Behaviour and Welfare PolicyPositive Behaviour for Learning

St James’ Primary School Muswellbrook

PB4L Purpose Statement

At St James’ we are all responsible for developing a safe, respectful and inclusive community to support our quality learning environment.

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St James’ Primary SchoolSchool Rules and Behavioural

Expectations Matrix

Be a Learner Be Respectful Be Safe

All AreasatAll Times

• Be a good listener• Be an active

participant – Have A Go!

• Be a team player• Be focused – Work

towards your goals!

• Stop, Think, Act! - Make good choices

• Care for yourself and each other

• Be in the right place at the right time

• Safe Hands, Safe Feet!

• Use kind words and actions

• Be polite and honest• Care for our school

environment• Wear your school

uniform correctly

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Be a Learner Be Respectful Be Safe

Classrooms, Computer Lab and

Library

- Always do your best- Be responsible for your learning and belongings- Be prepared- Share and take turns- Ask questions- Complete all set tasks- Follow instructions

- Speak respectfully to others- Follow classroom rules- Respect the rights of others to learn- Accept others and their opinions- Care for the classroom environment and others’ belongings

- Use equipment and furniture safely

- Be cyber safe, access appropriate web sites

- Keep rooms clean and tidy- Always walk- Follow teacher directions

Playground and Toilet areas

- Be a good sport- Know and follow the rules of the game- Know and follow the playground rules- Follow teacher directions

- Use the Hi 5 strategy - Forgive others- Accept skill differences- Play cooperatively and fairly- Safe Hands! Safe feet!- Respect others and their property

- Wear a hat outside- Keep areas clean- Be responsible for equipment- Stay in school boundaries- Be hygienic – flush and wash hands- Report any incidents

Canteen

- Make healthy food choices - Wait your turn- Line up quietly- Use your manners (say may I have, please and thank you)

- Put rubbish in the bin- Recycle your plastic bottles and cans - Buy food only for yourself

Administration

- Know why you are at the office- Say messages clearly and accurately- Ask to speak to a specific person

- Enter quietly and wait your turn- Use your manners (say excuse me, please and thank you)- Be polite towards visitors

- Only go the office with the teacher’s permission- Take the red flag directly to the staff room if asked

Line up

- Respond promptly to the bell and line up quickly

- Return all sport equipment- Sit in silence when you hear the hand bell

- Listen to your teacher’s instructions- Wait quietly in designated space- Hands to self

- Leave area quietly with teacher- Walk in line to classroom- Hands to self

Lunch area

- Listen to and follow all instructions- Put away your belongings

- Eat your own food only- Keep your area clean and tidy

- Put rubbish in the bin- Recycle plastic bottles and

cans- Sit in your own area- Ask permission if you need to leave the area

Bus lines

- Know your afternoon routine - Sit in correct bus line- Walk to buses with the teacher- Look after your own property

- Sit quietly on the bus- Follow the bus driver’s directions- Be polite to all

- Stay in your seat- Keep your body and belongings

inside the bus- Report any incidents

Whole School Events

- Participate with pride- Listen watch and learn- Sit still and quietly- Follow instructions

- Look at and listen to each presenter- Celebrate the efforts of others- Use appropriate applause- Be attentive- Sing the National Anthem and School Song with pride- Say the school prayer reverently - Enter and leave the assembly area silently

- Enter and leave assemblies quietly and safely- Stay still when seated- Walk to the hall with your teacher and stay on the path

At St James’ Primary School

Muswellbrook we are:

All areas at all times

LEARNERS

Be a good listener Be an active participant – Have A Go! Be a team player Be focused – Work Towards Your Goals

RESPECTFUL

Use kind words and actions Be polite and honest Care for our school environment Wear your school uniform correctly

SAFE

Stop, Think, Act! Make good choices

Care for yourself and each other – Use the High 5

Be in the right place at the right time

Safe Hands, Safe Feet! – Use the High 5

At St James’ we are all responsible for developing a safe, respectful and inclusive community to support our quality learning environment. 1. RationaleSt James’ Catholic School has adopted a Whole School Approach to bring about positive behaviour; Positive Behaviour for Learning [PB4L]. This approach has a strong emphasis on teaching appropriate behaviours and providing systems of support to bring about these positive behaviours.  PB4L is focused on proactive strategies for defining, teaching, and supporting appropriate student behaviours to create a positive school environment. The aim of Positive Behaviour for Learning is to actively teach and reinforce desired behaviour while implementing consistent, reasonable, mostly positive intervention to address challenging behaviours.  Preserving and building a child’s self-esteem and image as well as encouraging self monitoring of behaviour are vital components of the positive approach.

