Code of Behaviour and Discipline Policy

Code of Behaviour

Code of Behaviour and Discipline Policy

The Board of Management of Cara Junior School revised the Code of Behaviour in line with national guidance and legislation, including the National Education Welfare Board guidelines, Department of Education guidance and the Education Welfare Act 2000.

Ethos Statement

Cara Junior School is an ASD-friendly community where all pupils are equally valued and respected, irrespective of gender, social or ethnic background, family circumstances, educational achievement, physical characteristics or religious persuasion.

The school recognises the uniqueness of each child and endeavours to use pupils’ strengths to promote learning in areas of identified need. Pupils are encouraged and affirmed by staff in ways that promote self-esteem, confidence, dignity and distinctiveness.

Rationale

Effective teaching and learning require a safe, supportive and well-managed environment. The policy recognises the rights of pupils to learn, the rights of teachers to teach, and the rights of all members of the school community to be safe.

• The right of all pupils to learn.
• The right of all teachers to teach.
• The right of all to be safe.
• The importance of meaningful relationships across the school community.
• The link between learning, communication, achievement and behaviour.

Aims of the Policy

The policy aims to provide a positive, non-confrontational and autism-friendly learning environment, taking account of each pupil’s individual learning needs.

Understanding Behaviour

The policy recognises that pupils may experience difficulties linked to autism and learning disability. These may affect communication, anxiety, sensory processing, transitions, routine, social understanding and emotional regulation.

• Difficulty understanding or being understood.
• Difficulty understanding social cues or social rules.
• Anxiety, sensory needs or changes in routine.
• Difficulty communicating pain, hunger, illness or other sensations.
• Transitions, staff changes, location changes or over-stimulating environments.
• Communication not being understood by others.

How the School Promotes a Happy School

Pupils, staff and parents can help to promote a happy school by working together in a positive, proactive manner and treating each other with dignity and respect.

• Create an autism-friendly environment.
• Encourage and reinforce good behaviour.
• Understand each child’s strengths, needs, likes and dislikes.
• Provide structure, routine and clear communication.
• Listen to the child and to each other.
• Ensure pupils and staff feel safe and secure.
• Use individual communication supports where appropriate.
• Provide sensory breaks and opportunities to opt out when needed.
• Work with relevant multi-disciplinary team members where required.

Staff Roles and Responsibilities

Staff are expected to model the school’s standards of behaviour, maintain a safe and positive atmosphere, use low-arousal strategies, communicate with families and support pupils in overcoming behavioural difficulties.

• Model positive behaviour and respectful communication.
• Use low-arousal strategies when dealing with incidents.
• Consistently implement behaviour support plans where in use.
• Understand the pupil’s communication, likes, dislikes and triggers.
• Use a non-blaming approach to behaviour analysis and management.
• Record behaviour incidents where required.
• Consult with parents and multi-disciplinary supports where necessary.

Individual Behaviour Plans

The policy states that an Individual Behaviour Plan should identify supports and strategies relevant to the pupil’s needs.

1. Proactive strategies and supports to maximise positive behaviour.
2. Proactive strategies for dealing with undesirable behaviour.
3. Environmental triggers for undesirable behaviour.

Guidelines for Good Behaviour

Given the level of ability and complexity of needs of pupils, the school actively promotes desirable standards of behaviour every day.

School Environment and Safety

• Pupils use allocated entrance and exit areas.
• Pupils must not climb boundary fences or walls.
• Pupils are expected to remain with staff within the school grounds.
• Staff accompany pupils during transitions to the yard.
• Staff engage and interact with pupils in a positive manner.

Acknowledging Good Behaviour

The policy places strong emphasis on praise and positive reinforcement. Rewards should be meaningful and appropriate to the individual pupil.

• Use specific praise, such as “well done, you walked in the corridor.”
• Praise in the presence of others where appropriate.
• Use smiles, gestures, tokens, rewards and positive attention.
• Display good work and encourage peer support.
• Send positive notes or emails home where appropriate.

Positive Behaviour Management Strategies

• Use behaviour support plans.
• Redirect positively to another activity.
• Use Social Stories where helpful.
• Use planned ignoring for minor difficulties where appropriate.
• Define boundaries and space for pupils.
• Use praise, rewards and token systems.
• Use the pupil’s augmentative communication where appropriate.
• Be consistent and maintain debriefing procedures.

Responses and Sanctions

The policy recognises that many pupils may not understand consequences in the same way and may require individual behaviour plans. For pupils who do understand consequences, responses may include calm adult responses, quiet time under adult supervision, or involvement of the Principal.

Restrictive Practices

Restrictive practices should only be used as a last resort, and the least restrictive and least intrusive option should be used. Where such practices are considered, referrals should be made to relevant multi-disciplinary professionals and only suitably trained staff should implement them.

• Seclusion.
• Medication including PRN medication.
• Restricted access.
• Restrictive restraints.
• Exclusionary time out.
• Physical intervention procedures.

Gross Misconduct

The policy lists examples of behaviour considered gross misconduct in the context of Cara Junior School, including serious physical harm, persistent assault, behaviour causing ongoing disruption, or situations where the safety of the child, other pupils or staff cannot be guaranteed.

Procedures for Gross Misconduct

1. Keep incident reports.
2. Hold frequent meetings or phone calls with parents as part of the behaviour support process.
3. Refer to psychology through CDNT where appropriate.
4. Establish an Individual Behaviour Support Plan in consultation with parents and professionals where possible.
5. Consider whether additional staff training is required.
6. Inform SENO if additional resources are required.
7. Consider suspension only where risk is high and other procedures have been followed.

Suspension

Before suspension is considered, the school must consider the nature and seriousness of the behaviour, the context, the impact on others, interventions already tried, whether suspension is proportionate and the possible impact of suspension.

Schools are required by law to follow fair procedures when proposing to suspend a pupil, including informing the pupil and parents about the complaint and giving an opportunity to respond.

Expulsion

Expulsion is only considered in serious circumstances and must follow fair procedures under the Education (Welfare) Act 2000. The Board of Management is the decision-making body in relation to expulsions.

1. A detailed investigation under the direction of the Principal.
2. A recommendation to the Board of Management by the Principal.
3. Consideration by the Board and the holding of a hearing.
4. Board deliberations and action after the hearing.
5. Consultations arranged by the Education Welfare Officer.
6. Confirmation of the decision to expel.

Raising a Concern or Complaint

Staff, parents and pupils can make a complaint about any aspect of the Code of Behaviour by making an appointment to speak with the Principal. Written complaints or concerns may also be submitted to the Board of Management.

Absence from School

Parents are required to inform the class teacher if their child is absent from school. This can be done by email to the class teacher or school administrator, or by phone. If a child is absent for more than 10 consecutive school days, a doctor’s certificate must be provided. If a child is absent for more than 20 school days, the Education Welfare Officer must be informed.

Review and Ratification

The Code of Behaviour is reviewed in consultation with the school community at least every two years. It may also be reviewed or updated as situations arise by request of any stakeholder. Any review must be ratified by the Board of Management.

This policy was ratified on 19 September 2022.

Linked Policies

All school policies and procedures have a bearing on the Code of Behaviour, including but not limited to:

• Anti-Bullying Policy
• Admissions Policy
• Health and Safety Statement