Behaviour Management Policy
Cloverdale Primary School
Contents
1. Policy Statement
2. Policy Rules
3. Responsibility for Implementation and Compliance
4. Scope
5. Definitions
6. Overview
7. Responsibilities of staff in implementation.
8. Teaching and Management of behaviour.
9. Suspension and Other Disciplinary Actions
10. Delegations
11. Guidelines for Contact and Collaboration with Parents
12. Support Structures for Staff, Students and Parents
13. Strategies for Achieving a Positive School Environment.
14. Guidelines for records/Use of Forms
15. Anti-Bullying
16. Drugs and Alcohol
17. Weapons
18. Usage of Mobile Phones
19. Risks of Suicidal Behaviour and Self-harm
1. Policy Statement:
Cloverdale Primary School aims to provide every student with the educational support they need to learn and maintain positive behaviours.
2. Policy Rules:
Cloverdale Primary School must, in accordance with the Department of Education’s Student Behaviour Procedures:
· Document a whole school plan to support positive student behaviour;
· Implement the documented whole school plan to support positive student behaviour
· Provide individual student behaviour support where the need is identified.
3. Responsibility for Implementation and Compliance
· Principals are responsible for implementation of the policy at a school level.
· Line managers are responsible for compliance monitoring.
· Teachers are responsible for implementation of the policy at a classroom level.
· Support staff are responsible for implementing the policy in accordance with Teacher instruction.
4. Scope
This policy applies to all staff and students at Cloverdale Primary School.
5. Definitions
BEHAVIOUR
A student’s learned actions, identified in the Cloverdale Primary School’s code of conduct, that contribute to the student’s growth and development and the school’s good order and proper management.
BEHAVIOUR SUPPORT
The educational support a student receives from Cloverdale Primary School in order to learn and maintain identified behaviour.
STUDENT
A person who is enrolled at Cloverdale Primary School
6. Overview
Cloverdale Primary School behaviour management is delivered as a whole school connected practice. The Behaviour Matrix outlines the expected behaviours that we must teach and reinforce to become a part of the culture and ethos of the school. The behaviour has been categorised into 4 areas:
Safety – Be safe, Be safe to be around
Organisation – Be ready for learning, Be on time
Achievement – Be an active learner, Be your best
Respect and Responsibility – Be respectful to self and others, Be accountable
The Matrix lists the expectations as they should apply across the school and its differing contexts. The Provisions for Learning Team are using the Matrix to create a common language for the school.
7. Responsibilities of staff in implementation of policy.
Staff have a right to / Staff have a responsibility to / Teacher Roles· Respect, courtesy and honesty.
· Teach in a safe, secure and clean environment.
· Teach in a purposeful and non-disruptive environment.
· Cooperation and support from parents in matters relating to their children’s education. / · Make students and parents aware of these policies.
· Model respectful, courteous and honest behaviour.
· Ensure that the learning environment is kept neat, tidy and safe.
· Establish positive relationships with students, staff and parents.
· Ensure good organisation and planning.
· Report students’ progress to parents.
· Ensure behaviour records on Integris are maintained by recording incidents. / · Develop a set of classroom expectations consistent with this policy.
· Develop and maintain a positive classroom environment, rewarding students’ successes.
· Display, discuss and consistently apply the school’s Behaviour Management Policy.
· Apply consequences for inappropriate behaviour that are within the scope of this policy.
· Document student misbehaviour and remedial strategies.
· Involve parents in the behaviour management process when appropriate.
· Inform Administration Staff, as appropriate, when discussions with parents are being held.
