Purpose: Roberts Annex promotes the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law – prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation – in respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment. 

Parents are their children’s first teacher and the strongest role models for positive and appropriate behaviour. As such, our school code of conduct applies to all members of our school community so that we can establish and maintain a safe and caring environment with clear expectations and responsibilities.  The Code of Conduct applies while at school, at a school-related activity or in other circumstances where engaging in the activity will have impact on the school environment.  Our school community believes that it is important to establish a safe, supportive and inclusive learning environment for all. 

School Wide Expectations

We Learn to be Safe, Helpful and Polite…Caring and Sharing…Respectful and Responsible

All behaviours in this Code of Conduct are listed to illustrate expectations at school, while going to and from school, and while attending any school function at any location.  Behaviours cited here are examples and are not an all-inclusive list.

Our Code of Conduct uses the structure of an indigenous medicine wheel.  It is framed in a Circle of Courage as inspired by the work of Martin Brokenleg and others.  This structure highlights the four domains, traits and qualities that support a child’s balanced social and emotional development, examples of which are listed below.

Mastery (sense of developing competence)

·   Be ready to learn by staying healthy – eating   

    well, getting exercise and plenty of rest

·   Be and learn from a role model

·   Use a Growth Mindset or Bubble Gum Brain

Independence (developing inner discipline)

·   Set goals and make plans to achieve them

·   Take ownership of learning

·   Problem solve independently and with others

Belonging (feeling related/connected to all)

·   Show respect for the environment and       

    community

·   Be helpful and cooperative

·   Speak calmly and respectfully to everyone

Generosity (contribute positively to others)

·   Celebrate your and other people’s diversity

·   Help people in the school/local community

·   Share with, invite and include everyone

Unacceptable Behaviour includes bullying, aggressive play (including pushing, hitting, kicking…), disruptive behaviour that interferes with our learning community, offensive or demeaning language, excluding other, damaging school property and any racist, sexist or homophobic behaviour. Racism will not be tolerated in our school.

Supporting Positive Behaviour 

As students become older, wiser and move through successive grades, they are expected to be role models, taking increased responsibility for their behaviour therefore consideration is given to their stage of development in each context.   Behaviours are supported in a restorative way wherever possible and appropriate.   Serious situations may require moving directly to Stage 3.  Special consideration may apply to students with special needs, if the student is unable to comply with our Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature. 

When students fail to comply with behavioural expectations: The principal, vice-principal, teachers and support staff of Roberts Annex Elementary School have agreed upon the following process:

Level 1 – when a child does not follow the code of conduct

·      Reinforce problem-solving strategies with student(s)

·      Discussion with adult

We acknowledge that kids make mistakes as part of the learning process.  Through discussions and reflections, we aim to support students to use a Growth Mindset and to identify and learn from their mistakes.

Level 2 – when a child repeatedly does not follow the code of conduct

·      As appropriate, students may be asked to write a problem solving “reflection” describing their role and how the situation could be solved

·      Parents may be informed and/or asked to sign and support a plan of action

As part of building independence, children need the opportunity to make choices however, sometimes they make poor choices.  When a student demonstrates a pattern of poor choices, we find it necessary to use Level 2 interventions.  By reviewing and reflecting on events, students are given the opportunity to assess their mistakes.  A collective decision is made about appropriate restorative actions which may also include communication or meetings with parents.

Level 3 – when a child breaks the Code of Conduct in a serious way

·      Occurs when behaviour expectations at the school are not met in a serious way that has or could have resulted in harm to others or property. 

·      May result in meeting with parents and staff

Serious Breaches of the Code of Conduct will be recorded and parents and officials or other agencies such as the District may need to be contacted.

Suspensions

In accordance with the School Act, Sec. 85(2)(ii) and (d), the Board authorizes the Principal or designate of any school in the district to suspend a student from attendance at school for up to five days.

Suspensions may be for the following reasons:

a)    Because a student is willfully and repeatedly disrespectful to a teacher or to any other employee of the Board carrying out responsibilities approved by the Board.

b)    Because the behavior of the student breaches the District Code of Conduct or policy and /or has a harmful effect on others or the learning environment of the school.

c)     Because the student failed to comply with the school code of conduct.

Suspensions over five days are made in consultation with the appropriate Director of Instruction as per the District Student Code of Conduct, AP 350.  As per AP 350 6.7.1 and educational program must be provided.

How Parents and Guardians Can Help

1. Discuss this information with your child.
2. Talk to your child’s teacher about concerns or call the school.
3. Questions?  Please phone the school at 604-713-5495 to speak any of the following people
              - Elyssa Derban - Vice Principal
              - Sean Marlyn - Principal
              - Andrea Mullin - Office Administrator

School Song

TOGETHER WE ARE BETTER

At our Roberts Annex School
We try our best
We work at great activities
Playing with the rest of our classmates

Come along sing our song
Sing it soft and sing it strong
We help out, that is our rule

At our Roberts Annex
At our Roberts Annex

At our Roberts Annex School
Yeah!