Burraneer Bay Public · Web viewBurraneer Bay Public School BURRANEER BAY PUBLIC SCHOOL STUDENT WELLBEING AND GOOD DISCIPLINE POLICY 2017 Policy updated: June 2017 Introduction The

Burraneer Bay Public School

BURRANEER BAY PUBLIC SCHOOL

STUDENT WELLBEING ANDGOOD DISCIPLINE POLICY

2017

Policy updated: June 2017

IntroductionThe Burraneer Bay Public School Wellbeing and Discipline Policy plays an integral role in the school’s overall approach to ensuring the safety and wellbeing of all students in an environment where effective learning can occur.

This very comprehensive policy not only defines student wellbeing and the importance of the various components of a wellbeing policy, but also clearly sets out how our school will support the overall development of all students within the broader context of the school community.

This policy is carefully linked to the Burraneer Bay Public School Anti-Bullying Plan which outlines specific strategies for identifying, reporting and dealing with bullying behaviours for students, parents and staff. As Burraneer Bay Public School is a White Ribbon School, both of these policies contain a strong focus on building and encouraging respectful relationships.

RATIONALE

Education has an important role to support children and young people and to identify where problems arise that may put student safety, welfare or wellbeing at risk. Burraneer Bay Public School provides a caring and supportive environment where academic achievement is encouraged and individuals are valued and developed in an atmosphere that fosters personal best, friendliness and respect.

Burraneer Bay Public School tries to promote, for all students and staff, a healthy, safe, ordered, supportive, secure and caring environment that is conducive to teaching and learning. We aim to help students become independent, life-long learners who can create a positive future for themselves and for the wider community. Schools need to be safe and happy places for students and their teachers.

Student Welfare covers everything that the school community does to meet the personal and social needs of the students and to foster a positive wellbeing. It involves recognising, valuing and developing each student as an individual. Individual differences need to be celebrated.

As a White Ribbon school, Burraneer Bay Public School implements and encourages programs such as Buddies and Peer Mediation to encourage respectful relationships within the school community. Our school community has developed a statement of core values that underpin the wellbeing of all students.

Discipline concerns the development of appropriate and responsible attitudes and behaviours in students. It implies the development of self-discipline and the ability to distinguish right from wrong.

A well-disciplined, engaging environment provides a system of relationships, rules, clear expectations, rewards and consequences designed to promote effective learning. A strong emphasis on the use of positive practices assists students to develop the ability to influence other students to accept and observe the expected standard of behaviour.

Burraneer Bay Public School and its community work together to provide a quality-learning environment that is:

Inclusive Safe and secure Free from bullying, harassment and intimidation.

All students and staff have the right to be treated fairly and with respect in an environment free from disruption, intimidation, harassment and discrimination. To achieve this, all schools are expected to maintain high standards of discipline.

When parents enrol their children they enter into a partnership with the school. This partnership is based on a shared commitment to provide opportunities for students to take responsibility for their actions and to have a greater say in the nature and content of their learning. Collaboration between school staff, students and parent(s) or carer(s) is an important feature of discipline in this school.

The aim of the partnership between school community members and this school is to develop socially responsible young people who are capable of making informed decisions. This is achieved through an effective social, cultural and academic curriculum that caters for the individual needs of students.

In implementing the Student Wellbeing and Good Discipline Policy, no student is to be discriminated against, harassed or victimised on any grounds as required by legislation. Parents are expected to support the school in the implementation of this policy. Teachers are expected to participate in the development of the Student Wellbeing and Good

Discipline Policy and to support its effective implementation. Students are expected to follow the Student Wellbeing and Good Discipline Policy and school rules and to comply with staff directions regarding discipline and appropriate behaviours. Students will show respect for teachers, fellow students, other staff and school visitors and will not engage in any form of harassment, victimisation or intimidation.

This policy is to be implemented consistent with Occupational Health and Safety

Policy obligations for ensuring a safe and healthy working and learning environment for staff, students and visitors at schools.

An important component of the school’s Student Wellbeing and Good Discipline Policy is its Anti-bullying plan that outlines strategies for identifying, reporting and dealing with bullying behaviours.

https://portalsrvs.det.nsw.edu.au/f5-w-68747470733a2f2f7777772e6465742e6e73772e6564752e6175$$/policies/staff/oh_s/ohs_pol/PD20040007.shtml

https://portalsrvs.det.nsw.edu.au/f5-w-68747470733a2f2f7777772e6465742e6e73772e6564752e6175$$/policies/staff/oh_s/ohs_pol/PD20040007.shtml

The Student Wellbeing and Good Discipline Policy may apply outside of school hours and off school premises where there is a clear and close connection between the school and the conduct of students (eg excursions).

