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Responsible Behaviour Plan for Students algester state school 2020.1

1. Purpose

Algester Primary School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.

This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community.

2. Consultation and data review

Algester Primary School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken during Terms 3&4, 2018. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents including inappropriate online behaviour and inappropriate use of mobile phones or other electronic devices from 2016-2018 also informed the development process.

The Plan was endorsed by the Principal, the President of the P&C and Assistant Regional Director in November, 2018 and will be reviewed in 2021 as required in legislation.

3. Learning and behaviour statement

At Algester, we believe that:

  • all children can learn about behaviour
  • behaviour can be taught

All areas of Algester Primary School are learning and teaching environments. We consider the Responsible Behaviour Plan to be an opportunity for valuable social learning as well as a means of maximising the success of student learning programs.

Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours and responding to inappropriate and unacceptable behaviours. Through our school plan, shared expectations for student behaviour are plain to everyone, assisting Algester Primary School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process. Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

Our school culture is built on our values of:

  • Respect of self
  • Respect for others
  • Respect for place

through the YCDI “Keys to Success” for all members of our school community (See Appendix 11)

4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

At Algester Primary we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent inappropriate behaviour and provide a framework for responding to unacceptable behaviour.

Universal behaviour support

Algester Primary School implements the following proactive and preventative processes and strategies to support student behaviour:

  • open communication with the school community of The Code of School Behaviour, the school’s Responsible Behaviour Plan for Students, School Values and Rules, Rule of the Week and You Can Do It: Keys to Success. (See Appendix 11)
  • establishment of agreed programs and procedures that are known and understood by all members of the school community.
  • professional development for staff members.
  • managing of unacceptable behaviour through consistent, clear and well-understood processes.
  • supporting students and building strong community relationships.
  • modelling of expected behaviours by all staff at all times.

The process for developing an understanding of the expected behaviours in relation to the school’s code involves following the School’s Behaviour Program. The program includes:

  • discussing the School’s Responsible Behaviour Plan and School Values of Respect and School Rules with all students
  • signing of an Enrolment Agreement form for all students at enrolment
  • classroom teachers communicating School Values and Rules and classroom procedures to support positive behaviour for learning with parents at parent information night and letter home in Term 1.
  • weekly rules taught and reinforced explicitly across the whole school.
  • using our school’s Social Skills Program “Program Achieve – You Can Do It” to develop the Keys to Success for all students. (See Appendix 11)
  • using Student Learning Goals in class.
  • using the school’s Positive Behaviour for Learning Program which includes the use of Success Key Cards and a school wide rewards scheme for students. (See Appendix 1)
  • Class Awards on School Assemblies, Academic Awards and Principal’s Afternoon Tea Awards.
  • the use of Time – Out and Buddy Class systems, detentions, office withdrawal, and formal suspensions and exclusions for unacceptable behaviour
  • using the school’s anti-Bullying strategy (See Appendix 4) including the High 5 Strategy Hand to discuss and deal with bullying (including cyberbullying) issues (See Appendix 6)
  • processes and procedures for use of personal mobile phone and electronic devices (See Appendix 5)
  • procedures regarding the use or possession of weapons including knives and any other items that could be considered a weapon in school (See Appendix 9).
  • procedures regarding the wearing of school uniform (See Dress Code Appendix 3)
  • promoting Leadership program for all Year 5 & 6 students.
  • Use of a classroom consequences chart. (See Appendix 14)

Reinforcing expected school behaviour

At Algester Primary School communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour. A formal recognition and monitoring system has been developed. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards through the use of the Essential Skills for Classroom Management program. (See Appendix 2)

Essential Skills for Classroom Management: (See Appendix 2)

  • Establishing expectations
  • Giving instructions
  • Waiting and scanning
  • Cueing with parallel acknowledgment
  • Body language encouraging
  • Descriptive encouraging
  • Selective attending
  • Redirecting to the learning
  • Giving a choice
  • Following through

School Wide Procedures to support Behaviour:

  • Students wait outside their classrooms for their learning in two seated lines.
  • Students assemble outside their classroom in two standing lines when preparing to move to another learning area quietly.
  • Students move in two quiet lines when moving throughout the school.
  • Students are dismissed from their eating areas for play time by the adult on duty.
  • Students move around the school by walking on hard surfaces.
  • Students wear a hat when they play in the open.
  • Students sit and eat their lunches in their designated area.
  • Students stay in their designated area for play time.
  • Students always get permission before they enter a learning space.
  • Students are supervised by adults in learning spaces during lunch periods.

