Tallowood Steiner School
Bowraville
Student Welfare Policy

And

Behaviour Management Principles

Table of Contents

1Policy Statement3

1.1 Values3

1.2 Aims……………………………………………………………………………………………………………………………………………………………………………………..3

1.3 Definitions……………………………………………………………………………………………………………………………………………………………………………4

1.3.1 Rights4

1.3.2 Responsibilities……………………………………………………………………………………………………………………………………………………………………………………4

1.3.3 Rules……………………………………………………………………………………………………………………………………………………………………………………………………4

1.3.4 Consequences……………………………………………………………………………………………………………………………………………………………………………………..4

1.3.5 Behaviour Management………………………………………………………………………………………………………………………………………………………………………4

2Rights and Responsibilities5

3Methods…………………………………………………………………………………………………………………………………………9

3.1 Proactive practices9

3.2 General principles………………………………………………………………………………………………………………………………………………………………..9

3.3 Guidelines…………………………………………………………………………………………………………………………………………………………………………..10

3.3.1 Management of Unacceptable behaviour10

3.3.2 Level 1……………………………………………………………………………………………………………………………………………………………………………………………….10

1.3.3 Level 2……………………………………………………………………………………………………………………………………………………………………………………………….11

1.3.4 Level 3……………………………………………………………………………………………………………………………………………………………………………………………….11

4Playground12

4.1 Proactive strategies12

4.2 Unacceptable behaviour…………………………………………………………………………………………………………………………………………………….13

4.2.1 Level 113

4.2.2 Level 2……………………………………………………………………………………………………………………………………………………………………………………………….13

4.2.3 Level 3……………………………………………………………………………………………………………………………………………………………………………………………...13

4.3 Duty Teacher’s Responsibility…………………………………………………………………………………………………………………………………………….14

4.4Expectations of class teacher……………………………………………………………………………………………………………………………………………..14

4.5 Casual and new teachers……………………………………………………………………………………………………………………………………………………14

5Excursions and Camps15

5.1Proactive start…………………………………………………………………………………………………………………………………………………15

6Bus……………………………………………………………………………………………………………………………………………….16

6.1 Bus Duty Teacher’s Responsibilities…………………………………………………………………………………………………………………………………..16

6.2 Class Teacher’s Responsibilities…………………………………………………………………………………………………………………………………………16

6.3 Student’s Responsibilities………………………………………………………………………………………………………………………………………………….16

6.4 Consequences…………………………………………………………………………………………………………………………………………………………………..16

7After School Procedures……………………………………………………………………………………………………………….17

8Monitoring……………………………………………………………………………………………………………………………………17

9Individual Behaviour Plans……………………………………………………………………………………………………………17

10Evaluation…………………………………………………………………………………………………………………………………….17

10.1 Achievement of the aims of the student welfare policy……………………………………………………………………………………………………18

11 Child Protection Policy 18

12 Anti-Bullying Policy……………………………………………………………………………………………………………………..18

13 Resources 18

14 Appendices…………………………………………………………………………………………………………………………………19

1 Policy Statement

The purpose of this document is to outline the policy designed to promote learning and build positive relationships in the Tallowood School community.

The policy is premised on the right of all students and teachers to engage in a healthy Learning and Teaching environment.

Collaboration between school staff, students and parent(s) or carer(s) is an important feature of Tallowood Steiner School Welfare and Discipline Policy.

When parents enrol their children at Tallowood School they enter a partnership with the school. (1) This partnership is based on the commitment to provide students with opportunities to learn and grow within the framework outlined by the Tallowood School Curriculum.

The school prohibits the use of corporal punishment in disciplining students attending the school.

The school doesn’t not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school.

Bullying and harassment will not be tolerated at any level.

1.1Values

At Tallowood Steiner School we believe that:

  • All individuals are to be valued and treated with respect;
  • All individuals have rights and responsibilities with regards to their behaviour;
  • Self-esteem is crucial to the positive development of all individuals;
  • A commitment to pastoral care exists for all staff and students
  • Education needs to address the whole child, in all aspects of their development through each of the grades
  • Our school staff commitment to consistency in our behavioural expectations for all students and our confidence in their resilience and ability to adapt to what is required of them supports students to participate well in all aspects of school life.
  • Positive relationships create safe, confident, harmonious and co-operative working environments
  • The school’s preferred behaviour management practices are meaningful and consistent and based on fair treatment
  • Behaviour management is the responsibility of the whole school community;
  • Discipline is an integral aspect of a child’s developmental needs and forms part of the core duties of teachers as we guide children in their development
  • The process of thinking about behaviour and making appropriate choices is seen as a necessary step in the educational process of guiding children towards acquiring self-discipline.

