Social and emotional curriculum

Our approach to discipline helps children develop self-control, understand how positive behaviour looks and sounds and come to value such behaviour. Our aim is for students to work and play in harmony with each other. 

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School motto and values

Our guidelines for acceptable behaviour are firmly focused on our school motto and values. We use proven interventions to address behavioural issues and help develop and build on the life skills needed for growing confident and resilient children.

School Motto: We set the bar high, but not out of reach

School values (R.I.S.C)

  • Responsibility. We are accountable for our learning and our actions
  • Integrity. I am who I am, no matter where I am or whom I am around
  • Safety. We are more confident and courageous when we feel safe and valued
  • Community. Learning is about relationships, working together with common goals

Acceptable behaviour

  • Our school values and rules are referred to often so that all children are aware of expectations
  • Acceptable behaviour is the norm and it is what is expected of all children and adults at school
  • Acceptable behaviour ensures that all children and adults are given the opportunity to achieve their best in a happy, safe environment

At Summit Point School we:

  • Establish clear expectations for behaviour from day one
  • Teach students how to articulate their learning goals for school
  • Create classroom rules that connect to students’ goals
  • Use techniques such as interactive modelling to teach positive behaviour
  • Reinforce positive behaviour with supportive teacher language
  • Quickly stop misbehaviour
  • Restore positive behaviour so that children retain their dignity and continue learning

Students are encouraged to take responsibility for:

  • Social and academic attitudes
  • Social and academic choices
  • Social and academic behaviour
  • Social and academic learning

Responding to misbehaviour

One of the most important things to keep in mind when responding to misbehaviour is to address the behaviour as quickly as possible. When children’s behaviour goes off track, they need immediate feedback from adults to help them break their momentum and get back on track. 

Three response strategies we use are:

  • Visual and verbal cues
  • Increased teacher proximity
  • Logical consequences.

Goals for responding to undesirable behaviour

Our overarching goal at Summit Point School is to keep the focus on learning, while maintaining a classroom that’s physically and emotionally safe for all. To achieve this, responses to misbehaviour should:

  • Stop the misbehaviour and re-establish positive behaviour as quickly as possible
  • Maintain children’s dignity
  • Develop children’s self-control and self-regulation skills
  • Help children recognise and fix any harm caused by their mistakes
  • Demonstrate that rules help make the classroom a safe place where all can learn

In classrooms where this approach is used:

  • Adults respond quickly, firmly, and respectfully when children misbehave
  • Minor problems are addressed before behaviour gets out of control
  • Children are held accountable for their behaviour and reminded of our class generated rules, with adults guiding their learning so they can make better choices next time

A simple method for adults and children in school to judge our own behaviour or responses to a situation is to measure it for ourselves in the following way:

  • Am I taking ownership, accepting my part, taking responsibility (using my OAR)?
  • Am I blaming, making excuses, denying what I have done (lying in my BED)?
  • Now what do I need to do about it?

Conflict resolution

Solving difficult behaviour problems with children leads to long-lasting change. Arguing, excluding classmates, forming cliques, “forgetting” to do homework, difficulties in sharing and refusing to do work are all common but challenging misbehaviours that we can change by:

  • Problem-solving conferences
  • Role-playing
  • Individual meetings
  • Small group meetings
  • Class meetings
  • Individual written agreements

Disciplinary process

For those children who choose not to act in an acceptable (desirable) way at school, the following steps will be taken:

  • “Take a Break” approach
  • For serious, unacceptable behaviour the child will be taken straight to the principal 

Serious unacceptable behaviour

  • Deliberately and seriously hurting a child or adult
  • Wilfully damaging property
  • Swearing, particularly in an insulting and crude manner
  • Bullying: that is, threatening or insulting behaviour towards another, which may be a one off or repetitive

Unacceptable behaviour which can cause serious harm or damage (physical and/or emotional) to self, others or property may result in a stand-down or suspension. The principal, with the help of the senior management team and Board of Directors, under the guidelines set out by the Ministry of Education, would manage such a situation in consultation with parents.