Student Wellbeing Encompasses everything that the school community does to meet the learning,

emotional, physical, social and spiritual needs of students Creates a safe, caring school environment in which students are nurtured as they

learn Is achieved through the total school curriculum and the way it is delivered Incorporates effective discipline Incorporates preventative health and social skills programs Stresses the value of collaborative early intervention when problems are identified Provides ongoing educational services to support students Recognises the diversity within the school community and provides programs and

support which acknowledge difference and promote harmony Recognises the role that the school plays as a resource to link families with

community support services Provides opportunities for students to:

enjoy success and recognition make a useful contribution to the life of the school derive enjoyment from their learning

NSW Dept of School Education, 1996, Student Wellbeing, Good Discipline and Effective Learning, p.4

At Burraneer Bay Public School these domains are addressed through programs such as Buddies, Peer Support, Circle Time, Bounce Back, Values Awards, Assembly Awards, Drug Education, SRC, Scripture and Peer Mediation . By educating our students through these programs we are able to promote a positive wellbeing system.At Burraneer Bay Public School we endeavour to provide a positive, happy and safe learning environment in which all students apply themselves to learning and develop positive social behaviours and problem solving skills. Students are expected to contribute to their own wellbeing, the wellbeing of their peers and the collective wellbeing of their communities. We hope that students will become active and positive contributors to the society in which they live.

Teachers play an important role in providing learning experiences and opportunities that develop and shape the character and wellbeing of children and young people. Burraneer Bay Public School aims to focus on giving children and young people a voice, being active learners and developing strong character qualities that will enable them to succeed, thrive and contribute positively throughout life.

Burraneer Bay Public School implements the following programs that contribute significantly to the wellbeing of students.

Peer Support is a program aimed to provide students with a supportive learning environment in which to develop the skills, understandings, attitudes and

strategies to improve wellbeing. These skills include resilience, assertiveness, decision making, problem solving and leadership.Year 6 students are trained and mentored to lead this whole-school program. Peer Support empowers young people to support each other and contribute positively to society.

Bounce Back is a program aimed to support children and adults to develop a stronger sense of wellbeing and to be more resilient, confident and successful. This program is taught in each classroom by the classroom teacher every year to ensure students are thriving by accessing the information relevant to their stage.

The Student Representative Council (SRC) is coordinated by school staff. It aims at improving the school and raising money for charities in our community. One student from each class is elected by fellow students each semester and is presented with a badge. SRC members represent all students in the school and organise ways for students to participate and contribute to their school community. These students attend meetings to discuss any issues.

Child Protection is taught by classroom teachers each year at a stage level to assist students in developing skills in recognising and responding to unsafe situations, seeking assistance effectively, establishing and maintaining relationships and strengthening attitudes and values related to equality, respect and responsibility. This benefits students overall wellbeing both inside and beyond the classroom.

Burraneer Bay Public School is a White Ribbon school . It encourages all students to build positive friendships and respectful relationships. White Ribbon aims at building greater equality and respect between students and the wider community.

Peer Mediation is a leadership program that aims to give Year 6 students the opportunity to lead and influence fellow students, and promote respectful relationships, resilience and a safe and enjoyable school environment. The program runs at recess and lunchtime daily. Students are rostered on to patrol the playground in pairs, and may be involved in handling minor conflicts that might arise, assisting students who may be hurt or upset, and leading games and activities with peers. Year 6 students are all Peer Mediators. They participate in training sessions with the Year 6 teachers, which aim to equip them with the necessary leadership skills and knowledge, such as conflict resolution, decision making, observation skills and communication skills. This allows the Year 6 students to thrive in a supportive environment and contribute positively to the school.

Teachers also create lessons and activities to promote the wellbeing of students and our community throughout the year. They support events including but not limited to Harmony Day, Clean Up Australia Day, National Walk to School Day, ANZAC Day (including the Dawn Service march at Caringbah RSL), NAIDOC week and Remembrance Day. Further programs implemented at our school include Sun Smart (sun safety for students), Drug Education, Walk Safely to School, Transition to School (primary and high school) and whole school Buddy System.

OUR VALUES Values influence how students learn and what they learn, the way they speak, think and behave. At Burraneer Bay Public School we have a highly effective values education program that promotes an interest in lifelong learning and contributes to positive outcomes throughout the school and wider community.

