Rationale
At St. George International School and Preschool (SGIS) we operate on the belief that all students have the right to learn. To do so means that each student works towards creating a climate that is both positive and productive. No student has the right to choose behaviour that infringes upon the learning of others. We also believe that students should be given the support and encouragement they need to always learn and demonstrate positive behaviour.
SGIS further believes that home and school must share the responsibility for teaching students' positive behaviour. By working together, we can increase the probability that students will learn responsibility and respect for themselves and others, as well as positive behaviour traits for life.
School Values
At the core of our Student Behaviour Policy are the SGIS School Values:
Honesty – to be truthful to ourselves and othersResponsibility – to be responsible for our own actions; completing tasks and duties; be responsible for others around us – keeping them safe and caring for themRespect – to value and observe rules and regulations; people’s privacy, property, feelings and desires; to listen to others’ opinions and respect differencesInitiative – to be involved in the life of the school; to share ideas, suggest improvements; take action when appropriate;Mutual Support – to work as a team – to help others in school (friends, other students and adults)Transparency – to be clear with our thoughts, feelings, and desires so there are no misunderstandingsTolerance – to accept people as they are and value the fact that we may have different experiences, thoughts, actions and feelings.School-wide expectations for students
Students are expected to:
Show consideration, courtesy and respect to others and their property. Put their best effort into everything they do. Follow the teachers’ instructions at all times. Be role models both in and outside the school. Speak English at all times except during Bulgarian Language and Literature lessons. Attend classes regularly and on time. Wear the correct uniform and bring the equipment needed. Move into the school building quietly and sensibly. Abide by all rules which have been established and help to maintain a positive learning environment at SGIS. Promote a safe, secure and nurturing learning environment. Exercise self-control, restraint and discipline at all times within the school environment. School-wide behaviour expectations are monitored by class masters, subject teachers, Heads of Stage and Head of Primary. This policy must be understood and implemented by all staff members at the school.
Positive behaviour
Positive behaviour is taught to the students through consistent modelling by all members of staff.
Parents are expected to help their children achieve and maintain the behavioural standards as listed in the SGIS Primary Behaviour Policy. These standards are explained at parents’ meetings, as well as on the SGIS website, and it is the parents’ responsibility to become acquainted with them. The school puts a high priority on informing parents if their child is falling short of the standards required. The school and the parents work together to discuss shared solutions and strategies for support.
Rewards and sanctions
Rewards
Our school values are at the centre of our positive behaviour policy and key to having a positive effect on the students’ behaviour, ethos, attitude and learning around the whole School.
All teachers will be able to award ‘Reward or House Points’ to students during lessons and make an entry in SHKOLO – SGIS school management system. These will be primarily based upon the seven values of the school but will also include the quality of work, the effort levels shown by students, altruistic behaviour, community service, performance and participation in competitions or other events where school values are promoted.
Reward Points
Students are given reward/house points for demonstrating the school values and for producing outstanding academic work. For each reward point (green badge) awarded, the students are told why they receive it and a record is made on SHKOLO.
In this regard, each student is allocated to one of our three houses named after wild animals found in Bulgaria, respectively Eagles, Bears and Wolves . The students are awarded Reward/House Points for altruistic behaviour and kind attitude towards others; community service; performance and participation in House Competitions or other events where our school values are promoted.
The House with the highest number of points is awarded the House Cup for that particular year and their achievement is celebrated in the first week in June through a series of events decided by the Key Stage Leaders and the Head of Secondary.
House points are not removed. Improper behaviour is addressed by the SGIS sanctions procedure.
Multiple reward points (multiples of 10)
Students receive a merit when they get 10, 20, etc. reward points. Any multiple of reward points results in a merit in the student's trophy card.
Merit awards
7 merits (70 reward points) – a Prize Box item awarded by the Head of Primary 10 merits (100 reward points) – a certificate and a book awarded by the Head of Primary Sanctions
Although the school believes in a positive approach to behaviour management, sanctions may need to be applied.
It is the responsibility of all staff members to deal with inappropriate behaviour immediately wherever it occurs around the school.
Level 1: Warning
Before giving a student an improvement point, the teacher must talk to the student and verbally warn them that inappropriate behaviour demonstrated is not acceptable.
Level 2: Improvement points, a letter to parents and behaviour cards
A ‘negative’ (red) badge on SHKOLO is called an ‘improvement point’. Each teacher giving an improvement point must record it on the system and add a descriptive comment, stating the reason why the improvement point has been given. After receiving three or more improvement points for the week, a letter to the offender's parents is sent by the Head of Stage. The letter informs the parents of the improper behaviour occurred and states what the goals for the students for the upcoming week are. After receiving three or more improvement points for the week the students are placed on a Target Card (grades 1 and 2) and on a Behaviour Card (grades 3 and 4) . The Target and the Behaviour Cards re behaviour management tools which allow the students to take control of their actions and help them make good choices. Both Cards clearly state what the goals for the student for the upcoming week are. There are 3 levels of Behaviour Cards: Should the student fulfil the targets listed on the Target/Behaviour Card (targets fulfilment graded 4 and 5 predominantly), the student does not move to another colour of card.
Should the student fail to meet the targets (targets fulfilment graded 1, 2 and 3 predominantly), the student moves to the next colour of card.
Should the student reach a Red Card but meets the targets set for the week, the student does not move to another colour of card.
