Good behaviour as indicated in the ‘Code of Conduct’ is expected from all and is encouraged in a number of ways throughout the school.
We will acknowledge each pupil’s sense of responsibility to the school community. The school will most especially help boost student self-esteem by:
- Regularly recognizing positive acts of consideration
- Encouraging pupils to take on duties and responsibilities
- Encouraging pupils to be fully involved in school activities
- Encouraging pupils to accept responsibility for their actions and inactions
- Involving pupils in decisions that affect their progress and continuous stay in the school
- Rewarding attitude, conduct and effort appropriately (eg: during special outings)
- Informing parents in writing of all good behavior exhibited
- Highlighting achievements publicly with the Head teacher awarding stickers or certificates during special assemblies
Each class is responsible for discussing and developing a set of rules at the beginning of each school year. These will enable each member of the class learn in an environment which is free from disruption.
The pupils will discuss and draw up their own list of class rules which will be agreed upon and displayed. The class rules will be supported by a set of consequences to be implemented by the class teacher after consideration of the behaviour. The rules and consequences will be displayed in each classroom.
Further Strategies to help form acceptable behaviour:
- All pupils will be given academic and behaviour record cards at the beginning of each term. Each card will have 100 points to help them take responsibility for and be accountable for their behaviour.
Based on the gravity of the action or inaction, a number of points agreed upon by the class teacher and the students will be added to or deducted from the points.
- The removal of privileges such as participation in school trips or special events will be given when you have below 80 points.
- Placing a pupil on ‘daily report’ where teachers will make daily verbal comments on behavior.
- Implementing a Pastoral Support Plan highlighting the proposed strategies to support and improve the pupil’s behaviour, agreed by staff, the pupil (if possible) and the parents.
If the behaviour does not improve, the ‘contract’ is broken or a serious misdemeanor occurs, the pupils will be referred to the Head teacher and exclusion will be seriously considered as a last resort.
Such measures will not be humiliating or degrading.
When a behaviour which contradicts the ‘Code of Conduct’ is displayed, certain measures will be applied through a series of procedures which are clearly understood by all.
These will be in proportion to the offence after the reason for the “said behavior” has been thoroughly investigated.
Class teachers will keep a log book of all inappropriate behaviour exhibited during school hours.
A Playtime Incident book -‘The Red Book’ – kept by the Primary Coordinator or Head Teacher, is used to record inappropriate incidents that occur during playtime or in class. Students whose names are placed in the Red book may be penalized as per the school or class rules and Code of Conduct.
Continuously breaking the rules and expectations will demand verbal reprimands. In extreme cases, letters may be sent out or invitations extended to parents for further deliberations after which any of the following sanctions will be applied.
Certain sanctions will be considered as short-term solutions and will be constantly reviewed from time to time. They are:
- A verbal reprimand
- Moving a pupil’s position in class
- Isolation from the peer group sessions
- Detaining a pupil at playtime or after school (written work or menial tasks may be given)
- The class teacher consulting with the parents of the child informally. The Head teacher is notified and relevant information is recorded.
- The Class Teacher and the Sectional Head implementing strategies to improve and monitor the child’s behaviour and keep the parents informed.
A pupil will be automatically excluded from playtime or detained after school for:
- Constant disobedience
- Hurting others/physical violence
- Disruptive behaviour
- The use of bad language, including references to race, gender, size or disability
- Answering adults back in an inappropriate manner
Supervised detentions will be held in the reception area or in a classroom. Students should take with them everything they need to complete the punishment. Students may be sent outside the room for some minutes during lesson time for persistent disruptive behaviour which may prevent others from working or concentrating, but they will work in view of a member of staff.
Snack / Lunchtime
Assistants will be on duty during snack/lunch time and will record notable incidents appropriately.
Class teachers are kept informed of all such incidents during lunchtime. These are then followed up, as required, by the Sectional Head.
However, if a child’s behaviour continues to be inappropriate and intolerable, parents may be called in for a discussion.
