pupil aged from 14 to 18 shall act in person but with the consent of his or her parents.
  10. Apart from imposing the penalty upon art. 1, the student may be offered specialist counselling and pedagogical and psychological support, additional training at home, holidays included, participation in extracurricular activities, professional orientation and other activities in order not to allow other violations and dropping out of school.
  11. Penalties shall be recorded in the individual report book and the personal file of the student.
  12. The order shall specify the type of penalty and the reasons thereof. The order shall be communicated within three days of its issuance to the pupil and the parent. The order may be appealed also in accordance with the Administrative Procedure Code.

Exceptions and Exclusions

None of the above will automatically apply to students whom SGIS has identified as having pre-existing or newly diagnosed recognised medical and other conditions, which manifest in non-standard behavioural or organisational abilities. Such conditions will include Asperger’s Syndrome, Tourette’s Syndrome, Dyslexia, ADHD etc. Heads of Lower/Upper Secondary School, in conjunction with the Medical Team, will ensure that all teachers and other members of staff are informed of these individuals, and of the recommended methods of responding to their needs. Staff will report any behavioural or other problems connected with these individuals directly to the Head of Lower/Upper Secondary School who will decide, in consultation with parents and SMT, how the school should respond to the problems presented. SGIS is committed to promoting the positive behaviour as detailed in the policy and giving all students – whatever their particular needs – the skills required to progress through their education and into adult life.

Central Record of Serious Behavioural Issues

The Head of School  will keep a Central Record of serious behavioural issues, compiled for him and continually updated by the Heads of respective School. This will be in electronic format, but will be reviewed frequently by the Head of School. The  classmasters will monitor the Behaviour Tracker for the students in their class on a regular basis, and alert the Heads of Lower/Upper Secondary School to any serious patterns or trends that are indicated on the Tracker. For the purposes of this Central Record, problems requiring a school response at Level 3 or above will be considered serious. This procedure should allow early intervention by the Head of School with the aim averting the development of more serious consequences for the student(s) involved.

Sanctions in such circumstances:

Informal meeting with the students in question to address specific actions which relate to formal sanctions at the discretion of the Head of School

Steps:

  1. To obtain all relevant information, evidence and statements from teachers, staff, and other support staff in the school;
  2. To have a meeting with the student/s in question and to ask their opinion of the circumstances which have occurred and their understanding of why they may have been asked to attend a meeting with either the Heads of Lower/ Upper Secondary School, or with the Head of School (and psychologist if requested/required);
  3. Heads and persons in attendance must minute all meetings, discussions and information provided which must be factual and relevant to the matters arising;
  4. Advising to the students that a conversation will take place between the school’s senior staff and the relevant teams

Review and revision

This policy and its procedures will be reviewed by the Head of School (or staff nominated by him for this purpose, and who will report back to him) annually, or more often should the need for revision become apparent.

The current Behavioural Policy of St. George International School & Preschool is written in compliance with the Bulgarian educational legislation which could also be used for all other cases, not described in the current document. All additional policies of assessing process within specific subjects in specific are in direct submission to the current Behavioural Policy.

Effective from 15.09.2020

To be revised on 15.09.2021

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