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SCHOOL POLICIES
Behaviour Management, Discipline and Exclusions Policy

Rational

At IOANID Preschool we believe that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.
We have an inclusive setting that supports all children as they take increasing responsibility for themselves and their actions, and consider that welfare and wellbeing of others.
Aim
We aim to provide an environment in which there is acceptable behaviour, non-aggressive behavior and where children learn to respect themselves, other people and their environment.

Our Practice
Procedure: Staff
•    Staff should model good behavior at all times
•    All staff members have the responsibility for issues concerning behaviour and should challenge inappropriate behavior when witnessed
•    No physical punishment shall ever be used. Children are never threatened with these.
•    Humiliation is not acceptable as a strategy for encouraging good behavior
•    We do not shout or raise our voices in a threatening way unless warning of immediate danger.
•    Staff understands that shouting can be a form of bullying, also if they start with shouting there is no-where else ‘to go’ i.e. discipline strategies should be incremental and varied
•    Positive strategies for handling any conflict should be used. Support the child in regaining control of himself/herself and strive for conflict resolution without adult intervention, where possible.
•    Be aware that other children are affected by adult/child conflict and it may be necessary to withdraw the child from the classroom (going for a walk in the forest/green grass) to avoid stressing others.
•    Handling of behavior issues should take into account the child’s stage of development and level of understanding. Consequently, strategies will vary from class to class.
•    Positive reinforcement should be the dominant approach and systems such as ’Ladder’ and ‘Golden Time’ can be very effective for older children.
•    Younger children may need to be redirected to other activities or to other areas of experience. Children will never be set out the rooms
•    Group discussion is used to problem solve persistent, inappropriate behaviours. In this way children are instructed to make positive behavioural choices. Every effort is made to enable children to practice self-discipline

The role of the senior management
 It is the responsibility of the senior management, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school. It is also the responsibility of the head teacher and the deputy head to ensure the health, safety and welfare of all children in the school.
The senior management supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.
The senior management keeps records of all reported serious incidents of misbehaviour.
The senior management has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher and the deputy head may permanently exclude a child. These actions are taken only after the school governors have been notified.


Procedures: Children


•    Children should be introduced to the idea that we
1.    We will keep ourselves safe.
2.    We will keep others safe
3.    We will keep the materials safe
•    The learning environment, indoors and outdoors, should provide opportunities for social interaction where taking turns is encouraged
•    When a child is struggling for control try redirection and/or changing the environment.
•    All children have the right to stay free from harm. Children need to be empowered to resist and respond to any form of bullying or aggression. They need to understand that they do not have to accept undesired behavior. Staff should teach the Makaton ‘no’ sign (flat hand) and show children how to say ‘no’ firmly, ‘I don’t like it” then walk away and tell an adult.

Procedures: Parents

•    If normal strategies do not work and/or a child’s behavior is extreme then parents are involved. First informally, then, if necessary, a formal meeting is established and together and agreed strategy is put in place.
•    All adults in the child’s life need to follow the same strategy


Exclusions

We are an inclusive school and do not wish to exclude any child, even when they exhibit serious behavioural difficulties. We will take every reasonable step to ensure that exclusions are avoided. However, in extreme cases, it may be necessary to exclude.

The head teacher is the only member of staff within the school who can exclude a pupil, either permanently or for a fixed-term.


There are two main reasons for exclusion: a serious breach of the school’s behaviour policy, or a situation where it is feared that the safety and wellbeing, or education, of other students is at risk.

 A pupil may be excluded for one or more fixed periods (up to a maximum of 45 school days in a single academic year).

In exceptional cases, usually where further evidence has come to light, a fixed period exclusion may be extended or converted to a permanent exclusion.

Permanent exclusion is an extremely serious sanction, and a step taken by the school only as an absolute last resort. In most cases, permanent exclusion will be used only after various alternative strategies have been tried to improve behaviour but have been unsuccessful. There are, however, some situations in which permanent exclusion on the first offence is the only option.

Special Educational Needs
A child has a special need if they require additional help over and above that which is normally offered to all children. If a child is not following the normal developmental pattern, in whatever area, we will start discussions with the parents to address any issues.
It is a requirement that the parents work with the school for the benefit of the child.

If all strategies have been exhausted and the school is unable to meet the needs of the child, the school retains the right to recommend to parents that they seek an alternative facility where their child’s needs can best be met.

Alternatively, in cases where the child’s inclusion would be incompatible with the efficient education of the other children or when parents refuse to collaborate with the school, the school reserves the right to withdraw the place.

Sickness
If children have sickness or diarrhea they are required to stay at home for 48 hours after symptoms have cleared, to ensure the system is clear of bacteria.

If children become ill during the school day we contact the parents to take them home

Other
IOANID Preschool International Education has the right to terminate the contract in the following cases:   
i.    Non-payment of fees
ii.    The Legal Representative causes image prejudices to the institution or instigates the other parents;
iii.    The school reserves the right to withdraw a place if the education of the child is prejudicing the education of other children

Updated on August 2018 to be reviewed on August 2020.