Pastoral Care Policy

Pastoral Care and Student Management

 

School Mission

At Saint Thomas More's we provide quality education in a Christ centred community, promote a love of learning and nurture the potential of all.

Rationale

The St Thomas More’s school community strives to nurture the growth of all individuals through a supportive, inclusive and Christian atmosphere. St Thomas More’s Primary School bases its decisions and actions on its belief that the school is a faith community promoting the values and teaching of Jesus and the Catholic Church.

 

Our pastoral care and student management policy seeks to reinforce and extend Christian teachings within the school environment. This is achieved by all members – teachers, children, parents and members of the community - leading and caring for each other in a way that expresses the teachings of Christ in our daily lives. We believe that all members of the community should be treated with dignity and respect. They should feel that they are a valued member of the school community.  This affects what we teach and how we teach.

 

Beliefs                                                                                                                

The community of St Thomas More’s believes that:

 

Rights and Responsibilities

Every student at St Thomas More’s has the right to:

 

Every student at St Thomas More’s has the responsibility to:

 School Rules

 

 

 

Restorative Practice

Restorative Practices focus on repairing the harm done to people and relationships, rather than on punishing offenders. The process involves all parties affected and all have a say.

 

Restorative Practices aim to restore relationships that have been damaged by a wrongdoing: be it a playground conflict, bullying or misbehaviour. They also aim to ‘engage students in meaningful dialogue’ in order to change behaviour (Thorsborne and Vinegrad, 2004).

By engaging is Restorative Practices, students need to take responsibility for their own actions and work with those who are affected by their actions to repair the harm done. Conflict resolution skills are enhanced by the use of restorative practices.

 

Questions for a child who has hurt someone:

 

Questions for a child who has been hurt:

 

These questions are designed to be to alleviate conflict situations on playground. They can be found on staff duty bags for ready access when teachers are on duty. The questions also form the basis of the Time Out sheet reflection.

 

Time Out

Time out is a preferred consequence for repeated inappropriate behaviour in the classroom and on the playground at St Thomas More’s. No child should ever be left in an unsupervised situation as a negative consequence e.g. outside the classroom

 

Time Out Sheets (see attached)

These sheets are used whenever a rule breach on the playground or in the classroom needs to be followed-up. The duty teacher or classroom teacher will supervise the completion of the Time Out Sheets. If the incident is serious it may be necessary to inform/involve the Principal or Assistant Principal. Parents may also need to be informed in the case of serious incidents.

 

Cool Down Period

When a student needs time to ‘cool down’ they can be asked by a teacher to go to a ‘cool down’ area in the classroom or a pre-arranged area in another classroom. At recess and lunch time students can ‘cool down’ on the silver seats or the logs adjacent to the oval.

 

Classroom and Playground Management Processes (see attached)

These processes outline the steps to be taken when there is a breach of school rules. These processes are displayed in each classroom.

 

Critical Incident Behaviour Management Plans (See attached)

These plans are used whenever an incident is serious and involves physical aggression or violence or serious threats. In these circumstances parents must be informed.

 

Bullying

(See STM Anti-Bullying Policy and STM Pastoral Care and Student Management Policy for more information)

At St Thomas More’s Primary School, we believe that all members of the community have the right to a learning and work environment free from intimidation, humiliation and hurt.  We all share a responsibility to foster, promote and restore right relationships.  We believe that bullying is unacceptable and students, staff and parents all share a responsibility for preventing it.

 

This policy builds on the school’s Pastoral Care and Student Management Policy to provide clear procedures and strategies to prevent, reduce and respond to bullying.

 

Schools are called to establish relationships which are grounded in love, compassion, reconciliation and justice. In witnessing these values we reject ideas, beliefs and behaviours which marginalise or victimise people. 

 

Whilst there is no universally accepted definition of bullying, there is general consensus that Bullying behaviour:

 

Bullying takes many forms, all of which will cause distress. Examples of bullying include: 

 

All reports of bullying will be taken seriously. Members of staff who learn of bullying actions will respond and report the actions to the Principal, Assistant Principal or classroom teacher.