Building Positive Relationships In Carnoustie High School Policy 160916.pdf · 2017. 1. 19. · 3...
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Building Positive Relationships In Carnoustie High School Policy September 2016
Transcript of Building Positive Relationships In Carnoustie High School Policy 160916.pdf · 2017. 1. 19. · 3...
Building Positive Relationships
In
Carnoustie High School
Policy
September 2016
1
INDEX
Content Page
Carnoustie High School Vision & Values 2
Building Positive Relationships Policy Objectives 3
Aims of policy in line with Curriculum for Excellence 4-5
Rights Respecting School Award 5-7
Summary of Responsibilities 8-10
Rights and Responsibilities classroom chart 11
Explanation of Rights and Responsibilities Flowchart 12-13
Building Positive Relationships Intervention Flow Chart for teaching
staff 14
Explanation of Building Positive Relationship Levels Flow Chart 15-18
Building Positive Relationships Intervention Flow Chart for support
Staff 19
Good neighbour Policy Flowchart 20
Explanation of Good neighbour Policy Flowchart 21-22
Glossary 23
Appendix 1 – Restorative Approaches Level 3 Exercise 24-25
Appendix 2 – Restorative Approaches Detention Exercise Level 3 26-27
Appendix 3 – Restorative Approaches Level 4 Exercise 28-30
Appendix 4 – Restorative Approaches Detention Exercise Level 4 31-33
Appendix 5 – Curricular group Behaviour Log Sheet 34
2
Carnoustie High School Building Positive
Relationships Policy 2016
Carnoustie High School Vision and Values
Carnoustie High School’s 2020 vision represents the work of pupils,
Parent/Carers and staff, who together want a school where our pupils will
• Achieve the highest possible levels of attainment
• Be ready for the world; confident, resilient, adaptable
• Secure a sustained positive future
Learning is at the heart of all that we do and we provide a challenging
school experience. The contributions of all members of our school community
are valued and everyone is treated with dignity, kindness and respect.
We are an inclusive school and we reflect the diverse society of 21st Century
Scotland demonstrating values that promote moral and ethical conduct
across our school community. We foster the active participation that makes
our young people self-confident, well-informed and independent-minded;
prepared to be fully involved members of a democratic society.
Individuals are supported to develop the personal attributes and the
interpersonal skills required to accept increasing responsibility for their actions
and respect the rights of others. Our pupils are globally-aware and know that
they have a responsibility to make choices and take actions that work
towards a sustainable future at local, national and global level.
Our curriculum is designed to meet the needs of all learners and, working with
partners, we offer pathways that build on pupils’ enthusiasm and interest
throughout the Broad General Education and Senior Phase of their school
experience.
We work hard to inspire a lifelong passion for learning, encouraging ambition
and excellence and we recognise and celebrate achievement in
academic, sporting, cultural and community activities.
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Building Positive Relationships Policy Objectives
At Carnoustie High School, we aim to develop the four Curriculum for
Excellence Capacities in our young people in order that they leave school
fully prepared with skills for learning, life and work. By preparing our young
people to develop these skills we are supporting the sustainability of the
different pathways of our future workforce. To this end, this policy focuses on
the promotion of positive behaviour, building positive relationships and
implementing a range of strategies to encourage all pupils to achieve
success within school and beyond.
This policy takes account of various national policies such as; Getting It Right
For Every Child (GIRFEC), Better Relationships, Better Learning, Better
Behaviour (2013), Building Curriculum for Excellence Through Positive
Relationships and Behaviour, United Nations Convention on the Rights of the
Child (UNCRC) to name a few.
This policy develops the principles of Curriculum for Excellence (CFE) and
contributes to the development of successful learners, confident individuals,
effective contributors and responsible citizens. This is achieved with good
relationships and positive behaviour. Children and young people have the
right to feel happy, safe, respected and included and all staff will be
proactive in promoting positive behaviour in the classroom, social areas and
wider community.