1.2Aims

At Tallowood School we aim to:

  • Ensure all individuals are valued and treated with respect
  • Ensure the rights of all individuals are maintained;
  • Encourage all individuals to accept and act upon their responsibilities;
  • Enhance the self -esteem of all individuals through positive action;
  • Support all individuals as required;
  • Encourage and maintain positive relationships between all members of our school community;

(1)Appendix 1: Parent Statement of Commitment

  • Further develop the safe, harmonious and co-operative working environment that exists at Tallowood School
  • Ensure that behaviour management practices are meaningful and consistent throughout the whole school community and are based on best practice.

  • Foster an understanding of discipline based on constructive learning and self-development
  • Educate the whole child
  • Promote self- discipline by encouraging students to understand the consequences of their actions
  • To be consistent and reliable in ensuring that consequences are followed through to their natural conclusion and to ensure that students have the support they need to make appropriate choices of behaviour in keeping with the rights and responsibilities of all students.
1.3Definitions
1.3.1 Rights
A right is something an individual is entitled to. At Tallowood School everybody has rights.
1.3.2 Responsibilities
A responsibility is something for which one is responsible – legally or morally obliged to take care of
something or carry out a duty. At Tallowood School everybody has responsibilities.
1.3.3 Rules
A rule is a statement of what can, must or should be done in a certain set of circumstances. To protect our rights and to encourage responsibility, we have school rules, rules for our classroom and for times we
are out of class.
At Tallowood School it is expected that everybody follow these rules and understands that they are
binding and non-negotiable.
1.3.4 Consequences
Behavioural consequences are a link between rights, responsibilities and rules.
Children learn:
  • That actions have consequences
  • That all actions cause a reaction – positive actions create positive consequences and negative actions create negative consequences
  • That there are positive and negative behaviours attracting natural and logical consequences
At Tallowood School consequences are:
  • Relative to rights
  • Relate to the behaviour concerned
  • Reasonable
  • Respectful of the dignity of the individual; and
  • Have degrees of seriousness built in.
1.3.5 Behaviour Management
At Tallowoodour commitment is to both manage behaviour while simultaneously making positive social behaviours intrinsically rewarding for all students. To this end Tallowood is committed to the
explicit teaching and reinforcement of a range of Social Emotional Learning.
This is done through the use of a 3 tiered system that encompasses a high level of fluency in foundation classroom management skills, secondary supports to re-engage students and individual planning to support students with significant behavioural challenges. The attached Tallowood School Behaviour Management Principles are to be read in conjunction with this policy.
2. Rights and Responsibilities
Through the development of an understanding of the rights and responsibilities of the members of
our school community and the establishing of whole school rules and responsibilities, there exists a consistent and transparent approach to behaviour management within the school as a whole.
Table 1: RIGHTS AND RESPONSIBILITIES PRINCIPAL
AS THE PRINCIPAL OF TALLOWOOD STEINER SCHOOL
I HAVE A RIGHT TO / I HAVE THE RESPONSIBILITY TO
  • Carry out my role as Principal of Casuarina Steiner School
/
  • Encourage an atmosphere which allows students to achieve their personal best while learning together
  • Ensure that students have a clear understanding of the Student Code of Conduct and the support they need to be compliant with all aspects of this code.

  • Be informed by staff about student discipline issues
/
  • Oversee the implementation of the Student Welfare policy
  • Oversee all documentation including Incident Reports, actions taken and Individual Behaviour Plans
  • Keep a record of all actions taken
  • Provide support in programs related to student behaviour and attendance

  • Use authority to take immediate action in situations where serious student behaviour concerns occur
/
  • Take immediate action in situations where behaviour is deemed serious and/or dangerous to self or others
  • Ensure that all suspensions and expulsions are managed consistent with the ‘Suspension and Expulsion policy’

  • Be informed about Student Welfare issues and any special considerations regarding support programs and their implementation
/
  • Liaise with supervisors, parents, community members and outside agencies regarding policy, special considerations and support programs
  • Provide staff support and the opportunities for professional development in the domain of Student Welfare

Table 2: RIGHTS AND RESPONSIBILITIES OFTEACHERS
AS A TEACHER AT TALLOWOOD STEINER SCHOOL
I HAVE A RIGHT TO: / I HAVE THE RESPONSIBILITY TO:
  • Teach in a friendly, safe and engaging school, which is supported by the school community.
/
  • Be courteous and respectful of children, teachers, staff and the community.
  • Follow the StaffCode of conduct.

  • Have access to adequate resources.
/
  • Provide an engaging and effective learning environment

  • Have a professional, respectful, collaborative working relationship with students and parents.
  • Be treated with respect by students, parents and community members.
/
  • Reflect in his/her behaviour, the values that are expected of students.
  • Communicate regularly, meaningfully and collaboratively with parents.
  • Inform the Principal and Faculty members of any serious disciplinary action being taken.

