BEHAVIOUR SUPPORT PLAN

March 2014

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CONTENTSPage 1 .....................School Mission Statement

................................Context Statement

................................Consultation and Data Review

Page 2 .....................Beliefs about Learning and Behaviour

Page 3 ..................... Roles, Rights & Responsibilities (of School Community Members)

Page 4 .....................Whole School Expectations

Page 5 ..................... Universal Behaviour Support (Proactive/Preventative Strategies)

Page 6 .....................Targeted Behaviour Support Intervention

Page 7 .....................Responding to Inappropriate Student Behaviour

................................Behaviour Support In The Playground & Classroom

Page 8 .....................Formal Sanctions

Page 13 ...................Process for Appeals

................................Resolution Procedure: Parents

Page 14 ...................Bullying & Cyberbullying

Page 15 ...................Support for the Target and Perpetrator

Appendix A .............Behaviour Definitions

Appendix B .............Strategies to Manage Minor Behaviour

Appendix 1 .............Incident Report – Classroom/Playground

Appendix 2 .............Behaviour Notification – Playground

Appendix 3 .............Work and Study Habits – Classroom Notification

Appendix 4 .............Internal Incident Report

Appendix 5 .............Summary of Playground/Classroom Incident Reports

Appendix 6 .............Record of Reported Potential Bullying Behaviours

Appendix 7 .............Reflecting on my behaviour – Middle & Upper Primary

Appendix 8 .............Reflection Sheet – Lower Primary

Appendix 9 .............A Formal Apology

Appendix 10 ...........Play is the Way

Appendix 11 .........Responsible Thinking Room

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AT THE HEART OF OUR SCHOOL IS THE GIFT OF EACH CHILD.

SCHOOL MISSION STATEMENT St Finbarr’s is a Brisbane Catholic Education school respecting the traditions and

charisms of our founders, the Sisters of Charity.

Our Vision is to be a community living and learning In Faith and Love

Our Mission as a Catholic School is to:

Celebrate and know the person, vision and teachings of Jesus;

Provide excellence in education that encourages life-long learners;

Meet challenges and reach out with confidence, courage and compassion

Promote respect for ourselves and others and the environment;

Strive to be the best that we can be,

In a safe, welcoming environment.

SCHOOL MOTTO - IN FAITH AND LOVE (FIDE ET AMORE)

The school’s motto finds its origins with the Sisters of Charity, the religious order which founded the school.

CONTEXT STATEMENTThe school was opened in 1925 by the Sisters of Charity and the rich traditions and charism of the sisters continue to underpin school life.

One of the many blessings of the school is a strong partnership between home and school, which has at its core the children. The children are blessed to be part of a community where not only does the energy and enthusiasm, sense of purpose and commitment of the parents and staff ensure that the children reap the benefits of their combined efforts, but through their active involvement in the life of the school, the children come to appreciate and understand by example, the whole community.

St Finbarr’s School is a prep to year 6 school with 220 students currently enrolled. It is located in Ashgrove. The school is part of the Jubilee Parish. We have a parent body which is actively involved in the everyday day life of the school.

Our staff consists of classroom teachers, specialist teachers, a support teacher, leadership team, school officers and a guidance counsellor.

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CONSULTATION & DATA REVIEWSt Finbarr’s developed this plan in consultation with our school community. This occurred during staff meetings, administration team meetings and meetings with the P and F.A review of our data collection practices relating to behaviour, disciplinary actions and attendance informed the plan. This plan is endorsed by the Area Supervisor, Principal, P&F.

It will be reviewed every five years.

BELIEFS ABOUT LEARNING AND BEHAVIOURBASIC PREMISE

All persons have been created in God’s image and are inherently good.

The St Finbarr’s Behaviour Management Policy is based on the premise that all persons have been created in God’s image and are inherently good. Behaviour Management at this school refers to the procedures and strategies implemented within a culture of acceptance and welcoming that encourage the development of each child in our care to be the best possible person that they can be.

Our Vision for Contemporary Learning and Teaching at St Finbarr’s states that learning and teaching is:

• Holistic in nature.• Community building• Pursues excellence.• Enriches and enlightens experiences.• Purposeful and meaningful in a contemporary context.

Our beliefs about behaviour are;

• Acceptable behaviour is taught, modelled and reinforced within the context of the St Finbarr’s School community.

• That there are rewards and consequences for positive and negative behaviour.• That teachers and administration consistently and objectively apply the Student

Behaviour Support Plan.• The policy and how it acted upon is communicated to all stakeholders.• It supports and provides safety for all people concerned. • It builds self-esteem, social and emotional intelligence and enables children to

make strong choices.• The development of the Personal & Social Capabilities from the Australian

Curriculum will occur at St Finbarr’s for all students.

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ROLES, RIGHTS & RESPONSIBILITIES (OF SCHOOL COMMUNITY MEMBERS)All members of St Finbarr’s school Ashgrove and community are expected to:

• Conduct themselves in a lawful, ethical, safe and responsible manner that recognizes and respects the rights of others.