School wide systems for all

students, staff and settings.

Aim: Reduce new cases of problem behaviour

Approx 80% of

students respond to these universal systems

such as school rules, routines,

award systems and negative disciplinary

consequences such as detention, time out, loss

of privileges and imposition of additional

responsibilities.

Whole school approach,

common language,

consistent and clear

expectations.

SECONDARY PREVENTION Specialised Group systems for students with At- risk behaviour Aim: Reduce current cases of problem behaviour

Approx 15% of students who show little or inconsistent response to school management systems. In addition to well established Primary Prevention strategies, management of these students involves a collaborative problem solving structure. There is much greater emphasis on teaching and reinforcing desired behaviour - all up, a more flexible, proactive, preventative model.

TERTIARY PREVENTION

Specialised individualised systems

for Students with High – Risk Behaviour

Aim: Reduce complications, intensity, severity of current cases

Approx 1 - 5% of students are beyond the

capacity of any one teacher and often beyond the capacity of the school. For this group of

high risk students, Tertiary Prevention requires specialised and individualised intervention with high levels of

collaboration and communication.

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PRIMARY PREVENTION

PROCEDURES FOR ENCOURAGING POSITIVE BEHAVIOUR  Our St James’ 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 wide variety of means.  Acknowledging Appropriate BehavioursEach class teacher adapts the GOTCHA award chart K-6. Body language strategies – smile, gestures, nod, thumbs up, proximity, etc Verbal acknowledgment – recognition of how behaviours affect others, single word utterances, praise, descriptive encouraging, etcPositive comments in student workbooks Being chosen for responsibilities Class visits, sharing of work / achievementsPositive comments in school diaryAssembly awards –

St James’ Muswellbrook Merit awards: class teachers, librarian and learning support teacher – to present at least one merit award for academic achievement and learning and /or PB4L behaviour expectations.

St James’ Muswellbrook PBL GOTCHAS: class teachers, librarian, learning support, admin and principal to give awards to children meting the expectations.

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PBL GOTCHA REWARDS 

NUMBER GOTCHA AWARDS

ONE Coloured raffle ticket and stamp on classroom chart TEN Completed 10’s frame chart and certificate from

classroom teacher THIRTY Award from classroom teacher – eg. First in line at

canteen voucher, pick of the box, 5 min of free time in class (see attached list for other ideas)

FIFTY Principal’s A5 Certificate awarded at assembly and name in the newsletter

EIGHTY PB4L Book mark or magnet ONE

HUNDRED Principal’s Certificate and tangible award, Star Spot in

the newsletter, $5 canteen voucher

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Managing 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 others. The consistent and repeated occurrence of minor behaviours may also be considered as major.  Procedures for responding to inappropriate behaviours are outlined in the following diagram.

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REFLECTION ROOM: Reflection Room provides the children with the opportunity to reflect on their behaviour and the people they have affected. They also look at ways they could have reacted better to the situation. Whilst in the Reflection Room the children fill in a form asking them ‘What Happened?’ ‘Who was affected by their behaviour?’ ‘How will I change my behaviour next time?’ After they have finished the form it is signed by the teacher, sent home and returned to their teacher the next day. If a behaviour is judged by a teacher to be serious enough they may contact the parents immediately and after meeting with them apply any of the processes below. These are always done in consultation with the Principal and may need to include CSO personal.  Often these are progressive and will follow after each other. Meeting with parents – [could result in loss of privileges eg excursion, sport]  Behaviour Modification Chart developed Referral to School Counsellor [if not already involved] Referral to outside agencies CSO intervention [speak with Principal – contact CSO]

Email or Phone for adviceObservations – parent permission forms filled inAttendance at Parent Meetings

 Detention – whole of Lunch with the Principal / Assistant Principal One day in school suspension Three day in school suspension Suspension Expulsion UNACCEPTABLE FORMS OF DISCIPLINE:  # Inflict any forms of physical punishment # Deliberate humiliation of a child 

# Send a child outside by themselves while a lesson is in progress

The 3M Ladder of ResponseBehaviour Management: Strategy Examples

(Proactive and Response Strategies)Key People

Mild

Positive Communication5Rs for the ClassroomTen Behavioural Interventions for the Classroom Guided ChoiceTime Away (My Space)Restorative questions & statementsResponsible Thinking Room/Plan

