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Bundaberg North State High School

Responsible Behaviour Plan for Students (2019) based on The Code of School Behaviour 1. Purpose Bundaberg North State High School is committed to providing a safe, respectful and responsible learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community. 2. Consultation and data review

Bundaberg North State High School developed this plan in collaboration with our school community. Consultation with parents, staff and students was undertaken through staff meetings, and P & C meetings. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents from 2017/18 also informed the development process.

The Plan was endorsed by the Principal and the President of the P&C and will be reviewed in 2019 as required in legislation. 3. Learning and behaviour statement

All areas of Bundaberg North State High School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of our academic education programs. Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Through our school plan, shared expectations for student behaviour are plain to everyone, assisting Bundaberg North State High School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process.

Our school community has identified the following school values to teach and promote our high standards of expected responsible behaviour:


Respect

Responsibility

Safety Our school expectations have been agreed upon and endorsed by the school community and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour. All members of school communities are to abide by The Code of School Behaviour in accordance with the following standards. All members of school communities are expected to:

conduct themselves in a lawful, ethical, safe and responsible manner that recognises and respects the rights of others.

Students are expected to:

participate actively in the school’s education program

take responsibility for their own behaviour and learning

demonstrate respect for themselves, other members of the school community and the school environment

behave in a manner that respects the rights of others, including the right to learn

cooperate with staff and others in authority. Parents are expected to:

show an active interest in their child’s schooling and progress

cooperate with the school to achieve the best outcomes for their child

support school staff in maintaining a safe and respectful learning environment for all students

initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, wellbeing and behaviour

contribute positively to behaviour support plans that concern their child. Schools are expected to:

provide safe and supportive learning environments

provide inclusive and engaging curriculum and teaching

initiate and maintain constructive communication and relationships with students and parents

promote the skills of responsible self-management. Principals are expected to:

play a strong leadership role in implementing and communicating The Code in the school community

ensure consistency and fairness in implementing the school’s Responsible Behaviour Plan for Students

communicate high expectations for individual achievement and behaviour

review and monitor the effectiveness of school practices and their impact on student learning

support staff in ensuring compliance with the school’s The Code and facilitate professional development to improve the skills of staff to promote responsible behaviour.

http://behaviour.education.qld.gov.au/SiteCollectionDocuments/disciplinary-decisions/code-school-behaviour-a3.pdf



4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour Universal Behaviour Support

The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Bundaberg North State High School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent problem behaviour and provides a framework for responding to unacceptable behaviour.

A set of behavioural expectations in specific settings has been attached to each of our three school values. The Bundaberg North State High School matrix below outlines our agreed rules and specific behavioural expectations in all school settings.

RESPECT RESPONSIBILTY SAFETY

ALL SETTINGS

Follow staff instructions

Speak politely and respectfully to others

Respect the personal space and privacy of others

‘Hands off’ others including equipment and

belongings

Respect the school environment by keeping it

clean and tidy

Use mobile phones and other forms of electronic

equipment courteously and appropriately

Behave in a manner that upholds and promotes the

good reputation of the school

Wear your uniform correctly and with pride

Be honest and take responsibility for your words and

actions

Use technology appropriately

Be in the right place at the right time

Actively listen and engage in the task at hand

Maintain safe and non-threatening environment

Keep dangerous banned items out of the school

Follow school sign in and sign out process

Report accidents or safety concerns to staff

immediately

Resolve conflicts without physical or verbal aggression

using problem solving strategies

Technology should be used in a manner that does not

make others feel unsafe, threatened, ridiculed or

alienated.

CLASSROOM

Respect the right of others to learn & teachers to

teach

Hats must be off in class

Obtain teachers permission to leave the classroom

and return promptly

One Voice

Take responsibility for your learning

Allow others to participate without interruption

Be on time for all classes

Be prepared for all classes

No food or drink in the classroom (except for water)

All mobile phones are switched off

Wait quietly for teacher and then enter class in a

sensible way

Use all equipment correctly

Comply with Workplace Health and Safety regulations.

Use technology safely and responsibly

Store bags in port racks/ not in classrooms

NON

CLASSROOM Hal

l

Sit quietly and listen attentively

Applaud when appropriate


Turn off and put away any technology

Sit in RAS class in alphabetical order

Proceed to and from Hall in a safe and sensible manner

Bundaberg North State High School

Expectations Matrix


Tuck

-

sho

p Pay for all items you select

Use good manners and treat all tuckshop workers

with courtesy

Follow rules , signs, & directions

Only be in the tuckshop line if you are buying items

Line up in a sensible manner and politely wait your turn

Toile

ts Respect the privacy of others

Treat facilities with respect

Report smoking and vandalism immediately to the office Use toilets and wash basins appropriately

Practise good hygiene

Gro

un

ds

Eat food in designated areas

Put waste in bins provided

Use appropriate language

Demonstrate fair play & good sportsmanship

Share equipment and space

Report accidents

Wear correct shoes at all times

Store bikes /skateboards and scooters in the compound.

with a lock

Interact safely with others

Ball games played only on ovals

Use all equipment safely

Only play non- contact sport

Wal

kw

ay Keep hands, feet and other objects to yourself

Movement between classes should be disruption

free

When the bell rings, move quietly to class


Stay out of gardens and out of bound areas

Move safely throughout the school

OUTSIDE OF

SCHOOL

(including travel to

and from school)

Use good manners and appropriate language

Always wear correct school uniform

Interact politely with community members

Show respect for people and property

While wearing the school uniform, representing the

school or being identified as representing the

school, students are to conduct themselves in a

manner that positively reflects on Bundaberg North

State High School

Follow all staff instructions

Use all equipment correctly

Follow bus code of conduct

Follow traffic laws

Follow school sign in and sign out process

Return permission forms and payments by due date

Be a good role model for our school

These expectations are communicated to students via a number of strategies, including:

Behaviour lessons conducted by RAS (Relationships and Self) teachers;

Reinforcement of learning from behaviour lessons on school assemblies, year-level assemblies and during active supervision by staff in classroom and non-classroom activities.


