1. Balbardie Primary School Parent Curriculum Evening Behaviour and Restorative Approaches

2. Role of all staff Focus on positive behaviour at the start of each session by holding School Assemblies which highlight the Rights and Actions  Provide an appropriate curriculum and orderly organisation  Interact effectively with pupils – using humour, routine, neutrality, calm setting, interest in their life, and build in time to talk  Be aware of school policy and implement its positive values and principles.  Say what you want pupils to do (not what you don’t want them to do)  Follow the step system which rewards positive behaviour  All staff should act as role models in promoting positive behaviour  All incidents of bullying must be investigated and recorded if substantiated  Interact positively and politely with the pupils and teach/join in planned games;  Know and consistently implement playground behaviour procedures Strategies for managing behaviour Try to catch all pupils behaving well and use every opportunity to give praise and consistently use agreed reward systems  Discuss/reflect on behaviour and negotiate strategies to repair and restore behaviour/relationships  Let SMT know if difficult behaviour is arising (early intervention) and contact parents if required  Give time out within class – ‘Concentration Station’  Remove pupil to another class (pupils should never be unsupervised e.g. in corridor)  Break or lunchtime ‘Time Out’  Plan and implement home/school behaviour target sheet (SMT involved) Role of pupils Learn and act upon the five basic rights/responsibilities, and carry out the ‘Actions’  Learn and follow classroom routines to help maintain an orderly classroom  Learn and follow school routines  Behave politely and do as all staff ask you  Know your learning and behaviour targets and work hard to achieve them  Complete your homework and ask for help if you need it  Try to keep yourself and others safe  Accept praise when you do something well and the consequences when you make the wring choice  Recognise and value your talents and try to develop new ones Role of parents / carers Contribute to, be aware of and support the school behaviour policy  Respond to and work in partnership with the school to address and resolve any difficulties which may arise. It is important that pupils see us working together.  Trust the school to investigate fairly and inform you when inappropriate behaviour has occurred.  Recognise that we are all working towards the same goal – responsible pupils who respect the five basic rights/responsibilities.  Help teach your child to treat all individuals in a polite and respectful manner  Help teach your child to work hard and support him/her with homework.  Encourage your child to respect the local community and its right to a litter free and peaceful environment Our Basic RightsOur Actions The right to teach/ the right to learn (linked to Article 28) To work hard and do our best The right to feel safe and secure (linked to Article 31) To be gentle and honest The right to be treated with dignity, respect and be equally valued (linked to Article 29) To be kind, helpful and thoughtful of people’s feelings The right to be listened to (linked to Article 12) To listen to others and respect others’ opinions The right of respect of property (yours, others and the school’s) To look after your own and others’ property Steps towards effective behaviour management Celebrating positive behaviourHelping with inappropriate behaviour Praise and encouragementRestorative discussion Reward sticker for ‘Steps’Loss of Golden Time Visit PT – receive praise and rewardVisit PT to discuss your behaviour (remain in at next interval) Visit DHT – receive reward and ‘praise’ letter home Visit DHT to discuss your behaviour Visit HT – receive certificate, Golden Club badge, sticker and letter sent home. Attend ‘Bring and Chill’ Visit HT to discuss your behaviour

3. Our Rights and Actions Our Basic RightsOur Actions The right to teach/ the right to learn (linked to Article 28) To work hard and do our best The right to feel safe and secure (linked to Article 31) To be gentle and honest The right to be treated with dignity, respect and be equally valued (linked to Article 29) To be kind, helpful and thoughtful of people’s feelings The right to be listened to (linked to Article 12) To listen to others and respect others’ opinions The right of respect of property (yours, others and the school’s) To look after your own and others’ property

4. Our Rights and Actions Celebrating positive behaviourHelping with inappropriate behaviour Praise and encouragement from staffRestorative discussion with staff - 1-1, group or circle Reward sticker for chartLoss of Golden Time Visit Principal Teacher for rewardVisit PT to discuss your behaviour (remain in at interval/lunch) Visit Depute – receive reward and ‘praise’ letter sent home Visit DHT to discuss you behaviour Visit HT – receive certificate, Golden Club badge, sticker and letter sent home. Attend ‘Bring and Chill’ (Friday 10.45am) Visit HT to discuss your behaviour 1 2 3 4 5 Severe Clause - if your behaviour seriously hurts or harms others, your teacher will send a ‘Come to Class’ card and you will go straight to Step 4 or 5

5. What is NOT a Restorative Approach? In groups, think back to being at primary school (easier for some!) Did you ever get in to trouble? What did the adults at school do? What did your parents do? http://youtu.be/D2FNhx5l4uA http://youtu.be/mTjdjUZ6nLo

6. What is a Restorative Approach? Viewing ‘wrongdoing’ through a ‘relational’ lense – understanding that harm has been done Viewing ‘wrongdoing’ through a ‘relational’ lense – understanding that harm has been done Focusing on repairing the harm and making things right https://www.youtube.com/watch?v=rE7rPahe38I

7. What is a Restorative Approach?

8. It’s break time and you’re just about to head to the staffroom for a coffee when you witness an incident between two pupils. As the pupils are leaving the classroom, Sam trips Kyle who stumbles to the floor. Kyle gets up and then pushes Sam against the wall. 1.Turn a blind eye because you’re in a hurry for your coffee 2.See I as a bit of harmless ‘boys will be boys’ fun 3.Come down hard on both boys and remove their breaks 4.Bring them together to discuss what has happened and why. Decide on how to resolve the situation.

9. What is a Restorative Approach? 1.Turn a blind eye because you’re in a hurry for your coffee 2.See I as a bit of harmless ‘boys will be boys’ fun 3.Come down hard on both boys and remove their breaks (detention) 4.Bring them together to discuss what has happened and why. Decide on how to resolve the situation.

10. How does a restorative approach work? Involves those responsible for and those affected by the behaviour in solving the problem Provide high levels of support for all parties Provide strong messages and reminders about what behaviours are acceptable and unacceptable

11. How our children described our approach today? Need to speak up Need to listen Need to take time to understand how behaviour affects others Need to speak to an adult to get help if it can’t be sorted Need to admit if something has gone wrong Need to be able to apologise Need to plan how to make things better

12. Anti-Bullying Policy In groups – Define what bullying in society is (work place etc.) Is this the same in primary school? What is making dealing with inappropriate and bullying behaviours more challenging?