Underpinning this is the emotional health and wellbeing of staff which is
developed and maintained by ensuring positive relationships within the
school community. (Building Curriculum for Excellence through Positive
Relationships and Behaviour, 2010).
Carnoustie High School (CHS) is a Rights Respecting School:
‘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 human dignity’ (UNCRC, Article 28).
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Aims of the Policy within the context of the Four
Capacities
Successful Learners
All pupils have a right to learn in an environment which promotes pupil
engagement to achieve their potential.
Teachers have a responsibility to set high expectations for learning and
ensure that pupils maintain standards, providing intervention as required
to facilitate this.
Parent/Carers should support their child by developing their learning
through the encouragement of homework, study and partnership with
the school.
Confident Individuals
Pupils should be encouraged to work hard to achieve their potential
and should receive praise for their positive efforts.
Teachers should use the merit system to reward positive behaviour and
so boost pupil confidence.
Parent/Carers should be informed when their child experiences success
in order that they can celebrate their accomplishments.
Effective Contributors
Pupils should seek opportunities to contribute positively to the life of the
school and the wider community and their achievement in helping
others should be recognised.
Staff should provide opportunities for pupils to contribute to the school
and acknowledge and record positive contributions.
Parent/Carers should inform Pupil Care and Support staff or Form
Teachers of pupil achievements which take place outside of school.
Responsible Citizens
Pupils have a responsibility to ensure that their own behaviour does not
disrupt the learning of others and that they show respect for all
members of the school community.
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Staff has a responsibility to implement the school’s Building Positive
Relationships Policy to encourage all pupils to achieve their potential,
whilst respecting the dignity of pupils.
Parent/Carers have a responsibility to encourage their children to act
responsibly at all times and work in partnership with staff.
Carnoustie High School is a Rights-Respecting
School
In line with Angus Council and National guidelines, Carnoustie High School
has a staged intervention behaviour policy using Restorative Approaches to
develop positive behaviour and ensuring all pupils are safe, healthy,
achieving, nurtured, active, respected, responsible and included.
At Carnoustie High School we are committed to embedding the United
Nations Convention on the Rights of the Child at the heart of our school
culture and ethos.
We therefore have a responsibility to ensure that everyone in our school
community:
1) is aware of the UNCRC rights
2) respects the rights of others
In doing this, we strive to create:
1) A safe and enjoyable environment for all to work and learn
2) An environment where everyone can express their thoughts and
concerns
3) A culture of mutual respect leading to sustained, positive relationships
The guidelines laid out in this document provide the tools and strategies
required to promote a positive school culture and ethos. By nurturing the
appropriate attitudes and behaviours in our pupils we can develop their
personalities, talents, skills and abilities to the full.
The following UNCRC articles relate directly to Carnoustie High School’s
Promoting Positive Behaviour Policy.
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Article 3
The best interests of the child must be a top priority in all things that affect
children.
Article 4
Governments must do all they can to make sure children enjoy their rights.
Article 12
Every child has a right to have a say in matters affecting them, and to have
their views taken seriously.
Article 28
Every child has the right to education. Discipline in schools must respect
children’s dignity.
Article 29
Education must develop every child’s personality, talents and abilities to the
full. It must encourage the child’s respect for human rights, as well as respect
for their Parent/Carers, their own and other cultures, and the environment.
Roles of Partners and Stakeholders
Role of ELT
To ensure that the school’s Building Positive Relationships policy appropriately
aligns with local and national guidelines and that it is applied consistently
throughout the school.
To monitor and evaluate the school culture and ethos to maintain a positive,
fair, caring and supportive ethos that is conducive to high quality learning
and mutually respectful relationships.
To model excellent practice in creating a positive, fair, caring and supportive
school ethos.
To model excellent restorative approaches to ensure positive relationships.
To mentor and support all staff to use restorative approaches which will
effectively maintain mutually respectful relationships.
