Student Wellbeing

Pastoral Care Plans

  1. Teachers/students will formulate a Pastoral Care Plan for their class that includes expectations/rules and positive behaviour strategies at the beginning of each year and revise as necessary.
  2. Pastoral care plans are based on the values in the school charter.
  3. Pastoral care plans are sent home to parents at the beginning of the year.
  4. Plans are to be displayed in each classroom
  5. Classrooms to have own positive reinforcement systems in place.

Home – School communication

  1. Parents and caregivers will be informed about school systems and expectations at St Francis School (Parent Information Leaflet).
  2. Parents may make an appointment using the school system through the school office to discuss any concerns with teachers, first.
  3. If the issue remains unresolved, they may meet with the Team Leaders, then Principal.
  4. Teachers may seek support from Team Leaders if appropriate
  5. Teachers to keep records of meetings with parents and provide a copy to parents, Team Leaders and Principal.


  1. Duty teachers (wearing yellow jacket) will perform “active” duty promoting St Francis values in order to minimise possible conflict situations.
  2. If time out is needed, the Library and front deck can be used.
  3. Duty teachers will investigate problems and will support and foster reconciliation.
  4. Reconciliation will be fostered by students sitting in a circle and talking about the problem.
  5. The teacher will follow up to ensure that the resolution of the problem is satisfactory.
  6. For recurring issues/serious problems a record of the incident is to be noted by team leaders, playground action plan put in place and if appropriate contact is to made with parents.
  7. Annual review in term 1 and 4 of playground use
  8. Red cards to be sent to staff room if assistance is required in the playground
  9. Senior students to wear sports clothes on adventure playgrounds and the field.
  10. Students are to walk on deck areas.
  11. Students must not walk on path behind library without a teacher
  12. All students will be supervised for the first 10 minutes at lunch break
  13. All students must sit and eat during break times.
  14. Students sit in allocated meeting areas before 8.30am and after 3.00pm

Problem Resolution and reconciliation

  1. Teachers will investigate all problems and will support and foster reconciliation.
  2. Reconciliation will be fostered by students sitting in a circle and talking about the problem.
  3. The teacher will follow up to ensure that the resolution of the problem is satisfactory.
  4. Students must be provided with the opportunity to solve problems before going home.
  5. Upon resolution students will be encouraged to share the issue with their parents.
  6. Parents may contact the school for clarification
  7. For serious issues the parents will be contacted by senior staff in consultation with the Principal.

Positive acknowledgement

  1. Annual prize giving promotes our vision.  One student from each class will receive a “Living our Vision” Certificate.
  2. Students will be acknowledged in a positive way at weekly assemblies for learning and displaying St Francis values.
  3. Students will be acknowledged for cultural, sporting and academic achievements during the school year.

Behaviour and learning

  1. Recurring inappropriate behaviour may involve, after discussion at team meetings, developing an individual Pastoral Care Plan in conjunction with parents and/or may need to be referred to the Special Needs committee.
  2. Teachers of children who present an area of concern – learning and/or behaviour – to seek support within own team or team leader as appropriate.
  3. All referrals to an outside agency to be made after discussion with Special Needs Committee and parents.
  4. After consultation with the Principal, parents will be contacted by class teacher, team leader or Principal regarding an issue of major concern, if immediate action or notification is required.
  5. If children are required to complete unfinished work, the Library is open from 1.15 – 1.45 or they may sit in a shaded area.
  6. In accordance with legislation, there is no corporal punishment at St Francis School.
  7. Time out areas for students during class time – use buddy teacher system
  8. Bullying of any kind – verbal, emotional, physical is not tolerated. Any incidents must be attended to by staff immediately to seek reconciliation.
  9. Recurring incidents will be discussed by senior management and parents will be
  10. The school will include in teaching and learning programmes – Myself and others and Kia Kaha
  11. Time out areas for students during class time – use buddy teacher system / Sick bay


Objectives of the Kia Kaha programme

    • to give victims the skills necessary to choose options to overcome bullying and to put them into practice.
    • to enable students, parents, caregivers and teachers to define bullying and to recognise why some people bully and why others condone or support it.
    • to enable students, parents, caregivers and teachers to recognise what behaviour makes someone a potential victim and how this can be overcome.
    • to encourage bullies to acknowledge their bullying behaviour and to consider alternative ways of behaving which would allow them to enjoy positive social interactions.
    • to provide teachers, parents and caregivers with ideas and options so that they can help and support young people who may be victims.
    • to provide teachers, parents and caregivers with ideas and options so they can help the bully adopt more socially acceptable behaviour.
    • to give adults ideas on ways of creating an environment where there is no payoff for bullying.  (Kia Kaha)



