Responsible Behaviour Plan for Students 1. Rationale Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. Purpose At Pumicestone State School we are committed to providing a safe and supportive learning environment. Our aim is to foster a caring, cooperative and supportive environment where students are happy and optimal learning can take place. The school community recognises that as with all other skills and knowledge, a student’s position on the behavioural developmental continuum is dependent on the individual and their specific circumstances. This individuality therefore requires each behavioural incident, either positive or negative, to be seen as an opportunity to empower students to make choices which facilitate positive outcomes for themselves and other members of the school community.

A supportive school environment which fosters positive behaviour development and is created by:-

Ensuring all members of the school community feel safe and valued.

Social and academic outcomes being maximised to engage all learners.

All school community members displaying cultural awareness and embracing cultural diversity

The implementation of quality practices in the area of curriculum, interpersonal relationships and school organization.

A proactive approach being adopted by all members of the school community through defining, modeling and reinforcing the use of MAPA (Management of Actual or Potential Aggression), non-coercive and non-discriminatory language and practices.

2. Consultation and data review Pumicestone State School initially developed this plan in collaboration with our school community. The P&C, Positive Behaviour for Learning committee and all staff members were given opportunities to provide feedback on our school processes and procedures outlined in this document. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents and our school opinion survey data were used to review this document. Through the PBL forum, ongoing consultation occurs fortnightly and has representatives from all adult groups of the school community. Our commitment to implementing the PBL system also informed the development process. This committee operates fortnightly with the following sub-groups: Communication, Data, Explicit Teaching, Rewards and Celebrations, Peace Centre and eventually, Tier 2/3 Support. This plan was endorsed by the Principal and PBL committee and will be reviewed in 2018 as required by legislation.

3. Learning and behaviour statement

All areas of Pumicestone State School are teaching and learning environments. We consider behaviour management to be an opportunity for valuable social learnings well as a means of maximising the success of academic education programs.

At Pumicestone State School we believe that the management of the behaviour of any student is not solely the responsibility of the class teacher or school administration. Responsible behaviour must be regarded as a school

community issue in which the responsibility for student management is shared amongst all stakeholders; parents, staff and students. To facilitate this, a set of expectations has been developed for students at our school. Ultimately each individual must be responsible for his/her own actions. Our school community has identified 3 overarching expectations: We Nurture We Challenge We Care They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour. We believe that:

Students have the right to learn

Teachers have the right to teach

Parents have the right to expect that their child can learn in a safe and supportive environment (Refer to Appendix 1a, 1b and 1c)

Staff and students at our school have the right to work to their potential, free from disruption, abuse or threat in a safe and supportive environment. To enable learning engagement to occur, we believe different learning styles and abilities must be catered for and appropriate behaviours need to be taught, modelled, encouraged and developed. 4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour At Pumicestone State School we provide support for all students in order for them to engage with our school community and achieve quality learning outcomes. The proactive and reactive strategies identified below are used to encourage students to make responsible choices and display behaviour that reflects the Code of Behaviour. Parental consultation, support and involvement are essential to the supportive school environment at this school. The School Expectations are revisited at the start of each term through our newsletter and website, with regular updates, as well as updates on weekly parades by student leaders.

Behaviour Triangle The behaviour triangle forms the basis for the following ‘Universal Zones of Support’.

Universal (Green Zone) Behaviour Support Our school has adopted the tenets of the ‘Growth Mindset’ program to build capabilities that promote achievement, positive relationships and emotional well-being of young people. These capabilities are modelled and explicitly taught by staff, as well as by our older students through a peer support program and the ‘Ready to Learn’ program. Specific lessons are taught by the classroom teacher that focus on the school’s Code of Conduct and the ‘Growth Mindset’ program. Appropriate charts are then displayed in the classroom. In addition, other school strategies include:

Each family attends an enrolment interview where school expectations about behaviour and partnerships are made explicit and processes are described.

Teachers are encouraged to make contact with parents as soon as unacceptable behaviour becomes evident.

Classroom rules and expectations: o reflect the values of the wider school community o are developed at the beginning of each year by each class and their teacher/s o link directly to the procedures related to Gold Passes and Blue Slips

Anti-Bullying Lessons Lessons are conducted on an ‘as needs‘ basis by classroom teachers, chaplain, deputy principals and our guidance officer. One strategy used is to get groups of children together to negotiate better ways of co-operating. We also engage in the ‘Bullying No-Way’ program. Extra Curricula Groups A number of extra curricula groups and clubs are available at Pumicestone from year to year. Student Awards

Please refer to out Positive Acknowledgment Document Appendix Targeted (Yellow Zone) Behaviour Support Teachers, while planning units, ensure the inclusion of explicit teaching of effective work habits and the opportunity to practise social skills in group work. Material used comes from the ‘Ready to Learn’ program. Minor breaches of behaviour are dealt with in the classroom as needed. Targeted behaviour support occurs where students breach the Code of Conduct after several warnings. The first indication of moving to this level is an entry on an ‘Exit Referral slip’. After utilizing Exit Class if this behaviour is ongoing then this elevates to an office referral and an office referral slip must be completed. Individual interaction with a Deputy Principal enables the student to reflect on their behaviour and decide on what plans need to be put in place to effect the necessary changes. Targeted behaviour support is also provided for instances of bullying. Specific lessons on “Safe 5 and High 5” may be conducted for each class. The SNAC committee meets each fortnight to discuss referrals from teachers and support staff. The team will comprise a Deputy Principal, Support Teachers and the Guidance Officer as permanent members of the committee. The Positive School Engagement Teacher will also attend when the referral has behavioural implications.