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Role of Teaching and Support Staff
To create a positive, caring and supportive school ethos that is conducive to
high quality learning and mutually respectful relationships.
To ensure that restorative approaches are used in a way that protects the
dignity of the child.
To ensure that restorative approaches are used effectively to build positive
relationships with pupils.
Role of Parent/Carers
To encourage their child to treat everyone with dignity, kindness and respect.
In doing this Parent/Carers will support the creation of positive, caring and
supportive classroom cultures that are conducive to high quality learning.
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Summary of Responsibilities
Pupils should:
Attend all classes on time and ensure they have the necessary
equipment
Wear full school uniform
Should remove outdoor jackets and hoodies when entering the school
building (except blazers)
Keep all phones and electronic devices switched off and out of sight
during class time
Take responsibility for their learning
Be respectful to all staff and pupils
Listen to others and follow class instructions
Parent/Carers should:
Ensure that their children attend school and are on time
Support the school uniform and Building Positive Relationship policies
Celebrate the achievements of their child within the school
Inform the school about achievements outside school
Respond promptly to communications from the school
Liaise with the Principal Teachers of Pupil Care and Support (PTPCS),
Principal Teachers of Curriculum Groups (PTCG) and Year Head as
appropriate to support their child
Support their child’s learning through conversation and review of their
planners
Class Teachers should:
Create a classroom ethos of mutual respect and engagement in
learning which promotes and rewards positive behaviour and respects
the dignity of pupils
Have regular learning conversations with pupils to support learning and
achievement
Follow the procedures outlined in the school Promoting Positive
Behaviour Policy consistently
Praise pupils when they do well and inform pupils when issuing merits
and demerits
Refer any issues of concern over well-being to the appropriate PTPCS
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Provide information on pupil progress to the appropriate PTCG, PTPCS
or Year Head
Refer any issues of concern to the appropriate PTCG in the first
instance
Principal Teachers of Pupil Care and Support should:
Communicate with Parent/Carers where appropriate regarding
aspects of pupil development and progress
Disseminate information on pupils to staff in line with GIRFEC
Provide early intervention with partner agencies as appropriate to
support pupils
Promote a positive school ethos through House Assemblies
Form Tutors should:
Monitor and record on SEEMIS late-coming, attendance, homework
and uniform using the levels intervention flowchart, and feed back to
PTPCS
Discuss merits and demerits with pupils on a weekly basis
Check homework planners on a weekly basis
Hold regular individual learning conversations with pupils and pass on
any concerns to relevant PTPCS
Principal Teachers of Curriculum Groups should:
Monitor behaviour within departments
Respond to Level 4 referrals from class teachers
Refer serious incidents to appropriate Year Head
Encourage and model a purposeful and consistent atmosphere of
positive behaviour within their Curriculum Group (CG)
Intervene to support staff and pupils to promote and uphold this ethos
to ensure consistency
Organise detention supervision within CG and monitor return of
restorative exercises within CG
Use Building Positive Relationship School Sanctions and follow-up and
record actions
Should engage with all classes within their curriculum group
Ensure clear communication with staff and Parent/Carers to support
intervention
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Senior Leaders should:
Promote positive behaviour and wearing of appropriate school uniform
through year group assemblies
Regularly be a visible presence around the school encouraging a
positive ethos
Respond to referrals from Principal Teachers
Communicate with pupils, staff and parent/carers to effect
improvements as required
Overview quantitative data for their year groups and intervene as
necessary to support pupils and staff
The Promoting Positive Behaviour Group should:
Meet regularly to discuss policy implementation and provision
Plan and organise reward activities for pupils
Identify strategies to support positive behaviour across the school
Share their work with all staff, pupils and parent/carers
Share resources and Career Long Professional Learning (CLPL) training
that support the policy implementation with all staff, pupils and
parent/carers
11
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Explanation of Rights & Responsibilities Flowchart
All Rights and Responsibilities posters should be displayed in all classrooms
and social areas.