• At St Finbarr’s we expect that students will • Participate actively in the school’s educational program.• Take responsibility for their own behaviour and learning.• Demonstrate respect for themselves, other members of the school community

and the school environment.• Behave in a manner that respects the rights of others, including the right to learn.• Cooperate with others.

At St Finbarr’s, we expect that Parents / Carers will:

• Show an active interest in their child’s schooling and progress.• Cooperate with the school to achieve the best outcomes for their child.• Support school staff in maintaining a safe and respectful learning environment

for all students.• Initiate and maintain constructive communication and relationships with school

staff regarding their child’s leaning, wellbeing and behaviour. They are to deal directly with the class teacher if there is a problem with their child.

• Contribute positively to behaviour support plans that concern their child.• Provide adequate care / supervision for child / children when on school property

with their child i.e. before and after school.

At St Finbarr’s, we expect that staff will:

• Provide safe and supportive learning environments. • Provide inclusive and engaging curriculum and teaching. • Initiate and maintain constructive communication and relationships with students

and parents/carers. • Promote the skills of responsible self-management.• Maintain student attendance records.

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WHOLE SCHOOL EXPECTATIONSSchool-wide expectations encourage consistent communications and establish an effective verbal community for all staff and students and across all settings. Agreed upon student expectations promote consistency across the staff and school community and help develop similar tolerance levels.

At St Finbarr’s our school-wide expectations are:

I AM RESPECTFUL; I AM RESPONSIBLE; I AM SAFE; I AM A LEARNER Our school-wide matrix determines the social skills and behaviours we expect all students and staff to learn, practice and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about discipline.

St Finbarr’s School Expectations

Classroom Playground

I am responsible Own my actionsHave my equipment readyTake pride in my appearance, personal work and environmentBe a responsible digital citizen

Respond immediately to the school bellEat all of my own food Rubbish in the binReport unsafe behaviour

I am respectful Follow staff instructionsListen to othersBe encouraging and supportive of others and their ideas

Consider others when moving through the schoolPlay fairly with othersSpeak and act with kindnessRespect privacy in the bathrooms

I am safe Keep my hands and feet to myselfConsider others and propertyThink before you act

Use equipment safely Right place right timeNo hat no play

I am a learner Follow directionsPersevere with a task until it is completedCooperate with and learn from others

Play by the rulesEncourage and teach others Include others

We follow through with teaching behaviour by reinforcing the concepts underpinning the Play is the Way programme. Please see Appendix 9

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UNIVERSAL BEHAVIOUR SUPPORT (PROACTIVE/ PREVENTATIVE STRATEGIES)The school follows the School Wide Positive Behaviour Support Approach. We achieve through the implementation of the following;

• Play is the Way. (refer to Appendix 9)• Active Supervision.• Teacher professional development.• Data collection and student profiling.

ESTABLISHING BEHAVIOUR EXPECTATIONSAt St Finbarr’s students are taught behavioural expectations through:

• The charism of the Sisters of Charity, we espouse the virtues of Faith, Love and Charity as our mission.

• Introducing weekly behaviour focus at Assembly.• Explicit teaching and consistent follow-up of school rules.• Displaying school expectations in all classrooms. • Play is The Way. (refer to Appendix 9)• Reinforcing positive behaviours in the playground.• Visual cues to show appropriate consequences for not meeting behaviour

expectations.• School expectations and Behaviour Management Plan Flowchart are in Relief

Teacher folders.• Being flexible to allow for unforeseen circumstances or children with needs.• Maintaining effective communication and sharing a common language about

behaviour in our school community.

POSITIVE SCHOOL CULTURE: ENCOURAGING EXPECTED BEHAVIOUREach week, our school community gathers together for Assembly. We create and enrich our positive school culture through celebration and prayer, weekly behaviour focus, awards and by raising awareness of current school events. Positive Behaviour 4 Learning program supports the creation of positive whole school culture.

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Staff utilise a wide range of acknowledgement strategies with students, reviewed on an annual basis, to support our positive school culture, which may include:

• Praise/encouragement (verbal/non-verbal/written)• Weekly ‘Gotcha’ prize aligned to Assembly focus. • Token/point/star systems (individual/group/whole class goal setting)• Public displays of work (classroom)• Individual class or year level awards • Whole class awards • Class responsibilities (class leaders, messengers, tuckshop helpers, class jobs)• Sharing work with others (Principal, APRE, other year levels, buddy class, parents)• Teacher feedback (marks/comments/behaviour reporting)• Birthday celebrations at assembly• Class news in the newsletter• Celebrating out of school achievements in the newsletter or at assembly

TARGETED BEHAVIOUR SUPPORTTargeted interventions play a key role in supporting students at risk of academic and social problems and may prevent the need for more intensive interventions (Sailor et.al, 2009). These students consistently have trouble with low level but disruptive behaviours that are detrimental to instruction and interfere with their own learning. Targeted inventions should be timely and responsive and use similar strategies and social curriculum across a group of students.