Deputy Principals and teachers will hold discussions regarding identified children in the ‘Yellow Zone’ with the Positive School Engagement Teacher to construct some targeted alternate approaches to assist with any identified behaviour issues. This may involve some direct intervention from the Positive School Engagement Teacher depending upon what is considered the best approach. Intensive (Red Zone) Behaviour Support Depending on the severity of the breach of the Code of Conduct the following options are available: Social Club Students who are referred by a member of Administration may attend Social Club. This is a quiet playroom where games are supervised and the ‘rules’ of playing well with friends may be discussed. It is supervised and available second break each day. Peace Centre The Peace Centre is a whole school facility provided at second break each day. A Positive Learning Teacher is on duty in the designated room and students are required to work on a reflection sheet and develop a plan to improve their behaviour. The purpose of the Peace Centre is to provide an opportunity for students to reflect on the management of their behaviour, plan alternative ways to behave in the future, and to act as a deterrent for inappropriate behaviours. Students will only attend the Peace Centre as a result of an incident occurring at lunch break or before and after school. Data is collected through OneSchool on the frequency and nature of inappropriate behaviours displayed per student. This data is analysed regularly by the School PBL Team. Exit Class When the teacher has utilised the steps of the classroom behaviour policy, another opportunity for the child to reflect is provided with the option of sending them to a prearranged ‘Exit Class’ with some work to complete. The Exit Class is used for a short period of time (15-20 minutes) and the child will return to their room when the time is completed. They are then expected to re-engage with the normal behavioural expectations of the class. Office Withdrawal When the teacher has exhausted all classroom strategies to manage the student’s behaviour within the class or they display behaviour of a serious nature, students may be referred to the office, via an “Immediate Assistance Required” card at lunch time or an Office Refferal Slip. Cooling off time in the office is not a punishment, rather a natural consequence for showing a lack of respect for the rights of others to learn. A child will be returned to the classroom when he/she indicates that he/she is ready to behave more reasonably and when the relevant administrator believes this to be the case. A student exhibiting very inappropriate behaviour may be withdrawn from the classroom for a day or two and be required to complete supervised schoolwork in the office. On each of these occasions, parents will be notified. Positive School Engagement Teacher The PSET will engage in a variety of roles to assist with behaviour across the school. They will engage with complex case management through the SNAC Committee. They will coordinate the IBSPs required by individual students. They will conduct parent education programs. They will offer and conduct Classroom Profiling and teacher Professional Development support. The PSET may also work in class with teachers to assist with complex students or coordinate and conduct other programs as determined to be most appropriate. Daily Behaviour Contract Students who find it difficult to self-manage expected behaviours are assisted to do so through behaviour contracts. The behaviour contract is divided into the 3 classroom sessions of the day and two play breaks. A

student is expected to self evaluate at the end of each section of time and have this verified with the supervising teacher’s signature. A deputy principal checks this each afternoon and it is taken home each evening. Individual Behaviour Support Plan (IBSP) The IBSP is prepared when behaviour necessitates a team being involved, specifically when a student receives 6+ Major Behaviours throughout the year. The plan follows a Region endorsed proforma and is negotiated amongst the adult stakeholders. Special Needs Action Committe (SNAC Committee) Pumicestone’s SNAC Committee case manages complex cases that require intensive, multifaceted supports for behaviour. This behaviour could be for a variety of reasons including (but not limited to) aggression, anxiety and depression. The SNAC Committee is chaired by a deputy principal with committee members from the Intensive Behaviour Support Team, Child and Youth Mental Health Services, school principal and school guidance officer. Suspension and Exclusions Students may be suspended or excluded as a result of repeated failure to correct inappropriate behaviours and adhere to behaviour plans. Additionally they may have committed an incident requiring suspension or exclusion such as truancy, dangerous items (knives, weapons or other items accessed with the intent to cause harm), vandalism, drug-related incidents, significant physical, verbal or sexual abuse. Departmental guidelines are followed.

4(a) Universal behaviour support

A key step in facilitating standards of positive behaviour is communicating those standards to all students. At Pumicestone State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. The Positive Behaviour for Learning Behaviour Matrix identifies the behaviours which are to be explicitly taught to the students each week. The following proactive and preventative processes and strategies are implemented to support student behaviour for all students:

Providing intellectually rigorous programs to engage all students.

Developing and implementing consistent school wide practices as outlined in our School Wide Positive Behaviour Program and in ASOT (Design questions 5-9)

Implementing effective teaching strategies to cater for all learning styles

Power Points Reward Program

Promoting pride and enthusiasm – school awards and certificates

Use of class rewards and incentive systems

Notification to parents of problematic behaviour

Supervised & Social Group

Development and implementation of classroom management plans including – Belief statement, class rules, routines, incentives, processes, exit plans which fall within the context of our PBL agenda.

Development of specific policies to address:

The Use of Personal Technology Devices* at School (Appendix 2)

Procedures for Preventing and Responding to Incidents of Bullying (Appendix 3).

Working Together To Keep Schools Safe

The Positive Behaviour for Learning Matrix above identifies specific responsible behaviours that all students of Pumicestone SS are required to display. A range of strategies are used to communicate these expectations to all students including weekly lessons conducted by classroom teachers. Visual prompts are displayed in all rooms of the school. Reinforcement of desired behaviour is acknowledged by Positive Acknowledgement reward system. Use of class rewards and incentive systems (such as Power Points)

Principal’s afternoon tea (weekly) to support the positive behaviour displayed in the classroom and playground.

4(b) Targeted behaviour support

When student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations.

Our preferred way of re-directing low-level problem behaviour is to remind the students of the school expectations and classroom rules and follow the steps in the “Classroom Behaviour Flowchart’. 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. A small group of students (as identified through school data) within the school may require Targeted Behaviour Support. These students have additional needs in order to regain responsibility for their own behaviour. The following strategies and processes are implemented at our school:

Differentiating the curriculum

Environmental adjustments such as Position in class, lighting…

Essential Skills for Classroom management- least to most intrusive

Exit from classroom to exit class

Sessions during lunch breaks

Positive Behaviour Monitor (trackers)

Appropriate record keeping on OneSchool

Referral to PLC Centre Dakabin (Programs and office on site)

GO Service Parent involvement is as detailed in the flowchart.