Bundaberg North State High School implements the following proactive processes and strategies to support student behaviour:

Engaging Curriculum and Effective Teaching: Classroom teachers have a duty of care to monitor and promote standards of behaviour of students in their classes. Engaging curriculum, inclusive practices and effective teaching are the starting point of our behaviour support strategies. These are achieved through the implementation of the whole school Teaching and Learning Framework ASOT (Art and Science of Teaching). Classroom teachers are supported in these endeavours through;

Implementation of the ‘Art and Science of Teaching’ framework. Participation in ‘Professional Learning Communities’ (PLC) supporting the

development of a consistent teaching and learning framework. Responsible Behaviour Plan staff induction. Ongoing professional development through PLC’s. Support provided by the junior and senior school behaviour support teams

consisting of year-level coordinators, junior and senior school heads of department and deputy principals.

Open and informed communication. Consistent application of an effective Responsible Behaviour Plan.

Student engagement framework: Utilising the Reboot and Essential Skills for Classroom Management (ESCM) models to actively teach students strategies for self-regulation

RAS Program: A care program (RAS – Relationships and Self) provides a developmental, multi-age program which focuses on building positive relationships and behaviours, team building, cooperation and leadership skills.

Chill out room for students with a disability; A supervised room within the Student Support area in G Block is provided to support students to regain self-regulation in a private environment assisted by staff.

Transition Program: Year 6 students from “feeder” schools are engaged in a comprehensive program enabling their seamless transition to high school life and alignment of feeder school behaviour expectations.

Orientation Program: All Year 7 students undergo a comprehensive induction program outlining acceptable positive behaviour.

Year-level Coordinators: Provide support by case-managing all students at this school. (Appendix One)

Support staff: A variety of support staff e.g.: School based youth health nurse, Chaplain, School-based Police Officer, Youth Support Coordinator, Community Education Counsellor and Guidance Officer provide assistance to students.

Active student participation: is promoted by offering a broad range of student options in academic, sporting, service and cultural activities. There is regular acknowledgement and recognition of participation.

Leadership Opportunities: Encouragement of student leadership through activities such as the Junior & Senior Student Council, Sport, the Peer Mediation and ‘Better Buddies’ program.

Development of specific policies to address: The use of Personal Technology Devices at School (Appendix Two) Procedures for Preventing and Responding to Incidents of Bullying (Appendix

Three)

Positive Reinforcement: Classroom teachers, administration and support staff reinforce positive behaviours through actions such as:

Acknowledgement of positive behaviours Appointment of school leaders Acknowledgement of achievement Rewards for positive behaviour and effort through the ‘Reach for the Sky’ Awards

Program.

Proactive Programs to support students such as ‘Peer Mediation’, ‘Better Buddies’ and the Student Engagement Program


Reinforcing expected school behaviour At Bundaberg North State High School, communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour. A formal recognition and monitoring system has been developed and is called ‘Reach for the Sky’. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards.

Responding to unacceptable behaviour Students come to school to learn and behaviour support represents an important opportunity for learning how to get along with others.

Re-directing low-level and infrequent problem behaviour When a student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to employ positive, supportive behaviour strategies to prompt students towards preferred behaviours.

Our preferred way of re-directing low-level problem behaviour is to ask them to think of how they might be able to act more safely, more respectfully or more responsibly. This encourages students to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified so as to align with the expectations of our school community.

Targeted behaviour support: Each year a small number of students at Bundaberg North State High School are identified through our data as needing targeted behavioural support. In most cases the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put the student’s learning and social success at risk if not addressed in a timely manner. Specific targeted behaviour support strategies include:

Cross Classing: (Appendix Four) This procedure aims to: Allow rapid removal of disruptive students from a class Cause minimum disruption to the learning environment Give cross-classed students time to reflect on their behaviour Allow negotiation for future, improved behaviour Facilitate continuing work by students during cross-class period

Junior and Senior School Behaviour Support Teams Students identified as requiring targeted support will be referred to the Junior and Senior School Behaviour Support Teams. Students are case-managed including referral to support staff or behaviour support consultants. Their progress and programs are reviewed regularly to ensure students are on track to achieve their behaviour improvement goals.

Alternative Programs: A number of alternative programs may be offered to individuals or groups of students who have displayed at-risk behaviours. These programs are developed in response to student needs and include in-school and community-based programs e.g. Impact, Headspace, Ignite, Flexi program, Rock and Water, Betterman, GURLS etc.

Intensive behaviour support: Bundaberg North State High School is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly complex and challenging behaviours need comprehensive systems of support.

The Student Services Team: The student services team works with other staff members to develop appropriate behaviour support strategies, monitor the impact of support for individual students through continuous data collection, makes adjustments as required for the student, and work with the Junior & Senior School Behaviour Support Teams to achieve continuity and consistency.

Alternative Off Campus Programs Case managers of these students work with alternative program providers to develop an appropriate off-campus pathway. Programs focus on students at risk of not completing senior or disengaging from


schooling. The programs focus predominantly on the development of numeracy, literacy, job readiness and life skills as well as providing students with work experience opportunities.

