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Holy Family Catholic Primary School

Lindfield

Behaviour Management & Student Discipline Policy

Page 2 Behaviour Management & Student Discipline Policy 2010

BEHAVIOUR MANAGEMENT and STUDENT DISCPLINE POLICY

For HOLY FAMILY CATHOLIC PRIMARY SCHOOL

“All that happens in the Catholic School, the curriculum, the relationships, the priorities, the

aims and objectives, the pastoral care and discipline has the potential to speak of God’s life”

[The Distinctive Nature of a Catholic School]

PURPOSE

At Holy Family Catholic Primary School, we believe that all students, their families and staff have

the right to a safe and supportive learning environment. Therefore all staff, students and

families share a responsibility to teach, foster, promote and encourage positive behaviours from all

students. At Holy Family Catholic School we believe in adopting proactive strategies for defining,

teaching, and supporting appropriate student behaviours in order to develop social competence and

enhance learning.

“At Holy Family Catholic Primary School we foster strength and gentleness within our Christ centred community … where the human dignity of all people is valued and respected.”

Extract from Holy Family Vision Statement

POLICY FRAMEWORK

Flowing from the Christian vision expressed in the Diocesan Pastoral Care Policy, schools are called

to establish relationships which are grounded in love, compassion, reconciliation and justice.

Our school Behaviour Management and Student Discipline Policy takes into account the Diocesan

Pastoral Care Policy and the Behaviour Management Student Discipline Policy for Diocesan

Systemic Schools in that our approach to discipline has its basis in our pastoral care for each

other – students, staff and parents.

We believe that Pastoral Care:

has the life of Jesus Christ as its focus;

is concerned with the dignity and integral growth of the individual;

is a responsibility entrusted to all members of the faith community;

is a force for healing, reconciliation and liberation, and

is an expression of, and commitment to, justice.

(Extract from Diocesan Pastoral Care Policy) DEFINITIONS

Behaviour is defined as anything we say or do.

Appropriate Behaviour is any behaviour that contributes to the positive learning environment.

Challenging Behaviour is behaviour that significantly challenges the day to day functioning of

schools. The behaviour impacts on learning and interrupts students’ and staff capacity to

function in a safe and orderly environment.

At Risk Behaviour is any behaviour that could cause possible harm or injury to self or other.

This includes physical, emotional or psychological harm.

Holy Family Catholic Primary School has adopted a whole school approach to bring about positive

behaviour; Positive Behaviour for Learning [PBL]. This approach has a strong emphasis on teaching

appropriate behaviours and providing systems of support to bring about these positive behaviours.


“Student Discipline practices are based on restorative principles and are respectful of the dignity, rights and fundamental freedom of individual students, and at the same time are focused on the effective running of the school for the benefit of all.”

Diocesan School Student Discipline Policy

Corporal punishment by any school person or non-school person is not permitted.

POLICY CONTENT

SCHOOL RULES AND BEHAVIOURAL EXPECTATIONS

Our Holy Family Catholic School Rules and Behavioural Expectations outline appropriate student

behaviours that contribute to the functioning of our school as a safe and supportive learning

environment. Students at Holy Family Catholic School will be taught, encouraged and supported to

demonstrate these expected behaviours.

At Holy Family Catholic School, we are Respectful, Responsible, Learners

Respectful Responsible Learners

Be a good listener

Use kind words and actions

Be inclusive

Care for our appearance

Care for all property

Make good choices

Be in the right place at the

right time

Care for others

Care for the environment

Be prepared

Learn and let others learn

Always do your best

See appendix A – for full matrix of behavioural expectations [complete matrix with non – classroom and specific settings to be developed throughout 2009 – 2010]

PROCEDURES FOR TEACHING AND COMMUNICATING SCHOOL RULES AND

BEHAVIOURAL EXPECTATIONS

Holy Family Catholic Primary School community is committed to:

Teach, Practise, Apply, and Acknowledge appropriate behaviours

The Holy Family Positive Behaviour for Learning (PBL) Team will coordinate the process involved

and support staff in teaching, practicing, applying and acknowledging appropriate behaviours. Team

members will take on specific roles in the process to support staff and school community. All

staff will actively support all systems and processes in order to bring about appropriate student

behaviours.