  1. If a child needs to be withdrawn from class, the school will follow the MOE guidelines for suspension/stand-downs.
  2. Stand-Downs, Suspensions, Exclusions and Expulsions.  The school implements the Ministry of Education guidelines (June 2003).
  3. Parents to collect early leaver slip from the office and give to teachers if child leaves early. No slip no child.
  4. If child is leaving early during break time the slip is to be given to the duty teacher and the duty teacher will pass on to the class teacher.
  5. The early leaver’s book is to be completed.
  6. Parents are required to sign in students who are late at the office
  7. Parents are required to ring the school if a child will not be attending.
  8. Teachers complete absence book each morning
  9. Office staff to ring parents if there is no record of communication from home
  10. If the child needs to go home due to illness or accident, office staff to organize. Parents take early leaver slip to the classroom and then come and collect child from the sick bay.
  11. Students attending After School Care are to be collected by nominated caregivers only.
  12. Nominated caregivers must sign out children from After School care.
  13. If students are to be collected by other adults, authorization by parents must be given and identification will be required
  14. In cases where there is a custody dispute the school will follow the custody order and teachers and staff will be notified as required.

Staff Personal Safety

  1. Team Leaders to pastorally care for each other when appropriate with the support of the Principal.
  2. The Principal and senior leaders will ensure that teachers are provided with support systems to manage job-related stress.
  3. Lock classrooms when empty or working alone at school.
  4. When working alone after hours in the weekends / holidays teachers to have cell phone.
  5. Ladders to be used for high areas not chairs
  6. Red cards to be sent to office if assistance is required
  7. Situations of confrontation – adults to be asked to leave and go to the office
  8. Teachers not to be in a space alone with students and ensure visibility in the workplace.
  9. Teachers personal belongings to be put in a safe area
  10. All staff accidents to be recorded in the accident register in the staff room
  11. Any incident of real concern to be reported to senior staff.
  12. No children are to be in a classroom or space without a teacher present

Attacks on staff / Intimidation

Under the health and Safety in Employment Act 1992 every one must take all practical steps to provide a safe and healthy environment for staff as well as children. This includes all measures they can to protect staff from violent attacks on students and adults.

  1. If attacked as a staff member try to protect yourself without causing injury to the others involved.
  2. Move away or restrain the child if possible and if safe to do so
  3. Get assistance immediately from the office / senior staff.


The principal has the main responsibility for deciding what course of action to take to resolve complaints. All complaints must be handled with care and sensitivity – and promptly. Every effort should be made to understand and resolve parent concerns.The following principles apply:


Complaints from parents

  1. All complaints should be acknowledged
  2. All complaints, including any about the principal, should be referred directly to the principal
  3. The principal may receive personally presented verbal complaints
  4. The principal should ask for the complaint to be put in writing
  5. Written complaints should be signed by the complainant
  6. Unsigned or anonymous complaints should be disregarded
  7. Parents, community and staff need to understand the school policy on complaints. (NZEI)


Complaints from staff.

  1. The Privacy Act requires that matters such as complaints must be processed confidentially.
  2. Staff need to be confident that any discussion will follow a fair and open process which ensures that natural justice prevails.
  3. Low key resolution: Most complaints will be able to be resolved by discussion between the principal and staff member concerned without needing to take the matter any further. Try to resolve complaints in this manner in the first instance.
  4. Staff members have the right to be represented or supported by their union, colleagues or friend, at any time throughout the process. (NZEI)

(Collective employment Agreement for Primary School Teachers, Support staff and Principals)


Child restraint

From time to time, restraint of children will be necessary to maintain their safety and the safety of others.

  1. Teachers and staff will ensure that this restraint is reasonable.
  2. A report will be written and given to the Principal if restraint of a child is used for any reason.


Food and Nutrition

  1. Students eat only allocated lunches provided by parents.
  2. Students require written permission to eat any food as part of a school learning programme.
  3. Parents must not provide students with food on school trips.
  4. Fizzy drink and

Refer to Food and Nutrition guidelines



  1. School uniform hats to be worn in Terms 1 and 4
  2. Regular communication with home via the school newsletter re sun safe practices.

