POLICIES FOR PASTORAL CARE AND BEHAVIOUR

MANAGEMENT

THE ARCHBISHOP’S SEMINARY

“We would like our school to be a community whose values are communicated

through the interpersonal and sincere

relationships of its members and by

sharing a common outlook on life based on the Good News of the Gospel.”

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The ARCHBISHOP’S Seminary

POLICIES FOR PASTORAL CARE AND BEHAVIOUR MANAGEMENT

Contents

POLICY FOR SCHOOL BEHAVIOUR ............................................................... 2

AIMS .............................................................................................. 2

CODE OF CONDUCT AND REGULATIONS .................................................... 4

SUBJECT ROOM SYSTEM .................................................................. 9

LOCKERS ...................................................................................... 11

CLASSROOM GUIDELINES AND REGULATIONS .............................................. 12

SANCTIONS ...................................................................................... 15

SUSPENSION OR EXCLUSION FROM SCHOOL ................................................ 17

THE REPORTING SYSTEM ...................................................................... 18

POLICY ON ELECTRONIC COMMUNICATION AND CYBER-BULLYING ....................... 19

CHILD PROTECTION POLICY .................................................................... 21

SUBSTANCE ABUSE POLICY ...................................................................... 23

BEHAVIOUR PRACTICES FOR PRIMARY SCHOOL STUDENTS .................................. 25

PROCEDURES AND REGULATIONS FOR HOUSE LEADERS................................. 27

TEACHERS' (CODE OF ETHICS) REGULATIONS (L.N. 81 OF 1988) ......................... 29

CODE OF ETHICS, CONDUCT AND STANDARDS FOR LEARNING SUPPORT ASSISTANTS .. 32

PASTORAL CARE SERVICES ....................................................................... 35

REFERRAL FORM .................................................................................. 35

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THE ARCHBISHOP’S SEMINARY

BEHAVIOUR MANAGEMENT POLICY

POLICY FOR SCHOOL BEHAVIOUR

AIMS

To ensure that all students are provided with the best learning experience

possible, enabling and supporting them to develop academically, socially,

psychologically and spiritually according to the Seminary Catholic Ethos, and

to offer a solid formation to become responsible, aware and independent

thinkers. This policy aims to create a preventive system whereby all students

learn how to do the right thing because they feel that they belong to the

community. Preventive measures are preferred to punitive measures and

enhance the school ethos.

The values of positive inclusion, kindness, respect and responsibility and

orderliness in learning are at the core of this policy. At the Seminary, we do

not use a punitive system of Behaviour Management. We encourage good

behaviour rather than simply punish students who make mistakes. We value

discipline as part of the process of the learning experience of the student

through his years at the school. Mistakes are not perceived as ways to label

students, but as opportunities for learning and formation. The pastoral care

structure of The Seminary allows the student to develop awareness, and offers

a place where difficulties in personality that affect the student’s learning and

that of his peers’ are explored with all the team players concerned for the

benefit of the school and of the student himself. Although a system of rewards

is exercised, in the long run our students need to do good deeds because they

believe in them and not to achieve rewards. This is in line with the Catholic

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Ethos of the school. When a student has difficulties in behaviour, the school

will treat the student with caring and understanding and also give good

guidelines for conduct and behaviour. Students must appreciate that limits are

also a part of life and therefore they should know them and respect them.

Students need to understand and make clear, the distinction between minor

and major infringements, and a one off and a repeated mistake. Sanctions and

consequences need to be clear. A fair and just system will produce just

individuals. The school aims to raise responsible individuals who understand

that every action can have minor or major consequences on the person and on

the community. For this purpose, a number of sanctions and consequences are

formulated. Consequences are given in the spirit of teaching, learning and

development and are aimed to foster responsibility and not punishment. While

all students are given a chance to learn from mistakes, they are also

encouraged to feel responsible and to think about their actions. Consequences

need to be immediate and related to the offence committed. Although equity is

encouraged, cases are dealt with on an individual basis. Finally, we teach by

example.

Positive Reinforcement of Good Behaviour

If good rapport is built between students and staff, doing the right thing

becomes easier. According to age and moral development, students must learn

that doing the right thing is right in itself. However, reinforcing good

behaviours through rewards and acknowledging achievements and good acts

will help maintain and improve self and group development.

Apart from the points awarded in the global assessment mark and in the

reporting system, teachers are encouraged to award good behaviour through

non-verbal communication, praise, stickers (in younger years) and privileges

and responsibilities. Good behaviour shall also be acknowledged during

assembly and in groups.

Term and annual prizes and awards are also awarded for kindness and other

values deemed important by the school.