Further supporting explanation on the use of electronic devices is outlined
below:
“Electronic devices” means mobile telephones, tablets or similar which may
detract from the learning taking place in the classroom. However, it is at the
teacher’s discretion if they wish to allow use of such devices for learning
purposes, for example, use of calculator function in science lessons, taking a
photograph of a complicated diagram, voice recording for oral
examinations in language lessons, noting homework in calendar, accessing
educational websites. Teachers must give express permission for this;
otherwise no electronic device should be permitted.
School Uniform Policy
All pupils are required to wear school uniform in school and on educational
visits.
The uniform for Carnoustie High School is:
• Plain black skirt or trousers
• White shirt/blouse which buttons up to the neck
• Plain black v-neck sweater/cardigan
• Plain black school shoes
• School tie (available from the school office for £3.00)
• Black embroidered school blazer
Appropriate school uniform is described above; jeans, leggings, jeggings,
shorts and short skirts are not appropriate items of uniform. Blouses and shirts
should be buttoned to the neck and tie visible. Shoes should be entirely
black, without obvious branding, stripes, logos etc. Outdoor jackets and
hoodies should not be worn in the school building.
All staff should check every lesson that the school dress code is being
followed. If a pupil is not wearing school uniform, a verbal reminder should
be issued. It is the responsibility of all staff to remind the pupil of appropriate
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uniform according to school policy but only Form Tutor (FT) to log a demerit
on SEEMIS. If pupil is persistently not in correct uniform then staff to email the
pupil’s FT to request issue of a demerit and flag up the issue. This will be
recorded on SEEMIS. FTs should refer persistent failure to wear school uniform
to PTPCS who will use their professional judgement to take further action and
if necessary refer to Year Head.
Lateness Policy
If a pupil is late to school, they should report to the school office where they
will be issued with a late slip. The office staff will record this on SEEMIS as late.
If a pupil is late to Form Tutor time, then the FT records as late on SEEMIS and
verbally reminds the pupil about the importance of being on time. If this
persists, then the FT refers to relevant PTPCS who will interview pupil, and will
deal with appropriately.
If a pupil is late to a lesson, then the class teacher records as late on SEEMIS
and verbally reminds the pupil about the importance of being on time. If this
happens again, the teacher has a restorative conversation with pupil and
records on SEEMIS as a level 2. Persistent lateness to class should be
escalated to a level 3 sanction. If there is no improvement, referral to PTCG
for level 4.
Year Heads monitor lateness weekly and will interview pupils and take action
appropriate to the pupil for persistent offending if previous sanctions have
had no effect.
Corridor Behaviour
To minimise incidents in the corridor, teachers should be in the corridors to
welcome pupils to class to support a positive school ethos when pupils enter
and leave their classrooms. All eating and drinking must take place only in
the Social Area. If an incident occurs in the corridor, the nearest member of
staff should deal with this, and if necessary refer to the PTCG responsible for
that curriculum area. This should be logged on SEEMIS.
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Building Positive Relationships Intervention Flowchart for Teaching Staff
LEVEL 1 (All staff)
Clear verbal warning given to pupils regarding
inappropriate/unacceptable behaviour
Level 1 intervention
successful: No further
action required
LEVEL 2 (All staff)
Use of Restorative Conversation ( Logged on SEEMIS)
Level 2 intervention
successful: No further
action required
LEVEL 3 (All Staff)
Level 3 Exercise issued (parent/carer signature
required on exercise)
Detention issued by class teacher (parent/carer to be
informed of detention)
(Level 3 logged on SEEMIS)
Level 3 intervention
successful: Exercise
returned/detention
completed
No further action required
LEVEL 4 (PTCG/PTPCS)
Level 4 Exercise issued by PT (parent/carer signature
required on exercise)
Detention issued by PT (parent/carer to be informed
of detention)
Restorative Face to Face mediation
Initiate whole school good neighbouring
(Parent/carer to be informed of removal from class)
(Level 4 logged on SEEMIS and referral completed)
LEVEL 5 (SLT)
Level 5 Exercise issued by SLT (parent/carer
signature required on exercise)
Detention issued by SLT (parent/carer to be
informed of detention)
Restorative Face to Face Mediation
Parent/Carer meeting scheduled
Exclusion
(Level 5 logged on SEEMIS and referral completed)
(Level 3 logged on SEEMIS)
Level 4 intervention
successful: Exercise
returned/detention
completed
No further action required
Level 5 intervention
successful: Exercise
returned/detention
completed/Face to Face
conducted/Parental
meeting successful.
