Our Goal Is to Promote and Develop in All Members of the School Community

School Profile Statement

Epsom Primary School has built a strong reputation in delivering a diverse curriculum in a caring, positive and welcoming environment, which values all students as individuals and comprehensively prepares them for secondary education. We are committed to providing students with tools for lifelong learning. We foster a climate that enables students to be adaptable learners and contribute productively to constantly changing society.

The school community is very supportive of the school and works in partnership with teachers and students to provide extensive educational opportunities for our students.

Our goal is to promote and develop in all members of the school community:

Positive and friendly interactions
An environment that is welcoming and safe
An environment where everyone is recognised for the positive contribution they can make to the school

The consistent implementation of agreed class and yard behaviours, together with appropriate consequences, helps us to achieve these goals.

Whole School Prevention Statement

Purpose

At Epsom Primary School we are committed to providing students with tools for lifelong learning. We foster a climate that enables students to be adaptable learners and contribute productively to constantly changing society.

The Epsom community values

A safe and progressive environment in which children expand and develop their academic, social, emotional and physical potential
A positive, supportive relationship between the school and the wider community that promotes social, emotional and physical well being
The provision of opportunities for the students to develop environmentally responsible attitudes and behaviours
The promotion of innovation and creativity in using critical thinking

Student Engagement & Wellbeing

Goal - To provide a safe, stimulating and creative learning environment where all students are engaged and connected to their school and their peers.

Targets - Stimulating Learning, Student Motivation and School Connectedness variables in Student Attitude to School opinion surveys to trend upwards from 2010-2013 to levels above which would be expected for the SFO.

Key Improvement Strategy - Ensure that all members of the school community have a shared vision of teaching and learning to enhance student engagement and wellbeing.

Programs / Measures:

The school will endeavour to implement and maintain program that support a safe environment and provide for the emotional health of students. These programs may include:

Peer mediators
Buddies
Student Awards
Resilience and social skills programs (e.g. You Can Do It!)
Transition programs
Program to promote a safe & supportive environment (e.g. Friendly Schools & Families)
Positive Behaviour Program
Preparation for Puberty
Junior School Council
Well being Officer
Circle Time
Values education (building community)

Rights & Responsibilities

The Epsom Primary community is guided by the following principles:

All members of our school community have the right to be safe
All members have the right to be treated with respect
All members have the right to be in a secure environment without interference, intimidations, harassment, bullying or disruption

All members of our school community are expected to be polite, courteous and well mannered

These principles are aligned with the relevant pieces of legislation including the Equal Opportunity Act 1995, The Charter of Human Rights and Responsibilities Act 2006, The Disability Standards for Education 2005. (See appendices for further detail)

RIGHTS, RESPONSIBILITIES and RULES

Rights, responsibilities and rules work together. Rules protect people's rights.

Student Rights / Student Responsibilities
Every student has the right to:
 be treated with respect, kindness understanding and fairness at all times
 expect to be fully able to participate in their education in a culturally tolerant and fully inclusive learning environment
 to express themselves as individuals
 that their total wellbeing will be supported and promoted in a health promoting environment
 expect their person and their property will be respected and safe
 that they can learn and enjoy the social opportunities their chosen school provides without interference.
 experience academic and personal success and acknowledgement
 receive effective teaching / Every student has the responsibility to respect the rights of others by:
 following all class and school rules
 following the school safety guidelines
 treating all members of our school with respect, kindness, understanding and fairness at all times.
 being tolerant of cultural difference and fair to others
 respecting the person and property of others
 always trying to be the best person and student that they can be.
 always acting in a safe and considerate manner in the classroom, in the playground and as representatives of Epsom PS
Staff Rights / Staff Responsibilities
Each staff member has the right
 be recognized and treated as a professional
 to be treated with respect
 to be supported by their colleagues and wider school community
 to be able to undertake their duties without interference or threat
 to be recognized as a significant influence in the lives of students
 to work in a culturally inclusive and tolerant learning community
 to experience professional success and acknowledgement
 receive effective leadership / Each staff member has the responsibility to:
 model respectful behaviours at all times
 act professionally and positively
 to foster links with the school community
 teach effectively, providing a positive learning environment and establish and reinforce acceptable school behaviours to meet the learning needs of all students
 resolve problems in the school environment , using the agreed school procedures
 be inclusive and supportive of colleagues
 to develop personal leadership skills
 to celebrate the success and achievements of self and others
Parents/ Carers/ Guardians/ Community Rights / Parents/ Carers/ Guardians/ Community Responsibilities
Parents/ Carers/ Guardians / Community have the right to:
 be considered a partner in their child’s education a
 to be kept informed about issues affecting their child/ren
 to be recognized as the major influence in their child’s life
 to be treated with respect / Parents/ Carers/ Guardians / Community have the responsibility to:
 ensure their child/ren attend school every day
 to maintain their child/ren’s personal wellbeing so that they can learn
 work positively with the school and its staff
 to provide information which may impact upon their child’s behaviour at school
 to recognize and support the school behavioural expectations
 to treat school staff with respect

Shared Expectations – School, Parents/Carers, Students:

Effective schools share high expectations for the whole school community.