  • Manage/enforce welfare and discipline of students.
  • Be supported by staff and parents in implementing the Casuarina Student Welfare and Discipline policy.
/
  • Have primary responsibility for implementing Student Welfare and Discipline policy.
  • Manage behaviour consistently according to the Student Welfare policy and Behaviour Management Principles

  • Make recommendations, after consultation with the Principal for professional assessments for children where extra support is needed.
/
  • Inform the Principal and Faculty of Teachers, as appropriate, when a serious or consistent breach to the behaviour code is made by a child.
  • Collaborate with the Faculty of Teachers and the Principal, as appropriate, to request input from external professional(s) Keep behaviour plans updated and make progressive reports where applicable

Table 3: RIGHTS AND RESPONSIBILITIES OF PARENTS(2)
AS A PARENT AT TALLOWOODSTEINER SCHOOL
I HAVE THE RIGHT TO: / I HAVE THE RESPONSIBILITY TO:
  • Expect my child, once enrolled, to have a Steiner Education as described in the Tallowood Curriculum document or as outlined in an IEP
/
  • Ensure my child attends school regularly, on time and prepared for learning.
  • Be supportive of the values of Tallowood Steiner School as outlined in the Enrolment Agreement and Parent Code of Conduct

  • Feel respected at Tallowood Steiner School and know my child (ren) work, play and learn in a friendly, safe and helpful school
/
  • Become familiar with the Student Welfare Policy and be supportive of its implementation.
  • Encourage and assist my child in following the codes of behaviour as outlined in the student welfare discipline policy
  • Comply with the parent behaviour codeand rights and responsibilities (2)

  • Be informed of my child’s progress and have opportunities for respectful collaborative meetings with the class teacher.
/
  • Be supportive of teachers and their endeavours.
  • Follow the School’s Pathways of Communication, or Grievance Policy as deemed necessary, in the case of a disagreement and/or concern
  • To attend class meetings
  • Communicate any concerns about my child in a timely manner, including known explanations for behavioural disruptions as well as any positive behavioural progress to the class teacher.

  • Discuss problems, behaviour modification strategies and support for my child[ren] in keeping with the Student Welfare Policy.
  1. Appendix 2a) Parent rights and Responsibilities
/
  • Recognize that a partnership between parents, teachers and students is necessary to promote socially responsible behaviour in keeping with the school’s welfare and discipline policy
  • Attend meetings requested by the school
  • Commit to actions agreed with teachers, staff or outside referrals as a support to the welfare of my child/ren.
Appendix 2b):Parent code of Conduct
Table 4: RIGHTS AND RESPONSIBILITIES OF STUDENTS
AS A STUDENT AT TALLOWOOD STEINER SCHOOL
I HAVE THE RIGHT TO: / I HAVE THE RESPONSIBILITY TO:
  • Learn to the best of my ability and benefit from an Education at Tallowood Steiner School.
/
  • Follow teachers’ instructions
  • Respect the rights of others
  • Work and learn without disrupting others
  • Be a co-operative learner:-helpful, polite, punctual, ready to learn and apply myself to tasks.

  • Work, play and learn in a friendly, safe and respectful school.
/
  • Show respect to all members of our school community.
  • Not tease, bully or hurt others emotionally, physically, socially or psychologically. Tallowood Steiner School has a zero tolerance Bullying policy.
  • Act in a safe and considerate manner during school hours and at school events, excursions, camps and on buses to and from school.

  • Be treated fairly with dignity and respect;
  • Be listened to and to have problems worked out in a fair manner.
/
  • Treat others politely and fairly regardless of differences (race, religion, gender. age, or disability).
  • Be truthful and demonstrate integrity.
  • Work out problems in a fair manner

  • Expect personal property be safe and treated respectfully by all students and staff
/
  • Show proper care and regard for my own property, the property of others and school property

3 Methods
3.1Proactive practices

Tallowood School encourages positive behaviour by:

  • Providing a quality Steiner education that meets all required Board of Studies outcomes.
  • Ensuring a safe learning environment.
  • Consistently modelling responsible and caring behaviour.
  • Developing a small number of easily understood rules, which are fair, clear and consistently applied.
  • Discussing school rules and Student Code of Conduct with children regularly. Be explicitand consistent in supporting this through our Virtues Program.(3)
  • Acknowledging and reinforcing children’s positive behaviour including acts of kindness and good manners.
  • Promoting peer mediation and support.
  • Orientation /Transition support for new and graduating students(4)
  • Social skills program
  • Life Education Van
  • Annual class camps, festivals and other community events.
  • Creating opportunities for children to show their success to classmates, other classes and the wider school community.
  • Regular school assemblies
  • Establishing programs to develop resilience and self-responsibility for choices, words, actions and attitudes
  • Discussion with parents about their role in promoting acceptable student behaviour and learning.
  • Staff workshops at least annually on Child Protection, Student Welfare and Behaviour Management

