The ARCHBISHOP’S Seminary

1 POLICIES FOR PASTORAL CARE AND BEHAVIOUR MANAGEMENT THE archbishop S Seminary We would like our school to be a community whose values are communicated through the interpersonal and sincere relationships of its members and by sharing a common outlook on life based on the Good News of the Gospel. 1 The archbishop S Seminary | 2013 - 2014 The archbishop S Seminary POLICIES FOR PASTORAL CARE AND BEHAVIOUR MANAGEMENT Contents POLICY FOR SCHOOL BEHAVIOUR .. 2 AIMS .. 2 CODE OF CONDUCT AND REGULATIONS .. 4 SUBJECT ROOM SYSTEM .. 9 LOCKERS.

2 11 CLASSROOM GUIDELINES AND REGULATIONS .. 12 SANCTIONS .. 15 SUSPENSION OR EXCLUSION FROM SCHOOL .. 17 THE REPORTING SYSTEM .. 18 POLICY ON ELECTRONIC COMMUNICATION AND CYBER-BULLYING .. 19 CHILD PROTECTION POLICY .. 21 SUBSTANCE ABUSE POLICY .. 23 BEHAVIOUR PRACTICES FOR PRIMARY SCHOOL STUDENTS .. 25 PROCEDURES AND REGULATIONS FOR HOUSE 27 TEACHERS' (CODE OF ETHICS) REGULATIONS ( 81 OF 1988) .. 29 CODE OF ETHICS, CONDUCT AND STANDARDS FOR LEARNING SUPPORT ASSISTANTS .. 32 PASTORAL CARE SERVICES .. 35 REFERRAL FORM .. 35 2 The archbishop S Seminary | 2013 - 2014 THE archbishop S Seminary BEHAVIOUR MANAGEMENT POLICY POLICY FOR SCHOOL BEHAVIOUR AIMS To ensure that all students are provided with the best learning experience possible, enabling and supporting them to develop academically, socially, psychologically and spiritually according to the Seminary Catholic Ethos, and to offer a solid formation to become responsible, aware and independent thinkers.

3 This policy aims to create a preventive system whereby all students learn how to do the right thing because they feel that they belong to the community. Preventive measures are preferred to punitive measures and enhance the school ethos. The values of positive inclusion, kindness, respect and responsibility and orderliness in learning are at the core of this policy. At the Seminary , we do not use a punitive system of Behaviour Management. We encourage good behaviour rather than simply punish students who make mistakes.

4 We value discipline as part of the process of the learning experience of the student through his years at the school. Mistakes are not perceived as ways to label students, but as opportunities for learning and formation. The pastoral care structure of The Seminary allows the student to develop awareness, and offers a place where difficulties in personality that affect the student s learning and that of his peers are explored with all the team players concerned for the benefit of the school and of the student himself.

5 Although a system of rewards is exercised, in the long run our students need to do good deeds because they believe in them and not to achieve rewards. This is in line with the Catholic 3 The archbishop S Seminary | 2013 - 2014 Ethos of the school. When a student has difficulties in behaviour, the school will treat the student with caring and understanding and also give good guidelines for conduct and behaviour. Students must appreciate that limits are also a part of life and therefore they should know them and respect them.

6 Students need to understand and make clear, the distinction between minor and major infringements, and a one off and a repeated mistake. Sanctions and consequences need to be clear. A fair and just system will produce just individuals. The school aims to raise responsible individuals who understand that every action can have minor or major consequences on the person and on the community. For this purpose, a number of sanctions and consequences are formulated. Consequences are given in the spirit of teaching, learning and development and are aimed to foster responsibility and not punishment.

7 While all students are given a chance to learn from mistakes, they are also encouraged to feel responsible and to think about their actions. Consequences need to be immediate and related to the offence committed. Although equity is encouraged, cases are dealt with on an individual basis. Finally, we teach by example. Positive Reinforcement of Good Behaviour If good rapport is built between students and staff, doing the right thing becomes easier. According to age and moral development, students must learn that doing the right thing is right in itself.

8 However, reinforcing good behaviours through rewards and acknowledging achievements and good acts will help maintain and improve self and group development. Apart from the points awarded in the global assessment mark and in the reporting system, teachers are encouraged to award good behaviour through non-verbal communication, praise, stickers (in younger years) and privileges and responsibilities. Good behaviour shall also be acknowledged during assembly and in groups. Term and annual prizes and awards are also awarded for kindness and other values deemed important by the school.

9 4 The archbishop S Seminary | 2013 - 2014 CODE OF CONDUCT AND REGULATIONS (In order of importance and gravity) 1) We are rational individuals. Students are encouraged to ask for help and to contact the Pastoral Care Co-ordinator if they feel that they have difficulties in controlling their behaviour or if they know that they have a history of bullying or defiance. 2) We help each other. Students who know that another student is in trouble or is having difficulties at school or at home are encouraged to help him and to speak to the Pastoral Care Co-ordinator to get support.

10 3) Do unto others what you would like to be done to you. All students must respect each other as individuals and appreciate differences in age, ability and race. We learn from each other. We are all created in God s image. 4) All pupils are to show respect to their teachers and to all the staff at the Seminary both inside and outside of the school. Our Community is built on the Values of the Gospel. 5) We are responsible. Students are expected to be punctual and to report to their teacher the reason for their tardiness.