4 c) Intensive behaviour support The staff at Pumicestone State School are 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 following strategies and programs are implemented to support students who require intensive support:

Development and implementation of Individual Behaviour Support Plans and delegation of a case manager.

Positive Student Engagement Teacher

Allowing for Flexible Attendance Arrangement for specific needs within EQ guidelines

Referral to the Special Needs Assisstance Committee through established procedure and form

Guidance Officer support

External Services The SNAC has the following functions:

Is the point of referral whenever staff considers that support for students’ needs may be more than the classroom teacher can reasonably provide.

Works with appropriate staff members to implement appropriate support strategies

Monitors the impact of student support for individual students through Data Analysis

Co-ordinates access to regional support and external services

5. Emergency responses or critical incidents 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 ensure that both students and staff are kept safe. Staff are trained and certified in MAPA (Management of Actual and Potential Aggression. The under pinning values and philosophies of this approach being:

Care – Demonstrating respect, dignity and empathy; providing a non-judgemental and person centred way.

Welfare – Providing emotional and physical support; acting in the person’s best interest in order to promote independence, choice and well-being.

Safety – Protecting rights, safeguarding, reducing or managing risk to minimise injury or harm.

Security – Maintaining safe, effective, harmonious and therapeutic relationships that rely on collaboration.

MAPA incorporates the following: Deceleration and Prevention Strategies – Identifying behaviour that indicates an escalation towards aggressive and violent behaviour and take appropriate measures to avoid, decelerate and/or de-escalate crisis situations Decision Making Managing Behavioural Risk – Assess the level of risk associated with crisis behaviour and make appropriate decisions related to the management of risk. Using Disengagement and/or Holding Skills – Use suitable and acceptable physical interventions to reduce or manage risk behaviour. Post Crisis Approaches – Identify the impact of crisis events and describe post crisis responses that can be used for personal and organisational support and learning. 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 implement MAPA techniques of disengagement and holding, 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. Appropriate disengagement and holding skills may be used to ensure that Pumicestone’s 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 will adhere to the MAPA guideline of last resort, proportionate and lease restrictive for the least amount of time. Where ever possible a minimum of two staff members will be present to ensure the care, welfare, safety and security of everyone involved. Physical restraint levels vary from low to high and are implemented on level of risk and/or aggression. Other strategies outside of MAPA may involve coming between students, blocking a student’s path, leading a student by the hand/arm, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. 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 severe response can effectively resolve the situation

the underlying function of the behaviour. Physical intervention generally 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 in the particular circumstances,

be in proportion to the circumstances of the incident

always be the minimum force needed to achieve the desired result, and

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

School Disciplinary Absences will be used after the unique circumstances of the situation and all other responses have been considered. Grounds for suspension are:

Disobedience

Misconduct

Other conduct of the student that is prejudicial to the good order and management of the school or state schools.

Swearing at staff members, persistent bullying, physical assaults on students and staff are some examples of behaviour that may result in a suspension.

Certain types of behaviour are serious enough to warrant the consequence of recommendation for exclusion. For example, students involved in selling or supplying drugs, violent assaults or use of weapons could expect to be recommended for exclusion. Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:

incident report

Health and Safety incident record

OneSchool 6. Consequences for unacceptable behaviour Pumicestone State School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. Minor, Moderate and Major behaviours refer to Continuum of Observable Behaviours below.. When responding to problem behaviour the staff member first determines if the problem behaviour is major, moderate or minor, with the following agreed understanding: Minor behaviours are those that:

are minor breeches of the school rules

are handled by staff members at the time it happens

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, partial removal (time away), individual meeting with the student, apology, restitution or supervision 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.

Moderate behaviours are those that:

begin to impact on the rights of others

is a problem behaviour that can be a series of minor, in school or playground offences, or more significant individual incidents. Referred to exit class and break time Peace Center

are beginning to become a pattern of problem behaviours

require some involvement of support staff or Administration other than class teacher or playground duty staff member.

Moderate problem behaviours may result in the following consequences:

a moderate consequence is the referral to break time Peace Center to have a restorative conversation, discuss incident, revise school rules, plan for the future and discuss personal accountability for their actions and its effect on others

Parents informed by classroom teacher or Peace Center letter

Incident recorded on One School (classroom by teacher/admin and playground by teacher assisstant) Major behaviours are those that:

significantly violate the rights of others

put others / self at risk of harm

are deliberately destructive

are illegal

require the involvement of school Administration. Major behaviours result in an immediate referral to Administration because of their seriousness. Major problem behaviours may result in the following consequences:

immediate exit to Administration parents to be contacted consideration of flexible arrangement for students policy time in office exiting school for the day for repeated behaviour suspension from school proposal to exclude recommendation for exclusion

The following table provides examples of unacceptable behaviour identified as either minor, moderate or major. Unacceptable behaviour that may not be clearly identified in this table should be analysed in consideration with the above characteristics in determining whether to manage the behaviour as Minor, Moderate, or Major. The purpose of this table is for categorizing unacceptable behaviours as Minor, Moderate or Major for the purpose of identifying responsibilities and processes for administering consequences for behaviour.

