Behaviour FAQ - (July 2015)
Dear Parents/Caregivers
Recently, we have been dealing with some negative behaviours from a small number (4%) of our children. These behaviours range from non-compliance (not doing what is asked or walking out of the room) to children hurting each other, either physically or with words. When behaviours like this occur in a school, it is of large concern to everyone; the children, the parents/caregivers, the teachers, the senior management team and the Board of Trustees. We would like to address some of the ‘frequently asked questions’ concerning how we manage these behaviours in our school.
Recently, we have been dealing with some negative behaviours from a small number (4%) of our children. These behaviours range from non-compliance (not doing what is asked or walking out of the room) to children hurting each other, either physically or with words. When behaviours like this occur in a school, it is of large concern to everyone; the children, the parents/caregivers, the teachers, the senior management team and the Board of Trustees. We would like to address some of the ‘frequently asked questions’ concerning how we manage these behaviours in our school.
Have the number of behavioural issues in schools throughout New Zealand increased?
Yes!
At a recent cluster meeting of all local schools, personnel from the Ministry of Education acknowledged there has been an increase in behaviours across the city. Many of these behaviours are being attributed to trauma and stress as a result of the earthquakes. Research from other cities that have suffered from disasters shows that increased negative behaviours are evident up to six years after an event. As a result of this, the MoE are being proactive in considering what extra resources schools may need in order to effectively deal with children causing concern.
From Stuff: Feb 2015
The number of stressed and anxious children admitted for specialised mental health treatment in Canterbury has almost doubled since the earthquakes. Health officials say years of aftershocks, life disruptions and living in a highly strung environment have taken a toll on the region's children.
Dr Harith Swadi, CDHB mental health specialist and clinical director of the Child and Adolescent Family Service, said admissions were predominantly related to mood problems, particularly anxiety and depression. Young people were unable to cope with the daily stress of relationships and education, and young children were presenting developmental problems.
Yes!
At a recent cluster meeting of all local schools, personnel from the Ministry of Education acknowledged there has been an increase in behaviours across the city. Many of these behaviours are being attributed to trauma and stress as a result of the earthquakes. Research from other cities that have suffered from disasters shows that increased negative behaviours are evident up to six years after an event. As a result of this, the MoE are being proactive in considering what extra resources schools may need in order to effectively deal with children causing concern.
From Stuff: Feb 2015
The number of stressed and anxious children admitted for specialised mental health treatment in Canterbury has almost doubled since the earthquakes. Health officials say years of aftershocks, life disruptions and living in a highly strung environment have taken a toll on the region's children.
Dr Harith Swadi, CDHB mental health specialist and clinical director of the Child and Adolescent Family Service, said admissions were predominantly related to mood problems, particularly anxiety and depression. Young people were unable to cope with the daily stress of relationships and education, and young children were presenting developmental problems.
What behaviours are encouraged at Banks Ave?
We encourage children to take ownership of their actions and attitude. Children are guided by our REACH (Respect, Responsibility, Empathy, Attitude, Co-operation, Honesty)values and the key competency of Managing Self (Managing my behaviour and my learning). We expect children to be self disciplined and able to self-regulate their behaviour. Children are to seek help when they are unsure of how to handle any given situation. They are given strategies to help them with this and a restorative justiceapproach is used to help heal any breakdowns in friendships that may occur.
This term there is a school-wide focus on using kind words and kind actions. Children are taught how to show kindness through the Six Kinds of Best. The Six Kinds of Best are:
Our REACH values are currently being reviewed. You will have received a parent survey asking for your opinion about which values are most important for our children. Please help us in improving our practice by giving your voice to this survey. Click here to access
We encourage children to take ownership of their actions and attitude. Children are guided by our REACH (Respect, Responsibility, Empathy, Attitude, Co-operation, Honesty)values and the key competency of Managing Self (Managing my behaviour and my learning). We expect children to be self disciplined and able to self-regulate their behaviour. Children are to seek help when they are unsure of how to handle any given situation. They are given strategies to help them with this and a restorative justiceapproach is used to help heal any breakdowns in friendships that may occur.
This term there is a school-wide focus on using kind words and kind actions. Children are taught how to show kindness through the Six Kinds of Best. The Six Kinds of Best are:
- Be kind to yourself (respect yourself).
- Be kind to others (respect others).
- Be kind to the environment (value the environment).
- Be the learning kind (seek knowledge and be a lifelong learner).
- Be the achieving kind (achieve your potential).
- Be the community kind (be responsible and contribute positively to society).
Our REACH values are currently being reviewed. You will have received a parent survey asking for your opinion about which values are most important for our children. Please help us in improving our practice by giving your voice to this survey. Click here to access
What support is available for children with behavioural needs?
When children exhibit any behavioural issues, help and support is put in place straight away. We work with a number of agencies who come into the school and help set up personalised interventions for these children. Below are some of the agencies we work with. Click on the links to find out more information about them and the work they do.
In all cases, we work in partnership with the parents involved.
When children exhibit any behavioural issues, help and support is put in place straight away. We work with a number of agencies who come into the school and help set up personalised interventions for these children. Below are some of the agencies we work with. Click on the links to find out more information about them and the work they do.