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Building Positive Relationships Intervention Flowchart Explanation
Level 1
Make pupils aware that they are given 1 informal warning following
unacceptable/inappropriate behaviour before formal consequences
begin and details logged.
Level 2
Staff has a short restorative conversation with the pupil at an
appropriate time as necessary. This should be based on the 3 principles
of a Restorative Conversation establishing:
1) What the problem is (facts)
2) What the effects of this behaviour was (consequences)
3) How the situation can be repaired (future)
All CHS staff has been trained in Restorative Approaches. Teachers use
their professional judgement to conduct the conversation outside the
room or in the classroom discreetly, whilst other pupils are working to
ensure the child’s dignity. Further training can be provided by the
Building Positive Relationships group as required.
Class teacher logs a level 2 demerit on SEEMIS so to have a record of
pupil behaviour. If pupil then adheres to behaviour policy from then
on, no further action is required.
Level 3
If a pupil continues to display inappropriate behaviour following a
restorative chat with the class teacher then the class teacher uses their
professional judgement to issue a level 3 sanction. Class teacher logs
level 3 on SEEMIS to have record of pupil behaviour. Level 3 sanctions
may be either:
1) A level 3 restorative exercise, requiring the pupil to think about what
has led to the sanction and how they can resolve the situation, and
apologise to those involved (teacher, other pupils). This exercise
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must be signed by a parent/carer to ensure they are aware of the
situation. It is up to staff to use their professional judgement and can
issue a detention instead of a restorative exercise (see below).
2) A detention is issued by the class teacher. This will take place at an
assigned time during a break-time/lunch time and be supervised
within the CG (A recommended guide time for level 3 detentions
would be 15 minutes approximately). It does not mean the class
teacher is responsible for supervision of the detention, nor does it
have to be the PTCG, but CGs can decide how to operate this
detention amongst themselves, using a rota system or however they
prefer, provided that a consistent approach is taken.
The supervising teacher will issue a restorative exercise to be
completed during the detention time, and may use this opportunity to
discuss the behaviour with the pupil and use restorative language to
repair the relationships affected by the situation. If one of the two
sanctions is completed satisfactorily then the intervention is successful
and no further action will be necessary.
NB: It is up to the class teacher to use their professional judgement to
decide which sanction they use depending on the situation and what
would be the most effective and restorative approach for the pupil. In
both cases, a level 3 should be recorded on SEEMIS and the school
office will send a daily group call to parents to alert them that their
child has been issued with a level 3 sanction.
Level 4
Class teacher refers a pupil to PTCG if all channels at level 1-3 have
taken place and the behaviour is still unacceptable in the classroom
following the issue of a detention or restorative exercise at level 3 or the
exercise or detention has not been completed.
Classroom teacher refers pupil to PTCG via SEEMIS. PTCG then uses
their professional judgement to choose a further sanction from the
following list as deemed appropriate to the situation.
1) Level 4 exercise issued by PT. This must be signed by parent/carer to
ensure they are aware of the situation and logged as level 4 on SEEMIS;
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2) A level 4 detention is issued by PTCG, with a letter issued to
parent/carer informing them that this will take place and logged on
SEEMIS as level 4; (A recommended guide time for level 4 detentions
would be 30 minutes approximately).