Pumicestone State School MAJOR AND MINOR BEHAVIOURS

Behaviour Definition Trivial Minor Inappropriate Example Non Example

Major Inappropriate Example Non Example

Policy

Bullying/ harassment

Purposely hurting or overpowering another physically &/emotionally continually

Bullying is never a minor behaviour

Refer to non-examples in the major behaviour and the bullying definition

Sustained targeting (physical, verbal, written, digital) of the same person; staring repeatedly at specific part of body

One off fighting, name calling, written notes; commenting about another’s looks

Responsible Behaviour Plan

Defiant/ threats to adults

Verbal or physical gesture that is intended to harm and/or cause fear

Playing in wrong area; ‘No, I don’t want to’

Not paying attention Refusal to work

Speaking too loudly during tasks

Blatant refusal “You can’t make me” Using threatening language

Student swearing after stubbing their toe, or a comment like, “I can’t do this. This is stupid”

Responsible behaviour plan

Disruptive Behaviour that results in an interruption in the class, school routines or school activity

Petty interruptions; joke telling, noises, moving around

Calling out Interfering with neighbour Leaving seat without permission

Getting up and sharpening a pencil

Sustained interruption to learning or activities

Moving or seeking/avoiding sensory input without interrupting the learning

Responsible behaviour plan

Dress Code Students wearing inappropriate clothing to school or for an activity

Wearing a non-school item of clothes once

Repeated wearing a

non-school colored jumper

Correct color jumper but not school

uniform

Offensive language on

clothing, piercing etc

Rolling up shirt sleeves

Student dress code

IT misconduct

Inappropriate use of any electronic devices

Accidentally clicking on a wrong site or program

Being on a game instead of completing the task set by the teacher Logging on using other’s passwords

Posting photos of other students with the intention to embarrass them Posting inflammatory comments

Making posts about others with no intent to embarrass but without their awareness

IT Policy agreement Media Permission form Mobile phone policy

Late Late from lunch breaks or activities outside of the classroom

The bus being late Sick or upset

Frequent late arrival

Late for school

beyond their control

(explained)

Ongoing deliberate lateness

Being out of the classroom

when supported by

staff

Attendance Policy

Lying/Cheating

Student delivers message that is untrue and/or deliberately violates rules and/or harms

Student states they have completed a task when they haven’t

Lie affects others and causes an escalation of behaviours

Lying about reason for not completing a task/homework

Staff accused of physical/verbal assault but found with evidence that the incident did not occur Plagiarism

Offering information as a ‘witness’ where info is based on hearsay only

Responsible Behaviour Plan

Misconduct involving object

Inappropriate use of an object for the non-intended

Throwing a ball at the tree to get a ball down

Throwing an item intentionally at someone

Swinging a pencil case or lunchbox around

Using an object to deliberately cause injury e.g. Chasing someone with

Unintentionally kicking a ball that hurts someone

Responsible Behaviour Plan

purpose of that object

an object with the intention to hurt

Non-compliant with routine

Do not enter this

category on One School. Please use

other categories

(eg defiance,

disruptive) to define the non-

compliance

Do not enter this category

on One School.

Please use other

categories (eg defiance, disruptive) to

define the non-

compliance

Do not enter this category

on One School.

Please use other

categories (eg defiance, disruptive)

to define the non-

compliance

Do not enter this category

on One School. Please use

other categories (eg

defiance, disruptive) to

define the non-compliance

Do not enter this category

on One School.

Please use other

categories (eg defiance,

disruptive) to define the

non-compliance

Responsible Behaviour Plan

Other conduct prejudicial to the good order and management of school

Do not enter this category

on One School

Do not enter this

category on One School

Do not enter this category

on One School

Do not enter this category

on One School

Do not enter this category

on One School

Do not enter this category

on One School

Physical misconduct

Fighting or actions that involve physical contact

Petty or non-consensual contact, tripping into another

Contact without injury: tripping, pushing into others

Student touches others waiting in line, pushing in

Deliberately hurting another: punching, head butting, choking, scratching, spitting, tackling

Landing on another during a game

Possess prohibited items

Do not use, refer

‘Prohibited Items’

Do not use, refer

‘Prohibited Items’

Do not use, refer

‘Prohibited Items’

Do not use, refer

‘Prohibited Items’

Do not use, refer

‘Prohibited Items’

Prohibited items

Possessing on their person or in their bag/ Using an item declared by the school as prohibited

One-off bringing to school: chewing gum, trading cards, games, toys

Frequently bringing non harmful prohibited items

Forgetting they have a non-harmful prohibited item in their bag

Using an item as a weapon to harm or threaten to harm In possession of an object capable of causing bodily harm (eg pocket knive, lighter)

Bringing a cultural item to school for a curriculum task (which could be considered a weapon)

Responsible Behaviour Plan

Property misconduct

Participating in an activity that results in damage, destruction

Breaking own belongings without intent

Unintentionally breaking someone else’s belongings or

Falling and breaking a fall

Deliberately impairs the usefulness of property; kicking hole in

Falling/being pushed into a wall, break a window while playing

Responsible Behaviour Plan

or disfigurement of property

school property

wall, throwing/breaking furniture, graffiti

Refusal to participate in program of instruction

Non-Verbally or verbally refusing to participate in activities or engage in tasks

Student is unwell or emotionally upset

Continual refusal to participate in tasks within a day

Change behaviour after being given choices/take up time

Disruptive to the class and/or leaving the room without permission

Student self regulates without permission, but returns to task

Responsible Behaviour Plan

Substance misconduct involving illicit substance

Student is under the influence of or is in possession of illegal substances

Administrative

discretion

Administrative discretion

Administrative discretion

Administrative discretion

Administrative discretion

Responsible Behaviour Plan

Substance misconduct involving tobacco and other legal substances

Student is under the influence of or is in possession of legal substances

Administrative

discretion

Administrative discretion

Administrative discretion

Administrative discretion

Administrative discretion

Responsible Behaviour Plan

Third minor referral

3 minor incidents referred to buddy room or reflection room

Buddy class is 3 times per week or reflection room or 3 times per term or specialist lessons

Refer to Behaviour Flow Chart

Responsible Behaviour Plan

Threat/s to others

Any threat to a person’s physical or emotional wellbeing

Eye balling or pointing

Saying/doing something you know will cause a reaction Saying things in the heat of the moment without intention to follow through Rumours/Gossip

‘All boys are stupid’ – general comments not particularised

Saying/doing something you know will cause a reaction and violence occurs as a result