8. Teaching and Management of behaviour.
Responding to Behaviour
The Behaviour Management in Schools (BMiS) Responses Chart outlines the process to follow for behaviour management. This outlines the Whole School Approach to Tier 1 behaviours and the process for unproductive behaviours that are advanced (Tier 2/3). All staff are expected to use Low Key Responses as much as possible to deal with low level repeated behaviours. These are responses based on the concept of Invisible Discipline and are listed within the supporting documents. Cloverdale PS has a weekly whole school reward of Megaplay held Fridays at 12.05. Every class goes to Megaplay at this time and it is announced over the PA. The activity for Megaplay is chosen on Monday by the class and is an incentive for the students to participate appropriately during the week and achieve Megaplay. The Tracking Sheet is used by the teachers to monitor student behaviour. After warnings and low key responses teachers are to use the tracking sheet as a preventative tool as well as a consequence with the end consequence being missed Megaplay (See flowchart). In order to miss Megaplay, students must be recorded on the tracking sheet twice in 2 days or 3 times in 1 day. Tracking sheet stages are as follows:
Stage W – Warning recorded on tracking sheet. When LKR are not having desired effect and behaviours are continuing to be disruptive
Stage 1 – Continue LKR and explain why student is on tracking sheet
Stage 2 - Continue LKR and explain why student is on tracking sheet. Also explain future consequences.
Stage 3 - Continue LKR and explain why student is on tracking sheet. Possible consequences (Missing Megaplay) during stages 2 and 3 teachers may employ timeout or relocation strategies within their class
Stage 4 – Buddy class with a reflection sheet
Stage 5 – Admin front office referral
Stage 6 – Modified Check-In Check-Out
Stage 7.1 – Behaviour Support Plan
Stage 7.2 – Behaviour Support Plan with External Agency Support
Stage 3 – Missed Megaplay
Students who miss Megaplay will attend the library with Admin, instead of participating in the reward activity, where it is discussed why they have missed Megaplay and where appropriate an informal plan to achieve success in the future will be developed. Students are informed of the stage they are at and that parents will be informed. All students are informed of the consequences for recurring unproductive behaviour resulting in repeated missed Megaplay.
Parent Engagement/Communication: After 2 consecutive missed Megaplays, a notification is sent to parents and teachers are expected to have a formal chat to the student in addition to the counsel provided by the school administration team. After 3 consecutive missed Megaplays the letter to parents’ requests an interview and the student will be discussed by Admin and, in collaboration with the teacher, will be considered for CICO.
Stage 6 - Modified Check-In/Check-Out
Check-In Check-Out (CICO) will be initiated when students are considered in need of a program to assist them in modifying their behaviour. Admin and class teachers will discuss and decide when a student reaches 3 missed Megaplay consecutively or 5 front office referrals over a 10 day period. Teachers who are concerned about students who are just out of the set criteria can discuss with Admin the possibility of CICO. CICO focuses on chosen particular classroom behaviour and employs regular check-ins based on that behaviour only. All other behaviours should be dealt as they occur according to BMiS and classroom management.
Students who do not respond to CICO will then be looked at for a Behaviour Support Plan. Criteria for BSP are the same as CICO as this is a follow on from CICO that is unsuccessful. Some students will present with high level Tier 2/3 behaviours and will bypass straight to BSP. This will be decided by teacher and Admin after looking at data and discussing. The BSP will be formed by the teacher and Admin and can involve the School Physiologist if necessary. Parent involvement is also necessary at this stage. The focus of the BSP is to find the function of the behaviour and to encourage replacement behaviours that meet the need of both student and teacher. A BSP involves both interviews and observations in order to correctly gauge the function. This is monitored regularly by the case manager and adjusted as needed.
Parent Engagement/Communication: Parents are initially informed of the CICO process and are provided with the reasons why their child is being engaged in this process. During the process parents are provided with feedback sheets from the before/after school CICO nominee. Parents are also engaged at point of need where the focus behaviour is to be changed/adjusted or achievement is to be celebrated.
Stage 7 – Behaviour Support Plans
Behaviour Support Plans (BSP) are a result of Function Based Assessment (FBA) process which is completed to ascertain the more specific nature of students’ persistent unproductive behaviours. The process is known as FBA to BSP and is conducted in conjunction with a Deputy Principal and in certain circumstances can involve the School Psychologist. The process is as follows:
1. Understand the Unproductive Behaviour
a. Basic Functional Behaviour Assessment for understanding behaviour
b. The result is ‘A-B-C’ and function within problem routines
2. Establish a ‘Best Guess’ for the Unproductive Behaviour
a. Behaviour Summary Statement
3. Develop a Behaviour Support Plan that uses function-based strategies that includes the following:
a. Prevent unproductive behaviour & prompt replacement behaviours
b. Teach replacement behaviours to replace unproductive behaviour
c. Reinforce replacement & desired behaviours. Minimise reinforcing unproductive behaviours (by not meeting the function.)