In the context of a safe, caring and happy environment, we recognise and promote the 9 core values of the NSW Government, but in particular Integrity, Respect, Responsibility and Fairness. In addition we recognise and promote Friendliness and Personal Best.

PERSONAL BEST

Orange

Striving for the highest Personal achievement in all aspects of schooling and individual and community action, work and life long learning

Trying your best even when the task is challenging

Having a go and never giving up Trying to improve

FRIENDLINESSBlue

Taking a genuine interest in people and making others feel welcome, whether they are part of our school community or not

Being helpful and kind to all people who come to our school

Offering a smile and a welcoming hand Encouraging and supporting others

RESPECTGreen

Treating yourself and others with equal consideration, acceptance and courtesy

Treating others how you would like to be treated

Being respectful and considerate of others Be non-violent in all contexts (on the sporting

field, at school, in relationships) - be a white ribbon ambassador

Be willing to speak out about violence Listening when someone else is talking

FAIRNESSPurple

Treating people equally without showing any favouritism and accepting that everyone is different

Always playing fairly and being a good sport Never criticising or making fun of others

because of their difference Including everyone equally

INTEGRITYRed

Doing what is morally right, and striving to be honest, understanding and

Being honest and owning up if you have done something wrong

Being loyal to your friends and others Considering the feelings of others and not

just your own.

Burraneer Bay Public SchoolSTUDENT WELLBEING AND GOOD DISCIPLINE POLICY

considerate at all times

RESPONSIBILITY

Yellow

Being accountable for your actions towards others, the wider community and the environment

Always setting a good example Being responsible for your own behaviour

and belongings Stopping to think before you act

RESTORATIVE PRACTICEBurraneer Bay Public School uses a restorative approach to discipline. This approach is based on a ‘Restorative Practices Framework’. The aim of Restorative Practices in a school community is to manage conflict and tensions by repairing harm and strengthening relationships.

In the Restorative approach the focus is on “what happened, what harm has resulted and what needs to happen to make things right?”

Restorative Practice: uses an explicit framework is designed to re-establish significant relationships following behavioural

incidents seeks to ensure that the consequences for misbehaviour have relevance

and meaning within the school community context fosters individual responsibility and helps develop empathy

The success of this framework depends on the ability of teachers, students and parents to engage with one another in restorative ways. It depends on the preparedness of staff, students and community to participate in ongoing training and the ability of everyone to treat one another with mutual respect.


FAIR DISCIPLINE CODE and SCHOOL RULESSchool Rules1. We share voice space…by listening quietly2. We follow instructions

…in the right place…at the right time…doing the right thing…

3. We use build ups … by saying nice things4. We keep our hands, feet and objects to ourselves5. We own our own behaviour … because we choose how we behaveFair Discipline Code : Be Safe, Be Respectful, Be a LearnerOur school rules and the associated responsibilities are based on this Fair Discipline CodeBe safe,

I will follow instructions so that I am in the right place, at the right time and doing the right thing.

I will keep my hands, feet and objects to myself. Aggressive behaviour and violence is never acceptable – we sort out problems

peacefully. I will behave appropriately in all school activities without exception. I will report all accidents and dangerous areas to a teacher. I will not ride my bike or scooter inside the school grounds – two feet on the

ground. I will ride my bike or scooter to and from school in such a way that the safety of

other pedestrians is valued. I will not bring my skateboard to school. I will not pick up rocks, sticks, seed pods etc. I will always walk on asphalt surfaces and around corners, unless directly

instructed by a teacher. I will keep to the left on stairs. I will only use the gates meant for pedestrians. I will never use the driveways. I will play safe games in the playground and respect the safety of others. I will use climbing equipment and sports equipment correctly. I will not climb on trees, fences, etc. I will report to the office if I arrive late (after 9.10am) or leave early (before

3.10pm). I will not leave the school grounds or classroom without permission. I will respect the safety of myself and others when travelling to and from school

a) obeying road rules b) wearing appropriate safety equipment (e.g. helmets)c) riding on the bus correctly.

I will not play in areas that are out of bounds (hat rooms and classrooms). I will not bring any weapons into my school or on school activities (e.g. knives

or pen knives)


I will not use a mobile phone during school hours or on a school excursion,

without the permission of a staff member.