Inappropriate jokes

Responsible Behaviour Plan

Truant/ skip class

Unexplained absence with or without parent’s knowledge

Going to an appointment without school knowing

Refer this to Late Category

Arriving late and can’t find the class

At school but absent from lessons without approval

Fail to notify the school of an absence

Responsible Behaviour Plan

Verbal Any spoken, Infrequent, Comments or Student Using ‘See that Responsi

misconduct written or non-verbal communication that insults, mocks, belittles or slanders another

random comments

gestures directed at a person: loser, not playing because you stink, teasing, name calling

hollering at another student Calling out to a teacher across the room/oval

offensive, threatening, sexual connotation words or gestures directed at another targeting race, religion, gender, disability

(black fellow, slope, fatty) over there, he’s my mate Words between friends – ‘Let’s go and play big arse’

ble Behaviour Plan

Other To be completed

only by administrati

on

To be completed

only by administrati

on

To be completed

only by administratio

n

To be completed

only by administrati

on

To be completed only

by administration

To be completed

only by administratio

n

Bullying There is no place for bullying at Pumicestone State School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students. Bullying behaviours that will not be tolerated at Pumicestone include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours. Bullying may be related to: race, religion or culture disability appearance or health conditions sexual orientation sexist or sexual language young carers or children in care. At Pumicestone State School there is broad agreement among students, staff and parents that bullying is an observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community. Prevention Our school uses an evidenced based whole school approach for the Whole School Community and the subset In and out of class. Students, parents and carers and staff have roles and contributions that ensure a safer, more inclusive school community where everyone is safe, supported and respected. Pumicestone State School’s anti-bullying procedures are organised into three levels of action: 7 (a) Building a safe and supportive school and preventing bullying For the whole school community this means: Developing active, trusting relationships among all school community groups Fostering an inclusive school culture and ethos that supports all students and values the diversity of

student, staff and community population including culture, ethnicity, gender, sexual orientation, physical ability and economic status

Involving staff, parents and students in collaboratively developing and implementing a whole school plan to address bullying

Providing opportunities through the curriculum for the diversity of students to develop relevant knowledge and skills in positive communication

Maintain pastoral care/student welfare systems that enable students to feel safe and to feel valued Engaging the whole school community in a cycle of continuous improvement For in and out of class this means: Creating teaching and learning experiences that promote positive peer relations, social skills and resiliency Building capacity of the full diversity of students to actively participate in democratic decision making that

affects them at all levels of society Adopting curriculum and pedagogy to enhance inclusion and ensure authenticity of the diversity of the

student population Treating time in the playground and transition between lessons as an important part of the curriculum and

also a time when students can be more vulnerable to bullying

7 (b) Knowing when bullying is happening, acting to stop it and supporting those involved For the whole school community this means: Encouraging and explicitly teaching effective bystander behaviour to staff, students and community members Handling potentially serious incidents proactively and creating opportunities for the whole school community to respond effectively For in and out of class this means: Involving a wide range of students in identifying where bullying occurs Following school guidelines on incident response and ensuring understanding of the consequences and goals and reinforcing everyone’s right to be safe at school Responding to inappropriate use of personal technology devices and cyberbulling resulting in consequences outlined in Appendix 2 7 (c) Managing incidents that have serious impact on individuals and/or the school For the whole school community this means: Developing and implementing agreed policies, strategies and procedures in handling serious incidents Using restorative justice principles to resolve issues and restore the sense of wellbeing for all involved Reviewing incidents and implementing improvements to school responses and policies

For in and out of class this means: Effectively handling incidents according to school policy within classrooms and during out of class

activities Ensuring that all staff are confident to support students affected by serious incidents

Pumicestone State School uses behavioural data for decision-making. This data is entered into our database on a daily basis and can be recalled as required. This facility allows the school to track the effectiveness of its whole school approach to bullying to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the process.

7. WORKING TOGETHER TO KEEP PUMICESTONE STATE SCHOOL SAFE

We can work together to keep knives out of school. At Pumicestone State School

• Every student has the right to feel safe and be safe at school.

• No knives are allowed to be taken to school by students.

• There is no reason for a student to have a knife at school, and it is against the law for a student to have a

knife at school.

If a student has a knife a school, they can expect serious consequences, such as fines and possibly jail.

Longer jail sentences can be given to young people if someone is injured with a knife during an assault.

8 (a) What kinds of knife are banned?

• No knives of any type are allowed at school, including flick knives, ballistic knives, sheath knives, push

daggers, trench knives, butterfly knives, star knives, butter knives, fruit knives or craft knives, or any item

that can be used as a weapon, for example a chisel.

• Knives needed for school activities will be provided by the school, and the use of them will be supervised

by school staff.

• In circumstances where students are required to have their own knives or sharp tools for particular

subjects or vocational courses, the school will provide information about the procedures for carrying and

storing these items at school.

The Principal can take tough action against a student who brings a knife to school.

• If a student has a knife at school, principals can inform the police.

• Possessing a knife at school may result in serious disciplinary consequences.

• Police can search a student and their property at school if they suspect a student has a knife.

• School property such as desks or lockers may be searched if the principal suspects that a student has a

knife on or in school property.

• If the principal suspects the student has a knife in their bag, the bag may be temporarily confiscated until

police arrive.

• If the student does have a knife at school, it can be confiscated by the principal and given to the police.

8 (c) How can parents help to keep Pumicestone State School safe?

• Make sure your child knows what the laws and rules are about knives.

• Do not include knives or knife tools in children’s lunch boxes, pencil cases or craft kits.

• Contact your school principal if you believe your child is being bullied or threatened at school.