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CODE OF CONDUCT AND REGULATIONS

(In order of importance and gravity)

1) We are rational individuals. Students are encouraged to ask for help

and to contact the Pastoral Care Co-ordinator if they feel that they

have difficulties in controlling their behaviour or if they know that they

have a history of bullying or defiance.

2) We help each other. Students who know that another student is in

trouble or is having difficulties at school or at home are encouraged to

help him and to speak to the Pastoral Care Co-ordinator to get

support.

3) Do unto others what you would like to be done to you. All students

must respect each other as individuals and appreciate differences in

age, ability and race. We learn from each other. We are all created in

God’s image.

4) All pupils are to show respect to their teachers and to all the staff at

the Seminary both inside and outside of the school. Our Community is

built on the Values of the Gospel.

5) We are responsible. Students are expected to be punctual and to

report to their teacher the reason for their tardiness. Students also

need to report to the Assistant Head’s office in order to be registered. It

is the responsibility of the student to see that he is registered as

present.

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6) Students who need photocopies need to leave them at the office of the

Secretary early in the morning before assembly. Students should leave

the original papers together with their name, class, pages to be copied

and number of copies.

7) Students are to ask the Assistant Head or the Headmaster if they need

to make a phone call. Mobile phones are strictly not allowed at school.

8) Sweets and chewing gum are strictly prohibited. Students can only

eat or drink in the classroom for a valid reason and after taking

permission from the teacher.

9) We own up because we are responsible. If anything is broken, by

accident or otherwise, it should be reported immediately to the

Headmaster.

10) Any change of address or phone shall be reported immediately to the

Headmaster and to the Receptionist.

11) When a student is absent for one day he needs to bring a note from his

parents on the next day of school. If he is absent for more than one

day, parents need to send a note to school. Absences of more than

three days require a medical doctor’s certificate. Absentee notes,

medical certificates and other communication is to be handed to the

class-tutor during the tutor session. The School is bound to report

unjustified absences to the Directorate for Educational Services.

12) We take pride in our work. Homeworks must be neat and brought to

school on time unless justified by a note. Missing homeworks will be

recorded as negative points in the behaviour system, which in turn

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lead to disciplinary action. All students should mark their homeworks

on their personal diary and consult MIS.

13) Students are encouraged to understand that life presents various

deadlines. Although, unjustified late homeworks will be corrected, the

mark will be recorded as 0 and thus will affect the student’s

assessment.

14) When a student is absent from school, he should consult MIS for

home work. He should also ask his classmates to inform him about

the homework that they were given while he was absent.

15) Students exempted from attending P.E. lessons are expected to tell

their parents to inform the Headmaster by phone before the lesson.

16) We help our friends to learn and not to cheat. A student may not lend

his homework to another. He will be as guilty as the one who copied it.

17) Students who have mass scheduled for the fourth lesson are to

proceed to the chapel with the teacher in charge.

18) We represent the school as smart individuals. All students must wear

the FULL Seminary uniform with pride. Hairstyles need to be tidy and

jewellery and accessories including ear-rings and bracelets are not

allowed at school. Shirts are to be tucked in and worn properly. Only

black, gray or dark blue scarves and beanies are accepted.

19) The school is yours. Help to keep it clean and safe at all times.

Encourage other students to use bins provided and report any danger

immediately.

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20) Students are to walk and not run in the school premises unless they

are exercising sports or recreational activities on the grounds.

21) Students who use the tuck shop shall form a line. Wrappers are to be

thrown in the bins provided and bottles to be returned. Students

should drink their drinks near the tuck shop and return or dispose of

containers immediately. Waste of food is irresponsible. Remember

those people who live in poverty.

22) We respect boundaries. Students are STRICTLY not allowed in the

staffroom.

23) If a student has a problem with another, he should try to resolve it in a

friendly and assertive manner. When this is not possible, students are

asked to report to their teacher or to any other member of staff whom

they trust.

24) Students need to respect the boundaries of the teachers and the staff

at The Seminary. All staff shall be addressed by title and surname.

25) Any valuables and electronic equipment like Mp3’s, PSP’s, videogames

and mobile phones are to be left at home unless permission is granted

by the school Administration. These will be confiscated and returned

at the discretion of the Headmaster. The Administration is not

liable for any loss, breakage or theft of valuables/electronic

equipment brought to school in infringement of this rule.

26) Going out of bounds is considered to be a major offence. With the

exception of the morning break, only the two football grounds and the

area near the Headmaster’s office are not out of bounds. During the

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morning break, students are also allowed to play on the lower level,

beyond the pitches up to the arches.

27) Fighting and violence are not tolerated.