- STAND (Social Workers in schools)
- CYFS (Child, Youth and Family Services)
- Right service, Right time
- Whakatata House
- Educational Psychologists
- RTLB (Resource Teachers of Learning and Behaviour)
- GSE (Group Special Education)
- Incredible Years
- School Truancy Service
- School Chaplains
In all cases, we work in partnership with the parents involved.
If a child has hurt another child more than once, why can’t the school expel/exclude him/her?
There is a formal process the school must adhere too. Each case is assessed on an individual basis. Like with any child, the school must put every intervention in place to help the child succeed. All children understand that our ‘line in the sand’ is physical violence. A child will be ‘Stood Down’ for this. Stand downs are a very serious move and stay on a child’s record. The Board of Trustees and the Ministry of Education are notified when a child is Stood Down.
For more information on Stand Downs, Suspensions and Exclusion click here.
There is a formal process the school must adhere too. Each case is assessed on an individual basis. Like with any child, the school must put every intervention in place to help the child succeed. All children understand that our ‘line in the sand’ is physical violence. A child will be ‘Stood Down’ for this. Stand downs are a very serious move and stay on a child’s record. The Board of Trustees and the Ministry of Education are notified when a child is Stood Down.
For more information on Stand Downs, Suspensions and Exclusion click here.
What can my child do if they are having issues with other children in the playground?
Children are encouraged to seek help. Banks Ave staff are committed to helping them work through any problems they are having with their friendships or any incident they have witnessed or been involved in. There are many options available to the children. We always have peer mediators and duty teachers in the playground. Children can go to their own teacher, or any other teacher they feel comfortable with, or Mrs Burnside (Principal), Ms Mora or Ms Carroll (DPs) for help.
My child comes home and tells me of an incident that has happened in class. My child is feeling frightened and scared. How is my child supported when these incidents happen and how do I know whether the child in question has been given any consequences for their actions?
Any incident that happens at Banks Ave is investigated and unpacked until the issue is completely resolved. Parents are always contacted. If children have witnessed anything, a member of the senior management team will spend time debriefing the incident with the class.
There are always consequences for the child that has caused emotional or physical harm and what these are will depend on the situation at hand. Due to confidentiality we can not always give all the details a parent wants to know, but be assured steps are always put in place to reduce such behaviours.
Any incident that happens at Banks Ave is investigated and unpacked until the issue is completely resolved. Parents are always contacted. If children have witnessed anything, a member of the senior management team will spend time debriefing the incident with the class.
There are always consequences for the child that has caused emotional or physical harm and what these are will depend on the situation at hand. Due to confidentiality we can not always give all the details a parent wants to know, but be assured steps are always put in place to reduce such behaviours.
There is a child with behaviour issues in my son/daughter’s class. Is my child’s learning being affected?
No, in any given class there are always a wide range of academic and/or behavioural needs. Our teachers are experienced and have expertise in managing these. They are supported by teacher aides and the senior management team.
What do I do if I feel my child is being bullied?
If you have any concerns at all that your child is not happy at school, for whatever reason, please make contact with your child’s teacher or Toni (principal) Tracey or Tricia (DPs). We really want your child to be happy at school and if in any way they are not (emotionally or physically) we want to know immediately. It is really important for us to put a stop to any negative behaviour at the early stages.
If you have any concerns at all that your child is not happy at school, for whatever reason, please make contact with your child’s teacher or Toni (principal) Tracey or Tricia (DPs). We really want your child to be happy at school and if in any way they are not (emotionally or physically) we want to know immediately. It is really important for us to put a stop to any negative behaviour at the early stages.
How do I know my child is emotionally and physically safe at Banks Ave?
The wellbeing of your child is paramount to us. Children don’t learn well if they are unhappy. We have 401 students at Banks Ave. As mentioned above, the children of concern sits at 4%.
Like any school, we cannot guarantee that no incidences will occur but we can guarantee that we will be proactive in dealing with any concerns.
The wellbeing of your child is paramount to us. Children don’t learn well if they are unhappy. We have 401 students at Banks Ave. As mentioned above, the children of concern sits at 4%.
Like any school, we cannot guarantee that no incidences will occur but we can guarantee that we will be proactive in dealing with any concerns.
How can I help?
Have regular chats with your child about how things are going at school.
Discuss with them that there are always reasons behind why children behave in the way they do.
Encourage them to seek help(no matter how small it seems)if they are having issues in the playground or are worried about any incident.
Ask your child about our school values and how they use them at school.
Come and see us if you have any concerns. Our doors are always open.
Complete the Parent Survey. Help us to improve our practices by giving your voice and opinion to what we do, how we do it and why.
Have regular chats with your child about how things are going at school.
Discuss with them that there are always reasons behind why children behave in the way they do.
Encourage them to seek help(no matter how small it seems)if they are having issues in the playground or are worried about any incident.
Ask your child about our school values and how they use them at school.
Come and see us if you have any concerns. Our doors are always open.
Complete the Parent Survey. Help us to improve our practices by giving your voice and opinion to what we do, how we do it and why.