5. Consequences for unacceptable behaviour Bundaberg North State High School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. The behaviour module in One School is used to record all minor and major problem behaviours and the response to that behaviour.

Minor and major behaviours When responding to problem behaviour the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:

Minor problem behaviour is handled by staff members at the time it happens, and may or may not be referred to the appropriate Junior or Senior School team member.

Major problem behaviour is referred directly to the appropriate Junior or Senior School team member.

Minor behaviours are those that:

are minor breeches of the school responsible behaviour plan

do not seriously harm others or cause you to suspect that the student may be harmed

do not violate the rights of others in any other serious way

are not part of a pattern of problem behaviours

do not require involvement of specialist support staff or administration. Minor problem behaviours may result in the following consequences:

a minor consequence logically connected to the problem behaviour, such as complete removal from an activity or event for a specified period of time, cross classed, individual meeting with the student, apology, restitution or detention for work completion.

a re-direction procedure. The staff member takes the student aside and: 1. names the behaviour that student is displaying, 2. asks student to name expected school behaviour, 3. states and explains expected school behaviour if necessary 4. gives positive verbal acknowledgement for expected school behaviour.

Major behaviours are those that:

significantly violate the rights of others

put others / self at risk of harm

require the involvement of school administration.

Major behaviours result in an immediate referral to Junior or Senior School Behaviour Team because of their seriousness. When major problem behaviour occurs, staff members calmly state the major problem behaviour and remind the student of expected school behaviour and then escort the student to the school office. The staff member then completes a One School behaviour entry and referral as soon as it is possible to do so.

Major problem behaviours may result in the following consequences:

Whole School: Re-direction, removal to cross-class, alternate lunchtime activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence, Parent contact.

AND/OR

Targeted: Parent contact, Junior or Senior School Behaviour Team, suspension from school, referral to: guidance officer, school-based youth health nurse, chaplain, community education counsellor, youth support coordinator, school-based police officer and other external programs and agencies

Intensive: Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons or drugs can expect to be recommended for exclusion from school following an immediate period of suspension.


The following table outlines examples of minor and major problem behaviours and consequences:

LEVEL LACK OF ADHERENCE TO EXPECTATIONS STRATEGIES AND CONSEQUENCES

MINOR BEHAVIOUR Whole School (Classroom Teacher and Non-Teaching Staff)

Minor breaches / Isolated Incidences: Attendance (Refer to Appendix Five) - Late to class - Skipping class (first instance) - Leaving room without teacher instruction

Proactive -Classroom management i.e. seating plans, classroom expectations and ESCM strategies -Quality teaching program and delivery -Student Engagement processes for self-regulation -Encourage positive relationships -Rewarding good behaviour -Counselling -Undertakings and agreements -Maintain accurate records through staff database -Maintain accurate attendance records -Referral to support staff Reactive -Redirection to learning -Parent contact -Detention / litter duty -Time out / cross-class / renegotiation -Skipped class notification -Confiscation of banned items for placement in school office and return to adult or student at the end of the day. -Restorative practice

Language -Swearing -Rude Language Compliance -Disobedience -Failure to work -Non-submission of assessment -Disruption -Non-uniform Physical -Dangerous behaviour -Inappropriate contact

Bullying -Name calling -Annoying behaviour -Minor harassment Property -Littering Banned Items -Cigarette lighters -Aerosol or deodorant cans -Laser pointers -Nikko pens

-

MAJOR BEHAVIOUR Targeted (Junior or Senior school behaviour team)

Incidents of the above of a more serious or frequent and repeated nature. Plus:

Proactive -Counselling -Referral to Student Services -Undertakings and agreements -Support programs -Monitoring progress (Behaviour booklet) -Referral to Junior & Senior School Behaviour Team -Case management and support plan -Discipline Improvement plan Reactive -Reprimand -Parent contact -Detention / litter duty -Time out / cross-class -Rescinding of invitations to school functions e.g. excursions, senior formal. -Suspension -Confiscation and return or hand over to police -Restorative Practice

Attendance -Skipped class -Truancy -Non-attendance Physical / Language -Sexual, racial, other harassment and violence -Stealing -Verbal abuse Misuse of digital media -Breach of ICT Agreement Property -Vandalism -Stealing

Substance Abuse -Smoking Bullying -Intimidation -Cyber -Verbal -Digital -Written -Physical Banned items -Knives -Weapons e.g. slingshot -Repeat possession of minor banned items

MAJOR BEHAVIOUR Intensive (DP’s and Principal)

Incidents of the above of a very serious or frequent and repeated nature and other serious breaches of school policy. Plus Language -Major and repeated verbal abuse Physical -Major and repeated violent behaviour Substance abuse -Prohibited substances e.g. illegal drugs -Misuse of legal drugs etc. – alcohol etc. -Repeated smoking/vaping Teacher and student harassment / bullying -Cyber -Digital -Telephone -Written

Proactive -Counselling -Discipline Improvement plan -Case management and Support plan -Undertakings and agreements -Referral to student support services -Behaviour control / Plan Services -Individual Education Plan -Parent contact -Alternative program Reactive -Internal supervision -Referral to police -Restitution -Restorative Practice -Suspension -Exclusion -Cancellation of enrolment* (* denotes Student Disciplinary Absences. These will be used only after consideration has been given to all other responses or where the offence is of a very serious/dangerous, unlawful or criminal nature)