Shared expectations are;

jointly negotiated, owned and implemented by all members of school community.
Clear and specific
Focussed on positive behaviours and prevention & early interventions.

School staff have a responsibility to provide an environment that ensures all students are valued and cared for. School expectations should reflect;

School values
Inclusive teaching practices
Parent/ Carer and Community partnerships.
Provision of quality curriculum, appropriate student services for all students.

Students should demonstrate positive behaviours towards;

their learning, themselves,
their peers,
their teachers,
their school community
their attendance.

Parents/ Carers should support the school by promoting positive educational outcomes by taking an active interest in their child’s educational progress. This can be achieved by;

active involvement in school activities. (reading, sports days, camps, fairs, etc)
regular communication with school regarding their child’s learning, wellbeing and engagement.

School actions and consequences:

Student engagement, regular attendance and appropriate behaviours are encouraged though the implementation of whole-school strategies supported by targeted and individualised support when required.

The following protective factors support student engagement:

Positive behaviour support
Clear, fair and consistent rules and behavioural expectations
Understanding of individual student needs
Accessible staff support
Positive and supportive parent, teacher and peer relationships
Feeling safe and valued at school
Reasonable and consistent consequences
Some level of academic success

It is acknowledged that a staged response provides a continuum of support for student well-being.

STAGE ONE: PRIMARY PREVENTION (Whole school-focussing on all students and staff across all settings

STAGE TWO: EARLY INTERVENTION (Targeted -focussing on responses to problem behaviour in order to aim to reduce it

STAGE THREE: INTERVENTION (Intensive -focussing on the complexity of individual behaviour resistant to primary and secondary prevention efforts)

PRIMARY PREVENTION / EARLY INTERVENTION / INTERVENTION
Within the classroom: (tone)

fair and democratic classrooms and school environments are

established from the beginning of the school year

students have participation in the development of classroom and whole school expectations
our school wide classroom

management plans are displayed and conveyed to students and parents and whole school

commitment is expected
teaching classroom routines are taught and encouraged
classroom wide positive
expectations are taught and encouraged
active supervision by teachers
ratio of 6-8 positives to 1

negative adult/student interaction

consistently acknowledging all students
redirections for minor infrequent behaviour errors
empowering student by creating multiple opportunities for them to

take responsibility and be involved in decision making

ensuring classroom space is conducive to positive behaviours and effective engagement in learning
providing personalised learning programs where appropriate for individual students

/ Within the classroom:

commitment and adherence to the strategies outlined on the Management of Inappropriate Behaviour
Use of behaviour supports and supports for Vulnerable Learners (see appendices section)
staff consultation with a support person from the Principal Class and/or Student Wellbeing Officer
Fortnightly meetings of Student Wellbeing Team (psychologist, social worker, Wellbeing Officer & Principal)
Student Support Group meetings

/ Within the classroom/school:
This section refers to approximately
5% of students whose behaviour
places them at high risk of
disconnecting from school and where previous interventions have been unsuccessful.
This stage represents an intensity of strategies listed in the Early
Intervention Column but can go
beyond this to include an Individual Modified Attendance Plan and/or Individual Modified Education Plan but as a last resort can include suspension or expulsion. This will be the responsibility of the Student Wellbeing Team and the Principal.
Across the school

Our School Values program is explicitly taught in school wide

and are referred to regularly thereafter

Our school values are modelled and “lived” by all members of the school community-we have a duty to remind others (adults and students) when this is not evident
School data collection and

analysis is available to staff to ensure accurate matching of instruction to individual student needs

Team planning for staff members to ensure similarity in programs in

classrooms

All staff targeting ‘hot spots’ in the yard for the last 10 minutes of the lunch break.

/ Across the School

Establishment of a Student Wellbeing team who meets fortnightly
team sharing of data and professional discussions to brainstorm support for students
experiencing difficulties with curriculum
Individual learning Plans
Inclusion in support programs like Reading Recovery
Individual behaviour plan- this may include alternative play time, play in a different setting, direction to a lunchtime program,
play communication book or flexible attendance plan
secondary consultations with Professionals (eg paediatrician, speech

therapist, psychologist, social worker) and SSSO staff

mentoring/counselling and/or referrals to Community Support

Health and Wellbeing

Use of support personnel (eg. Chaplain and Student Wellbeing Officer and ES staff )for lunchtime programs)
Breakfast and fresh fruit program
Monitoring of playground (safe play data)

/ Health and Wellbeing

Inclusion to Student Wellbeing Officer positive support programs
Involving community support agencies
Working with parents to provide support/assistance
Regular contact with home via phone or interview
removal of privileges, detention during recess breaks/after school, re-location within the school
Individual plan targeting needs