Parent Engagement/Communication: Parents with children requiring a BSP are highly likely to have been engaged through the processes of Missed Megaplay, Modified Check-In Check-Out, and by the classroom teacher for previous behaviours. The parent will be informed of the need for a Behaviour Support Plan and the subsequent process will also be explained. The details of the BSP including Prevent, Teach and Reinforce components of the plan will be discussed with the parent/s. Parents will also be engaged at time points along the journey where review/adjustment/celebration are needed.
Playground
The PBS Expectations Matrix has been established to explicitly identify the playground expectations to ensure a common and consistent understanding is shared across the school. These expectations are taught in class and are also re-taught at the point of need in the playground. The Provisions for Learning Team are working towards a common language for staff to use when responding to behaviour to further support our whole school connected practices. Behaviours that do meet these expectations should be recorded in the duty file for data entry.
Behaviour response procedures in the playground:
1. Reteach at point of need
2. Immediate Consequences - Walk with teacher, Sit out for 5 mins, Sit out for 10 mins
3. Referred Consequences - Missed Megaplay for rough/inappropriate play, Front Office Referral for serious incidents, Detention is to be assigned by Admin only (this will be reviewed in the future)
321 “Good Standing” Policy – Incursions, Excursions & School Representation
Cloverdale Primary School will apply the 3, 2, 1 approach to withhold students from attending incursions/excursions or school sporting events when necessary. This approach can only be applied to events where it does not deny any student of the appropriate curriculum access. Any student who receives 3 detentions, 2 in-school withdrawals or 1 out of school suspension from the last event will not attend the upcoming event. After each event all students will have a clean slate to attend the next one.
Parent Engagement/Communication: Parents will be informed, by telephone or in writing, of the loss of good standing and subsequent withholding of a student attending the next event. Parents will also be informed of each incident that contributes to the loss of the good standing when it happens.
9. Suspension and other Disciplinary Actions:
In conjunction with the Schools Education Regulations 2000:
If a student at Cloverdale Primary School commits a breach of school discipline the Principal or Associate Principal may—
(a) withdraw the student from any class or classes of instruction; or
(b) alter any of the student’s recess or lunch periods; or
(c) restrict or prohibit the student’s participation in a school activity or activities.
Students at Cloverdale Primary School will not be withdrawn from their class or instruction for longer than 5 days.
Detention:
1. If a student at Cloverdale Primary School commits a breach of school discipline a member of the teaching staff at the school may keep the student after school for a period of time approved by the principal of the school.
2. Before a student is kept after school, the principal of the school or a person authorised by the principal to do so is to take all reasonable steps—
(a) to contact either—
the parent or guardian of the student
and
(b) to ensure that an arrangement is in place for the student to get home.
3. A student must not be detained for more than 30 minutes unless—
(a) a person referred to has been informed of the detention; and
(b) the principal or the person authorised by the principal ensures that—
(i) an arrangement is in place for the student to get home; and
(ii) the arrangement has been agreed to by the parent or guardian.
Suspension
1. The period prescribed for the purposes of suspension—
(a) is up to 5 consecutive school days; or
(b) is 10 consecutive school days if the student commits a serious breach of school discipline;
2. If a student is either wholly or partially suspended from attendance at a school for a period of suspension, the period terminates at the end of the school term in which the term was imposed.
Suspension- rules for imposing etc.
1. Before a principal suspends a student for a breach of school discipline other than a serious breach of school discipline, the principal is to—
(a) provide oral or written advice about the duration of, and reasons for, the proposed suspension to—
(i) the student; and
(ii) unless the student is an adult student or an independent minor, a parent of the student or a person responsible for the student;
and
(b) give a person who is given advice under paragraph(a) a reasonable opportunity to give reasons for not suspending the student.
2. If a principal suspends a student for a serious breach of school discipline the principal is to—