Prohibited Substances

Students found in possession of, using, selling or distributing prohibited substances such as illegal drugs, misuse of prescription medication, alcohol, aerosol cans etc., (or in the presence of students using prohibited substances) will be suspended and, in the most serious cases, recommended for exclusion. Any knowledge or reasonable suspicion linking a student with prohibited substances is dealt with by the Executive Leadership Team / Deputy Principal and/or Principal. Where reasonable grounds for suspicion exist, a student may be instructed to undergo a search in the presence of a member of administration and one other adult, or a police officer. Where drugs are found, the police will be called, the parents notified and suspension procedures put into place. Smoking – Smoking is banned on school grounds

Smoking is defined as;

Students with a tobacco cigarette, vape or a smoking odour

Being present with another person or persons who are smoking

Being in possession of tobacco products and items used to smoke tobacco products

Students witnessed by a teacher and/or other students to be smoking The first incidence of smoking will result in students completing detentions, being referred to the school-based youth health nurse, and having a Health Education Support Plan implemented. The second and subsequent incidences of smoking will result in suspension and a follow-up Health Education Support Plan.

Behaviour Support Procedure Relate problem behaviours to expected school behaviours When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students:

articulate the relevant expected school behaviour

explain how their behaviour differs from expected school behaviour,

describe the likely consequences if the problem behaviour continues; and

identify what they will do to change their behaviour in line with expected school behaviour. Should problem behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their problem behaviour. Ensuring consistent responses to problem behaviour At Bundaberg North State High School, staff members authorised to issue consequences for problem behaviour are provided with appropriate professional development and/or training. Through training activities, we work to ensure consistent responses to problem behaviour across the school. Students also receive training about how to respond when other students display problem behaviour, and the courteous way to respond when a staff member re-directs their behaviour or consequences are applied for problem behaviour. 6. Emergency or critical incident responses It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to keep students and staff safe. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action.

Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy.


Basic defusing strategies Avoid escalating the problem behaviour

Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.

Maintain calmness, respect and detachment

Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

Approach the student in a non-threatening manner

Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.

Follow through

If the student starts displaying the appropriate behaviour, briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour.

Debrief

Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.

Physical Intervention Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:

physically assaulting another student or staff member

posing an immediate danger to him/herself or to others. At Bundaberg North State High School some staff have been trained in non-violent crisis intervention and appropriate physical intervention may be used to ensure that our duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student, removing potentially dangerous objects and, in extreme situations, using more forceful restraint by trained staff. It is important that all staff understand:

physical intervention cannot be used as a form of punishment

physical intervention must not be used when a less intrusive response can effectively resolve the situation

the underlying function of the behaviour. Physical intervention is not to be used as a response to:

property destruction

school disruption

refusal to comply

verbal threats

leaving a classroom or the school, unless student safety is clearly threatened.


Any physical intervention made must:

be reasonable and in proportion to the circumstances of the incident

always be the minimum force needed to achieve the desired result

take into account the age, stature, disability, understanding and gender of the student.

Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:

One School behaviour incident report

Health and Safety incident report

Debriefing report (for student and staff) (Appendix Six). 7. Network of student support

Students at Bundaberg North State High School are supported through positive reinforcement and a system of universal, targeted and intensive behaviour supports by a network of student support.

Bundaberg North State High School is also able to access support to students through the following external networks. These government and community agencies work closely with the parents/caregivers, teacher/s and the support personnel from within the school.

STUDENT

Jnr and Snr School Heads of Department

(HOD) Year Level

Co-ordinators

Parents

Support Services

Classroom Teachers

Office Staff

Flexi/Ignite

Senior Leadership Team

Behaviour Support

Consultants

Youth Support

Coordinator Community Education

Counsellor, Girls Academy & Indigenous Support Teacher

Aides

Guidance Officer

School Nurse

Chaplain

STUDENT

Department of Education

Centrelink

Private Psychologists & Doctors

Department of Communities

Community Support Agencies

Tom Quinn Centre (Salvation Army)

Pearson Adolescent Centre

Neighbourhood Centre (Lifeline)

Burnett Youth Learning Centre

Department of Child Safety

Police

Child Protection Unit (CPU)

Guidance Officer Kids in Care

Child & Youth Mental Health Flexi/Ignite


8. Consideration of individual circumstances To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times. Bundaberg North State High School considers the individual circumstances of students when applying support and consequences by:

promoting an environment which is responsive to the diverse needs of its students

establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent

recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state

recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate time o work and learn in a safe environment regardless of their age, gender, disability,

cultural background or socio-economic situation, and o receive adjustments appropriate to their learning and/or impairment needs,

9. Related legislation

Commonwealth Disability Discrimination Act 1992

Commonwealth Disability Standards for Education 2005

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Criminal Code Act 1899

Anti-Discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Judicial Review Act 1991