Refer to Sunsmart guidelines


Equipment and resources

  1. Exit doors are to be kept free for emergency exit
  2. No glass containers to be used in classrooms
  3. Staff only to set up electrical appliances
  4. All classrooms to be locked while classes are absent e.g. church, assembly etc.
  5. Students to be taught how to carry scissors carefully in the classroom


  1. All discussions re students progress and learning with parents must be at an appropriate time – (Not in front of other students or parents)
  2. No information will be given out about children, parents or staff at the school without authorization by the Principal

First Aid

  1. Teachers / students should have open cuts/ wounds covered
  2. Teachers  giving first aid to use gloves at all times
  3. Notes to go home to parents for children who have received first aid or have been in the sick bay for any reason.
  4. Office staff to contact parents if necessary
  5. All staff have a first aid certificate
  6. Teachers on duty are responsible for first aid and of notifying a teacher if the child remains in the sick bay.
  7. Male staff members are to seek assistance from female staff members.
  8. Nit notice to be sent home to classes when advised of an issue by parents.
  9. Medical issues for students to be inputted into Schoolmaster
  10. All internal medication to be prescription medicine only (Form to be completed by parents)
  11. Do not transport a sick or injured child alone unless in an absolute emergency.


  1. Situations of confrontation – adults to be asked to leave and go to the office
  2. Walk away from students so that the adult will follow
  3. Cease communication and just listen. Do not enter into a discussion as this may escalate the situation.
  4. Staff to write a report of the incident and give to the Principal


The following process is recommended in Workplace Leadership by Gordon P. Rabey (Dunmore Press 1997):

  1. Arrange a meeting on neutral ground, free from interruption.
  2. Deal with the emotional aspects of the conflict first. When the tension is reduced, ask them to restate what they think is the problem and what caused it.
  3. If you see the problem differently from your perspective, then identify the differences so that you can both examine them. Avoid emotive words. Distinguish between facts and opinions. Disclose your own feelings.
  4. Try to define the problem in terms of needs rather than looking for solutions. Identify common ground. Establish facts. Agree on a joint objective.
  5. Move into collaborative problem solving.
    • Explore all possible options
    • Select the option that will best meet the needs of both parties
    • Agree who will do what, where, how and by when
  6. Follow up to ensure that what should have happened met your agreed objective.


Usually has three common features:

  1. It is a deliberate, hurtful behaviour
  2. It is repeated
  3. It is difficult for those being bullied to defend themselves


There are three main types of bullying:

  1. physical; hitting, kicking, taking belongings
  2. verbal; name-calling, insulting, racist remarks
  3.  indirect / emotional; spreading nasty stories, excluding from groups, body language



  • Are often attention seekers.
  • Will establish their power base by testing the response of the less powerful members of the group,
  • Watching how they react when small things happen.
  • Observe  how the teacher reacts to minor transgressions of the rules and wait to see if the ‘victim’ will complain. It is important that teachers are vigilant and consistent.
  • Bully because they believe they are popular and have the support of the others.
  • Keep bullying because they incorrectly think the behaviour is exciting and makes them popular.
  • If there are no consequences to the bad behaviour; if the victim does not complain and if the peer group silently or even actively colludes, the bully will continue with the behaviour.


  • Often have poor social skills.
  • Lack the confidence to seek help.
  • Don’t have the support of the teacher or classmates who find them unappealing.
  • Blame themselves and believe it is their own fault.
  • Are desperate to ‘fit in’.
  • View is very often reinforced by the attitude of adults in their lives.
  • It is highly unlikely that they will seek help.


Taking Immediate Action

Dealing with a bullying incident:


  • Express relief that the bullying is now out in the open and can be dealt with.
  • Avoid focusing on the shortcomings of the bullying victim.
  • Concentrate on where the immediate problem is – the behaviour of the bully.
  • The aim of any intervention must be to stop the immediate abuse.
  • Ensure that the bully changes his or her behaviour.
  • Make the peer group aware and ask them to help the victim.


Provide support for the victim

  • Ensure the victim has access to a bully free environment at all times.
  • Use reliable peers, teacher aids, senior volunteers and others as supporters.

Opportunities to be involved in special confidence building programmes may be required.