28) We don’t need to boss people to have a personality. Insults, abusive

language and the repeated use of nicknames are not allowed and are

considered as bullying. A zero tolerance attitude to bullying is

exercised. Cyber bullying is taken as seriously as bullying taking place

on the premises and outside. (See also bullying policy)

29) No drugs or substances (including inhalers, paracetamol and

antibiotics) shall be allowed to be brought to school unless with the

written permission of the Headmaster. Smoking is strictly prohibited.

(See Substance Abuse Policy)

30) Pupils are expected to respect other people’s property and to ask for

permission when borrowing things from staff or peers. Stealing is

considered to be a major infringement.

31) Students are not to bring to school any object that can endanger the

safety of others.

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SUBJECT ROOM SYSTEM

GUIDELINES AND REGULATIONS

1) The subject room system helps to provide quality teaching and a better

learning environment. However, for the system to yield its benefits

PUNCTUALITY is of utmost importance. Apart from the usual bell

which indicates the end and start of the next lesson, a second bell will

sound after 4 minutes.

2) Students are to be punctual for ALL lessons and to be in class on time

before the sounding of the second bell. Students shall be marked as

‘LATE’ if they arrive in class after the second bell. Although the time-

table minimizes movement between buildings, students are to walk

briskly between school buildings and other learning zones ex. Gym,

library, grounds etc...

3) When a student is marked LATE for a number of lessons,

consequences like break-ins and after-school will be given depending

on the severity of the case. Parents can monitor their child’s

attendance lesson by lesson, including ‘lateness’ through the

Powerschool Parents Portal at http://www.maltaseminary.org/mis

4) During change of lessons, students should not go out of their

classroom or visit another classroom for any reason.

5) Students are only allowed to go to the school canteen/tuck shop

during break. Infringement of this rule results in the student taking

the break in.

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6) We value learning time. No student is allowed to leave the classroom

without the teacher’s permission. Students roaming around the school

during lesson time should carry a note showing the time and the

reason for being out of the classroom. Only one student at a time may

be allowed to leave the classroom. Students are only allowed to leave

the school premises after having the written permission of the

Headmaster.

7) During the first lesson and the lesson following break time, students

are not to ask to go to the bathroom.

8) We value our environment. House leaders should help the teacher and

encourage their peers to take care of the subject room they are in.

They should also help the subject teacher to shut the windows when

school time is over. Waste is to be separated for recycling. Littering in

class and on the school grounds is a misdemeanor. Scribbling on

desks or on walls and other acts of vandalism are considered as major

offences. House leaders are duty bound to report such acts.

9) At the end of the school day students are allowed to leave classrooms/

laboratories when the bell goes. Students are then to proceed slowly to

the Main Gate. They are to board buses in an orderly manner and in

full uniform. It is not allowed to lean out of the window, shout, bully

others, or litter when on the bus. Students are not allowed to change

into casual clothes before they get home.

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LOCKERS

GUIDELINES AND REGULATIONS

1) Students should make good use of their lockers. Proper locker use also

helps to reduce strain of load on the back.

2) The school provides 2 periods during which students can make use of

their locker:

START OF DAY – Before assembly/tutor session (7:40-7:45) :

Students should prepare learning material/HWs required for the first

four lessons. They should also deposit their lunch and material/HWs

for the last four lessons or which is not required.

BREAK (10:35-10:40, 11:00-11:05) :

Students can take their lunch and prepare learning material/HWs for

the last four lessons. They should also take any work that will be

needed for home.

Some useful tips:

Students may wish to stick (using blue-tack) a copy of their individual time-table.

This will help to quickly identify lessons and material required.

Books and other material inside the locker should be kept tidy and in-order to

facilitate easy access, misplaced items and avoid waste of time.

Locker key should be tied to a simple key-chain and kept always in the same safe

place. (e.g. a small inner pocket in the school-bag)

Students can leave their blazer inside the locker during break-time and change to

their running shoes.

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CLASSROOM GUIDELINES AND REGULATIONS

1) We are smart and polite. Use polite language with your teachers and

your peers. Teachers are to be called by their title and their surname.

2) Show hands to attract the teacher’s attention.

3) We listen to each other. When other students are talking or asking

questions, you might learn something from them.

4) Learning is taking place. Walk safely and calmly in the classrooms and

hallways.

5) We are honest and sincere students. Apologise to teachers and/or

students when you know that you are at fault.

6) Use quiet, calm, and gentle voices, no calling or yelling across the

classroom. Respect other people’s learning time.

7) Be kind and gentle to others; aggressive behaviours will not be tolerated.

8) We respect privacy and learning; do not disturb others who are working

and concentrating. Interruptions are not tolerated.

9) Respect others’ personal belongings; do not touch other people’s things

without their permission.

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10) Take responsibility for the care and cleanliness of your classroom; return

things in good order to shelves. Classrooms are to be kept clean at all times

and chairs are to be put on the table before we leave the class in the last

lesson.