The following factsheets are available: Template factsheet about Knives for parents http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/qsaav-working-together-schoolssafe-parents.doc Template factsheet about Knives for students http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/qsaav-working-together-schoolssafe-students.doc

While responsible behaviour in the classroom is primarily the responsibility of the teacher/s involved, the following guidelines are to be followed to assist teachers and to develop consistency within our school. Please note that serious and/or wilful, persistent misbehaviour needs to be reported to Administration. If a student behaves inappropriately in the classroom the following procedure is to be followed by the classroom teacher:

8. Network of student support The network for support at Pumicestone State School includes the involvement of a team of personnel and agencies. This network includes, but is not limited to:

School teaching staff

School support staff

School administration

Student Council

Parents

School Guidance Officer

District Senior Guidance Officer

Advisory Visiting Behaviour Coach

Positive Behaviour Committee

Positive Learning Centre

Head of Curriculum

Head of Special Education

SNAC The Positive Behaviour for Learning Committee provides support to all students through the development and implementation of school wide programs. The SNAC Committee provides support for referred students in small groups or on an individual basis. Government agencies such as the local Child Youth Mental Health Service, Department of Communities (Child Safety), Autism Queensland, Queensland Health Services and Juvenile Aid Bureau also work closely with the school to provide support when necessary. 9. Consideration of individual circumstances To ensure alignment with the school expectations and Departmental Code of Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of all school community members are considered at all times. Pumicestone State 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

10. 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

Workplace Health and Safety Act 1995

Workplace Health and Safety Regulation 1997

Right to Information Act 2009

Information Privacy (IP) Act 2009 11. Related policies

SMS-PR-021: Safe, Supportive and Disciplined School Environment

CRP-PR-009: Inclusive Education

SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools

SMS-PR-022: Student Dress Code

SMS-PR-012: Student Protection

SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass

GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions

ICT-PR-004: Using the Department's Corporate ICT Network

IFM-PR-010: Managing Electronic Identities and Identity Management

SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

12. Some related resources

Bullying. No Way! (www.bullingnoway.com.au)

MindMatters (www.curriculum.edu.au/mindmatters)

School Wide Positive Behaviour Support (www.learningplace.com.au/deliver/content.asp?pid=24668)

Code of Conduct for School Students Travelling on Buses http://www.transport.qld.gov.au/qt/PubTrans.nsf/index/cochome

Flexible Arrangements for School Students Flexible Arrangements for School Students

Endorsement Principal P&C President or Regional Executive Director or

Chair, School Council Executive Director (Schools) Date effective: from …………………………………………. to ………………………………………

Appendix 1a Student rights and responibilities

Though it is acknowledged that all members of the school community have rights, it is also important to acknowledge that for every right there is an accompanying responsibility.

STUDENT RIGHTS

I have the right to:

STUDENT RESPONSIBILITIES

I have the responsibility to:

feel safe all the time

play safely

stay in allocated areas

use all the high five strategies (Talk Friendly, Talk Firmly, Ignore, Walk Away and Report)

follow class rules

follow School Expectations

treat others in a way we would want to be treated

use all school equipment properly

use toilets properly

learn without being interrupted by others be prepared for classes

be attentive

be cooperative

be punctual

care for property

be treated with courtesy and respect to treat others with respect

show courtesy

be considerate

be tolerant of others and their views

obey instructions

express myself and be an individual express myself appropriately in a socially acceptable manner

work in an attractive and safe environment care for my school

dispose of litter sensibly

respect the grounds and equipment and others’ property

play safely and obey safety instructions to ensure the safety of myself and others

feel proud of my school accept and apply the school’s four Behaviour Expectations (displayed on the PBL Matrix)

act in a manner that promotes a good public image of myself and my school

be well informed about school matters take school newsletters and other messages home for my parents

expect acceptable standards of dress, cleanliness, tidiness and hygiene from fellow members of the school community

be neat and tidy and practice personal cleanliness and hygiene while at school

Appendix 1b

Staff rights and responsibilities

STAFF RIGHTS I have the right to:

STAFF RESPONISIBILITIES I have the responsibility to:

be treated with honesty, courtesy and respect by students, colleagues and parents.

exhibit warmth, professionalism and confidentiality towards colleagues, students and parents

work in a safe, attractive environment report any Workplace, Health and Safety matters promptly

be vigilant in exercising duty of care towards children

uphold my responsibility under the child protection act

exercise my duties according to education Queensland’s professional code of conduct

support and actively promote the school’s Responsible Behaviour Plan, four Behaviour Expectations and Matrix.

have minimal disruption in the teaching/learning process

establish classroom rules and procedures reflective of and consistent with, the school’s Responsible Behaviour Plan, Expectations and Matrix

engage in professional conversations on school matters, in the appropriate forums

contribute, while respecting the differing opinions of others

be accepted and valued as part of the school community

work effectively as part of the school community.

adequate resources and support to educate each individual child in the classroom

provide an effective educational environment through quality planned cycles of work.

Appendix 1c

Parents rights and responsibilities

PARENT RIGHTS

I have the right to

PARENT RESPONISIBILITIES

I have the responsibility to:

receive respect from the school community in my role as a parent

respect the rights of others and be supportive of school personnel

to support school staff in the encouragement of appropriate growth and development in children

recognise that we, as parents, are also a major influence upon children’s development

to expect an effective educational environment which recognises the individuality of children and their background

ensure my child’s regular attendance complies with starting and finishing times

provide adequate and appropriate learning materials

inform school personnel of matters which may influence my child’s learning.

have input in the formation of school policy be aware of the decision making process, respecting the opinions of others and final decisions made.

be kept informed of school activities recognise the newsletter as the school’s major, regular medium of written communication

attend parent/committee meetings where possible.

be kept informed of my child’s progress read school progress reports, monitor my child’s progress and be willing to discuss solutions to problems with class teachers.

attend parent teacher interviews and meetings

expect a reasonable and consistent approach to managing student behaviour

support and promote the school’s Responsible Behaviour Plan, Behaviour Expectations and Matrix.

discuss concerns with appropriate members of school staff.

