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 – to be truthful to ourselves and others;
  2. Responsibility – to be responsible for our own actions; competing tasks and duties; be responsible for others around us – keeping them safe and caring for them.
  3. Respect – to have for the rules and regulations; respect people’s privacy, property, feelings and desires; we are listening to others opinions and respecting differences.
  4. Initiative – to be involved in the life of the school; share ideas; suggest improvements; take action when appropriate;
  5. Mutual Support – to TEAM work/working with others – help others in the school; friends; other students and adults;
  6. Transparency – to be clear with our thoughts, feelings, desires so there are no misunderstandings;
  7. Tolerance – to accept people as they are and that 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 Class masters and Heads of 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 Class Masters 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 Class Masters. The Positive Classroom Rules should be posted in all classrooms. They should be frequently referred to by all teachers.
  3. Heads of Department /School and Pastoral will monitor the implementation of The Positive Classroom Rules. Teachers who fail to comply will initially be mentored by their Head of Department. 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. These will be primarily based upon the 7 values of the SGIS; Honesty, Responsibility, Respect, Initiative, Mutual Support, Transparency & 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.

For the individual, students will be able to ‘Cash In’ (Claim) a selection of Prizes for their Reward Points.

This list is not exhaustive but will include:

  • Donating the basic stationary Item to a local charity
  • Early lunch pass
  • Lunchtime movie
  • Lunchtime tablet time (supervised)
  • Lunchtime mobile phone time (supervised)

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. One or two sanctions 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. Sanctions are entered into the behaviour tracker according the four 4 categories: Homework (H), Behaviour (B), Lateness (L), Work (W), Organisation (O), and Uniform (U).

Secondary School Behaviour Tracking

i. Academic sanctions (Classwork and Homework)

Teachers will use the Behaviour Tracker 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 Head of School will send out.

ii. Homework

1st non submission of homework

The subject teacher needs to write in the planner 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 Department 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.

Head of School will monitor for 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 School/Pastoral 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. Student Book and Planner not brought to class
  2. Planner not signed
  3. Exercise/Textbook/Equipment not brought to class
Lateness sanctions (L)

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

Restorative Behaviour Club (RBC)

If following a sanction being recorded in iSAMS, the negative behaviour continues, the class teacher may decide to invite the student to RBC.

The goal of RBC is to act as a deterrent and as a consequence to not following the Student Behaviour Policy. RBC should not be humiliating or stressful, however it should provide the opportunity for a student to understand how their behaviour impacts themselves and others, and provide the stimulus for future positive behaviour.

  • RBC will take place once a week during lunchtime.
  • If a student is absent on RBC day, they will sit RBC the following week.
  • RBC should be led by Heads of School/Pastoral.

Students should sit where they are told by the member of staff on duty.

RBC length should be 20 minutes.

Work completed during RBC should be related to the behaviours which resulted in an RBC sanction being issued, where possible.

Academic RBC

  • Use the time to catch up on missing classwork
  • Write an essay on a given topic, set by the teacher who gave the sanctions.
Organisational RBC

  • Write an essay on a given topic, set by the teacher who gave the sanctions.
Uniform RBC

  • Write an essay on a given topic, set by the teacher who gave the sanctions.

In RBC students should not:

  • Talk to another student;
  • Use computers;
  • Listen to music.

Note: All RBC sanctions should be recorded in both iSAMS and the student planners, which should then be signed by a parent/carer. If a student is disruptive in RBC, they will be invited to an additional RBC session and parents will be invited in for a student, parent, Head of Department meeting.

Serious Breaches of Discipline

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 behavior 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, behavior on social media)

The case must be immediately referred to the Head of School/Pastoral and they will investigate each case, with the support of the Principal. 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 ‘B’s’ on iSAMS within a one-week period.

There are 3 levels of Behaviour Report:

  • Green;
  • Amber;
  • Red.

Level 4: Transfer to another class

Following a Head of Department/School discussion with a parent/carer, 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 5. The decision to transfer a student to another class involves SMT and Head of School/Pastoral.

Level 5: Warning of Transfer to another school (art.199 para. 1. p. 3)

If the student ‘fails’ Red 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 teacher 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 teachers 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 Principal organises the notification of the respective territorial structures for child protection.
  4. During the Pedagogical Council the student’s’ Class master or teacher who teaches the student reports the infringement. The Pedagogical Council may hear the student in the presence of his parents. Then the Pedagogical Council votes on the proposed sanction in the absence of the student and his parents. After the vote, the penalty shall be imposed by order of the Principal, specifying the length of it. The order is signed by parents within three days.

N.B. The order imposing the penalty “Warning to move to another school” is issued within 14 days from the vote at the Pedagogical council. The order is announced to the student and his parents within three days of its issuance. The penalty is not imposed on students in classes from the initial stage.

Level 6: Moving to Another School (art. 199, para.1, p.4)

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

Procedure:

  1. The procedure is the same as with the penalty “Note “, “Performing activities in favour of the school “or “Warning for moving into another school “.
  2. The Principal informs the chief leader of Regional Head-office of Education (RUO) – Sofia city about the penalty.
  3. The student continues his/her education at school determined by an order by the chief leader of RUO – Sofia city.
  4. For imposing the penalty “MOVING FROM A DAILY FORM OF EDUCATION TO AN INDIVIDUAL FORM OF EDUCATION”, a procedure is followed for imposing penalties according to art.139, p.1, p.2, p.3, p.4.
  5. The penalty is imposed on a student who is 16 years old, as the decision is taken by the Pedagogical Council.
  6. The Principal issues an order where the period for the penalty is given. While applying the penalty the chief leader of RUO – Sofia city is not supposed to be informed.
  7. Apart from imposing the penalty upon art. 1, the student may be offered specialist counseling 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.

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 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 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 Principal will keep a Central Record of serious behavioural issues, compiled for him and continually updated by, the Heads of Department. This will be in electronic format, but will be reviewed frequently by the Principal on the advice of the Heads of School/Pastoral. Heads of Departments, with the support of class masters, will monitor the Behaviour Tracker for all students on a regular basis, and alert the Heads of School/Pastoral 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 Principal with the aim averting the development of more serious consequences for the student(s) involved.

Review and revision

This policy and its procedures will be reviewed by the Principal (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 15.09.2019

To be revised on 15.09.2020

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