Change the behaviour of the bully:

  • Use small group or individual intervention programmes such as:


No Blame Approach

(shared problem solving)which focuses on seeking the support of the peer group to solve the bullying problem. In this process the bullies are confronted with the impact their behaviour has had on the victim and the other pupils are given the opportunity to talk about what has been going on.

While the victim is not present, the teacher taking the group talks about how the victim has been feeling,

Without blaming any one. The pupils are asked for help-p to make the “victim” feel better and to come up with an inclusive strategy that will draw the isolated pupil back into the group.


The method of Shared Concern targets the bully as an individual to accept responsibility before bringing

everyone together in a group, including the victim.


Both these approaches are reliant on the support of the victim who needs to have identified that he / she is being bullied.


Isolate the bullying behaviour

• Remove the bully from the environment, see they know why they are being excluded.

• Have the bully reflect on reasons for the isolation.

• Ask the offender to write a letter home explaining why he / she has been isolated.


Working with persistent offenders

• Some pupils find it difficult to leave behind aggressive ways of relating to other pupils.

• The aggression may have been so reinforced that an ongoing programme aimed at developing prosocial skills is necessary. Consider involving Children Young Persons and Their Families Service, RTLB, Specialist Education Services or other appropriate agency.

• In cases of physical assault, involve your local police.


A Whole School Approach Works best.


Stages in the Whole School Approach


  1. Use a full staff meeting to raise awareness and knowledge of the issue. The anti-bullying initiative must be tied to the school’s philosophy as laid out in the charter.
  2. Emphasise the school’s statutory obligation to provide a safe environment.
  3. Parent / caregiver meetings that allow everyone to look at the issues, the nature of the behaviour and the consequence and impact of bullying on all participants.
  4. Advertise advice / information pamphlets. / newsletter Personalise the Police / Telecom “Stop Bullying” leaflet.
  5. Widely advertise the Internet site: and the Free phone 0800 (0800 66 28 55) information line.
  6. Annually review anti bullying  procedures


Curriculum Action

All pupils in the school will need to have their awareness raised in a variety of ways.

• Formalised within the curriculum i.e. taught as part of health / social studies / Religious education etc.

• Part of special year group training sessions, or as

• Part of a special prosocial skill development programme.

Teacher Action

All staff must to be committed to a common response to bullying when it does happen.

• Immediate intervention is crucial.

• Clear procedures must take place when a case of bullying is discovered.

The school will to provide necessary support for the individual teacher so that they are able to maintain a safe classroom environment.

The Pastoral Care plan procedures will support and maintain safe supportive classrooms.

Every teacher  needs to accept that his or her classroom must be safe, supportive environment where

bad behaviour is not tolerated and bullying is

recognised, publicly condemned and dealt with.

ۥ Pastoral Care plans for each classroom will include to develop clear statements of what is appropriate

behaviour in the classroom.

• Because victims can be passive and withdrawn, others need to tell when they see bullying.

• Good teachers encourage the ‘telling of tales’.

•  Pupils must be able to report bad behaviour without fear of retribution or being chastised for telling tales.


A good teacher will:

  • Notice when a pupil is isolated and sad.
  • Look for the reasons for this.
  • Not see it as just play-fighting, name-calling, a bit of fun or just part of growing up.
  • Work with the victim to stop the offending behaviour.
  • Not tell the victim to ignore it, to sort it out themselves or to hit back.


Pupil Action

•Τηε €school will encourage a ‘telling environment’ to gain pupil trust and support.

• If pupils know that the telling will result in a fair resolution they will trust the adults with information about bad behaviour.

Pupils will be supported to resolve the issues and be reconciled.


This environment can be supported by constant attention to:

• Basic Pastoral Care plans of behaviour.

• The maintenance of a co-operative, well ordered, tolerant classroom.

•  Pupils having the opportunity to tell, without attracting the attention of offending peers.

Affirming actions of pupils by the teacher taking appropriate action.


Outside the classroom:

The ‘active’ nature of most bullies makes it very important that free time is well supervised and that there are plenty of opportunities for them to be kept busy.

•  Activities and equipment is available with clear rules to avoid the minority dominating.

•  Pupils who feel vulnerable, or who are currently in a bully-victim relationship, have a safe place to go – library.

• Survey pupils as to the places and times they may feel vulnerable or not safe on a regular basis.

• Teachers are to supervise the playground in a proactive manner and alert other staff to possible situations that require monitoring.

