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Building Positive Relationships

Building Positive Relationships. In Carnoustie High School. UNCRC. The Role of CHS staff To ensure that restorative approaches are used in a way that : maintains the dignity of the pupil. promote positive relationships between staff and pupils

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Building Positive Relationships

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  1. Building Positive Relationships In Carnoustie High School

  2. UNCRC • The Role of CHS staff • To ensure that restorative approaches are used in a way that : • maintains the dignity of the pupil. • promote positive relationships between staff and pupils • Creates a safe and purposeful learning environment Article 28 ‘Every child has the right to an education. We shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s dignity’ • The Role of Pupils • To respond to restorative approaches so that: • Mutual respect is maintained between the staff and pupils • Learning can resume quickly and effectively

  3. Building Positive Relationships • To ensure we fulfil the UNCRC and give everyone a right to an education we have created a ‘Pupils Rights and Responsibilities’ poster. These will be displayed in all classrooms and social spaces • If pupils are not able to follow the ‘Pupil Rights and Responsibilities in CHS’, staff will use a series of levels of intervention to ensure we build positive relationships and provide a positive working environment.

  4. Why are we doing this? • To build strong relationships between all staff and pupils. 26% of you do not think that relationships between staff and pupils are good.

  5. What Teachers think… • 89% of staff said that our current system does not have an affect on pupils reoffending

  6. What Teachers think… • 96% of staff said that a genuine apology would help both parties move forward

  7. Level 1 • Clear verbal warning will be given to pupils for inappropriate/unacceptable behaviour

  8. Level 2 • Your teacher will have a restorative conversation with you. This is logged on SEEMIS as a demerit at Level 2.

  9. Restorative Conversation • Facts • Consequences • Future What happened? Can you explain what happened? What were you thinking at the time? Who has been affected? Who else do you think has been affected by this? What have your thoughts been since? What needs to happen to repair the harm? How can things be put right? How can we move on?

  10. Level 3 If you continue to not follow your pupil responsibilities after levels 1 and 2 you will be issued with either sanction below: • Issued with a level 3 Restorative Exercise • Issued a detention by your class teacher NB: This will be logged on SEEMIS as a Level 3. ALL LEVEL 3’S WILL RECEIVE A CALL HOME AT THE END OF THE SCHOOL DAY.

  11. Level 4 If your teacher or Support Staff has had to issue a Level 4 and refer you to a PT you will be: • Issued a Level 4 Exercise by the PT • Detention issued by PT (break or lunchtime) • Restorative Face to Face Mediation • Send you to the school office to be ‘Good Neighboured’ NB: This is logged on SEEMIS as a Level 4 and Parents/Carers will be contacted.

  12. Good Neighbouring Explained • If a pupil continues to disrupt a lesson s/he may be sent to the PT of that CG for a Level 4. • The PTCG may have a class and are unable to speak with the pupil at this time. • Pupil will be sent to the school office with a red slip and their class work. • At the office, office staff will send the pupil to a designated class and mark the time on the slip. • Pupil will go to that class and complete work. The teacher will record details on the slip and pass to the office where it will be given to the PT who sent the pupil in the first instance. • PT will follow up the initial incident with the pupil and issue a further Level 4 sanction.

  13. Level 5 If the four sanctions have not been successful OR there is a serious incident a pupil will be referred to Level 5 (SLT). Sanctions in this level include: • DHT’s issuing a Level 5 exercise or detention • Restorative Face to Face mediation • Parent/carer meeting • Exclusion (internal or external)

  14. Restorative Exercises and Detention Exercises • When you receive a Punishment exercise it is different from the ones you have done before. • You will not be asked to COPY text. Instead you will have to complete THREE boxes which use Restorative language. • Box 1 – You will have to reflect on the actions you did to receive the exercise and think about who your actions have affected • Box 2 – You will have to write a sincere apology to those you offended/disrespected by your actions • Box 3 – Explain what actions you will take to avoid repeating this consequence in the future.

  15. Department Behaviour Log • Your teacher may think you need a Behaviour Log to help keep you focused on achieving specific targets in class. • This will be filled in by the teacher and the PT will review this over a set period of time e.g. Week, month. • If it has not helped you achieve your targets you will either receive a different Level 4 sanction from the PT or a referral to Level 5.

  16. Merits/Demerits and rewards • Merits/demerits and rewards is currently under review this year with staff and the Pupil Council. • Further information will follow

  17. Launch Date MONDAY 19th SEPTEMBER

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