1. Personal, Social and Emotional Education (PSE) at ISA January 2014

2. The PSE curriculum at ISA consists of 6 strands: *Self-concept *Health & safety *Organisation for learning *Interaction with others *Cultural understanding *Environmental understanding

3. The PSE curriculum is addressed explicitly and implicitly at ISA through: *Units of inquiry *Assemblies *Class discussions & expectations *Approach to behaviour/discipline *Language curriculum e.g. stories *Sessions with the Social & Emotional support teacher (whole class/small group)

4. Philosophy In accordance with our mission statement we value integrity, respect and responsibility and we are committed to providing a safe, supportive educational environment. Our approach to discipline enables the person to learn new behaviours for the future rather than dwelling on past mistakes.

5. ISA expects students to: • Demonstrate integrity by developing honesty & self-discipline; • Respect themselves and others, and their environment; • Respect school rules and guidelines; • Take responsibility for their own actions; • Seek ways to resolve problems peacefully; • Speak up if they see someone being treated unfairly.

6. ISA expects members of staff to: • Treat students with respect and kindness; • Work together collegially; • Respect and help to enforce school rules, policies and guidelines; • Treat parents with respect and consideration; • Take their professional responsibilities seriously.

7. ISA expects parents to: • Work with us cooperatively to meet the needs of the students; • Treat staff members with respect and consideration; • Treat each other with respect and kindness; • Respect and help to enforce school rules, policies and guidelines.

8. Our expectations for student behaviour are based on the PYP attitudes: *Respect*Tolerance *Integrity *Empathy *Appreciation*Cooperation *Commitment*Independence *Confidence *Creativity *Enthusiasm*Curiosity

9. Changes in emphasis of practice…

10. Steps towards student responsibility… • Dealing with the present. • Taking responsibility. • Planning to do better. • Following up. • Understanding consequences.

11. A verbal agreement is made with the student and the process of 2 warnings is explained. Yes The homeroom teacher is informed that this is a repeated incident and an Oops! form is completed and sent home to parents. The student keeps the original and the homeroom teacher keeps a copy. Is this the first or second time this has happened to your knowledge? No This is continuing behaviour. Minor Incident No and an Oops! form has already been used four times for the same behaviour or the student has received a series of Oops forms for different reasons. The homeroom teacher is informed again and this minor incident is now treated as a significant incident.

12. The homeroom teacher is informed and a 1st written agreement is made outlining the intervention strategies and consequences with the Assistant Head. The parents receive the agreement to sign and comment on. The student returns the form to school. The student keeps the original. Copies are kept in the student files and given to SSD. The Assistant Head logs the incidents in an incident database. Yes No – this is a repeated occurrence of a minor incident. Is this the first time this has happened? Significant Incident A 2nd written agreement is made outlining the intervention strategies and consequences following the above procedures. The 1st agreement has been broken. No – this is a repeated occurrence of a significant incident. These recurring significant incidents are now treated as aserious incident. The 2nd agreement has been broken.

13. An in-school detention occurs with one-off counselling. The student meets with the Head of School with their parents. An SSD meeting is arranged to discuss further strategies. No – this is a repeated occurrence of significant incidents. Serious Incident* Is this the first time this has happened? Yes -Dependent on nature of incident may result in detention or suspension No -this is a repeated occurrence of serious incidents following an out-of-school suspension. An out-of-school suspension occurs. Parents bring the student to school after this and meet with the Head of School before the student is allowed to return to class. No -this is a repeated occurrence of a serious incident. Procedures to exit the student will be started if there are further incidents. An extended out of school suspension occurs. Permission of the Director is needed before returning to school.

14. Bullying v Teasing

15. Bullying “A person is being bullied or victimised when he or she is exposed, repeatedly and over time, to negative actions* on the part of one or more persons.” (Olweus, 1991) N.B. Negative actions refer to someone intentionally inflicting or attempting to inflict injury, humiliation or discomfort on another.

16. The Bullying Cycle Ref: Goldy ‘Breaking the Cycle of Bullying’ A. Bully Victim A G G. Defender B. Follower or henchman B Social Culture C. Supporter C D F D. Passive supporter E F. Passive defender E. Disengaged onlooker

17. Breaking the Bullying Cycle Ref: Goldy ‘Breaking the Cycle of Bullying’ A. Bully Victim A G G. Defender F. Defender’s supporter F Social Culture B B. Follower E E. Possible defender D C C. Disengaged onlooker D. Passive defender

18. But bullying isn’t a problem at ISA……….. is it? • Bullying is a regular occurrence in schools. • With effective bullying prevention action bullying can be greatly reduced. • Bullying can take many forms: physical, emotional, verbal, sexual, social and cultural. • Bullying is about power and control. • Whilst some children are likely to become bullies because of inborn traits, many researchers feel that bullies are cultivated through their life experiences as opposed to being born bullies.

19. Parents can often be reluctant to report that their child is being bullied. Why? • Parents may be afraid that they will make the situation worse if they report it. • Parents may be embarrassed that their child is being bullied. • Children sometimes ask their parents not to report it. • Parents may fear that they are seen as being over protective. • Parents may believe that their child needs to stand up for themselves to stop the bullying.

20. “The single most effective deterrent to bullying is adult authority. Children cannot handle true bullying situations, they do need help!.” Cheryl Watkins, 2004

21. What can I do if my child tells me that he or she is being bullied? • Keep a written record of all bullying incidents that your child reports to you. Record the names of the children involved, when and where the bullying occurred and what happened. • Immediately arrange to meet with your child’s homeroom teacher and explain your concerns. • Ask the teachers about his or her own observations. e.g. Has he or she noticed or suspected bullying? How is your child getting along with others in class? Does he or she seem withdrawn, unwilling to pair up with someone or seeming to be excluded by others? • Ask the teacher what they plan to do to investigate further and/or help stop the bullying.

22. If you are concerned with how your child is coping with the stress of being bullied, contact, the Lower School Counsellor in the Student Support Department (SSD) department. • Set up a follow-up appointment with your child’s homeroom teacher to discuss progress. • If there is no improvement after reporting the bullying behaviour to the homeroom teacher, speak with the Assistant Head or Head of Lower School. • Keep notes from your meetings with teachers and administrators including the dates of any meetings. *School staff should investigate any bullying incidences as soon as you have told them of it. After investigating your concerns they should inform you of what they plan to do about it.