3) Restorative Face-to-Face mediation between those affected (i.e.
class teacher, pupil(s) and PTCG). N.B All PTCGs at Carnoustie High
School have been trained in restorative face-to-face mediation
training. Further training can be provided by the Building Positive
Relationships group as required;
4) PTCG removes pupil from class, initiates good neighbouring
procedure and issues pupil with a red slip to the school office to be
accommodated in another room across the school where there is a
senior class.
5) For persistent low level failure to fulfil CHS responsibilities, PTCG may
issue a departmental behaviour log with targets to monitor pupil
progress. PTCG to copy monitors to Year Heads to keep informed on
pupil progress.
In all cases, the level 4 is logged by PTCG and a referral is completed
by class teacher. If this intervention is successful then no further action is
required. (Good Neighbouring policy information in the next section of
this policy)
NB: If the relevant PTCG is absent or unavailable, then it will be agreed
that one member of the CG will deputise in their absence and class
teachers will send level 4 pupils to that teacher in their absence.
Level 5
If PTCG intervention is not successful, detention or exercise has not
been completed, mediation is not successful or pupil refuses to be
removed from class then PTCG refers on to Senior Leadership Team
member (SLT).
It is then the appropriate Deputy Head Teachers (DHTs) job to use their
professional judgement to intervene in an appropriate manner. This
may be:
1) A written restorative exercise, to be signed by parent/carer to show
they are aware of the situation;
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2) A detention issued by SLT, with parent/carer or carer to be informed
of the situation;
3) A restorative face-to-face mediation to take place between the
DHT, pupil and class teacher, PTCG as appropriate;
4) A meeting with parent/carer scheduled;
5) Exclusion, internal or external.
Under all these circumstances a level 5 must be logged on SEEMIS and
a referral completed.
It should be highlighted that there are many pathways throughout the
procedure to suit the situation and depending on what is going to be
effective for and in the best interests of the pupil and that the
teacher/support staff should use their own professional judgement in
dealing with the situation within the boundaries of this framework. This
will ensure a consistent approach across all classrooms, subjects,
curriculum groups and the whole school whilst allowing for staff
flexibility.
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Building Positive Relationships Intervention Flowchart for Support Staff
LEVEL 1
Clear verbal warning given to pupils regarding
inappropriate/unacceptable behaviour
Level 1 intervention
successful: No further
action required
LEVEL 2
Use of Restorative Conversation (Inform class teacher, PTCG or
Year Head as appropriate)
Level 2 intervention
successful: No further
action required
LEVEL 3 (All Staff)
Level 3 in a classroom: refer incident to class teacher who will
use the Building Positive Relationships Flowchart for
Teaching Staff
Level 3 in a Curriculum Group/ Corridor: refer incident to
PTCG who will use the Building Positive Relationships
Flowchart for Teaching Staff
Level 3 in Social Areas/ Library: refer incident to Year Head
who will use the Building Positive Relationships Flowchart for
Teaching Staff
Level 3 intervention
successful: Exercise
returned/detention
completed
Class teacher/ PTCG / Year
Head to report back to
Support Staff outcome
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Class teacher sends pupil with work
to PTCG after no satisfactory
response to Level 3 sanction
Good Neighbour Flow Chart for Level 4
PTCG to issue Good Neighbour (red)
slip and send pupil to office and
either call the office or email
CAROFFICE to alert pupil is on their
way
Office to use Good Neighbour table
to allocate room and send pupil to
room with slip
Office to email receiving teacher to
inform pupil is on their way
Good Neighbour Teacher to
complete slip and accommodate
pupil
Good Neighbour Teacher to return
completed slip to office staff
Office to copy slip to PTCG
PTCG to follow up behaviour
sanctions
Class Teacher to issue Level 3. If
behaviour persists they should be sent to
PT. This must still be completed by pupil.