11) Your learning time is important. Do not ask to go out of the class unless

necessary. Ask the teacher to give you a note that shows the reason for

being out of class.

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The following are considered to be major infringements of the regulations:

Putting oneself or others in dangerous situations

Going into “out of bounds” areas

Stealing

Repeated class interruption, disobedience and defiance

Damaging property

Bullying (including Cyber-bullying)

Data protection infringements like taking photos/videos within school

premises and/or posting school related material on social networking

sites.

Using foul language and swearing

Biting, spitting, hitting, kicking etc.

Repeatedly disrupting other students’ learning

Cheating during tests or exams and other forms of cheating

Answering back rudely or aggressively

Using racist, sexist and insulting comments or remarks

Pornographic material

Dishonesty

Lateness

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SANCTIONS

At any point, teachers shall refer a student to the SMT in charge of the

year group. A short note from the teacher about the incident will make

things clearer. The SMT member will then see if the student needs

support from the PCC or whether to assign a consequence.

It is important to note that the Pastoral care Co-ordinator is not a Master

of Discipline. His/her role is to see that the students get the right

support whether it concerns behavioural issues, psychological issues,

social issues or otherwise. Instilling fear of the Pastoral Care Co-

ordinator in students is detrimental to the positive and preventive

approach taken by the Seminary towards behaviour management and

will create role confusion. The Assistant Head and the Headmaster will

deal with major infringements after all opportunities of support and

improvement are exhausted by the Pastoral Care Co-ordinator. The PCC

will be updated regularly of the progress (or lack of) of the student.

The Pastoral Care Co-Ordinator will support the student to get the right

kind of support needed. Students can be helped by the Pastoral Care Co-

ordinator who will decide whether to help the student himself/herself, to

inform or meet the parents, to refer the student for Guidance or

Counselling sessions, to refer to outside professionals or to send the

student to the Assistant Head or the Headmaster for further investigation

or disciplinary procedures.

In addition to the Reporting System referred to below, teachers may

make use of Behaviour Notes which can be i. signed by the student and

kept by the teacher/staff concerned ii. Sent home to be signed by the

parents and/or be reported on the reporting system. iii. Report the

infringement to the Pastoral Care Co-ordinator or the Assistant Head.

This system encourages the student to take responsibility for his actions.

A pending/unsent note can be sent home or be reported after the second

offence. When a note is sent home, it means that the student did not

take responsibility for his actions and therefore responsibility has to be

delegated to the parents or to the SMT. This system should also

encourage teachers to deal with students in the class and for immediate

action to be taken. This system is to work in conjunction with

Moodle/MIS and it is up to the teacher whether to register the Behaviour

in the point system.

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Misbehaviour or missing work may lead to afterschool detention or

community work during break times. Detentions and Community work

are left to the discretion of the SMT.

Students have to attend Saturday detentions from 9.00a.m to 11.30a.m

in casual clothes or in full uniform depending on whether they will be

assigned academic or community work. An After School session are

given upon reaching 25 negative points and Saturday detentions upon

reaching 50 negative points. Detentions are at the discretion of the

Assistant Head or the Headmaster.

After a minor infringement in or out of the classroom, a student shall be

given a verbal warning. Teachers are encouraged not to send students

out of class unless it is required for the learning of others to take place

and unless it is done in the spirit of the student taking time-out to

reflect.

If the infringement is more serious, ex. repeated no home works,

defiance, rude remarks, hindering other students in their learning

process, major repeated class disruption, a student is given a note to

sign. The teacher decides whether the student learnt from this

experience and whether the behaviour requires to be reported to the

parents or to the SMT and/or to be registered on the point system.

Students who repeatedly break the regulations of the school are put on a

Behaviour Improvement Plan. An initial meeting may be called by the

Headmaster and/or the Pastoral Care Co-ordinator with the student, the

parents and with teachers or other professionals concerned. Specific

behaviours are targetted.

The student may be asked to carry a Behaviour Improvement Form to

every lesson he attends. There are Teacher forms and Student forms.

The student may initially be given the form to assess himself and take

responsibility of his behaviour. If this does not work, he will be given the

form to be filled by teachers to assess his behaviour. These notes are to

be taken to the Pastoral Care Co-ordinator, the Assistant Head or to the

Headmaster at the end of the school day and a decision is taken

accordingly. The student might be asked to stay on afterschool detention

and to call his parents on the spot if no improvement is registered. Other

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sanctions might be taken. It is only when behaviour improves drastically

that the student will be allowed to attend lessons without these forms.

The PCC has regular meetings with other SMT members. Referrals are

made in person, by e-mail and through formal SMT meetings.