Targeted behaviour support

At Algester Primary School, it is important that all relevant staff are involved in the support of students who may need more targeted behaviour support. Individual class, year level or specialist teachers will be primarily responsible for dealing with targeted behaviour support. When applying consequences, they should be supportive, fair, logical and consistent.

In implementing Targeted Behaviour Support staff will:

  • Identify students in class at Behaviour levels requiring targeted support. (See Appendix 14)
  • Follow the Processes for Dealing with Unacceptable Behaviour outlined in the Responsible Behaviour Plan for Students.
  • Ensure students understand and are familiar with all aspects of the Responsible Behaviour Plan and Respect Values and Rules.
  • Use the Class Behaviour Chart to indicate the appropriate consequence for unacceptable behaviour.
  • Apply the Essential Skills for Classroom Management. (See Appendix 2)
  • Use ‘Time Out’ reflection area and ‘Buddy class’ reflection process for continued unacceptable/disruptive behaviour.
  • Discuss any further concerns with relevant Administration staff – an Individual Behaviour Plan may be put in place. (See Appendix 7)
  • Consider referring any further concerns about a student to the Student Services Team.
  • Liaise with SEP staff for supported students.
  • Teach and re-teach the School Rules.
  • Teach and re-teach the You Can Do It Program (See Appendix 11)
  • Acknowledge and reward good behaviour.

Intensive behaviour support

Algester Primary School is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly complex and challenging behaviours may need comprehensive systems of support that require regular reviews in consultation with parents/caregivers and other relevant specialist staff. The Student Services Team:

  • works with other staff members to develop appropriate behaviour expectations and strategies
  • monitors the impact of support for individual students through continuous data collection
  • provides consistent strategies and adjustments outlined within Individual Responsible Behaviour Plan, and
  • works with the School Administration to achieve continuity and consistency.

Complex Case Management:

The relevant Administrator, class teacher, relevant stakeholders and the student’s parents, develop and implement an Individual Responsible Behaviour Plan. This plan documents goals, triggers, support strategies, reactive strategies, timing, personnel, review and assessment. Support through this plan may include referral to other agencies and Guidance Officer for Functional Behaviour Assessment and behavioural support. The relevant Administration member will be used as the point of contact for student support. Structured lunchtime activities or supervision may also be organised. There may be some modification of student’s timetable to allow appropriate access to the curriculum. Parent involvement will continue through all management stages. See Appendix 7for IRBP template.

5. Consequences for inappropriate or unacceptable behaviour

Algester Primary School makes systematic efforts to prevent inappropriate or unacceptable behaviour by teaching, reteaching and reinforcing expected behaviours on an ongoing basis. When these behaviour incidents occur, our school seeks to ensure that responses to inappropriate or unacceptable behaviour are consistent and proportionate to the nature of the behaviour.

Consequences are to be applied to:

  • provide the opportunity for all students to learn
  • provide opportunity for reteaching
  • ensure the safety of staff and students
  • support students who exhibit challenging behaviours to accept responsibility for themselves and their actions.

In applying consequences for unacceptable student behaviour, the individual circumstances and actions of the student and the expectations of school community members will be considered at all times.

Consequences are applied within the context of a proactive support system that focuses on prevention and instruction. An appropriate response for those students who breach The Code of School Behaviour and the School’s Responsible Behaviour Plan for Students is targeted and/or intensive behaviour support. Students who display chronic problem behaviour are supported using a range of individual strategies and consequences, if necessary in the context of an Individual Responsible Behaviour Plan.

For consequences to be most effective, students must be able to see a connection between the expected behaviours, their displayed behaviour and the resulting consequence. This type of consequence is termed a logical consequence. Logical consequences, for both positive and negative behaviours, should be applied consistently, calmly, firmly and without prejudice towards individual children. The level of a student’s behaviour should be assessed against a continuum from minor to major consequences.

Minor and major behaviours

When responding to problem behaviour, the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:

  • Minor problem behaviour is handled by staff members at the time it happens.
  • Major problem behaviour may be handled in situ by the responsible adult and/or assistance from the Administration team.

Minor behaviours are those that:

  • are minor breaches of the school rules;
  • do not seriously harm others or cause you to suspect that the student may be harmed;
  • do not impact the learning or safety of others in any other serious way; and
  • do not require involvement of specialist support staff or Administration.