Specific procedures and processes for teaching and practising Behavioural Expectations are outlined in Appendices B and C.

SECONDARY PREVENTION Specialised Group

systems for students with At-

risk behaviour

TERTIARY PREVENTION

Specialised individualised systems for Students with

High – Risk Behaviour

Important to have Whole School

Approach

PRIMARY PREVENTION

School wide systems for all

students, staff

and settings.


PROCEDURES FOR ENCOURAGING POSITIVE BEHAVIOUR

Holy Family Catholic Primary School community is committed to acknowledging students in order to

encourage the behavioural expectations and school rules. We endeavour to acknowledge students

through a variety of means.

Acknowledging Appropriate Behaviours

Each class teacher develops their own systems of acknowledgement and reinforcement within

their class including:

• Body language strategies – smile, gestures, nod, thumbs up, proximity etc

• Verbal acknowledgment – recognition of how behaviours effect other, single word

utterances, praise, descriptive encouraging etc

• Extrinsic rewards

• Positive comments in student workbooks

• Being chosen for responsibilities and leadership

• Class visits sharing of work / achievements

All staff members make use of the

• Colour House point system where points are awarded to students for positive behaviour.

The points are accumulated and the team with the most points at the end of the week is

recognised with “Colour House Trophy”.

Assembly awards –

• Merit awards class teachers present at least one merit award for academic achievement

and learning [Friday assemblies, once a fortnight, Terms 1-3, K-6]

• PBL awards class teachers, librarian, music teacher, learning support, admin and PE

teacher – to present at least one merit award to students demonstrating behavioural

expectations [Monday morning Assemblies]

Principal Award “strength and gentleness” given out weekly at Monday morning assemblies for

student/s nominated by staff linked to Respectful, Responsible, Learners. Nominating teacher

writes a descriptive paragraph around the qualities this child presents in their day to day

involvement at school.

PROCESSES FOR DISCOURAGING INAPPROPRIATE BEHAVIOURS

Holy Family Behaviour Management Policy and practices are based on restorative principles and are

respectful of the dignity, rights and fundamental freedom of individual students, and at the same

time are focused on the effective running of the school for the benefit of all.

Staff are encouraged to remember the dignity of the student and therefore avoid any practices

that single out students for inappropriate behaviour. When discouraging or correcting students

behaviours, staff are encouraged to use the least intrusive methods as possible.

Inappropriate behaviours

Inappropriate Behaviour is behaviour that challenges the day to day functioning of our school and

is contrary to our “School Rules and Behavioural Expectations”.

Minor inappropriate behaviours [teacher managed behaviours] are recognised as any behaviour

that does not meet the “School Rules and Behavioural Expectations”.


Major inappropriate behaviours [office referred behaviours] are identified as deliberate actions

that are offensive and/or dangerous to the physical and/or emotional well being of other. The

consistent and repeated occurrence of minor behaviours may also be considered as major.

Emergency critical incidents are times when a person or persons are acting in a manner that is

endangering the safety of self or others. For the Holy Family procedure for dealing with an

emergency critical incident see appendix G.

Procedures for responding to inappropriate behaviours are outlined in the diagram below.


Inappropriate

behaviour occurs

Is behaviour ‘minor’ or ‘major’?

MMIINNOORR Teacher managed behaviours

[classroom / playground]

MMAAJJOORR Office referred behaviours

SShhoorrtt TTiimmee OOuutt –– may be used when all other

strategies to return student to appropriate behaviour have not been successful

SShhoorrtt TTiimmee OOuutt

TTiimmee oouutt is described as “time away from reinforcement”. For example, if the behaviours are seeking and gaining attention, the use of time out is effective in removing the reinforcement of ‘attention’ for the negative behaviours.