Be Respectful I will use build ups … by saying nice things I will behave appropriately in all school activities without exception. I will behave appropriately with all visiting teachers, parents and on excursions. I will wear the school uniform neatly and correctly. I will remove my hat when I am indoors. I will treat others (including visitors and helpers) with respect and courtesy. I will behave in a proper manner when travelling to and from school. I will not throw anything over fences. I will keep my hands, feet and objects to myself. I will not bully or act aggressively towards others, either physically or verbally.

Aggressive behavior and violence is never acceptable – we sort out problems peacefully.

I will care for and respect school property and the property of others, at all times.

I will challenge racist behaviour whenever it occurs and let a teacher know. I will show respect for our environment and behave positively towards it by

using its resources responsibly.

Be a learner

I will be in class on time and prepared to learn. I will not waste class time or disrupt the learning of others I will accept responsibility for my behaviour (including consequences eg loss of

privileges). I will behave appropriately in all school activities without exception. I will line up at the correct place on time

Each classroom will have on display A set of school rules, classroom rules (if applicable) and our BBPS Values

Statements A Restorative Practice Poster (Restorative Questions) Consequences that result when students choose not to follow the rules.

At the beginning of each year, each teacher will generate a set of class rules. These rules are to be developed collaboratively with the students and explained to the class so that all students have a clear understanding of expectations.BBPS Values Statements will be reintroduced and supporting lessons will be taught.


Playground Rules

Always walk on the asphalt. No hat, no play. Always walk bikes in the school grounds and across the crossing. Classrooms are out of bounds before school, at recess and at lunch. Small, inexpensive, non-electronic toys only- no responsibility

taken by school. Consistently follow school rules.

Before SchoolPlayground supervision begins at 8.40am. Children who arrive prior to 8.40am are to remain seated on the silver seats between the canteen and the administration building. All students who arrive late need to report to the office for a late arrival slip. Students cannot sign themselves in, they must be signed in by a parent /carer.School bags are placed neatly outside classrooms in a designated area before school. Students who have permission to place their bags in the bag room do so and then leave the room.Handball is the only ball game permitted in the K-2 and 3-6 playgrounds in the morning. Tennis balls only.Before school music (3 min) is sounded prior to classes commencing to give children time to line up or assemble (this is not a time to go to the toilets). At 9.10 am 3-6 students line up outside their classrooms or in a designated area. K-2 students line up under the K-2 COLA.

Recess 11:10 – 11:40There primary playground areas are – the oval, 3-4 asphalt, 5-6 asphalt and the synthetic grass.

The use of the oval at recess is rostered between Stage 2 and 3 students each day. If the oval is closed only the asphalt and the synthetic grass is used as a 3-6 play area.

There are 2 separate infants playground areas – Adventure Playground (Kindergarten only) and the K-2 COLA area (Years 1 and 2 only)

Handball is the only ball game permitted in the K-2 and 3-6 asphalt playground at recess. Students are not to be in classrooms without a supervising teacher at any time.At the end of recess a bell is sounded to let the children know that it is time to line up or assemble (this is not a time to go to the toilets). 3-6 students line up in an area designated by the class teacher.At 11.45am, K-2 assemble under the K-2 Cola for brief messages and forward off in lines to their classrooms.

Lunch (1.00pm-1.45pm)


Teachers supervise children when they eat their lunch (1.00pm) Students in Years 3-6 eat their lunch inside their classroom. If they choose to eat outside, they are to be seated (on seats) and supervised.First half lunch (1.05-1.25) 3-6 children line up at the compass before going to the canteen (from 1.05pm). The K-2 teacher on Cola duty monitors canteen lines. The 3-6 teacher on Asphalt duty keeps a line of sight as students move to the canteen.There are separate primary playground areas for 1st half and 2nd half lunch – oval, 3-4 asphalt, 5-6 asphalt and the synthetic grass. The use of the oval at lunch is rostered between Stage 2 and 3 students each day. Students are not to go onto the oval until the teacher on duty gives them permission to do so.If the oval is closed, the asphalt and synthetic grass are used as a 3-6 play area.

The asphalt outside the library and Year 3 and 4 classrooms is used by Year 3 & 4; the Hall COLA and the handball courts at bottom of the steps are used by Year 6 and the asphalt under the covered walkway outside the Year 5 block is used by Year 5.The 1.45pm bell signals the end of lunch and time for students to line up (this is not a time to go to the toilets).