Minor problem behaviours may result in the following consequences:

  • a minor consequence that is 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 detention for work completion.
  • a re-direction procedure. The staff member takes the student aside and:
  1. asks the student about the behaviour they are displaying (e.g. What are you doing?)
  2. asks the student to name expected school behaviour; (e.g. What rule are you breaking?)
  3. states and explains expected school behaviour if necessary (e.g. walk on the concrete); and
  4. gives positive verbal acknowledgement for expected school behaviour.

Management of minor behaviours (Proximity / Praise / Reward)

Where a student is exhibiting low level misbehaviour, the teacher will use of the following strategies based on the Essential Skills for Classroom Management. (See Appendix 2)

  • Selective attending -Not obviously reacting to certain behaviour where possible.
  • Redirecting to the learning - Restate clear directions to student.
  • Descriptive encouragement – when the student returns to appropriate behaviour.
  • Parallel acknowledgement - Praise another student who is behaving appropriately.
  • Body language encouraging - Prompt or redirect the student to return to the appropriate behaviour using gesture or eye contact.

Restatement, Rule Reminders

The teacher responds with a combination of the following strategies based on the Essential Skills for Classroom Management to address the student’s inappropriate behaviour: (See Appendix 2)

  • restatement of the rule,
  • giving a specific direction,
  • giving the student a choice e.g. to work appropriately or move to a different area.

Time Out

The student will be sent to a specific part of the classroom to reflect on their behaviour. The student should complete a ‘Responsible thinking reflection sheet’ (See Appendix 12) and indicate to the teacher that they are ready return to the classroom when the student is willing and able to comply. The teacher will discuss the reflection sheet with the student in a planned, solution focussed, non-punitive manner. Students will spend time out from the class for up to 15 minutes. In the playground, students may have time away by walking with the teacher or sitting in a designated spot. A verbal reflection should be completed prior to the student returning to play.

Buddy Class

For continued misbehaviours following time-out within class on the same day, students should have time away in a buddy class. Students are sent to another pre-determined classroom for up to 15 minutes. Teachers will call ahead to inform the Buddy Classroom. Students complete a reflection sheet. (See Appendix 12) When they return to class, this is discussed with the referring teacher before re-entering the classroom. The referring teacher records behaviours requiring referral to Buddy Class on OneSchool. Continual or serious disturbances should be discussed with the relevant Administration member and parents/carers notified.

Major behaviours are those that:

  • significantly impact the learning or safety of others;
  • put others / self at risk of harm; and
  • may require the involvement of school Administration.

Major behaviours result in a referral to Administration because of their seriousness. This referral is recorded as a behaviour incident on OneSchool.

Major – immediate incidents in which there is an immediate safety risk. Staff member contacts the office for assistance from the administration team. When time is available, the staff member completes a OneSchool behaviour incident.

Major – deferred incidents in which there is no immediate risk. Staff member calmly states the major problem behaviour to the student and remind them of the expected school behaviour. Staff members investigate the details of the incident and then complete a OneSchool behaviour referral.

Major problem behaviours may result in the following consequences:

  • loss of break times,
  • removal to alternative room,
  • alternate lunchtime activities,
  • loss of participation in extra-curricular activities, excursions and camps
  • restorative justice,
  • restitution to fix the problem,
  • time in office,
  • warning regarding future consequence for repeated offence;
  • Parent contact,
  • referral to Student Services Team
  • referral to Regional Behaviour Services Team,
  • suspension from school;
  • removal of leadership or representative positions; and/or
  • Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons or drugs can expect to be recommended for exclusion from school following an immediate period of suspension.

Individual Responsible Behaviour Plan

If a student’s behaviour continues to impact on the learning and safety of others, an Individual Responsible Behaviour Plan is developed by the teacher, student, parent and Administration member. The plan will describe current behaviour concerns, potential triggers and identify goals for the student. The plan identifies ecological supports, proactive strategies and reactive strategies to support the student to learn expected behaviours at school. (Template in Appendix 7)

Monitoring and follow-up of the formal Individual Behaviour Plan will involve a series of case reviews with parents/caregivers, the classroom teacher, the student, specialist personnel and external support agencies, as necessary.