3.2 General principles

At the beginning of each school year, students are introduced to the school rules:

  1. Be kind and respectful.
  2. Be considerate and behave sensibly and safely, in line with teachers instructions
  3. Work enthusiastically and diligently to strive to give your best at all times

In weekly assemblies the children are reminded of these rules and given feedback on their application to the rules, both explicitly and through the application of our Virtues Program.

Teachers and Students develop class rules based on the school rules and on the

definitions of Rights and Responsibilities, Rules and Consequences.

  • Each class teacher and their students discuss the importance and relevance of these rules, along with rights and responsibilities.
  • Students are taught that these rules form the expected code of conduct at Tallowood Steiner School.
  • These class rules can be displayed in the classrooms

3 Appendix 3:Tallowood Steiner School Rules

4 Appendix 4: Orientation/Transitionprogram

  • Staff, specialist teachers and relief teachers are informed of the discipline policy and class rules during induction.
  • Parents are informed of their rights and responsibilities, the discipline policy and their role in supporting learning and building of positive relationships.
  • The principal is responsible for supporting staff. She/he ensures they are aware of the school’s Student Welfare Policy, the Behaviour Management Principles and provides training where needed.

3.3 Guidelines

3.3.1 Management of unacceptable Behaviour

The management of behaviour depends on degree, nature and impact on the student, staff and the child themselves, of the misbehaviour.

The Student Welfare Policy is most effective in modifying inappropriate behaviours when it is implemented through a cooperative partnership between parent(s) or carer(s) and the School.

Tallowood defines three general levels of Behaviour Management and support.

Students may move to level 2 or 3 immediately when warranted by the behaviour.

3.3.2 Level 1

Minor: incidences where a child requires a reminder of the school or classroom rules.

Inside the classroom a 3-stage approach is consistently adopted:

1. In the early years, the teacher will work to firstly distract or divert the child’s behaviour into a positive activity and draw attention to acknowledging the desired behaviours of other students.

2. If further attention to the inappropriate behaviour is required, the child is reminded of the rule she/he has overlooked.

If negative behaviour reoccurs take the child aside to discretely and explicitly remind her/him which school/class rule has been broken and the reason this is unacceptable, including potential consequences. Separating the negative behaviour from the child, showing her/him how to put things right and re-establishing good relationships will provide a model for good conduct.

3.At this stage the child who doesn’t adjust her/his behaviour will be given a consequence. The consequence relates to the rule broken. This can be a ‘time out’ within the classroom for cooling down followed by reflection with adult support. (5)All care is taken to ensure that the child fully understands why this particular behaviour must change.

A number of general classroom management procedures and consequences may be used at this level (6).

3.3.3 Level 2

When a pattern of negative or inappropriate behaviour occurs, additional procedures are required and the involvement of the parents may be requested.

1. The child is accompanied to another room (buddy class or principal) for cooling down and reflection. The child reflects by writing down, drawing or verbalising (depending on age and literacy skills) her/his view of the events, what rule has been broken, what she/he could have done and what she/he will do to establish a positive code of conduct. Students are given

(5) Appendix 5: Tracking Sheet L1

(6) Appendix 6:Levels of Behaviour Support

acknowledgement for self-correction. (7) Follow up practice is required for monitoring and to reinstate positive relationships immediately. An incident report is completed (8) and the parent(s)/carer(s) are notified.

At this point or at the latest after three incident reports within a time frame that the teacher finds applicable, the parents/carers may be notified and asked to attend a meeting to ensure a collaborative resolution to the situation is reached. The child is drawn to the attention of the other teachers at Faculty meetings if her/his behaviour needs monitoring during break times. The student’s records of events, the teacher’s incident report and signed form from the parents are placed in the students file.

A behaviour support plan (9) with a time line (usually three weeks) is devised for the student and signed by both the teacher and the parents/carers(10). Behaviour is regularly monitored(11) and good behaviour is acknowledged, affirmed and encouraged. At the beginning of the behaviour plan feedback is given daily, later after several days. At the end of the third week positive behaviour is expected. The student may continue to receive ongoing support from the teacher, principal, parents and staff so that the positive behaviour can be maintained. Where emotional, social, medical, academic or family difficulty is evident, teachers may make recommendations for outside assessment and support, referring parent to GP, local area health or paediatrician.