Out of Bounds Areas (for 3-6 students – morning, recess and lunch)All classrooms and hat roomsAll verandahs (including P Block (lower ground floor)K-2 toilets and wash shed.All garden areas and water tanks.The thoroughfare/steps between A and B Blocks and the area at the back of C Block (Year 5)The synthetic grass outside BAC The area at the back of the hall (kitchenette)CarparksThe area at the back of the cricket netsThe bike rack areaThe library ramp and stepsThe hall rampAll railingsThe area at the front of the schoolStairs and stepsInside the canteen

Out of Bounds Areas (for K-2 students – morning, recess and lunch)All classrooms and hat roomsKinder playground (in the morning)All verandahs (including P Block (lower ground floor)3-6 toiletsAll garden areas and water tanks.The corridors between demountablesUnderneath demountablesThe bike rack area


The area behind J and L Block (Kindergarten) classrooms The area at the front of the schoolStairs and stepsInside the canteenK-2 wash sheds and toilets are not play areas.

Injured Children

All teachers on duty are expected to carry a first aid bag. These contain band-aids and other items that can be used to address slight scrapes.

Injured children who are able to move without further injury should be sent with another child to the office for first aid attention.

In the event of a serious injury, staff need to remain with the child and send for an Executive staff member. Mrs Roach & Mr Fisher are trained in first aid.

Playground Supervision All staff on playground duty are to wear a high visibility vest. Be vigilant, mobile, visible and pro-active whilst on duty. A gentle word of

prevention or re-direction is far more effective than problem solving after the event.

Ensure regular visits to ‘high potential problem areas’. i.e. between buildings and near toilets etc.

The duty teacher will advise children to clean up before leaving an area. Teachers on duty must notify Executive staff and classroom teacher of

inappropriate behaviour that causes or threatens harm.

Behaviour Code for Travelling To and From School, Excursions and Other School OutingsFor any school excursion each student at Burraneer Bay Public School who wishes to attend must have returned a signed permission note from either parent or guardian. Verbal confirmation is subject to Principal approval. * Students are to respect others rights on public transport and venues outside the school by walking in an orderly fashion, leaving areas clean, behaving sensibly in public and always using appropriate and polite language.* School uniform (including a school hat) is to be worn on excursions unless otherwise specified by the teachers involved. Sport uniform (including a school hat) is to be worn to all designated sports events. Jewellery should not be worn to school or in PSSA competition sport for safety reasons.* Best behaviour is essential at all times by Burraneer Bay students when travelling in the wider community so a good impression can be gained by the public about our school and its’ students.


* Students are to take pride in being a representative of our school and always give their best in the wider community.

Players Code of Conduct (Primary Schools Sports Association)

Students who represent the school as part of a PSSA team sign an agreement to comply with the following code of behaviour:

Play for the fun of it. Work equally hard for yourself and your team. Encourage your fellow team members and be a good sport. Co-operate at all times with your coach, team mates and opponents. Compete by the rules and always abide by referees/umpires or touch judge

decisions. Control your temper and behaviour at all times Do not criticize anyone either by word or gesture. Whilst on the sidelines do not touch any sporting equipment. Sit and support

your participating school mates. Be modest in success and generous in defeat (i.e. don’t show off when

successful or be a bad sport when defeated).


STRATEGIES AND PRACTICES TO PROMOTE POSITIVE STUDENT BEHAVIOUR, INCLUDING SPECIFIC STRATEGIES TO MAINTAIN A CLIMATE OF RESPECT

Behaviours We ValueThe followings are behaviours we value. Please ensure these are promoted in every classroom and in all office areas• Always use someone’s name if you know it.• Always ‘greet’ someone when you first see them before entering into a conversation.• Always use ‘please’ and ‘thank you’.• Say ‘Excuse me” when you need to interrupt others then wait until you are asked to speak.• Speak quietly (We share voice space); there is no need to shout.• Stop and listen when someone speaks to you.• Always remember that older people have right of way on paths, in doorways etc. It is polite to stand aside in doorways etc to allow adults to go first and keep to the left on footpaths.• Always take pride in your school e.g. pick up papers even if you didn’t drop them, replace books or equipment carefully and neatly.• Always take your hat off when you are in the classroom.• Remember that others might hear all your conversations. The type of language you are using or the way you are speaking may not be appropriate for others to hear.


We believe that good discipline and effective learning are the outcome of students believing that they are valuable and important members of their learning community.

The school will: Value the efforts and positive attitudes of all children. Encourage respectful relationships (white ribbon) between all members of the

school community. Highlight achievement and effort and recognise positive behaviours in a range of

forums including classroom, assemblies, newsletters, Presentation Day and teacher meetings.