Class TeacherStudent/s

Moderate

Restorative questions & statementsTime OutResponsible Thinking Room/PlanCirclesRestorative meeting/mediationBehaviour AgreementTargeted Pro-Social Skills TrainingCheck-in/Check-outDetentionSuspension (in school)

Class TeacherStudent/sExecutive Teacher/CoordinatorSchool CounsellorStudent Support Unit CSOParents/Guardians

Major

Behaviour AgreementRestorative ConferenceTargeted Pro-Social Skills TrainingMentoringDetentionRisk AssessmentIndividual Behaviour Plan/ Risk and Control PlanNVCI – Non-Violent Crisis InterventionSuspension (out of school)Review of enrolment

Class TeacherStudent/sExecutive Teacher & PrincipalSchool CounsellorStudent Support Unit/CSOParents/Guardians

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3M ladder of response

behaviour level displayed behaviour examples

Mild

• talking out of turn• generally uncooperative behaviour • tardiness (late to lines, late to class)• not being prepared (equipment, homework)• failing to follow teacher instructions in reasonable time• uniform breach• inappropriate language (name-calling and put-downs) • littering• poor manners – general rudeness to other members of the school community• lack of respect for staff, students and the property of others• out of bounds• unsafe behaviour on the playground (running, hands on)• disruption to the learning environment (eg. calling out)

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3M ladder of response

Mild: proactive and reactive responses responsibility

• positive communication techniques• positive behaviour techniques - 10 behaviour interventions for the classroom - explicitly teach student expectations• reinforce expectations matrix and relevant behaviour skill• traffic light system• guided choice• through RJ questioning counsel students on expected behaviour• service to the school community – playground clean-up• out of uniform – breach notice

►all teaching staff►PCW►student/s

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3M ladder of response

behaviour level displayed behaviour examples

Moderate

• increasing frequency and intensity of any mild level behaviour• recklessness and being unsafe (towards others/towards self)• repeated tardiness (late to lines, late to class)• repeated use of inappropriate language (swearing, name-calling)• ongoing breach of uniform expectations• repeated disrespect to teachers & students & their property• significant disruption to the learning environment• harassment and bullying of members of the school community (inclusive of cyber bullying)• breach of IT agreement• repeated out of bounds

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3M ladder of response

Moderate: proactive and reactive responses responsibility

• reinforce expectations matrix and relevant behaviour skill• guided choice • Reflective Thinking (Room) during lunch• communicate regularly behaviour to parents• service to school community – playground clean up• refer to member of the executive• restorative triangle/circle• mentoring• check-in/check-out• pro-social skills training• loss of privileges if appropriate – eg representing school• in-school suspension (short to a maximum of 3 days)• Out of Uniform – breach notice sent home or replacement item from the office

►student/s►teachers►parents/guardians►LST►PCW►Exec staff

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3M ladder of response

behaviour level displayed behaviour examples

Major

• consistently high frequency and intensity of any moderate level behaviour• any sexualised behaviour (verbal or other)• threat of physical assault• actual physical assault• highly aggressive and abusive language• repeated truancy• fighting• repeated harassment and bullying of members of the school community (inclusive of cyber bullying)• vandalism of any property connected to the school (inclusive of buses)

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3M ladder of response

Major: proactive and reactive responses responsibility

• mentoring• counselling• individual behaviour plan• restorative conference• isolation from school community and relocation to executive• in-school suspension (to a maximum of three days)• out-of-school suspension (short or long to a maximum of twenty days)• police liaison officer• risk assessment and control plan•Non Violent Crisis Intervention techniques• review of enrolment

►student/s►parents/guardians►LST►PCW►School Counsellor►School Exec►Principal►CSO - SSU

☺ Purpose Statement

☺ Expectations Matrix

☺ Explicit teaching of the expectations

☺ Reinforcing the positive behaviours

☺ Response Ladder for managing and reshaping inappropriate behaviours

Core Components

Gotcha!

Catch them being good and when they least expect it

☺ a simple token based system (eg raffle tickets)

☺ praise explicitly

☺ praise often (4:1 rule)

☺ convert the tokens into graded rewards

☺ display the reward system prominently in classrooms and on the playground

Gotcha meeting the behavioural expectation (for this setting)