Attendance

Electronic rolls marked twice daily (9:30 and 2:30pm)
A culture of “punctuality” and “It’s not ok to be away “ is modelled and explicitly taught
Benefits of regular and timely school attendance is conveyed to students and the community via the newsletter
Teachers promote positive attendance in their classroom through the monthly Attendance

Certificate

Individual student levels of nonattendance are displayed on Semester reports and commented on
Absence followed up by the class teacher (three days unexplained absence- teacher to notify the Principal or Wellbeing Officer)

/ Attendance

Immediate follow up of individual student absence and/or lateness
Individual student attendance goal setting and data driven improvement plans
Parent and/or agency involvement

Management of Inappropriate Behaviour

Where children are demonstrating by their behaviour that they are not considering class /school values and expectations the following may occur:

A consistent and logical problem solving process of managing behaviour will be implemented for classroom misdemeanours. This will be negotiated within the learning communities at the beginning of each year.

For example:

1. Referral to the value.

2. Removal from the group to think about the behaviour.

3. Complete a problem solving sheet on their return to the group.

A restorative practice conference involving all parties may be implemented. The student will be required to reflect on their behaviour and restore the relationship in an agreed manner.
Persistent disruptive behaviours in the classroom may involve the establishment of an individual plan incorporating the setting of daily behaviour goals.

The following behaviours may result in individual consequences:

Dangerous, aggressive or continual disruptive behaviour which threatens the safety of self and/or others

Using untruthful or offensive language towards others
Bullying – verbal / physical/cyber (please see attached anti- bullying policy)
Vandalism
Deliberate refusal to obey a lawful instruction
Theft
Leaving the classroom/school grounds without permission

Consequences will be implemented in the following staged manner:

1. Automatic detention (1/2 of recess or lunch)

2. After school detention (3.30pm- 4.15pm)

3. In-school suspension and behaviour management meeting with Principal and Parent/Carer.

At each stage parents will be informed by phone or letter about consequences. All children will have a fresh start at the beginning of a new term.

Teachers are required to write incidents reports for class and yard behaviour. Information from these reports will be entered on “RISC” (student tracking and recording software). This will enable the school to track individual behaviour and the types of incidents occurring and be proactive in developing strategies to modify behaviour.

Ongoing behaviour of a more serious nature may involve the use of a range of strategies including:

Monitoring and providing feedback to students on their behaviour
Involving parents and care givers to assist with modifying behaviour
Individual behaviour contracts
Seeking support and guidance from relevant departments and Agencies
Providing counselling and training sessions for individuals to assist in modifying inappropriate behaviour
Implementing procedures set out in DEECD guidelines as mentioned below

SUSPENSION AND EXPLUSION INFORMATION

When considering suspension or expulsion, schools are required to follow the procedures listed in section

4.3 of the DEECD guidelines published in “Effective Schools are Engaging -School Student Engagement

Policy Guidelines”. Appendices 12-18 of the guidelines provide flowcharts and proformas for use in

suspension and expulsion procedures.

A student may only be excluded from school in situations where all other measures have been

implemented without success or where an immediate suspension is the only appropriate course of action

in response to the student’s behaviour.

Key changes to this area include:

Maximum consecutive suspension is 5 days
Maximum period of suspension in one year is 15 days
Where the student has been suspended four times or has reached eight days

a secondary consultation is required

A Student Support Group must be held before a student is suspended (except in a case of immediate
suspension)
School must provide appropriate and meaningful schoolwork for period of suspension
Copy of the Procedures for Suspension brochure must be provided to the student and their parent/carer
Regional Director must be informed if expulsion is being considered and their nominee attends a Support
Group meeting to discuss expulsion.

LIST OF APPENDICES:

1. List of 10 Positive Behaviour Supports

2. List of 10 Vulnerable Learner Supports

3. Bullying Policy

4. Equal Opportunity Policy

6. Attendance Policy – to be developed

7. Relevant Legislation-website listing

9. Classroom Management Plan (to be attached)

10. Playground Management Plan

APPENDICES

10 POSITIVE BEHAVIOUR SUPPORTS FOR ALL LEARNERS

1. Creation of an Ethical code (all students have a right to learn in their own way modifications

e.g. music, squeeze balls can be used).

2. A ratio of 6-8:1 positive to negative feedback.

3. Softer and closer (an approach to managing students where teachers will talk quietly and get within arm’s distance to correct behaviour rather than yell).

4. Broken record (an approach for managing students where the same instruction is repeated until the task or behaviour is performed)

5. Recognition of compliance (eg: ‘what a friendly voice you used’-the response differs from empty/general praise)

6. Use of global phrases (eg “in this school we don’t swear)

7. Working for a group reward

8. Naming behaviour (eg bullying)

9. Managing change (situation rule) prepare the child for the situation and the situation for the child

10. Reinforcing positive behaviour with home.

Reference: Loretta Giorcelli 2009

10 POINT PLAN FOR VULNERABLE LEARNERS IN SCHOOLS

1. Structure

2. Removal or application of stimulation

3. Student consultation (using students to set the engagement tool-giving students a

choice of 3 strategies)

4. Partnership with parents and other persons