Teach children self-evaluation strategies and encourage self evaluation at all times.

Provide forums for peer acknowledgement of appropriate efforts and attitudes. Inform parents of appropriate positive behaviours and achievements Provide a range of opportunities for students to demonstrate and develop

knowledge, skill and leadership. Maintain a Student Representative Council. Encourage staff attendance at relevant professional learning activities. Discuss where necessary with parents and caregivers their roles and

responsibilities in managing student behaviour. Encourage respect for teachers as professional educators Be sensitive to the particular needs and pressures experienced in the local

community.

Staff will: Apply the Quality Teaching Framework to best teaching practice. Provide adequate supervision. Consistently use the restorative questions to help resolve conflict Establish a student council. Model positive conflict resolution strategies. Listen to children’s concerns and respond to them. Be enthusiastic about learning. Expect responsible and respectful behaviour at all times. Explain the purpose of activities to children. Not engage in aggressive verbal and non-verbal language. When planning learning experiences staff will consider the following questions:

What do I want the students to learn? Why does the learning matter? What do I want the students to do or produce? How well do I expect them to do it?

Give simple directions.


Expect students to comply with and follow directions. Regularly notice and commend students for complying with rules and directions. Avoid the use of “put-downs”. Involve all members of the class by directing questions to the full range of

students. Encourage on-task learning behaviour by moving about the room and supervising

work. Refocus and redirect attention when students become inattentive and restless. Have a plan for managing behaviour concerns. Follow up any significant behaviour concerns. Lead by example and model consistent, caring and controlled behaviour.


STRATEGIES AND PRACTICES TO RECOGNISE AND REINFORCE STUDENT ACHIEVEMENT

Yrs K – 6 Individual Positive Reward System.Positive recognition, as part of the school merit system, is a valuable component of our Student Wellbeing and Good Discipline Policy. This system is cumulative and continues from Kindergarten to Year 6 as follows

K-6 Monitored by3 Stars on Chart 1 Star Card Class Teachers3 Star Cards 1 Bronze Award Class Teachers 3 Bronze Awards 1 Silver Award K-2 API / 3 – 6 DP3 Silver Awards Gold Award + Star Patch K-2 API / 3 – 6 DP3 Gold Awards 1 Principal’s Merit Award + BBPS Bar K-2 API / 3 – 6 DP

The major thrust of the Student Wellbeing and Good Discipline Policy is in the area of positive reinforcement for desirable and appropriate behaviours.Unacceptable behaviour may result in the loss of privileges (eg. loss of play, excursions, sport representation), time-out and suspension.

SCHOOL ASSEMBLIES Primary – Mondays 2.15 – 3.00 pm and K-2 –Wednesdays 2.15 pm – 3.00 pm.Provide for:

Student leadership responsibilities and privileges Presentation of Silver & Gold Awards and Certificates of Merit Presentation of Merit Awards Values Certificates and Book Awards Presentation of White Ribbon Awards – Fostering Positive Relationships Class/individual displays Opportunities to give information; Update and reinforce coming events. Verbal praise;

CLASSROOMSProvide for:

Material rewards (badges, star charts, award certificates); Special responsibilities and privileges; Leadership opportunities and recognition; House Point awards Displays of special work by all children; Displays of work to other classes, teachers, members of the school executive; and Reinforcement of class rules using the above praise/reward activities.


PENNANTSProvide:

The opportunity to acknowledge outstanding achievement across a variety of areas;K-6 awards one pennant per term per class for the first three terms.Additional pennants are given for Computer, Library, Reading Support and Music.

VALUES CERTIFICATESProvide:

The opportunity to acknowledge demonstration of our 6 school values- Integrity, Respect, Responsibility, Fairness, Friendliness and Personal Best.K-6 award one Values certificate per term per class for each of the four terms.Additional values awards are for Library, Reading Support, Computer and Music.

WHOLE SCHOOL ASSEMBLIES (K-6)Provide:

Recognition of the achievement of K-6 children – Gold Awards and Bars; Pennant Award winners; Values Award winners; Displays by the band, choir and dance troupes; Recognition of Regional Representatives in Band, Sport and Dance (if applicable); Public Speaking opportunities; Presentation to individual pupils and staff; Performances of individual and group items before a large, live audience.

PRESENTATION DAYS K-2 and 3 - 6Provide:

Recognition of Achievement – Excellence, Consistency & Improvement Recognition of Achievement in Creative Arts, Sports and Technology. Performances of individual and group items before a large live audience. Announcement of student leaders - School Captains , Vice Captains and Prefects for the

following year.