LLoonngg TTiimmee OOuutt Classroom: Student has time out in ‘buddy’ class immediately after the incident for a maximum of 15mins (1min per age of child). Student is given ‘long time out’ card and is accompanied by a buddy to the designated class. No interaction from teacher or class. When student returns to their own class, they are encouraged to join in class activity without any further follow up of incident at this stage. Before the end of the day, the class teacher completes a “Long Time Out’ Slip [see appendix]. Teacher puts the LTO slip into the LTO box. Teacher informs member of PBL team of incident and contacts parents of children involved.

LLoonngg TTiimmee OOuutt Playground: Student is asked to sit out of play for 15minutes. Playground duty teacher 1. fills in a “Long Time Out

Playground Slip” 2. informs relieving duty teacher of

incident. When student is returned to play, duty teacher reminds student of the behaviour expectation. Teacher puts the LTO slip into the LTO box. Teacher informs member of PBL team of incident and then contacts parents of children involved.

Major [office referred behaviour]

inappropriate behaviours are identified as deliberate actions that are offensive and / or dangerous to the physical and /or emotional well being of others. [may also include repeated minor]

Minor [teacher managed behaviours]

inappropriate behaviours are recognised as any behaviour that does not meet the “School Rules and Behavioural Expectations”.

Remember,

TTiimmee OOuutt is used to bring about a

positive change in behaviour,

not purely as punitive action –‘circuit breaker’ .

“Reflection Sheet” may be used after office

referral for inappropriate Behaviour/s at Principal / AP’s discretion in order to restore right relationships and plan ways of supporting positive behaviour. Original copy kept on file, copy sent to parents.

Classroom: Student sits within the classroom away from others for a pre-determined amount of time. This time frame should be age appropriate; one minute per student’s age. [eg max 5mins for Kinder] and not exceed 15mins. Playground: Student is asked to sit out of play for 5minutes [max]. When the ‘Time Out’ is over, the child returns to the class / playground with a reminder of behavioural expectation.

The aim of each of these strategies is to encourage and support the student to return to appropriate behaviour in the least

intrusive manner.

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When inappropriate behaviours continue, or a serious incidents occurs, the Principal or

delegate facilitates a session with the student using Reflection Paper Appendix F. This

practice is aimed at restoring relationships and also to facilitate initial ‘investigations’ so

that possible reasons for the behaviours can be understood.

In order to analyse ongoing inappropriate behaviours, the school may also make use of the

“Students Presenting Challenging Behaviour Form 1” [Diocesan Behaviour Management –

Support Classpage] in order to write and implement a “Behaviour Support Plan”. The

purpose of both being about teaching and supporting the student to develop more

appropriate replacement behaviours. The school will, when needed, seek the support of

Diocesan Education Officers, outside agencies and persons of expertise to assist is this

process.

Major disciplinary sanctions including suspension, suspension pending negotiated transfer,

negotiated transfer, exclusion and expulsion are outlined in the Diocesan Student

Behaviour Management and Discipline Policy.

POLICY REVIEW This policy will be reviewed not less frequently than once every three years. EVALUATION

Policy Date: May 2009 Revised: July 2010 To be reviewed on: July 2013 Signed by Principal: Date: January 2013


APPENDIX A – SCHOOL RULES AND BEHAVIOURAL EXPECTATIONS

Holy Family

Catholic Primary School

Lindfield

Through our school motto, “Strength and Gentleness”, we always remember to be…

Respectful

Responsible

Learners


At Holy Family

Catholic

Primary School

we are …

Respectful

God created humankind in God's image. (Genesis 1:27)

The Catholic worldview perceives each human being as a

unique person created in the image of God, having an inalienable dignity that is always to be respected.