Suspension/Exclusion

Suspension and Exclusion will be used where the behaviour is serious and/or persistent. Serious or persistent inappropriate behaviour is that which threatens the good order of the school and/or safety of people within the school. Suspension and exclusion will only be used where other processes have been put in place previously or the incident is of a serious nature. Consideration will be given to the specific circumstances in each case. Where suspensions occur, an appropriate re-entry plan will be used. (See Appendix 8)

Major and Minor Behaviours: Algester State School

The following table outlines examples of major and minor behaviours.

Bullying Prevention (see Appendix 4)

At Algester Primary we believe that the working environment for students and staff should be safe and free from violence, harassment and bullying of any kind. Bullying, violence and harassment are not tolerated because they infringe on our fundamental rights to safety and fair treatment.

At Algester Primary School, the consistent application of the processes and strategies in this document supports the prevention of bullying. All reports of bullying, including cyber-bullying, are investigated and acted upon as described in Appendix 4. The scope of this policy may extend beyond school based online behaviour to behaviour that occurs outside of school hours or the school grounds but which involves or impacts on students from the school.

Cyber Safety (see Appendix 5)

Algester Primary School values the emotional, social and physical wellbeing of staff and students. The School has developed a consistent approach to the acceptable use of electronic devices within an educational environment.

The use of the internet and mobile electronic devices are an important aspect of teaching and learning. Understanding the appropriate use of these tools and being cyber-safe will assist students in their role as responsible citizens within the school and wider community.

6. Emergency situation or critical incident responses

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 actions taken are responsive to the safety and well-being of students and staff. (See Appendix 13 Non-Violent Crisis Intervention for non-physical intervertion).

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.

Red Card System – should only be used by staff to alert relevant Support Staff to emergency situation, critical incident or severe problem behaviour (major – immediate) in Playground or classroom.

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 trained in Non-Violent Crisis Intervention (Physical Intervention) may make legitimate use of physical intervention if all non-physical interventions (See Appendix 13) 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 physical intervention may be used to ensure that Algester Primary’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 can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful protective behaviours.

It is important that all staff understand:

  • physical intervention should preferably be handled by staff trained in Non-Violent Crisis Intervention
  • 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

Physical intervention 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.

7. Network of student support

The network for support at Algester Primary School includes the involvement of a team of personnel and agencies.

The Student Services Team provides support to students who require more targeted or intensive support. The Team consists of the Principal, Deputy Principals, school Guidance Officer, Head of Special Education Services, Support Teacher: Literacy & Numeracy, Speech Language Pathologist, EAL/D teacher, and teacher representatives. Other staff who support students include Chaplain, Advisory Visiting Teachers, EAL/D Teacher and School Adopt-a-cop.

External support is also available through the following government and community agencies such as the local Police Liaison Officer, Child Youth Mental Health Service, Department of Communities (Child Safety), Queensland Health Services.

8. Consideration of individual circumstances

To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times.

Algester Primary 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 information relevant to the students' age, gender, disability, cultural background, socioeconomic situation, mental health and wellbeing, emotional state (such as individualised learning plan or individual education plan), and
  • recognising the rights of all students to:
  • express opinions in an appropriate manner and at the appropriate time
  • work and learn in a safe environment regardless of their age, gender, disability, cultural background or socio-economic situation
  • receive adjustments appropriate to their learning and/or impairment needs
  • provide written or verbal statements that will be taken into consideration in the decision-making processes
  • ensure that processes maintain the dignity, respect, privacy and confidentiality of the student, consistent with the rights of the rest of the community.

9. 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 2011
  • Workplace Health and Safety Regulation 2011
  • Right to Information Act 2009
  • Information Privacy (IP) Act 2009

10. Related policies

  • Statement of expectations for a disciplined school environment policy
  • Safe, Supportive and Disciplined School Environment
  • Inclusive Education
  • Enrolment in State Primary, Secondary and Special Schools
  • Student Dress Code
  • Student Protection
  • Hostile People on School Premises, Wilful Disturbance and Trespass
  • Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions x
  • Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems x
  • Managing Electronic Identities and Identity Management x
  • Appropriate Use of Mobile Telephones and other Electronic Equipment by Students x
  • Temporary Removal of Student Property by School Staff

11. Some related resources

  • Positive Behaviour for Learning
  • Supporting Student Behaviour
  • Code of Conduct for School Students Travelling on Buses
  • Cybersafety and schools resources
  • Bullying. No way!
  • Social & Emotional Learning in QLD State Schools)
  • Program Achieve – You Can Do It

12. Endorsement

Principal P&C President or

Chair, School Council

Date: ____________ ______________________

Date effective:

from January 2019 to December 2021