STRATEGIES AND PRACTICES TO MANAGE INAPPROPRIATE STUDENT BEHAVIOUR

Students are able to modify their behaviour, especially if they understand the link between their behaviour and the school rules and/or Fair Discipline Code.

In the ClassroomRestorative QuestionsThe use of restorative questions is important to help students think about their choices and to kelp them to focus on the effect of their behaviour on others. It encourages them to own their own behaviour and helps them to accept the consequences of their actions.

ConsequencesIt is important staff refer to the term ‘consequences’ when referring to inappropriate behaviour. Children should understand that it applies to the effect their inappropriate behaviour has on others and also what punishment might occur as a result of their inappropriate choices. Consequences may be the removal of privileges, removal from particular activities and time out.

In managing unacceptable classroom behaviour the teacher follows these steps:

Redirects the student

Reminds the student that their behaviour is affecting other students’ ability to learn or be safe.

Name written on board twice and private chat with teacher

Sends student to buddy class for ten minutes. Students take a ‘T’ card (Thinking Time 10 minutes)

Referral to Grade Supervisor

Referral to Deputy Principal


On the Playground

Restorative QuestionsThe use of restorative questions is important to help students think about their choices and to help them to focus on the effect their behaviour has on others. It encourages them to own their own behaviour and helps them accept the consequences of their actions.

ConsequencesIt is important staff refer to the term ‘consequences’ when referring to inappropriate behaviour. Children should understand that it applies to the effect their inappropriate behaviour has on others and also what punishment might occur as a result of their inappropriate behaviour. Consequences may be removal of privileges, loss of play, removal from particular activities and time out.

In managing unacceptable playground behaviour the teacher follows these steps:

Redirect the student

Remind the student that their behaviour is affecting other students’ ability to play or be safe.

Private chat and walk with / shadow the teacher.

Removal from the playground to designated areas – Time Out

Referral to Deputy Principal


STRATEGIES WHEN DEALING WITH CONTINUOUS OR SEVERE BEHAVIOUR EG. RACISM, VIOLENCE, PHYSICAL/VERBAL AGGRESSION, SEVERE HARASSMENT, POSSESSION OF WEAPONS, STEALING, DAMAGE TO PROPERTY

1. Immediate removal from playground – sent to Deputy Principal. Documented in Sentral (Wellbeing).

2. Parents notified by telephone when time permits and invited to discuss issue with Principal / Deputy Principal

3. Students may be withdrawn from the classroom program and playground. They will be sent to the Deputy Principal. They will reflect on their behaviour and will be encouraged to acknowledge and accept responsibility for their choices. They will be asked to accept responsibility for changing their behaviour to meet the school’s expectations. The Principal or Deputy Principal will meet with the family to discuss what consequences might be appropriate to bring a change in behaviour. This may involve removal of privileges or the student may be removed from particular activities eg overnight excursions, PSSA Sport. It will be at the discretion of the Principal and in consultation with the family. The student may be required, if appropriate, to pay the costs associated with damage caused to property or to repair the damage caused.

4. To assist students we will consult with Learning Support Team and relevant support agencies such as the School Counsellor, Police Youth Liaison Officer, Student Services and Support Teacher Behaviour.

5. If there is no successful resolution and the inappropriate behavior continues, Suspension procedures will begin.

In some circumstances the principal may determine that a student should be suspended immediately. This will usually be due to reasons such as the safety of students or staff because of violence, threats of violence, and the presence of weapons or illegal drugs.

Refer to ‘Procedures for the Suspension and Expulsion of School Students’.


APPENDIX ARestorative Practice

Restorative Practice uses an explicit framework designed to re-establish significant relationships following incidents related to inappropriate behaviour. It seeks to ensure that the consequences for inappropriate choices have relevance and meaning within the school community context, fostering individual responsibility and helping develop empathy.

The Restorative Framework uses two sets of questions that focus on fair process:

Set1When there is challenging behaviour and things go wrong, the following questions consistently achieve ‘fair process’:

• What happened?• What were you thinking at the time?• What have you thought about since?• Who has been affected by what you did? (For young children – “Who has been

hurt by what you did?”)• In what way?• What do you think you need to do to make things right?

Set 2These questions assist those harmed by other’s actions

• What did you think when you realised what had happened?• What impact has this incident had on you and others? (For young children –

“How have you or others been hurt by what happened?”)• What has been the hardest thing for you?• What do you think needs to happen to make things right?