Responsible

Do to others as you would have them do to you: for this is the law of the prophets. (Mt 7:12)

The Catholic worldview perceives an imperative to proclaim to others the love we receive from Jesus by loving them as Jesus

loves us.

Learners

Our various gifts and talents are not merely for personal use and satisfaction, but for the glory of God and the service of others. (1Cor 12:4-6)

The Catholic worldview perceives an obligation to work to create social conditions in which the unique dignity of each

person is respected and all human rights protected.

All areas

and at

all times

Be a good

listener

Use kind words

and actions

Include others

Care for your

appearance

Care for all

property

Make good

choices

Be in the right

place at the

right time

Care for

others

Care for the

environment

Be prepared

Learn and let

others learn

Always do your

best


APPENDIX B – SCHEDULE OF LESSONS FOR 2010 Term 1

Week Two Respectful, Responsible Learners

Revise; Be a good listener, use kind words and actions, be in the right place at the right time

Week Three Respectful, Responsible Learners

Revise; Be a good listener, use kind words and actions, be in the right place at the right time

Week Four Respectful, Responsible Learners

Revise: learn and let others learn, care for the environment, be prepared.

Week Five Respectful, Responsible Learners

Revise: learn and let others learn, care for the environment, be prepared.

Week Six Responsible Make good choices

Week Seven Responsible Make good choices

Week Eight Respectful Always do your best

Week Nine Respectful Always do your best

Week Ten Respectful, Responsible Learners

Revise all twelve key indicators.

Term 2

Week One Respectful Include others

Week Two Respectful Include others

Week Three Responsible Care For Others

Week Four Responsible Care For Others

Week Five Respectful Care For All Property

Week Six Respectful Care For All Property

Week Seven Respectful Be a good listener

Week Eight Respectful Be a good listener

Week Nine Respectful Use kind words and actions

Week Ten Respectful Use kind words and actions

Week Eleven Revision

Term 3

Week One Responsible Be in the right place at the right time

Week Two Responsible Be in the right place at the right time

Week Three Learners Learn and let others learn

Week Four Learners Learn and let others learn

Week Five Responsible Care for the environment

Week Six Responsible Care for the environment

Week Seven Learners Be prepared

Week Eight Learners Be prepared

Week Nine Respectful Care for your appearance

Week Ten Respectful Care for your appearance

Term 4

Week One Responsible Make good choices

Week Two Responsible Make good choices

Week Three Respectful Always do your best

Week Four Respectful Always do your best

Week Five Respectful Include others

Week Six Respectful Include others

Week Seven Responsible Care For Others

Week Eight Responsible Care For Others

Week Nine Respectful Care For All Property

Week Ten Respectful Care For All Property


APPENDIX C - PROCEDURES FOR TEACHING AND COMMUNICATING SCHOOL RULES AND BEHAVIOURAL

EXPECTATIONS

PBL TEAM will:-

prepare the PBL lesson plans, visual supports and home tasks for behaviour

expectations following the yearly lesson plan schedule [Appendix B].

dedicate regular time for PBL communication with staff at staff meetings

distribute lesson plans, visuals and other resources necessary for the PBL lessons

to staff at the beginning of each term. These will be kept up to date on the staff

share

review annotated lesson plans in teachers’ programs

STAFF will:-

explicitly teach expected behaviours using PBL lesson plans and visual supports

embedding it into their teaching program

use tracking cover sheet to record lessons and links to KLAs

include their lesson plans in PBL section of Teaching Learning Program

evaluate the PBL lesson plans

WHOLE SCHOOL COMMUNITY will:-

use language of behaviour – eg PBL section in school newsletter, weekly focus

announced at assembly, language of “Respectful, Responsible, Learners” used when

teaching, acknowledging or reminding students of appropriate behaviours.