Work Health and Safety Act 2011

Work Health and Safety Regulation 2011

Right to Information Act 2009

Information Privacy (IP) Act 2009

10. Related policies Safe, Supportive and Disciplined School Environment

Inclusive Education

Enrolment in State Primary, Secondary and Special Schools

Student Dress Code

Student Protection

Hostile People on School Premises, Wilful Disturbance and Trespass

Temporary Removal of Student Property by School Staff

Use of ICT systems

Use of mobile devices

11. Some related resources Bullying. No Way!

Schoolwide Positive Behaviour Support

Code of Conduct for School Students Travelling on Buses

The Code of School Behaviour

Endorsement

Principal P&C President Chair, School Council Effective Date: 29/01/2019

http://ppr.det.qld.gov.au/education/learning/Procedure%20Attachments/Safe,%20Supportive%20and%20Disciplined%20School%20Environment/safe-supportive-disciplined-school-environment.pdf

http://ppr.det.qld.gov.au/pif/policies/Documents/Inclusive-education-policy.pdf

http://ppr.det.qld.gov.au/education/management/Procedure%20Attachments/Enrolment%20in%20State%20Primary,%20Secondary%20and%20Special%20Schools/enrolment-in-state-primary-secondary-special-schools.pdf

http://ppr.det.qld.gov.au/education/management/Procedure%20Attachments/Student%20Dress%20Code/student-dress-code.pdf

http://ppr.det.qld.gov.au/education/management/Procedure%20Attachments/Student%20Dress%20Code/student-dress-code.pdf

http://ppr.det.qld.gov.au/education/community/Procedure%20Attachments/Student%20Protection/student-protection.pdf

http://ppr.det.qld.gov.au/education/community/Procedure%20Attachments/Student%20Protection/student-protection.pdf

http://ppr.det.qld.gov.au/corp/governance/Pages/Hostile-People-on-School-Premises,-Wilful-Disturbance-and-Trespass.aspx

http://ppr.det.qld.gov.au/corp/governance/Pages/Hostile-People-on-School-Premises,-Wilful-Disturbance-and-Trespass.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Temporary-Removal-of-Student-Property-by-School-Staff.aspx

http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/use-of-ict-systems/use-of-ict-systems.pdf

http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/use-of-mobile-devices/use-of-mobile-devices.pdf

http://www.bullyingnoway.com.au/

http://behaviour.education.qld.gov.au/positive-behaviour/whole-school/Pages/how.aspx

https://translink.com.au/sites/default/files/assets/resources/travel-with-us/school-travel/code-of-conduct-for-students-travelling-on-buses.pdf



Appendix One

MA

BB

RO

MO

ND

UR

AN

TIR

RO

AN

WA

LL

A

SUBJECT AREA HOD’s – work with staff and students within their

subject areas to deal with curriculum related behaviour, e.g. non-

submission, late assessment, non-completion of homework, no IT

device etc..

Yr 8

Coordinator

Yr 9

Coordinator

Yr 11

Coordinator

Yr 10

Coordinator

Yr 12

Coordinator

HOD

Junior

School

HOD

Senior

School

DEPUTY

Junior

Secondary

DEPUTY

Senior

Secondary

PRINCIPAL

Yr 7

Coordinator


Appendix Two

The Use of Personal Technology Devices* at School

This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices. Mobile phones and electronic devices It is strongly recommended that students DO NOT bring mobile phones and other electronic devices (iPods etc.) to school other than their ‘bring your own computer’ device. These are not essential items required for a student’s educational success. Students can make urgent phone calls from the school office and the office is always prepared to locate students and deliver messages from parents should the need arise. If students choose to bring phones and other devices to school they do so at their own risk. The school will not accept responsibility for loss or damage to phones or other devices. While teachers may allow students to use smartphones for curriculum purposes, as a default rule, students must have their phones switched OFF and out of sight during class time and between classes; however, personal devices can be used before and after school and during morning tea and lunch breaks. If a student chooses not to meet this requirement, they will be required to leave the phone in the office. The phone will be returned to the student after school. On the third occasion that a student does not comply with this policy, the phone or device will be kept in the office and parents contacted to come and collect the phone. Repeated non-compliance will be dealt with through the Responsible Behaviour Plan for students. Recording voice and images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Bundaberg North State High School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc.) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony and is not permitted under any circumstances in this school. Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained. Students involved in:

recording school staff or students without permission from the principal or the principal’s delegate

disseminating material (through text messaging, display, internet uploading etc.)

knowingly being a subject of a recording breach this policy and may be subject to discipline (including suspension and recommendation for exclusion).


Students should note that the recording or dissemination of images that are considered child exploitation material (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to Queensland Police Service (QPS). Text communication The sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school. Assumption of cheating Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments. Special Circumstances Arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate with the Deputy Principal or Principal in line with the QCAA Access Arrangements and Reasonable Adjustments policy. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.


Appendix Three

Policy and procedures for preventing and responding to bullying

Purpose: Bundaberg North State High School is committed to providing a quality education for every student. At Bundaberg North State High School we have high expectations and aim to help our students achieve an OUTSTANDING future. We value:

RESPONSIBILITY and commitment to learning

RESPECT for self, others and surroundings

RIGHT to learn in a safe and supportive environment There is no place for bullying at Bundaberg North State High. Bullies and victims of bullies are at risk of poor health, behavioural, emotional and academic problems. Prevention measures and early intervention are the most likely to reduce long-term issues. Definition of Bullying: Bullying is a repeated pattern of harmful verbal, physical or social behaviour which involves the misuse of power. Cyberbullying is bullying through the internet or mobile devices.

(Queensland Government, 2017) In line with Bundaberg North State High School’s Responsible Behaviour Plan, bullying behaviour will not be tolerated. Bullying behaviours include, but are not limited to: taunting, mocking, taking or vandalising belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, offensive graffiti, gossiping, spreading rumours, making offensive comments, and excluding others. Bullying may be related to:

Disability

Gender

Race, religion or culture

Sexual orientation

Appearance At Bundaberg North State High School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore consider whether bullying behaviour is observed between students of equal or unequal power, and whether it occurs once or several times. Prevention: Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our schoolwide universal behaviour support practices will be maintained at all times. This will ensure that:

Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour

All students know the 3 school values of Respect, Safety and Responsibility and have been taught the expected behaviours attached to each value in all areas of the school

All students have been or are being taught the specific routines in the non-classroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms


All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the non-classroom areas of the school

A high level of quality active supervision is a permanent staff routine in the non-classroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the non-classroom areas.