Restorative Practice: uses an explicit framework designed to re-establish significant relationships

following behavioural incidents seeks to ensure that the consequences for misbehaviour have relevance

and meaning within the school community context fosters individual responsibility and helps develop empathy

The success of this framework depends on the ability of teachers, students and parents to engage with one another in restorative ways. Staff and students have been trained in Restorative Practices and parents have attended workshops.


The Restorative Practice Framework seeks to build positive behaviour and stronger relationships.

APPENDIX B

Guidelines for Use of Time-out

Time-out may be used to help students regulate and/or control their behaviour choices. It is used as a proactive strategy to support self-calming and to provide an opportunity for students to reflect on the impact of their behaviour choices on others and to give them time to think about how they could respond restoratively.

It is to be used when a student is behaving inappropriately and a temporary separation from that particular environment may assist in supporting the student to demonstrate appropriate behaviour.

.

It is recognised that some children are on individual programs and the classroom discipline code will be modified to suit their individual needs.


Learning and Support

Burraneer Bay Public School is committed to providing personalised and differentiated learning and support for all students with identified learning needs to give each student the opportunity to succeed. Adjustments to the learning environment are made and documented as required. These students are identified by staff and provided with additional support through the Learning and Support Team (LaST). Parents are consulted and are given the opportunity to contribute to the planning to support their child’s individual learning.

An Individualised Learning Plan (ILP) is a working document, designed by teachers in collaboration with stakeholders, which informs the planning, delivery and evaluation of an educational program. It is required to provide additional support or an alternative or modified program, environment or curriculum. Students requiring an ILP are selected by teachers and are updated each semester and signed by the parent/carer and classroom teacher.

All Aboriginal and Torres Strait Islanders have an individualised Personalised Learning Pathway (PLP) which is updated each semester and signed by the parent/carer and classroom teacher.

Students from English as an Additional Dialect (EALD) are assisted through class based and small group support,

Other services and resources Burraneer Bay Public School has for learning and support include:

School Counselling Service. School Chaplain Reading Recovery (RR) teacher. Learning and Support Teachers (LaST). Student Learning Support Officers (SLSO). Anti-Racism Contact Officer (ARCO). Anti-Discrimination Contact Officer (ADCO). Anti-Bullying Plan.


Students with identified health care needs are required to have an individualised Health Care Plan. The individual health care plan must address the needs of the student in the context of the school and the activities the student will be involved in. Planning must take into account the student’s full range of learning and support needs. This is developed in consultation with the parent, staff and student, where practicable, using information from the student’s doctor, provided by the parent.

Health Care Plans must be provided to the school by the parent/carer and updated at least annually.

Health care plans are required for students: diagnosed with asthma, type 1 diabetes, epilepsy or anaphylaxis. diagnosed as being at risk of an emergency. who require the administration of health care procedures.

Principals are required to: assist students who have health support needs at school. have systems in place to collect health information about

students at enrolment and on a regular basis. collect and record the immunisation status of students at enrolment. have systems in place to protect the health and safety of all

students when they are at school or involved in school activities.

where requested, assist with the administration of prescribed medication for a student when a medical practitioner has prescribed medication that must be administered during the school day.

provide temporary care when a student becomes unwell at school, which may include the provision of first aid (including emergency care).

report cases of vaccine preventable diseases, as listed on the student health website, to the local public health unit.

not use peanuts, tree nuts or any nut products in curriculum or extracurricular activities. This does not include food labelled as "may contain traces of nuts".


Learning and Support Team Referral Process Flowchart

Student not meeting social/academic/behavioural expectations

Classroom Teacher (CT) makes accommodations/ adjustments to class program to address needs

Presenting problems continue

Classroom teacher engages in collaborative problem solving with colleagues and supervisor. ILP developed in consultation with parent.

Presenting problem continues

Classroom Teacher refers to LaST. Support from specialist resources within the school. Classroom Teachers consults with parents/carers and completes

LST referral form. Completed form is signed by supervisor and to LST coordinator.

LaST discuss referral with CT and supervisor and determine appropriate support/action. CT implements strategies suggested by LaST.

Reviews to determine progress.

Documents

Burraneer Bay Public · Web viewBurraneer Bay Public School BURRANEER BAY PUBLIC SCHOOL STUDENT WELLBEING AND GOOD DISCIPLINE POLICY 2017 Policy updated: June 2017 Introduction The