• Target areas and activities where bullies dominate. Introduce activities that will involve the bullies and encourage them to participate positively.

• Use time out procedures in the Pastoral care plan to isolate the bad behaviour by removing the persistent offenders from the environment.

• Monitor the movement of pupils around the school and the changing areas.

  1. All visitors to the school must sign in at the school office and sign out when leaving.
  2. Unknown adults in the playground to be approached and asked “Can I help you”
Events outside the classroom
  1. Permission notes for all school trips to be completed by parents. No slip no trip.
  2. All parents providing transport must complete form confirming registration etc.
  3. Parents must not provide students with food on school trips.
  4. Ensure that preparation for events outside the classroom includes clear information to parents, caregivers, staff and parent helpers regarding supervision, medical treatment, sleeping arrangements, washing / bathing so their integrity is not compromised
  5. Obtain written approval from parents confirming the arrangements.
  6. Ensure that, as a general rule a staff member is not with a child, without being able to be observed.(An exception would be in an emergency when someone has gone for help)
  7. Confidentiality is important for all concerned when working with other people’s children.
  8. Students using public toilets go in pairs and are supervised by adults.
  9. Encourage children to dress themselves at events such as swimming etc. Notify parents that adults or senior pupils may assist if required with staff supervision
Use of Toilets
    1. All junior students to go to the toilet during class time in pairs.
    2. All students to be discouraged from going to the toilet during class time and teachers to ensure that students are encouraged and reminded to use the toilet facilities at break times.
    3. After school care children use identified staff toilets after 4.00pm.
All hazards are to be attended to according to the hazard procedures and recorded in the hazard register.
.Stud earrings to be worn only
2.Only acceptable jewelry is a watch

3.Long hair to be tied up or plaited

Physical contact with a child

The interactions between all staff and children are important for building caring, inclusive, and cohesive learning communities. Teachers or support staff who withdraw from physical contact of a caring nature and are guarded in their interactions with children may not be acting as positive role modelsAny intentional contact that would constitute child physical and/or sexualabuse, or be potentially harmful to the wellbeing of the individual is

inappropriate. (NZEI)


At all times physical contact with children must also preserve the human dignity of the child.


The following are examples of contact that may be professionally



1.Emotional support, including hugging or placing a supportive arm across a child’s

shoulders, but only when and where needed.

2.Patting a child on the back or shoulder in a congratulatory manner when praise

is due;

3.Where custom and practice within cultural observances dictates appropriate

physical contact;

4. During the delivery of a lesson which necessitates demonstration using

appropriate contact;

5.Helping with toileting as appropriate;

6.Personal assistance with special requirements including lifting, transferring or

administering medication;

7. Accident or medical emergency situations.


There will be times when, due to extraordinary circumstances, more physical contact

and intervention is required. In these situations teachers and support staff may be

required to act quickly and decisively to restrain children or remove them from

danger. (NZEI)

Searching children
  • Do not body search children as this could lead to allegations of physical or indecent assault.
  • If it is necessary to search property because you suspect that they have drugs, dangerous goods or property belonging to others, always involve a senior member of staff to supervise.
  • Tell the students what you are looking for.
  • Ask the students to tell you where the item is.
  • Ask students to check all likely places for the item e.g. bag, desk
  • Ask the students to empty our their pockets and remove anything necessary
  • Ask the students to place on the table anything the have hidden away in their clothing
  • If this is not successful involve the parent / caregiver and in extreme cases the police.


NZEI Physical Contact Code of Practice.

Harassment of students.

Avoiding the following situations will lessen staff’s vulnerability to allegations of harassment by students.Staff should not

  1. Enter rooms where students are changing for sports events
  2. Comment on a piece of literature or picture or on comments by a student in a way that twists the subject matter with a sexual meaning
  3. Body search students for missing property
  4. Be alone in a room with a student with the door closed.
  5. Remain alone with a child outside where you cannot be seen.
  6. Comment on a child’s physical development either to students or to other persons
  7. Spend a lot of time privately with individual students
  8. Refer to a students or a group of students in a sexual manner
  9. Allow students to comment on other students physical development
  10. Allow students verbally or in written form (notes) to use sexual language or put downs to comment on another student of group of students.
  11. Seek contact with students or extend / accept invitations outside school hours.


NZEI Physical Contact Code of Practice.