PBL TEAM will:-

include practising strategies in lesson plans for class teachers to implement

[may] call for whole school practice times to re-teach expected behaviours as need

arises

organise demonstration / role plays of behaviours at assemblies eg student

leadership etc

STAFF will:-

practise within the explicit teaching time as outlined in lesson plan and throughout

the week as needed

WHOLE SCHOOL COMMUNITY will:-

encourage expected behaviours to be practised across all settings [eg library,

Music, PE, Church, oval, buses, excursions]

PBL TEAM will:-

support staff in the application of these behaviours eg feedback at staff meeting

regarding lessons, distribution of resources etc

STAFF will:

encourage expected behaviours to be applied outside of the classroom environment

and across all settings eg excursions, library, Church, park, hall etc

WHOLE SCHOOL COMMUNITY will:

encourage expected behaviours to be applied outside of the classroom environment

and across all settings within explicit teaching

encourage families to support students when completing PBL home tasks

PBL TEAM:-

acknowledge staff members who are following processes

STAFF:–

appropriate student behaviours are to be acknowledged on a ratio of approx 10:1

[acknowledge vs correction] through a variety of means [verbally, non-verbally,

extrinsic, etc]

refer Appendix D for detailed school wide processes for acknowledging

appropriate behaviours.

WHOLE SCHOOL COMMUNITY:

appropriate behaviours are to be acknowledged within the whole school setting

Teach

Practise

Apply

Acknowledge


APPENDIX D - PROCEDURES FOR ENCOURAGING APPROPRIATE BEHAVIOURS

For “PBL and Principal Awards” see the PBL folder in the “o” drive on the school server.


APPENDIX E – PROCEDURES FOR DATA COLLECTION AND DISCOURAGING

INAPPROPRIATE BEHAVIOURS

PLAYGROUND LONG TIME OUT

Date: Student Name: Class:

Location

WHERE

under croft

basketball court

lower playground

hall

Toilets

Canteen

other

Time

WHEN

Before school

Snack

1st half Lunch

2nd half lunch

After school

Time: _______am/pm

Incident

WHAT


Major inappropriate behaviour - deliberate actions that are offensive or

dangerous to the physical or emotional well being of other

Physical

Verbal

Other

Brief Description of incident:-

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Possible motivation: All behaviours meet a need?

Get -

Avoid –

Communicate -

Teacher: Action

Time out

Phone call to parents of child / children involved

Voice mail message

Data entered [PBL team]

Signature Class Teacher:

Principal / AP:


CLASSROOM MAJOR TIME OUT

Date: Student Name:

Class:

Location

WHERE

Classroom

Library

PE

Music

Other

Time

WHEN

Morning

session

Middle

session

Afternoon

session

Time: _______

Lesson: _____

Inappropriate Behaviour

WHAT


MAJOR - PHYSICAL / VERBAL - deliberate actions that are offensive or

dangerous to the physical or emotional well being of other [description of incident]

REPEATED MINOR Remind

Reteach

Redirect

Remove

[description of incident]

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Possible motivation: All behaviours meet a need?

Get -

Avoid –

Communicate -

Teacher: Action

Time out

Phone call to parents of child / children involved

Voice mail message

Data entered [PBL team]

Signature Class Teacher:

Principal / AP:


APPENDIX F Holy Family

Catholic Primary School

Lindfield

Through our school motto, “Strength and Gentleness”, we always remember to be…

Respectful

Responsible

Learners

REFLECTION SHEET

Student Name: ____________________________ Date: _______________

1. Explain what you did. How was

your behaviour inappropriate?

Which of the School Rules did

you not follow?


Which behaviour expectation was

not followed? [refer to matrix]

2. What caused you to behave

this way?

What were you thinking at the

time?

3. How might others be affected

by your actions?


4. How could you do things

differently next time?

What have you learned?

5. What can you do to help

restore right relationships?

How might you help ‘fix the

problem’?

What could be an appropriate

consequence for you as a result

of your behaviour?