SUSPENSION OR EXCLUSION FROM SCHOOL

The school offers a strong support structure to students and parents through

Counselling, Behaviour Improvement Programmes, Individual plans, and

support from other professionals and therefore all students have the

opportunity to change challenging behaviours. However, if all attempts at

supporting the student to alter his behaviour fail, a long period of suspension;

or exclusion from the school shall be taken in consideration. Long suspensions

and exclusions are solely at the discretion of the Headmaster. Suspension or

exclusion from school shall be considered in the following cases:

1) Repeated disruption of the curriculum, where the presence of the

student in class threatens the learning process of other students.

2) The student is a threat to his own safety or the safety of other

students/staff.

3) The student commits a criminal offence.

4) All support systems of the school are exhausted and no progress

is registered.

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THE REPORTING SYSTEM

The Archbishop’s Seminary exercises a system of positive and negative points .

The point system for behaviour management was introduced to motivate

students to aim high and to be aware and responsible for their actions. The

point system will affect the student’s school leaving certificate.

Both positive and negative points are gained and one does not make up for the

other. Each student starts on a hundred point scale and negative reports

deduct points. At 25 negative points the student is kept after school and at 50,

the students’ behaviour is discussed with the parents and the student will

automatically be assigned community work or a Saturday school session. At 75

points the student will be suspended.

Positive points increase the point count on a separate scale starting from 100

as well. At 25 points a bronze certificate is awarded, at 75 points a silver

certificate is awarded and at 150 points the student achieves a gold certificate.

The grading over 5 years is therefore, calculated according to the following

scale and will affect the school leaving certificate as such:

Excellent: up to 50 negative points

Very good: up to 75 negative points

Good: up to 125 negative points

Fair: beyond 125 negative points

Bronze, Silver, and Gold Awards are also indicated in the certificate.

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POLICY ON ELECTRONIC

COMMUNICATION AND CYBER-BULLYING

The responsibility for the use of computer, internet and electronic

communications at home is ultimately borne by the parents. Parents are

to be informed and updated of the uses and abuses of such

communications and also to make sure that they have the right

programmes and filters installed in order to minimise any harm that can

be done to children through adult websites. Social network sites and

chats need to be monitored by the parents. Parents are also responsible

for seeking help in case of difficulty. The school’s IT Department is willing

to offer the support needed once help is sought. However, when the

abuse of websites and Social network sites like Facebook, Twitter, MSN,

Youtube and others, affect teachers, other pupils, classroom dynamics or

the school itself, disciplinary measures will be taken.

Talks about the good use of computers and Cyberbullying will take place

with students and parents.

Social network sites and computer programmes like Facebook, Twitter,

MSN, Youtube and others shall be used for the right purposes. They

shall not be used to exclude, make fun of or insult students or staff of

the Seminary. The latter will be considered as Cyber-bullying which is

considered as a major infringement of school regulations.

Any photos or videos uploaded on the above websites and showing staff

or students related to the school, school material, school property or the

school uniform have to be shown to the Headmaster before being

uploaded. Material can only be uploaded or released with the

Headmaster’s consent.

Students are not to communicate with teachers using the above Social

Network sites or other sites available other than the teacher’s school

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email. Students shall not ask teachers or staff to be added or to join their

network. Neither shall they be in possession of teachers’ mobile numbers

and personal email addresses. Respect of boundaries is important.

All members of The Archbisop's Seminary are bound by the

Information Security Policy to be retrieved from the following link:

http://www.maltaseminary.org/sem_2008/08_downloads/Information_Security_Policy.pdf

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CHILD PROTECTION POLICY

“If we err at all, it should be on the side of vigilance”

Preamble

The policy of Pastoral Care of the Seminary revolves around care and

understanding. At its core, it has the healthy development of the child and

exercises a Preventive system in all aspects of learning, education and

development. All staff at The Seminary shall be updated on the latest policies of

Child Protection in order to prevent students being harmed or damaged in their

development. Child Protection refers to protection from abuse whether

emotional, physical or sexual. Neglect should also be reported. It is always

advisable to report neglect or abuse even when in doubt.

The legal binding State policy in effect is The National Policy on Child

Protection, issued in November 1999. The Document of this policy is available

from the office of the Pastoral Care Co-ordinator. Staff is encouraged to

familiarise itself with this document. The Archbishop’s Seminary is also bound

by the Policies of the Archdioceses of Malta.

