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Pastoral

Whole School

Pastoral Care should permeate all areas of school life.

At BSU we facilitate the development of all members of our school community, fostering relationships based on respect. We engender a sense of belonging to our school community where each individual is valued and her/his uniqueness is recognised. BSU promotes a school community that is caring and positive and as such, we believe Pastoral Care is the responsibility of the entire school community. BSU strives to ensure that every member of the school community will:

  • feel valued and cared for

  • be developed to his/her full potential – spiritually, morally, intellectually, physically, socially, personally and aesthetically

  • have a sense of belonging within our school community

BSU has a positive and inclusive approach to managing behaviour. We believe in encouraging good behaviour through a range of positive behaviour management strategies. Through this positive approach we aim to pre-empt inappropriate behaviour, thus enabling us to focus on good behaviour. We believe strongly in the importance of promoting and praising good behaviour.

We have high expectations for staff and children alike and we expect all adults and older children to be good role models. As a whole school we put great emphasis on the importance of interacting with others in respectful ways, irrespective of cultural background, with thoughtful speaking, actions and building relationships.

BSU provides a caring environment for all, and support children if required, to learn how to manage their behaviour appropriately. We give children choices and make it clear as to the consequences of the choices they make; the school recognises children have rights and responsibilities and we aim to equip them to act upon these.

 

Primary School

Personal, Social, Health and Economic (PSHE) education is important for creating a happy and successful school environment and for developing students self-esteem.  All year groups take part in PSHE which aims to help the students become aware of themselves and of others through developing the knowledge, skills and understanding they will need through life. We deal with some of the real issues affecting children and young people at a class, school and community level and give them the opportunity to discuss their different experiences, viewpoints and attitudes and to listen and respond appropriately to others.

It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly. We are a caring community, whose values are built on mutual trust and respect for all people and property.

We aim to promote an environment where everyone feels safe and secure. Our behaviour policy is therefore designed to support the way in which all members of school can live and work together.

The aim of the behaviour policy is to teach children to become positive, responsible and increasingly independent members of the school community. This can be achieved by teaching the children how to acquire self-control in order to behave appropriately.

We encourage and reward positive behaviour.  All classes write rules at the start of the year which the children are then expected to follow.  

In KS2 we deal with some of the real issues affecting children and young people at a class, school and community level and give them the opportunity to discuss their different experiences, viewpoints and attitudes and to listen and respond appropriately to others.

In KS1 and KS2 alongside positive encouragement and stickers we use an interactive online program called Class Dojo which parents are able to access.  It instantly rewards or sanctions a child and the parents are informed. At the end of every term a Dojo Champion for each class is presented with a certificate in assembly.  Children are also rewarded for 100% attendance.


Secondary School

In Secondary all students are expected to act as role models and display courtesy and respect to every member of the BSU community. Students will be encouraged to strive for academic and personal success through a supportive and caring environment. To achieve this the secondary school will employ a positive behaviour strategy of merits and house points, supported by a staged sanction system to dissuade students from negative behaviour. The outlines of each of these aspects are explained below:

Positive Behaviour - House Points and Merits

In secondary, a two tier system of rewards will be implemented, to celebrate individual and group success.

The Merit system will be used to celebrate individual success, with merits awarded for outstanding pieces of academic work according to the target grade of the individual, enabling all students to be successful at their own level. Certificates will be awarded at benchmarks of achievement

Number of Merits

Award

25

Bronze Certificate

50

Silver Certificate

100

Gold Certificate

150

Platinum Certificate


The House system, continued through from the lower school, is to be used to create a group identity and pride. All students in Secondary are assigned a house, St George, St David, St Andrew or St Patrick.

House points are awarded for participation in school and house events and for representing the school in a positive manner.

Sanctions

Sanctions will be utilised if students display behaviour that is not acceptable at BSU. Sanctions are cumulative and recorded centrally so that intervention into poor behaviour can be made and actions taken to encourage all students to make appropriate choices.

Sanctions are supported by clear guidelines and are cumulative. Students who fail to meet expectations will be disciplined according to a tiered system which is outlined in the secondary behaviour policy. Sanctions include detentions, lunch, after school and Saturday, student report, and internal and external suspensions. Once a student reaches benchmarks, parents will be invited in to discuss targets and actions required.

The aim of the behaviour policy is to teach children to become positive, responsible and increasingly independent members of the school community.