NB: PTCG must still follow up behaviour
as a level 4 after the incident. Level 4
sanctions can include: Restorative
Conversation, Detention, Level 4
punishment exercise, as appropriate.
NB: If a pupil is sent by class teacher to
PTCG, this constitutes level 4 and a
referral to PTCG is required by class
teacher.
Red slip: Office to record pupil name,
form class, day, period, referring PT in the
record folder to allow SLT to identify
patterns in behaviour.
Instructions for Staff on Implementing the
Good Neighbouring Policy
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Good neighbour Flow-Chart for level 4
This flow-chart should be used in conjunction with the current building
positive relationships policy as a possible intervention at level 4. The
good neighbour procedure can be triggered when class teacher has
used all available sanctions to level 3 and inappropriate behaviour
persists, or is deemed so unacceptable to merit immediate removal
from class. If this is the case, the class teacher refers the pupil to the
PTCG. As previously, if a pupil is sent by a class teacher to a PTCG, this
constitutes a level 4 and a referral to PTCG is required by the class
teacher.
PTCG then issues pupil with a red Good Neighbour slip and sends
the pupil to school office. PTCG to either email CAROFFICE or call
the office to alert the office a pupil is on their way.
The PTCG must still follow up behaviour as a level 4 incident.
Level 4 sanctions as described previously can include:
Restorative Conversation, Detention, Level 4 Exercise,
Parent/carer Contact (discussed with PTPCS or Year Head prior
to initiating Parent/carer contact).
The office will use the Good Neighbour chart to allocate the
pupil to one of the timetabled rooms where there is a senior class
and send pupil to that room with the red slip and email the
receiving teacher to tell them the pupil is on their way.
The good neighbour teacher will complete the red slip,
accommodate the pupil and return the completed slip to the
office staff.
The office staff will record the pupil’s name, form class, period,
referring PTCG in the record folder to allow SLT to identify
patterns in behaviour. The office staff will then copy the slip to
PTCG who will follow up with behaviour sanctions.
It is hoped that this system will allow a consistent, coherent,
whole school approach to managing behaviour, going through
the correct channel and will provide an accurate picture of
behaviour patterns across the school.
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The following table indicates the PTCG from each curricular area who is
responsible for sending a pupil via the Good neighbour flowchart and their
deputy who will assume responsibility in their absence:
Faculty Area PTCG Deputy
Business
Communications
technology
Mrs Couttie Miss Lownie
English Mr Reid Mr Murray
Expressive Arts Ms Macpherson Mrs James
Health Improvement Mrs Y Gall Miss Mitchell
Maths Miss McDermott Mr McCall
Modern Languages Ms I Gall Miss Liddle
Science Mr Goodman Mr Strachan
Social Subjects Mr Nicholson Mrs Forteith
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Glossary
1. CG Curriculum Group
2. CLPL Career Long Professional Learning
3. DHT Depute Head Teacher
4. ELT Extended Leadership Team (all Principal Teachers
and Senior Leaders)
5. GIRFEC Getting It Right For Every Child (National Policy)
6. PTCG Principal Teacher Curriculum Group
7. PTPCS Principal Teacher Pupil Care and Support
8. SEEMIS An education management information system
9. SLT Senior Leadership Team
10. UNCRC United Nations Convention of the Rights of the Child
11. Year Head Depute Head Teacher in charge of a year group
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CHS Restorative Approaches Level 3 Exercise
Pupil Name:______________________ Class:________ Date:____
Date to be returned: ____________________
Teacher: _____________________ Subject: _________________
Reason for exercise:
________________________________________________________________
________________________________________________________________
You have been issued with this exercise because your behaviour
in class/school today was inappropriate and unacceptable. You
need to complete the three sections on both pages and return
the exercise to your teacher. (Continue on other paper if
necessary)
Think about the actions you did to receive this exercise:
1. Explain what you did to receive this consequence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Think about who has been affected by your actions and list all
those who have been affected by your actions.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Pupil signature: ______________________________________
Parent/Carer signature: ______________________ Date: _________
Write out an apology to the person(s) you have offended or
disrespected by your actions:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Describe what actions you will take to avoid this consequence
happening in the future:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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CHS Restorative Approaches Detention Exercise Level 3