The Policy

The term “Child” refers to any person under the age of 18. Every school has to

appoint a designated person responsible for substance abuse. The school’s

designated person is the Pastoral Care Co-ordinator responsible for the

formulation and the follow up of Child Abuse and Child neglect reports. In the

absence of the Pastoral Care Co-ordinator, the Headmaster should be informed

immediately when abuse or neglect is suspected. The procedure to follow is the

following:

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1) Report the Abuse IMMEDIATELY to the designated person and tell

the student that you are legally bound to report. NEVER promise a

student that you will keep a secret. He might be in danger. If in

doubt, discuss this with the Pastoral Care co-ordinator or the

headmaster.

2) Keep a record of the date and time when the abuse was reported to

you. Keep a record of all the concerns, stories or incident reported.

Keep these records safe and confidential until they are passed on

to the designated person (i.e. the PCC)

3) NEVER contact the parents or any relative of the student unless

instructed by the Child Protection Department in writing or in the

case where urgent medical treatment is needed. Any information

may contaminate the process and might interfere with the

gathering of evidence at this point. A lot of information would need

to be gathered by the Child Protection Services before any

information is given.

4) NEVER promise anything to the child (ex. that the problem will be

solved, that the parents will never know or that the police will not

be involved etc.)

5) Always explain to the student that you are duty bound by law to

report and that this is for his protection.

6) Keep the information confidential. Discussions in the staffroom or

elsewhere are not helpful in any way.

7) Always update yourself on the latest research about signs of

neglect and abuse. When in doubt, ask to read the Child Protection

Policy booklet found in the PCC office.

8) The school shall report the allegations to Child Protection Services

by phone and then in written form, and all related files are kept

confidential and locked safely.

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SUBSTANCE ABUSE POLICY

Preamble

The Seminary aims to take preventive measures so that students become

responsible and independent persons. In our education we work with students

to gain a strong sense of self, to develop assertiveness and to be aware of the

dangers of addiction. However, these dangers cannot be always prevented and

the school follows procedures as enacted in the National Policy for Substance

Abuse, issued in November 1999. When a problem is identified in its early

stages, remission will be faster and less painful. Sedqa is the National agency

for the Prevention of Substance Abuse.

The Policy

Substance Abuse Procedures (SAP)

SAP should be followed when

a) Substance is found on the school premise; or

b) There is a disclosure or strong suspicion that someone may be abusing

drugs. The following procedures are to be taken by the staff:

1) Report to the Pastoral Care Co-ordinator or to the Headmaster

immediately (Phone 112 in case of emergency).

2) Take student away from the substance and supervise.

3) Accompany the user to Headmaster’s office and supervise.

4) Seal the substance in a sealed envelope.

5) The Pastoral Care co-ordinator or the Headmaster will phone the

drug squad, the parents, the focal person or the Director General at

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the Education Department according to the case. Minimal details are

to be given over the phone. *

6) The case is followed up by Sedqa.

Signs of Possible Substance Abuse

The Student is Always tired in Class

Reddening of the eyes

An extreme lack of focus or irritability

Spending a lot of time out of class

Student is asking for money

*The Secretariat of the Archdioceses of Malta shall also be informed.

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BEHAVIOUR PRACTICES FOR PRIMARY

SCHOOL STUDENTS

Preamble

These Guidelines were set-up separately from the Rules and regulations of The

Seminary and are intended to strengthen the ethos of the school. They should

serve as Guidelines and Best Practices for the students and are still part of the

Behaviour Management Policy of The Seminary.

A. I LOVE JESUS!

I attend a Catholic School.

Jesus is the most important person in our school.

Jesus asked us to love each other. I shall follow His word.

We give praise and thank Jesus every day.

We help our friends to learn about Jesus by example.

B. I WANT TO LEARN!

We are here to become learners and to help others to learn with us.

Learning takes place in an orderly environment! (eg. standing up

when a teacher enters the class, queuing, putting our hands up,

using the bin and taking pride in the class environment)

C. I RESPECT MYSELF!

I am proud to be a student of The Seminary.

I wear my uniform with pride so I always look smart and neat.

I do my work and present it to my teacher with pride.

I respect my body – so I take care of my hygiene.

My body is mine. NOBODY touches me or my private parts.

I do nothing other than MY BEST for myself and for others.

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D. I RESPECT MY TEACHERS AND THE STAFF!

We respect our teachers and the staff at the Seminary. We respect

EVERYONE! (e.g. Greeting, giving way, saying thank you and Good

morning)

We love learning. We ask questions, we are curious and show

interest in what the teacher says.

We do not let teachers wait. We are always on time.

We learn by practicing. We always hand in our homework neatly

and on time.

We always tell the truth to our teachers. Lying does not help

anyone.

E. I RESPECT MY FRIENDS!

We are always nice to each other. We help each other all the time.

We include EVERYONE in our games. We can learn from people

who are different from us.

We respect people who are different.

We all have names so we do not need nicknames.

We tell the truth to each other and about each other. Lying does

not help us grow.