Proactive School Approaches At Bundaberg North State High School the student body is informed of bullying through a number of whole school proactive strategies including:

“Better Buddies” activities and RAS lessons

RAS Program

Whole-school and year parades to address specific bullying issues

Guest speakers at school lessons/events to provide insight into bullying concerns and consequences

School-based Police Officer to address bullying concerns

Bullying and resilience programs implemented on a needs basis (for example - Rock and Water)

Student Services Support – Chaplain, Nurse, Guidance Officer, Youth Support Coordinator, Girls’ Academy, CEC.

Individual Year Level Coordinators, Junior and Senior Heads of Department, Junior and Senior Deputies

Responsible Behaviour Plan for students What Students Do When They Are Being Bullied? When students make a claim of being bullied, staff members will check if they have followed strategies to stop the bullying themselves. These strategies include:

1. Tell the bully to stop 2. Change your thinking – talk to an adult (such as the Chaplain) about staying positive and

building resilience 3. Avoid the bully if possible 4. If it is a case of cyber-bullying a record of the bullying (a screen shot) is to be taken and

then the bully blocked from further contact 5. If it is a case of bullying that has occurred via text messaging a record of the bullying (a

phone screen shot) is to be taken 6. Keep a record of any incidents (in school diary or journal) 7. If the bullying continues or you feel uncomfortable students are to report to the year-level

coordinator Resolution Process followed by teachers If the student has tried to stop the bullying/harassment but it has not worked, then the year-level coordinator will follow appropriate procedures, from the list below;

1. Victim counselled by teacher and a written statement taken 2. Bully/bullies are identified and interviewed and the allegation investigated 3. Bully writes a statement in response to the allegation 4. A satisfactory agreement is created between all parties through a mediation process 5. Parents will be notified during this process and school records will be kept 6. Work with the parents/family to offer combined support to all stakeholders 7. Consequences will be given for students who have been found to be taking part in any

bullying 8. More serious consequences will be put into place if bullying is an ongoing or of a serious

nature. Consequences may include referral to the School-based Police Officer and/or suspension.


Bundaberg North State High School uses behavioural data for decision-making. This data is entered into OneSchool on a daily basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process. The school will respond to any school related bullying incidences, when they are made aware of them. If bullying occurs outside of school it should be reported to the local police who have authority over these incidents.


Appendix Four

BUNDABERG NORTH STATE HIGH SCHOOL

CROSS CLASSING PROCEDURE

The overall aims of this practice are to:

- Allow for quick removal of a student from a classroom for repeated disruptive behaviour

- Cause minimum disruption to the learning environment

- Allow students “time out” in order to think of his/her behaviour and to make a commitment to improved behaviour

- Allow the student to negotiate future improved behaviour with his/her teacher

- Allow the student to work constructively on set work when cross classed

DISRUPTIVE BEHAVIOUR TEACHER INTERVENTION & WARNING

CC COMMENCED

INSTRUCTION TO STUDENT STUDENT/TEACHER NEGOTIATION

TEACHER/YLC CONTACT

Student misbehaves repeatedly – interrupting lesson, disturbing others, causing teacher to warn of consequences or repeatedly redirect

to learning.

Teacher uses a range of strategies that encourage student to control disruption.

Teacher provides verbal or visual indicators of impending consequences.

Note: The student must have repeatedly misbehaved and the teacher must have warned the student of consequences.

Student told that he/she is being crossed classed.

Teacher fills in small card for CC and retains large CC card (PINK).

STUDENT LEAVES

At end of lesson, the student returns with the small CC card and work completed. Teacher negotiates re-entry. Note: If the student has to leave before negotiation is

completed (e.g. to catch a bus), student and teacher set a time for negotiation before the next lesson. This should be written on the small CC card and given to the

student. If student returns for negotiation and teacher is unavailable, another staff member will record the time and date on the small card. At NEGOTIATION -

Teacher enters negotiation details in box on large CC record When the negotiation is satisfactorily completed, arrangements are made for the student to complete

any missed school work.

Teacher records details on One School by end of day, contacts home and refers to YLC. Teacher retains CC Record.

Teacher provides small CC Card & work to be completed to student. Teacher directs student to leave bag in original classroom and move

to the allocated CC room.


IF STUDENT DOES NOT NEGOTIATE

POSSIBLE INTERVENTION

YLC MONITORING BEHAVIOUR AFTER CC

AND

NEGOTIATION.

PARENTS NOTIFIED

and / or

HOD NEGOTIATES BEHAVIOUR WITH

PARENTS/STUDENT

Student’s behaviour is monitored by YLC over a

set period through the use of a Behaviour Booklet. YLC sees

student each day in RAS or agreed time. This practice is reviewed

weekly.

YLC contacts parents (giving

details and dates of misbehaviours and

cross classing).

YLC sees student during RAS. YLC organizes with student a

meeting time for student/YLC/teachers. (Parent

may also be involved.) Negotiation and pathways are

decided upon. Outcome is entered on CC Record and on

One School

YLC REFERS STUDENT TO JNR/SNR HOD.

HOD is advised if behaviour is not improved (submitting CC Records and Behaviour Booklet). Meeting with student/HOD/parent is conducted. Behaviour Plan is completed. YLC records on computer details of plan.