6. What can the teachers in our

school do to help you remember

our school rules and behaviour

expectations?

What help do you need from

others to remember our school

rules and behaviour

expectations?

Student:

_________________ Signature

Principal:

_________________ Signature

Teacher:

_________________ Signature

Parents, please take the time to talk to your child about the inappropriate behaviours and the Reflection

Sheet. Once you have signed this form, please return it to the school office ASAP.

Parent: __________________________ Date: _____________

Signature


Holy Family Critical Behaviour Incident Procedure

In the event of an emergency or unusual occurrence – for example a person is behaving in a manner which is

endangering the safety of themselves or others:

1. Evacuate other students to a safe place – ie, the classroom next door, the playground or the library. (If

an incident occurs on the playground, remove all other students to a safe place well away from the

incident.)

2. Send for help – to a neighbouring teacher or school office (use red card) or phone the school office on

x 201.

Use the walkie talkie if on playground duty.

3. If a person is demonstrating threatening or aggressive behaviour keep a safe distance nearby the exit

or doorway.

- do not block the doorway

- do not attempt to touch or restrain the person

- do not attempt to prevent the person leaving the room or area- observe and, if necessary, follow

at a discreet distance.

PBL TEAM ROLES AND RESPONSIBILITIES Holy Family 2010 (JUNE)


Chairperson JO SHARPE

Develop agenda - notify / remind team members of meeting time and location

Facilitate meeting

Follow up on assigned tasks

Seek input from staff and other committees

Monitor team roles and responsibilities

Liaise with Coach and PBL coordinator

Recorder CAROLINE FINDLAY

JOANNE MACNAMARA

Keep minutes on specified format- accuracy, brevity, clarity

purpose of minutes: written record of events and decisions for future use, absent members and items to be carried forward to next meeting

distribute minutes to members

bring lap top to each meeting with e-copy of agenda

Data-based manager YULANIE

Enter data

Summarise data from previous month and present update

Report progress and data-based feedback to staff

Communication Coordinator

LUCINDA CATHERINE (STAFF)

KATE (PARENTS)

Weekly school newsletter items, memo, staff room display board

Maintain systems of communication with staff

Public postings of expectations

Monitor Staff Share PBL folder ?

Time keeper / task master KEVIN

Monitor agenda items and topics

Keep the group focused and moving during meeting time

Monitor start and finish time

COACH LIZ CALABRIA HELEN LEIGH

Attend PBL Team meetings

Inform and advise of current practice within PBL principles

Keep in communication with PBL Coordinator

Coordinates team self assessment and SET Data

ELEMENTS OF SUCCESS FOR PBL TEAMS

PBS Team Meetings

Scheduled regularly [at least monthly]

Use standardised agenda format

During meetings – - Clearly define goal/s for the meeting - include follow up from previous tasks - use a format for acknowledging all participant contributions

Develop agenda time schedule - allocate time for each order of business

- when time is up decide what to do and develop action plan, assign task or table til next meeting

Follow up do it and do it promptly

Team Self – assessment

assess how you are functioning as a team TIC – Team Implementation

Refer coach [team self assessment survey]

Communication

Set up / maintain PBL notice board in staff room

Important notices, General information, Graphic display of data

Create system to ‘group’ staff [eg grade levels, teams etc]

Key points

Frequent, regular meetings

Work from efficient agenda

Use data to guide direction . decisions

Follow each decision with an action plan

Translate decision into policy

Communicate

Celebrate

PBL Reference Personnel Early Stage 1, Teacher Librarian and Admin Caroline

Stage 1 Jo

Stage 2 and 3 Catherine

PE and Music/ Drama teacher Lucinda

Casual and Temporary Teachers (including Student Teachers) Yulanie

Parish, Parents, Board, P and F Kevin

Documents

Holy Family Catholic Primary School · PDF fileHoly Family Catholic Primary School community is committed to ... writes a descriptive paragraph around the qualities this ... Holy Family