We respect our property and that of others. We always ask before

borrowing things.

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PROCEDURES AND REGULATIONS FOR

HOUSE LEADERS

House Leaders are chosen by the Senior Management in consultation

with the House Tutors.

They are chosen according to their leadership qualities and potential to

lead a team in the beginning of the first term.

House Leaders are accountable to the Assistant Head and the PCC and

are expected to attend all meetings accordingly.

House Leaders have to see that order and good behaviour are maintained

in the school, especially when there is no teacher.

Repeated excessive misbehaviour should immediately be reported to the

Assistant Head or PCC.

House Leaders have to set a good example. They should strive to be ideal

students not only in good behaviour but also in studies, games and

appearance.

If they hear or see students saying or doing anything which should not

be said or done, they should inform the Headmaster or the Assistant

Head. Wilful damage of any school property is a serious offence. House

Leaders should inform the Headmaster, Assistant Head or PCC if they

come to know of any student who breaks this rule.

House Leaders may give permission to a student to leave the classroom

when they are in charge. One student at a time is allowed to leave the

classroom.

When no teacher comes to the assigned subject room five minutes after

the commencement of a lesson, they are to inform the Headmaster,

Assistant Head or PCC.

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House Leaders are the last to leave the classroom and are to ensure that

the group proceeds in order and briskly to the next lesson.

House Leaders must not show any preferences with anyone but must

treat everyone in the same way.

In performing their duties as House Leaders, they should be strict but

kind at the same time.

House Leaders need to see that the room they are in is kept clean and

the desks and chairs are in their places.

When school is over, before leaving the classroom, House Leaders need to

see that the chairs are placed on the tables to make it more convenient

for the maids to clean the room.

When the SMT is of the opinion that a House Leader is not doing his job

well, he can be changed and his badge/tie taken.

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TEACHERS' (CODE OF ETHICS)

REGULATIONS (L.N. 81 OF 1988)

1. The Teacher's responsibilities to the Pupils in his care:

1.1 The teacher shall give foremost consideration to the pupil's well-being.

1.2 The teacher shall direct his whole professional effort to assist the pupil to

develop his whole personality including his ability to work.

1.3 The teacher shall foster in his pupils honesty, integrity, and consideration for others and shall do nothing, by precept or example, to discredit these

qualities.

1.4 The teacher shall act, and shall be seen to act, with justice.

1.5 The teacher shall exercise authority in accordance with the law of the land and with evolving concepts of the pupil's needs and rights.

1.6 The teacher shall recognize that each child is an individual and that

children can differ in what is required for the promotion of their education.

1.7 The teacher shall recognize an obligation to assist all pupils under his charge to develop their talents suitably and to the fullest extent feasible.

1.8 The teacher shall recognize that he should work with parents to promote the welfare of pupils, particularly by consulting and involving parents, whenever this is desirable.

1.9 The teacher shall make reasonable effort to protect the pupil from

conditions harmful to learning or to health and safety.

1.10 The teacher shall not intentionally expose the pupil to embarrassment or disparagement.

1.11 The teacher shall not use professional relationships with pupils for private

advantage.

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1.12 The teacher shall not disclose information about pupils obtained in the course of professional service unless such disclosure serves a compelling

professional purpose or is required by law.

2. The Teacher’s Responsibilities to his Colleagues and the Teaching Profession

2.1 The teacher shall respect the professional standing and opinions of his colleagues and shall maintain in his relations with them the highest standards

of professional courtesy.

2.2 The teacher shall be prepared to help in all possible ways junior colleagues and those in training.

2.3 The teacher shall accept the authority of senior professional colleagues

while retaining the right to express professional opinion.

2.4 The teacher shall recognize his obligation to advance the causes of education and hence the causes of the teaching profession.

2.5 The teacher shall recognize his obligation to improve his effectiveness as a

teacher in every possible way.

2.6 The teacher shall recognize his responsibility for his own actions and judgments and he shall be prepared to stand by their consequences.

2.7 The teacher shall recognize his duty to manifest responsibility, individual

initiative, and integrity in his teaching and other professional actions within guidelines laid down for the profession.

2.8 The teacher shall not, knowingly make a false statement concerning the

qualifications and competence of a candidate applying for a position.

2.9 The teacher shall not accept gratuity, gift, or favour that might impair or appear to influence professional decisions or actions.

2.10 The teacher shall not attempt to influence the Minister, the Education

Division, or an educational board on matters affecting teachers unless so expressly requested by the Minister, Division, or educational board in his official capacity.

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2.11 It shall not be correct for any senior professional colleague or any teacher to censure other teachers or to criticize their work in the hearing of pupils

and/or the general public.

