​​​​​Code of Conduct

The Home-School Partnership

Precious Blood is committed to working with families, our parish, and community partners in maintaining a safe and orderly Christ-centered learning environment.
Progressive discipline will be used in our school in an effort to establish consistency and transparency when dealing with matters of discipline.
What follows is a description of Roles and Responsibilities defined by the Ontario Government (as found in Provincial Code of Conduct, Oct. 2007):

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, and for others through acceptable behavior.
​We believe that respect and responsibility are demonstrated when a student:
  • comes to school prepared, on time, and ready to learn
  • shows respect for peers, for those in authority, and for the learning environment
  • refrains from bringing anything to school that may compromise the safety of others
  • follows the established rules and takes responsibility for his or her own actions
  • Uses technology according to the expectations and rules of the board (3B:5) specifically the electronic transmission or posting of photographic images of a person or persons on school property, at school events, and during school activities and/or hours, is prohibited


Parents involvement in the education of their children is crucial, and can support the efforts of school staff in maintaining a safe and respectful learning environment for all students.
We ask parents to:
  • show an active interest in their child's school work and progress
  • communicate regularly with the school
  • ensure that their child attends school regularly and on time;
  • promptly report to the school their child's absence or late arrival
  • support school staff in dealing with disciplinary issues involving their child
Difficult, or courageous, conversations are going to happen about school, at school, and with the school.  Considering all the challenges of open communication, there is going to be misunderstandings and conflict.

There will be times when a parent will want to seek understanding around a school decision. We will strive to come to a common understanding, but for those times that we remain in disagreement it is crucial that children see adults treating each other respectfully.

​Conflict Resolution – First Contact

On the basis of the principle of "first contact" – parents must address concerns directly to teachers before raising these concerns with the school or board administration when their concerns are about their child's teacher, program, and/or program support.

Likewise, if a parent has a concern about the school administration, the parent is expected to deal with that concern with the school administration first, before raising these concerns with the Superintendent of Education.

If, in the view of the complainant, the ruling of the school principal is unacceptable, the complainant may address his/her concern(s) to the Superintendent of Education in writing. The letter must outline the nature of the original complaint, the steps that have been taken, and in what way the decision of the school principal is unacceptable. Upon receipt of such a letter, the Superintendent will direct the correspondence to the appropriate department for resolution.

Definition of Progressive Discipline
Progressive discipline is a whole-school approach that utilizes a continuum of interventions, supports, and consequences to address inappropriate student behavior and to build upon strategies that promote positive behaviors.  We continue to employ a range of responses to misbehaviors that foster learning opportunities which reinforce positive behaviors, while helping our students make good choices in the future.

Range of Responses

The components of our progressive discipline continuum include, but are not limited to:
  • verbal or non-verbal messages from a teacher or adult in authority (incident form)
  • teacher generated individual and group written activities which offer reflection, apology and action plan
  • teacher collaboration with parent or guardian (orally or in writing)
  • peer mediation
  • referral to principal; Behaviour Plan
  • loss of privileges
  • re-location within the classroom or learning environment
  • referral to out-of school personnel (counseling services, truancy officer)
  • restitution, restorative justice
  • suspension
  • expulsion
​On an annual basis, the principal will review the School Code of Conduct with School Advisory Council members and with all staff members. Annually, the Code of Conduct will be communicated to all students, parents and staff.  All staff, in dealing with incidents of student misbehaviour, will act in accordance with the definition of progressive discipline and its range of responses.​