The instances where improvement points will be given are listed below:
Academic sanctions
1. No homework
2. Lack of effort in class
Uniform sanctions
1. Incorrect/no PE uniform
2. Incorrect/no school uniform
3. School uniform incorrectly worn
4. Wearing any items or objects specifically prohibited by the school
5. Long and coloured nails for girls
6. Coloured hair
Behaviour sanctions
1. Not following the School Values (both in or out of the classroom)
2. Use of inappropriate language or inappropriate behaviour
3. Disrupting their own or class learning (at class teacher’s discretion, including but not limited to; calling out in class, speaking Bulgarian in an International lesson, drumming on the desk, playing with equipment, making silly noises, rocking on the furniture, talking while the teacher is talking or other students are talking; passing notes, etc.)
4. Not giving or taking the Behaviour Report Card
5. Carrying and/or using cell phone or smart watch with a sim card in school.
Organisational sanctions
Not prepared for class with all necessary textbooks, notebooks, etc. Messy lockers (on the floor and in the locker room). Level 3: Meeting the parents
Should a student reach a Red Card and yet fails to meet the targets set, a meeting with the parents is scheduled by the Head of Lower/Upper Primary or Head of Primary, depending on the seriousness of the situation. The meeting aims at discussing the situation and setting goals which are followed both by the parents and by the teachers.
Should there is no improvement in the students’ behaviour after this meeting and the measures taken from both sides (school and home), a consecutive meeting is organised where parents are informed of the further procedures.
Level 4: Formal Sanctions
Following the above-described meeting, the school can propose a formal sanction – a formal written notice under the regulations of art. 199. para.1 of the Law on School and Pre-school Education.
Procedure:
No violation may be punished with more than one penalty. No penalties shall apply to pupils whose behaviour is the result of a disability or health disorder as indicated in medical documents. Penalties shall be term-bound. The penalty term shall expire at the end of the school year. The type of penalty shall be determined, while taking into consideration the reasons and circumstances of the violation, its nature and seriousness, as well as the pupil's age and personality characteristics. The Formal Written Notice sanction is imposed after a motivated written statement from the class master has been submitted to the Head of School. The Head of School shall inform the parents of the opening of a penalty procedure under the regulations of art. 199. para.1. The pupil shall have the right to a hearing and/or written deposition of the facts and circumstances in relation to the specific violation before the penalty is imposed. The hearing shall take place in the presence of a psychologist or a pedagogical advisor. The pupil's parents shall have the right to attend the hearing and to express an opinion, as well as to take part in the penalty procedure under the terms and conditions laid down in the state education standard for inclusive education. Apart from imposing the penalty upon art. 1, the student may be offered specialist counselling and pedagogical and psychological support, additional training at home, holidays included participation in extracurricular activities, professional orientation and other activities in order not to allow other violations and dropping out of school. Penalties shall be issued by the Head of School and a physical recorded will be kept in the students’ individual record. Serious Breaches of Discipline – Formal Written Notice
In case of a serious breach of discipline, students may go straight to a Level 4 in the Sanctions, as determined by SMT (Senior Management Team). The case must be immediately referred to the Head of Primary who will investigate each case.
Note: The incident must be noted in SHKOLO.
Bullying (as this is such a corrosive and corrupting issue, SGIS has a special set of procedures for dealing with bullying, which may lead to disciplinary action as described in this paragraph) Swearing Verbal abuse Physical abuse Theft Trading on the school premises (exchanging goods for money) Use of illicit substances Vandalism of school property Racism Discrimination Xenophobia Use of toilets marked as ‘Adults’ Bringing tobacco products, alcohol, or drug substances into school Bringing weapons of any kind into school Making allegations against staff that prove to be malicious (see the SGIS Safeguarding Policy and Procedures). Immoral behaviour that brings into disrepute the reputation of the school (i.e. sexual contact, consumption of drugs, alcohol, or tobacco in school uniform, behaviour on social media) Publishing improper content on social media Publishing photos, videos or any other content related to teachers, peers, premises, without the permission of the Head of Primary. Exceptions and Exclusions
None of the above will automatically apply to students whom SGIS has identified as having pre-existing or newly diagnosed recognised medical and other conditions, which manifest in non-standard behavioural or organisational abilities. Such conditions will include Asperger’s Syndrome, Tourette’s Syndrome, Dyslexia, ADHD etc. The Head of Primary/Secondary, in conjunction with the Medical Team, will ensure that all teachers and other members of staff are informed of these individuals, and of the recommended methods of responding to their needs.
Staff must report any behavioural or other problems connected with these individuals directly to the Head of Primary who will decide, in consultation with parents and SMT, how the school should respond to the problems presented. SGIS is committed to promoting positive behaviour as detailed in the policy and giving all students – whatever their particular needs – the skills required to progress through their education and into adult life.
Central Record of Serious Behaviour Issues
The Head of School will keep a Central Record of serious behavioural issues, compiled for him and continually updated by the Heads of Lower/Upper Primary and Head of Primary. This will be in electronic format but will be reviewed weekly by the Head of School on the advice of the Heads of Stage/School/Pastoral. Heads of Lower/Upper Primary, with the support of class masters, will monitor SHKOLO for all students on a regular basis, and alert the Head of Primary to any serious patterns or trends. This procedure should allow early intervention by the Head of School with the aim of averting the development of more serious consequences for the student(s) involved.
Review and revision
This policy and its procedures will be reviewed by the Head of School (or staff nominated by him for this purpose, and who will report back to him) annually, or more often should the need for revision become apparent.
The current Behaviour Policy of St. George International School and Preschool is written in compliance with the Bulgarian educational legislation which could also be used for all other cases, not described in the current document. All additional policies of assessing processes within specific subjects in specific are in direct submission to the current Behaviour Policy.