2.12 It shall not be correct for any teacher by public statement to bring the profession, his school, or the department in which he works into disrepute.

2.13 The teacher shall appreciate that, while as a professional person he must

accept responsibility for his actions, his duty shall be to carry out reasonable instructions from senior professional colleagues. The teacher shall have the

right to protest against instructions. 2.14 Senior professional colleagues shall give a teacher all support and help

that is in their power to make the teacher's work effective, consult and inform him on matters affecting his work and treat him with justice and dignity, not

least when it becomes necessary in the interest of pupils and other colleagues to attain greater efficiency and more ethical professional behaviour.

3. The Teachers Responsibilities to the Parents of his Pupils and to the Community.

3.1 The teacher shall recognize the right of a parent to consult him, through

proper channels, on the welfare or progress of a pupil. The teacher shall recognize the right of a parent to be consulted about any matter which concerns the future development of his child.

3.2 The teacher shall do nothing to undermine lawful parental authority, but shall be prepared to give advice which, in his professional view, is in the best interest of the pupil.

3.3 The teacher shall make every effort to encourage parents to interest

themselves actively in the education and welfare of their children.

3.4 The teacher shall act within the community in a manner which enhances the prestige of the profession.

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CODE OF ETHICS, CONDUCT AND

STANDARDS FOR LEARNING SUPPORT

ASSISTANTS

Learning Support Assistants are directly accountable to the School and as

such shall abide by School policies in all matters. LSAs are to obtain a copy of

the School Handbook from the Administration and to be familiar with its

policies, including the Child Protection and Substance Abuse Policies.

DUTIES AND RESPONSIBILITIES OF LSAS

To adhere to and support all school policies, and to report directly to the

Inclusive Education Coordinator (INCO) who is accountable to the

Headmaster of the School.

To support students in their academic, psychological and social well-

being at School and to generate a positive attitude towards learning.

LSAs should also encourage and support pupils to participate in school

life and extra-curricular activities.

To follow the IEP devised by the Inclusive Education Coordinator (INCO)

and/or Educational Psychologist.

To support teachers in class when dealing with students with Learning

Difficulties and integrating the students within the mainstream. LSAs

should also help teachers in keeping records and in making good use of

resources.

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To enhance the profession of LSAs by improving integration strategies in

class and at school in liaison with the INCO.

To monitor and assess the progress of the student/s under their care

and to report this progress to the INCO and to the parents when

necessary.

To liaise with the INCO and parents of the student/s they support

regarding academic matters so that the methods used at School are

supported at home.

To be responsible for continued professional development following

induction training.

To aid other students in the class who might need support and to liaise

with INCO regarding this support.

To report any safety issues to the INCO.

CODE OF ETHICS AND CONDUCT

LSAs should provide a recent (not more than six months) police conduct

to the School prior to their engagement.

Confidentiality should be kept at all times. The LSAs remit is not to

report to the parents what is taking place in class or at School but what

progress or lack of it the student is registering. Information unrelated to

the student and his academic and social progress at school will be

considered as a breach of confidentiality. What goes on in class and at

School stays at the School.

LSAs cannot undertake any private work with ANY student at the School,

including the student/s that they support. Exceptions shall be discussed

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with the Headmaster and private tuition is only allowed after written

consent is given by the Headmaster of the School.

LSAs should avoid preferential treatment which can originate from close

personal relationships with students.

LSAs shall not divulge any information about examination papers.

Professional boundaries with parents, students and teachers must be

maintained during and after school hours.

LSA’s shall act under the guidance of the INCO and of the Class Teacher

at all times. The primary communication tool for both teachers and LSAs

with the parents should be the communication book. Any other form of

communication may take place but only after the issue is discussed with

the Class Teacher and INCO. Phone calls initiated by the parents to the

LSAs should be addressed in an uncomplicated manner and then

reported to the Class Teacher and INCO. This is done to foster the child’s

independence who would otherwise feel suffocated in the learning

process.

LSAs should never act out of their area of expertise. All referrals to

external professionals are to be made exclusively by the School. LSAs

should refer to the INCO in case of difficulty.

It is at the discretion of the LSA whether to give their phone number and

whether to allow communication by phone or text messages. LSAs are

not duty bound to give their private telephone numbers.

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PASTORAL CARE SERVICES

REFERRAL FORM

Date of Referral: ____________________

Student Name: _________________________ Class: ___________________________

Staff Referring Student (Optional) : _____________________________________________

Reason for Referral: Counselling Career Guidance

INCO Discipline

Spiritual Guidance Other

Other

Give a brief description of the reason for referral:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Actions taken before referring student (if any):

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Office Use only.

Student to be followed up by: _____________________________

Action to Be Taken: ______________________________________

Signature: _____________________________________________