If student does not improve, YLC/HOD to contact D.P. for serious consequence.

NOTE: Students are cross classed for no longer than one period/part period at any one time. Teachers should be conscious of potential problems for the CC recipient if more than one student is cross classed. Teachers are to inform students that all details about cross classing and associated behaviours are entered on One School. For this process to be the most effective, it is vital that all staff record details of all behaviour management issues/dealings with students to ensure that a complete record is accessible at any time.

NOTE: When a student has been cross-classed, he/she must negotiate re-entry to class BEFORE THE NEXT LESSON. If this is not done, they are refused entry and are sent to YLC on duty in the Student Room

with a red CC card for not negotiating. The YLC on duty then completes the first processes.

YLC to discuss CC incident.

YLC will check if student has attempted to renegotiate and support the student to make better choices regarding re-negotiation.

YLC will contact parent asap, record contact and refer to relevant YLC to continue the intervention.

Student will be isolated in the Student Room for that lesson.

Student at end of lesson will be directed to speak with teacher and organise another re-entry negotiation

The student is warned that if they fail to re-negotiate, suspension from school may result.


Appendix Five

Attendance Improvement Policy

Bundaberg North State High School is committed to students achieving to their full potential and believe regular and consistent school attendance is critical for all students to achieve this. The school uses a combination of both proactive and reactive strategies to ensure regular and consistent school attendance by all students.


Imp

rov

ed

stu

de

nt

att

en

da

nc

e –

Pro

ac

tiv

e

Str

ate

gie

s

Areas Actions Clear and consistent

absence process

roles for each personnel

follow up

Clear consistent absence process published to staff with clearly identified roles for each person.

Documentation of contact and letters in One School

Text messages sent home daily for absent students

Letters for students who have an ongoing attendance problem including unexplained absences are sent to parents via mail once per month

Staff contacting home as soon as absence is identified.

Data collection

Day of week

Lesson time

Gender

Class/subject

Analysis of whole school data Discussion and feedback with staff at staff meetings Discussion with HOD’s re engaging curriculum in classrooms

Develop consistent communication regarding the importance of attendance

Letter to parents Teacher communication Parent Information sessions Student Led Conferences Newsletters etc. Use all forums to communicate the message

Develop positive school culture Promote link with great school attendance and Outstanding achievements

Identify that school has a positive, safe, supportive environment for students

Develop a supportive peer mentoring program

Staff greet students by first names on entry to classroom

Engagement processes employed to assist students to achieve a state of mind conducive to learning

Staff know their learners- connect with student’s home life and ensure they know as much as possible about their circumstances.

Develop engaging lunchtime activities to encourage students to be at school.

Promote positive attendance data via, Facebook, emails, website, newsletters, assemblies, notice boards, RAS groups

Develop positive home-school relationships

Develop positive, respectful relationships with students

Staff to utilise phone and email to contact parents

Discourage families form taking holidays in school time

Early intervention of chronic student absence

Working with primary schools to identify chronic absenteeism in the early years and commence work with families

Get feeder school parents to participate in activities on our school grounds such as; - Coffee morning, open day, meet the teacher, picnics,

grandparent’s day.

Reward system for 100%, 90% and most improved attendance

Reach for the Sky Awards- Publicise to students and staff the reward system- Excursion/ Camp/ meet with celebratory

Send congratulatory letters/ email/postcard home to students with 100% attendance


Imp

roved

Stu

de

nt

Att

en

da

nce (

Reacti

ve

str

ate

gie

s)

Absence Process Days Process Actions

LE

VE

L 1

Each RAS Lesson, the RAS teacher chases student absentees. Notes put in RAS rolls returned and returned to office

1-2 days

RAS teacher

talk to student encourage them to return a note for absences or get parent to call

First Monday of the month Letters are sent home for absences Attendance Officer

Print out List of Absences in RAS class order and put in folder First Monday of month

Attendance Officer

LE

VE

L 2

Each week Year level Coordinators, speak to students and phone home to explain absences.

3- 5 days

Year Level Coordinator

Phone home to ask for explanation for absence.

Put contact in One School

Forward explanation to Attendance Officer for entry into One School

Phone home – if explanation given put in ID attend

Yr Level coordinator

Contacts Attendance Officer to record in One School Yr Level coordinator

LE

VE

L 3

Each week HOD Junior/ Senior, Phone home and ask for explanations to absences

6-10 days

HOD Junior / Senior

Send Letter 1

Put explanation in ID attend


If no response within a week pass to DP

Send letter 1 home + letter of absences + flyer HOD Junior/ Senior

Put contact letter in One School HOD Junior/ Senior

If explanation given – put in ID attend HOD Junior/Senior

If no response within a week hand to DP Junior/Senior HOD Junior/ Senior

If parent requires support refer to Nurse/ GO/ Chaplain HOD Junior/ Senior

LE

VE

L 4

Each week DP Junior/Senior Phone home and ask for explanations

11 days or more

DP Junior / Senior

Phone home/ send Letter 2 or 3

Put explanation in ID attend


Phone parent to arrange a support meeting to discuss absence DP Junior/ Senior

Send letter 2 home + letter of absences + flyer DP Junior/ Senior

If explanation record in One School if not send next letter DP Junior/ Senior

No explanation within a week Send Letter 3 home +Flyer + Absence list

DP Junior/ Senior

Arrange a meeting time to discuss support options DP Junior/ Senior

If no improvement Final Letter 4 Sent home- record in One School DP Junior/ Senior