Home Work Policy
At Victoria Grammar School, students come to school primarily to learn and to acquire all the related skills that come with it. It is therefore expected that they make good use of their time at school. We believe that homework is an integral part of the three way partnership between pupils, parents and the school.
Homework gives parents an insight to what is being taught. It also reinforces and develops independent learning skills which are so important in our ever-changing world and goes a long way to:
- Encourage learning outside the normal school environment.
- Help students learn problem-solving skills, develop confidence, self- discipline and the responsibility that comes with independent study.
- Develop an appreciation that learning can be enjoyed.
- Consolidate, reinforce and extend skills and understanding.
- Assist in the development of children’s reading skills and to develop in them a love of books.
- Enhance children’s skills of enquiry.
Homework comes in the form of literacy or numeracy assignments, a piece of research work related to one of their projects or a piece of cross-curricular or problem solving task. Where possible and appropriate, children may be given ICT related tasks as homework.
Work given to our students support and complement the pupil’s class work and is always an extension or an additional pupil development work. The amount of homework students receive is age appropriate and is a reflection of their personal and academic development.
Homework Journals must be signed by parents after the student completes his/her homework. The journals are used to keep records of each homework task and may be used to record all relevant comments such as praise for excellent work or a note of difficulties encountered for effective liaison between parents and teachers.
Learning to read must not be rushed; reading for meaning is an essential skill for lifelong learning.
As such, The Victoria Grammar School is proud of the high standards of student achievement through its Guided Reading and Writing Programme and wishes to continuously encourage at all times the genuine love our students have for reading. We will greatly value the time spent on developing their reading at home. Students are encouraged to make reading a daily ritual so parents can support the school to develop their children’s reading skills for maximum use.
Pastoral Care and Pupil Support
The Victoria Grammar School encourages all students to feel happy and secure in whatever activity they take part in.
We place great emphasis on the welfare and well-being of the children in our care; as such, they are supervised at all times. Full supervision continues during all extra-curricular activities. No student remains in the classrooms, toilet or other areas within and around the building without permission or adult supervision during play and lunchtimes. Students have been taught to make their whereabouts always known to the teacher on duty when out of class.
Students are encouraged to speak freely and openly to members of staff about any worries or problems, be it class work or on a more personal level.
Staff members will respond to children in an appropriate manner, offering advice, support, guidance and reassurance in conjunction with laid down policies.
The class teacher or the member of staff on duty resolves minor difficulties, worries or upsets that may arise within the classroom or the playground. The students concerned participate in a discussion about such incidents.
More serious incidents that have to do with behaviour, health or welfare, will be referred to the Head Teacher or the Sectional Head. Parents or guardians are contacted if there is a need to. This contact is made in person when the child is collected from school or by a telephone call and followed up in writing with a letter. This will be logged and the letter filed.
Parents are encouraged to talk to their child’s class teacher initially about concerns and may follow it up with a meeting with the Sectional Coordinator or the Principal, if not fully satisfied. Parents must be able to share concerns about situations or medical matters that might affect their child’s work, activities or behaviour in school. All discussions are treated as confidential.
Support for Individual Pupils
At Victoria Grammar School we acknowledge that certain groups of children may need specialized attention. These include those:
♦ Children with special educational needs*
♦ Children from families experiencing stress, e.g. bereavement
♦ Children with school phobia
♦ Children who have been away from school for a long time due to medical reasons.
The school shapes a support programme for such students to make them fit into day to day class activities.
The process for students with Special Educational Needs begins with a report from a certified Educational Psychologist. Recommendations given in the report will then be followed through.
Suitable targets are set and plans made to offer the best possible support.
Parents of such students are required to partner the school in following through with the recommendations for an effective programme.
All these children receive support from the school staff, including the Head Teacher, the class teacher and non-teaching staff. A member of staff who may be a teacher or an assistant is assigned to act as their mentor and friend.
If appropriate, time is allocated for the child to talk to the mentor/friend on an individual basis. The mentor/friend oversees the general welfare of the child in school, informing the Head Teacher if there are any concerns.