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Hastings School Code of Conduct

astings School Code of Conduct
Statement of Purpose
This code is to provide our school community with a baseline for a safe, caring, and orderly school. These expectations apply to behaviour at school, during school-organized or sponsored activities, and behaviour beyond these times (including on-line behaviour) that negatively impacts the safe, caring, or orderly environment of the school and/or student learning.
Conduct Expectations
Acceptable conduct will
• reflect the slogan “Take Care of Yourself, Take Care of Others, Take Care of this Place”
• be directly taught as part of the healthy relationships strand of the Health and Career Education curriculum
• be directly taught through the criteria from two strands of the Performance Standards for Social Responsibility: Solving Problems in Peaceful Ways and Contributing to the Classroom and School Community
• be supported through the teaching of Second Step programs
• include knowing how to inform peers and adults of incidents of unacceptable behaviours
Unacceptable Conduct will
• be dangerous to Myself, Others, Place (items that are or could be used as weapons, theft, damage to property, illegal or restricted substances, for examples)
• not make someone feel safe and comfortable ( physical and verbal attacks, electronic communication, bullying, intimidation, retribution against one who has reported a concern, for examples)
• be a behaviour that interferes with the learning of others and the ability of the adult to maintain an orderly environment
The school will treat seriously behaviour or communication that discriminates based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, or sexual orientation (prohibited grounds set out in the BC Human Rights Code).
Rising Expectations
• Staff and students at Hastings take a problem solving approach to solving behaviour issues.  Students are encouraged and supported to solve problems in responsible and respectful ways.  Staff persons are committed to being hard on the problem and gentle on the person.  The staff will work with all those involved in the problem to ensure understanding, empathy, and appropriate solutions are in place and enacted.  Parents and Guardians are encouraged to participate in problem solving with their children and to communicate with the Hastings staff regarding on-going concerns.
• In accordance with the British Columbia School Act, the Vancouver Board of Trustees authorizes the principal to suspend a student if the student is wilfully disobedient, the behaviour of the student is harmful to the character of others, and if students vandalize the school or personal property.
Special consideration may apply to students with special needs if they are unable to comply with our code of conduct due to having a disability of an intellectual, physical, sensory, emotional, or behavioural nature.  

Consequences and Notification
Stage 1
When a behaviour concern is first  reported to an adult, that person will work within Stage 1 and record the incident in ediscipline.
 □ a verbal warning and problem-solving discussion with an adult which reviews the code of conduct - the expected and taught behaviour expectations of the school
 □ the child identifies the problem and best solution for approaching this situation in the future
□ situations for apology and discussion to repair relationships are facilitated
□ determine if a restriction is necessary, for example
   having a particular area or activity temporarily restricted, or another logical consequence for the behaviour
Stage 2
In addition to the above, office referrals involving intentional verbal or physical insult or injury require Stage 2 responses.  When a behaviour concern is reported for the second time, the child is referred to the office for a Stage 2 response.  After a second referral to the office, parents are contacted.      
□ calling parents to report the consequence and to request home follow up and support, especially when self correction of misbehaviour is not evident and/or a child is seen again for a similar situation
□ determining a recess/lunch restriction, or in school suspension.   Meeting with the parents and child, or telephoning the parents to devise a plan and to follow up on progress, possibly involving SBT or the counsellor
Stage 3
In the event of compromised school safety, a third stage is involved:
□ informing area superintendent and/or police and other agencies of serious breaches of conduct
□ involving the counsellor or other school personnel to assist the child and family
□ Informing staff and school community as appropriate
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At Hastings Elementary Community School we respect and accept others for who they are.docx
9/23/2012 4:34 PMNo presence informationSandra Simmonds
School Code of Conduct for website.doc
8/28/2012 11:49 AMNo presence informationSandra Simmonds