Gen

era

l

Attendance Officer Support Provides support to all of the above processes

Provides Weekly updates of Year level attendance rates Attendance Officer

Produces a daily absence report

Attendance Officer

Monitors roll marking completion and accuracy

Attendance Officer

Contact parent of students with unexplained absence Attendance Officer

Monitors for patterns of absence

Assist in problem-solving issues relating to attendance Attendance Officer


Appendix Six

Debriefing Report for Physical Restraint/Intervention Formal debriefing should be led by a staff member trained in the process who has not been involved in the event. The goals of debriefing are to:

Reverse or minimise the negative effects of physical intervention

Prevent the future use of physical intervention

Address organisational problems and make appropriate changes Notes on the discussion that occurs during the debriefing report are not required to be documented, however a note should be made that the debriefing has occurred for both staff and students involved (e.g. names, date, time and outcomes). Debriefing should provide information on:

Who was involved

What happened

Where it happened

Why it happened

What we learned The specific questions we want to answer through the debriefing process are:

FACTS: what do we know happened?

FEELINGS: how do you feel about the event that happened?

PLANNING: what can/should we do next? Questions for staff

What were the first signs?

What de-escalation techniques were used?

What worked and what did not?

What would you do differently next time?

How can physical intervention be avoided in this situation in the future?

What emotional impact does using physical intervention have on you?

What was your emotional state at the time of the escalation? Questions for student

What was it that you needed?

What upset you most?

What did we do that was helpful?

What did we do that got it that way?

What can we do better next time?

Is there anything that you would do differently?

Would you do something differently next time?

What could we have done to make the physical intervention less invasive? For students who have language or communication difficulties the debriefing process will need to modified to accommodate their specific receptive and expressive needs.


Appendix 6…cont.

Physical Restraint / Intervention Report

Initial Report Compiled by

Date and Time Report Completed

Signed

Details of Student

Name Class Teacher

Details of Staff involved in Incident

Name Role

Name Role

Name Role

Name Role

Reason for restraint

To cease the physical assault of another student or staff member

☐

To avert an immediate danger to him/herself or to others ☐

To avoid serious property damage ☐

Other

Details of Incident

Date Time Initial Location

Initial Staff involved

Restraint Location

Duration of Restraint

Student Removed to

De-Escalation Strategies used prior to Restraint

Distraction Change of face, place, activity

Offer choices

Cool down time, place

Offer to talk Reassurance

☐ ☐ ☐ ☐ ☐ ☐

Physical condition of Student before Restraint

Physical condition of Student after Restraint

Details of any Injury

Injury to Student

Yes ☐ No

☐

Incident Report Completed

Yes ☐ No ☐

Details of Injury

Injury to Staff Name:

Yes ☐ No ☐ Incident Report completed

Yes ☐ No ☐

Details of Injury

Details of Damage


Details of Trauma

Notifying Procedures – (Highlight)

Incident Reported to

Parents Students ARD Other

Parent / Carer contacted

Name Time and Date

Student/s: Post Incident Discussion / Debrief

Location Time and Date

Present

Details

Other Forms Completed – (Highlight)

OneSchool Student Protection Report

Incident Alert Other

Follow-up Report – to be completed by Form Recipient

Follow-up Call

Made by: Made to:

Post Investigation

Necessary ☐ Not

☐

Completed by: Recorded in:

Damage Repair

Necessary ☐ Not

☐

Organised by:

Entered on MYHR / WHS

Necessary ☐ Not

☐

Completed by:

Entered on OneSchool

Necessary ☐ Not

☐

Completed by:

As Contact Completed by: One Student Profile of

As single student incident:

Completed by: One Student Profile of

As multiple student incident:

Completed by: One Student Profile of

Other Forms completed

Debrief Report

☐

Physical restraint / Intervention record

☐

Individual Plan including Physical Restraint

☐

Signed:


Appendix Seven

Students with disability- Chill out room guidelines. Purpose: A place where all students can be safe and supported and be given time to process, de-stress, de-escalate and calm.

Procedure: The Chill-Out Room is offered as an alternative/ strategy to calm students.

Students may use self-admission/ self-referral or referral by staff.

Students who have time-out cards can use The Chill-Out Room as a Safe place.

Students are checked in (Time and Date listed in Record Book), monitored and supervised

by Support Staff, (10 minute intervals), counselled and de-briefed. Students who require

more support, requests can be actioned to other Support Staff – Guidance, Nurse,

Chaplain, Year Level Co-Ordinators.

Diversionary activities may be offered e.g. iPads, Magazines, Music, the lights may be

turned out at student request.

The door to the staff room usually remains open, however students may request that it be

closed for privacy.

Students may leave or check out as long as Support Staff are made aware and check-out

time is recorded in Record Book.

Parents will be informed that their child has accessed the Chill Out Room and this will be

written up as a contact in One School.

Overuse of the room will be monitored on a case-by-case basis with the needs of the

student and their circumstances taken into account. Consultation with the parent will inform

discussion in this area.

Appendix Eight

Time out card guidelines. At times, a student may need to access a Time out card to enable them to leave a class with permission and at their own discretion due to personal circumstances.

All Time out cards are issued by a Guidance Officer and are case managed by the Guidance

Officer. Cards are issued for a selected time frame as negotiated with the student.

On the reverse of the card there are strategies for the student to use when they are required

to use the time out card.

Staff will be notified if and when a student has been issued a time out card.

Circumstances when the student uses the time out card, is to be communicated to the

Guidance Officer so that it can be followed up.

Abuse of the time out card is to be reported to the Guidance Officer and a review will be

undertaken.