organise an appointment to discuss concerns with school staff

PUMICESTONE STATE SCHOOL - CODE OF CONDUCT for PARENTS AND CARERS The aim of this Code of Conduct is to: 1. Provide a set of general principles to guide parents/carers in all dealings with staff, students and other parents at Pumicestone State School 2. Communicate Pumicestone State School’s expectations of how parents and carers are to conduct themselves on school grounds Pumicestone State School’s Core Vision is to develop and maintain collaborative and authentic partnerships, initiatives and programs to support the academic, physical, social and emotional development of all students. To achieve this, we all need to work together harmoniously and respectfully. Personal Behaviour As parents/carers you are our students' most influential role models. For this reason, the school expects a high standard of personal behaviour from parents when on school grounds and when communicating with staff and others. Expectations include

1. No offensive, insulting or derogatory language or conduct on school grounds. 2. No clothing with offensive language or insignia is permitted. 3. No smoking allowed on school grounds or near school perimeter. 4. No alcohol on school grounds, and no entering school grounds if affected by alcohol or any other intoxicant. 5. Abiding by road rules in the streets around the school 6. Not bringing any form of weapon or threatening objects onto school property. Interaction with Staff, Other Parents and Students. Expectations include • Parents are expected to interact in a polite and respectful manner with staff, students and other parents at all times. • Abusive language, harassment, anger, insulting or violent behaviour to anyone on school grounds is not permitted. • No adult is to discipline someone else’s child while on school grounds, or attempt to speak to another student about an issue. • Parents with concerns must address their concerns initially to their child’s class teacher or office staff, who may refer the matter to the Deputy Principals or Principal. Family disputes and Custody Matters School staff will not manage conflicts between estranged parents of a child. The school will abide by court-authorised custody orders, but will not ‘side’ with one parent against another. Appropriate Ways to Raise an Issue and What to Expect: If parents/carers express concerns about an issue to the school in confidence, they will be treated with courtesy and respect in order to try to resolve the matter.

Parents/carers raising a concern should state the concern in concise terms and allow the school to investigate the matter in order to understand more fully the circumstances. Parents are not to make assumptions and judgments about other children or staff before an investigation has occurred. The administration team and/or class teachers will not discuss details of another child’s management, program or consequences with anyone other than the child’s parents/carers. Hostile Parent/Carer Behaviour: In cases of serious or repeated misconduct by a parent/carer, the school may take steps to ban that person from entry to school grounds and may, where appropriate, involve other authorities. This is permitted under section 337 of the Education Act (hostile persons on school premises) and will be enforced in cases of aggressive or threatening behaviour. It may also be enforced in other cases of parent/carer conduct that is prejudicial to the good order of the school environment or the welfare of staff or students. Electronic Communication and Social Media: All concerns and complaints should be addressed in a respectful and civil manner. Parents and carers are advised to exercise great caution with email communication and social media (Facebook, Twitter etc.) when expressing opinions about the school or school staff. Given the nature of the internet, any comments and images posted, including ‘private’ conversations online, can become viral. Please be aware that inappropriate comments about school posted on Social Media, including those that denigrate staff or damage the professional reputation of staff or the school, as well as unproven allegations that are brought to the Principal’s attention, will be referred to the legal office of the Queensland Teacher’s Union and a request made for lawyers’ intervention. Any exchange or complaint, whether it is a written note, email, Facebook entry or verbal conversation, may be recorded as a ‘Record of Contact’ on the child’s profile in Education Queensland’s electronic management system, OneSchool. This profile remains as a permanent record until the child leaves the state schooling system. Summary With this guide in place we hope that parents and carers can work harmoniously with school staff to support Pumicestone State School's core values. We look forward to sharing a positive and productive learning environment which maximises outcomes for the children of Pumicestone State School.

Appendix 2

The Use of Personal Technology Devices*

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 Mobile Phones are a permitted personal technology device. They are to be handed in on arrival at school to the office and collected from the office after school. Certain Personal Technology Devices Banned From School Students must not bring valuable personal technology devices like cameras, digital video cameras or MP3 players to school as there is a risk of damage or theft. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline. Confiscation Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent. Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal. 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 them being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Pumicestone State 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. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher. A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for

the purpose of causing embarrassment to individuals or the school, for the purpose of bullying or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur. Students involved in: recording; and/or disseminating material (through text messaging, display, internet uploading etc); and/or, knowingly being a subject of a recording are in breach of this policy and will be subject to discipline (including

suspension and recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to 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 office. 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. 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. 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 a special circumstances arrangement with the Deputy Principal or Principal. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, 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 3

Classroom exit procedures CLASSROOM TEACHER EXPECTATIONS

Teachers will have followed hierarchy of steps as listed

Teacher will have discussed exit procedures with the class, with parents in a parent meeting within the first month of the school year and when new students enrol.

Teacher will have a ‘time out’ area established which is within the classroom and away from the class group

Teacher will have pre-arranged a colleague to act as an exit/buddy teacher

Upon exiting a student from the classroom for misbehaviour, the teacher is expected to forward an exit form with the student to the exit/buddy teacher, administrator

Teacher will provide work for student (if required)

Teacher will send for /collect student from exit/buddy teacher after ‘time out’ has elapsed

Teacher is responsible for reminding the student they have Positive Planning should it be required

Staff involved with incidents are responsible for completing related paper work (exit forms, green referral form and worksheets), contacting parents, One School updates and filing of forms.

EXIT TEACHER EXPECTATIONS Teacher will have a ‘time out’ area established

Teacher will keep the student for length of time as designated by class teacher or until next break

Teacher will send student to their classroom teacher for dismissal

Teacher will not discuss student’s behaviour

Teacher will not provide work

Teacher will send exit form back to class teacher with a comment after a successful time out session or send exit form and student to administration if misbehaviour persists

ADMINISTRATOR EXPECTATIONS

Administrator will provide an isolated, supervised area in office area or alternative location if available at the time

Administrator will discuss student’s behaviour and refer student to the Positive Planning supervisors for the next first break (Green forms must be forwarded to the supervisors before the sessions)

Administrator will facilitate discussions between teacher/parent/child if required

Relevant administrator will make parent contact at the earliest time available if deemed necessary

Positive Planning Supervisors will advise whether administrator follow up is necessary

Relevant administrator will complete all necessary paperwork and One School updates related to parent communication.

