Golden Rules

Following our Golden Rules helps our school to be a happy, safe and exciting place in which children, staff, governors, parents and visitors can learn, play, work and grow together.

  • We respect ourselves by being ready to learn, trying our best, being safe, being truthful and being positive. 
  • We respect each other by sharing and being gentle.
  • We respect each other’s beliefs and feelings by being polite, honest, and talking and listening in a kind way.
  • We respect God’s world by caring for our   environment, community and the creatures that live in it.

 

Why do we have our Golden Rules?

At Culgaith CE School we believe that it is really important to have our Golden Rules so that people know how to behave well and so that they understand what is expected of them.

The Golden Rules were made by the children, staff, parents/carers and governors of our school and they are reviewed regularly.

We think it is important to sometimes tell each other when we have been good at following the Golden Rules and when we have met expectations.

We celebrate when people have exceeded our expectations, or when they have achieved something special outside school. This happens in our Celebration assemblies on Fridays.

We think our Golden Rules help us to:

  • Do our best learning and work
  • Stay safe
  • Help each other learn and play together happily
  • Learn about how to treat people
  • Get good at doing these things and making the right choices now and when we are grown ups

What happens if someone breaks our Golden Rules?

The children, staff, parents/carers and governors of our school have decided that this is what we think should happen if someone breaks a Golden Rule, if they do not meet our expectations. The consequences gradually become more serious if someone keeps breaking the rules so we would
start the first time with number one and move to number two if necessary and so on.

We have also thought about the possibility of someone doing something so serious that they put someone else or themselves in danger, or they badly damage their own, someone else’s or school property. In such a situation we would go straight to number 6 and then to number 7 if behaviour did not improve.

We have agreed that:

  • it is best if consequences are put in place on the same day that breaking the rules happens so that the following day can be a fresh start. However, this may not always be possible in which case the consequence should be put in place as soon as possible.
  • if someone persists in breaking a rule and we have to move through the consequences, one day may be too short a time for a fresh start, in which case we agreed that the beginning of a new week should be the fresh start.
  • some people may need more time at some of the earlier consequences before being moved to the next than other people, eg. people who are new to our school.
  • the Golden Rules apply when we are doing anything to do with our school eg. breakfast club, after school clubs, trips, sleepovers, school discos, school social events, fundraising events, on the school bus etc.
  • the same consequences will apply in instances of unkindness to others and bullying, whether face to face or by electronic methods (eg. phones, email).
  • we consider bullying to be a serious incident because it involves malicious or persistent unkindness to others.

What will school staff/grown-ups do if someone breaks a Golden Rule?

When we say that a person should miss some of their own time we mean that they should spend time thinking about what we expect and what they should do in future and they will need to talk to a member of staff about their thinking.

At number 5 they need to write an agreement about what happened, how people are feeling as a result, what should have happened and what they will do in future. A member of staff will help with this and both people will sign the agreement.


Consequence Steps

  1. Remind the person about the rule they have broken and show them what they should have done. Choose a person who is good at following the rule to show them, or an adult can model.
  2. Tell them they need to follow the rules, remind them they have been shown and that this will be their chance to show us they can do as we expect.  Tell them that if they break the rule again they will have to miss five minutes of their own time (their own time being playtimes or planning session).
  3. They have to miss five minutes of their own time (thinking time) and then, talk to a grown up from school.
  4. They have to miss ten minutes of their own time (thinking time) and then talk to a grown up from school.
  5. They have to miss more time, maybe even all of a play time (thinking time). After missing this time they write thoughts with a grown up and agree how to be in the future.
  6. Our teachers have to talk to the person’s grown-ups from home and decide what happens next and make an agreement which the grown ups from home, from school and the person sign.
  7. Our teachers have to ring up the grown ups from home straight away to come to school and take the person home for an agreed number of days (a fixed term exclusion). The head teacher has to tell the local authority and the exclusion is entered in the records of the person and the school.