Pupil Name:___________________ Class:________ Date:_______
Teacher: ________________ Subject: __________________
What happened that you were issued with this detention?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
Who was responsible for this?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
27
Pupil signature: _______________________________________
Teacher signature: _______________________________________
How did your actions affect the other people present?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How do you feel now about this situation?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How can this situation be repaired?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What can you do in the future to prevent this happening again?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
28
CHS Restorative Approaches Level 4 Exercise
Pupil Name:______________________ Class:________ Date:____
Date to be returned: ____________________
PTCG/PTPCS: _____________________ Subject: _________________
Reason for exercise:
________________________________________________________________
________________________________________________________________
You have been issued with this exercise because your behaviour
in class/school today was inappropriate and unacceptable. You
need to complete the three sections on both pages and return
the exercise to your teacher. (Continue on other paper if
necessary)
Think about the actions you did to receive this exercise:
1. Explain what you did to receive this consequence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Think about who has been affected by your actions and list all
those who have been affected by your actions.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
29
Write out an apology to the person(s) you have offended or
disrespected by your actions:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Describe what actions you will take to avoid this consequence
happening in the future:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_
30
As part of the Carnoustie High School Community you understand
your rights and responsibilities. The PTPCS/PTCG will tick the
responsibility you have not achieved. Write 100 words outlining
how you will ensure this responsibility is met.
Pupil signature: ______________________________________
Parent/Carer signature: ______________________ Date: _________
CHS Responsibilities :
To work with others to achieve your potential
To respect all members of your school community
To take responsibility for your own learning
To allow others to feel safe and happy at school
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
31
CHS Restorative Approaches Detention Exercise Level 4
Pupil Name:___________________ Class:________ Date:_______
PTCG/PTPCS: ____________________ Subject: __________________
What happened that you were issued with this detention?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
Who was responsible for this?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
32
How did your actions affect the other people present?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How do you feel now about this situation?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How can this situation be repaired?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What can you do in the future to prevent this happening again?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
33
As part of the Carnoustie High School Community you understand
your rights and responsibilities. The PTPCS/PTCG will tick the
responsibility you have not achieved. Write 100 words outlining
how you will ensure this responsibility is met.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
CHS Responsibilities :
To work with others to achieve your potential
To respect all members of your school community
To take responsibility for your own learning
To allow others to feel safe and happy at school
Pupil signature: ____________________________________
PTPCS/PTCG Signature: ____________________________ Date: ______________
34
Day Period Initials Comment
CHS Departmental Behaviour Log
Pupil Name: ______________
Class: ______________
Department: ______________
Targets
1.
2.
3.
Behaviour Rating 1. All targets achieved and behaviour
exemplary.
2. Majority of targets achieved and/or
behaviour satisfactory.
3. Minority of targets achieved and/or
behaviour unsatisfactory.
Behaviour Unsatisfactory
Outcome logged on Seemis
Level 4 issued
Unsatisfactory behaviour is shown by
receiving a behaviour rating of 2 or above in
the minority of classes over the course of one
week.
Behaviour Satisfactory
Merit issued
Satisfactory behaviour is shown by
receiving a behaviour rating of 2 or above
in all classes over the course of one week.
Behaviour Excellent
Pupil removed from departmental log
Excellent behaviour is achieved by receiving
a behaviour rating of 1 in all classes over the
course of one week. Fo
r C
om
ple
tio
n b
y P
TCG
Fo
r C
om
ple
tio
n b
y P
TCG
![Positive Relationships [Professor Name] [Class Section Number]](https://static.fdocuments.net/doc/165x107/5697bfa71a28abf838c98e34/positive-relationships-professor-name-class-section-number.jpg)