Peace Centre SUPERVISORS/ TEACHER ASSISSTANT BEHAVIOUR EXPECTATIONS

Will provide a supportive environment in the Peace Center in which to make a positive plan related to the “expectation” infringement for the future.

Will discuss the incident, the student’s behaviour, reflect on school rules and expectations

Peace Center supervisor(s) will be on duty at first and second break of every day

Will make parent contact at the earliest time available through a generic letter

Will advise whether administrator follow up is necessary

Will complete all necessary paper work, communication and One School entry related to incident at earliest time available.

Appendix 4a Peace Center Process

Staff members refers student. 1. A referral form with all sections completed and containing an explanation must be placed on the table in

the room or sent with a student to the room. 2. Printing is required on the form. 3. Students must be informed they have to attend . 4. Students attend Peace Centre as soon as they are dismissed from class for play time. 5. If the infringement is extreme the supervisors will inform the Administration Team. 6. The process followed in the Peace Centre is.

Completion of restorative discussion between student and a staff member

Upon completion of discussion plus any restorative activities (such as a written apology), supervisor completes comment section on Peace Centre Room recording sheet.

If student has followed the process, is aware of the infringement and has a plan for the future, they have completed their positive planning session. There is no set time. However students must stay for at least one lunch session.

On any future infringements the students will have the same discussion and then further activities (written apology, community service, etc) will be recommended by the supervising teacher, for them.

Classroom infringements will be entered into one School by the class teacher. Playground infringements will be entered by the teacher assisstant

Children who attend will receive a letter to take home outlining details of the incident or the parents will be telephoned.

Students who are referred to 3 times in a term will be referred to Administration or Student Support Committee for Tier 2 behaviour assessment/support.

Appendix 4b

Office Referral Slip / Exit Class Slip / Peace Centre Slip

Appendix 4c Positive Acknowledgement Policy

When &

Where Description & Criteria Resources Information to Staff Person

Responsible

Sho

rt T

erm

/Fre

qu

ent

4:1 Positives to Correction

All students in all setting

Target every 4 acknowledgements for every correction GOAL - For all students to receive 4 acknowledgments for every correction

Positive acknowledgement should refer to specific behaviours. For example: Thank-you for concentrating on your work.

All staff

Classroom Acknowledgement System

Daily Acknowledgement system for classroom behaviour – provided sheets to use GOAL - For all students to receive daily positive acknowledgements

Power Card Power cards to be used with in-class posters handed out to each teacher Power Cards to be recorded in back of PBL book and then ‘spent’ using the designated Power Card posters displayed in classrooms

Classroom teacher

Power Points Daily Non-classroom settings, transitions, specialist lessons

Tickets issued to students to acknowledge positive behaviour in non-classroom settings. GOAL: 3-5 per duty

Power Point cards (green)

Students accumulate Power Points during lunch times and in specialist classes These tickets are then put into the back of the students PBL handbook which can then be ‘spent’ at the Power Shop which will be available on various days

All staff

Pumicestone Postcards

Random All settings

Postcards sent home via post to students as positive acknowledgement GOAL: 1 card for each child/term

Postcards Positive acknowledgement sent home to student as surprise Recorded on One School as Positive Behaviour

All staff

Power Days Student is acknowledged for attendance on different days

Power Points (purple)

Students accumulate Power Point. Collect in class and bring to parade. Drawn at parade – special prizes. 3 barrels for year levels Class captain brings to parade and puts in barrel P-2 Barrel 3-6 Barrel

Classroom teachers

Bo

ost

ers/

Inte

rmit

ten

t

Week 2 Acknowledgment (once only)

Friday Week 2 Term 1 only All areas

Students who have received no incidents. To encourage positive behaviour at PSS.

Friday last session – 40 minutes, teachers organise class reward – free time, special activity etc. Can be organised across year level or individual classes.

Classroom teachers (Kylie to send out incident data for each class)

Attendance Cup

Assemblies Classes who have the highest attendance receive the attendance cup reward to share with their class

Attendance cup and lollies

This will be announced at school assemblies

Administration

Attendance Tracker Behaviour Tracker

In Class Teacher and student to track behaviour and attendance in class with class

Attendance and behaviour tracking

Use class dashboard on one school to track behaviour and attendance. Share this with your class each week and tie in with school improvement goals

Classroom teachers

posters

Student of the Week awards Ash to take photos of students each week to include in PP for office monitor.

Fortnightly Students who have demonstrated Care, Challenge, Nurture 2 awards per class GOAL: one certificate per student per semester

Certificate (certificates will be supplied through graphic artist)

Certificates given to Principal by first break on Monday (Split parade – lower and upper) DO NOT contact parents Recorded on OneSchool as Positive Behaviour

Classroom teachers

Positive Phone Calls Home

Random GOAL: For each student to receive a positive phone call home each term

Any positive acknowledgement of student – academic/social Enter as ‘Contact’ on OneSchool.

All staff

Lon

g Te

rm

Certificates Friday, Week 5

Students who have less than 3 minors, no majors & 100% attendance

Certificates Students who have less than 3 minors, no majors & 100% attendance Classroom teachers to enter participants on OneSchool - Positive Behaviour

Classroom teachers

Carnival (The Big Event)

Last week term 1 & 3

Students who have less than 3 minors, no majors

Carnival Teachers to organise an activity (either individually or as a year level – this is dependent on the number of students attending) Classroom teachers to enter participants on OneSchool - Positive Behaviour

Classroom teachers

Term 2/4 Incursions

Last week term 2 & 4

Students who have less than 3 minors, no majors

Carnival Incursion event Classroom teachers to enter participants on OneSchool - Positive Behaviour

Classroom teachers

Parent Show End of term All students Classrooms

Work samples, workbooks, photos, presentation etc

Open classroom for parents to view their child’s work in classroom.

Classroom teachers, specialists