Students are identified proactively, either through discipline data, attendance data, and teacher nomination or through a screening process. Our targeted supports have systems in place to monitor student progress, make modifications, and gradually decrease support as student behaviour and engagement improves.

Communication between parents/caregivers and staff will take place before, during and after additional supports are implemented. Some of these interventions can include the following:

• Behaviour Reflection Sheets (refer to Appendix 7)• Written Apologies (refer to Appendix 8)• Social Skills and Regulation programs• Responsible Thinking Room• Adjustments to the curriculum• Individual Behavioural Support Plan

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INTERVENTIONStrategies to support individual students (approximately 2-5% of students) may require specialised services and alternative pathways of care. Individual supports or interventions may include;

• Support from the specialist staff (e.g. Guidance Counsellor).• Consultation with specialist BCE personnel.• Supported referrals to external agencies.• Individual Education Plan (IEP)• Education Adjustment Plan (EAP)• Individual behaviour plan based on Functional Behaviour Assessment• Risk management plan for unsafe behaviours• Regular reviews of student’s behaviour goals with student support team• Consultation with outside agencies/therapists through wrap around meetings• Other professional personnel are welcomed who have vested interested in

student’s welfare• Time out – refer page 32 BCE Student Behaviour Support for definition, purposes

& principles

RESPONDING TO INAPPROPRIATE BEHAVIOURSEven with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. For some students, they do not know how to perform the expected behaviour or don’t know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected.

The process of responding to problem behaviour is much like an error analysis, which is commonly used for academic work. Students who have a “skills deficit” will need more explicit instruction and practice while students who have a “performance deficit” need more prompts and cues to highlight the need for the replacement behaviour in context and may need more intense reinforcement when they use the replacement behaviour.

A CONTINUUM OF REPONSESTo correct behavioural “errors”, we have a system in place that enables staff to efficiently and effectively respond to a range of inappropriate behaviours, from relatively minor ones, to chronic persistent minor behaviours and to more serious and major problems. This continuum thinking begins with clarity between those behaviours that can and should be managed by staff, within the context of the classroom and non-classroom settings and those that are serious enough to warrant an office referral. The definitions of teacher managed behaviours (minors) and office managed behaviours (majors) have been included in Appendix A.

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Although the teacher is the key problem solver when addressing minor behaviours, they can and should collaborate with and share creative strategies with families and colleagues.

Teachers typically address minor behaviours using best practices that include correction and re-teaching. Appendix B includes a brief summary of practices that may be utilised. As with all strategies to address inappropriate behaviour, they should be done privately and with instructional demeanour. Positive Behaviour 4 Learning.

BEHAVIOUR SUPPORT IN THE PLAYGROUND & CLASSROOMTo support the tracking of inappropriate behaviours, for the benefit of the individual student and the school community, Behaviour Incident Report form (refer Appendix 5) has been developed and are carried by teachers when on playground duty and readily available for teachers for classroom use.

Should a playground incident require reporting, after the teacher on duty has completed the form, they are to return it to the class teacher of the student concerned as soon as possible after the incident has occurred. As a general rule, once a teacher receives two such reports on a child within two weeks, they are to support the child notifying their parents/carers of their inappropriate playground behaviour via a Behaviour Playground Notification Letter (refer to Appendix 2). The class teacher is also to advise the school leadership team of this action. At this point in time, or through the process of the teacher tracking any subsequent incidents on the Summary of Playground & Classroom Incidents Reports (refer to Appendix 5) concerning the child, the school leadership team will decide on the appropriateness of contacting parents (refer to Appendix 2).

Similarly in the context of classroom, should an incident require reporting, in the case of specialist teachers, after the teacher has completed the form, they are to return it to the class teacher of the student concerned as soon as possible after the incident has occurred. In the case of the classroom teacher they will complete an incident report (refer to Appendix 1). As a general rule, once a teacher receives two such reports on a child within two weeks, they are to support the child notifying their parents/carers of their inappropriate classroom behaviour via a Classroom Notification Letter (refer to Appendix 3). The class teacher is also to advise the school leadership team of this action. At this point in time, or through the process of the teacher tracking any subsequent incidents on the Summary of Playground & Classroom Incidents Reports (refer to Appendix 1) concerning the child, the school leadership team will decide on the appropriateness of contacting parents (refer to Appendix 3).All documentation related to an incident - Behaviour Incident Report; Parent Notification Letters; Record of Phone Conversations – are kept on the student’s file.

Data is collected from all behaviour referrals each term by the Behaviour Support Team and shared with staff. This data informs the behaviour focus for the next term. (Refer to Appendix 5)

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FORMAL SANCTIONSFormal Sanctions include the following:

1. Detention2. Suspension3. Negotiated Change of School4. Exclusion

The BCE document Student Behaviour Support Guidelines Regulations and Procedures Section 4 provides explicit definition and processes that must be followed for each of the above formal sanctions. It is expected that formal sanctions will be imposed only when all other reasonable steps to deal with the situation have been taken, unless the situation is serious and immediate.

DETENTIONDetention is defined as a period when a student is required to remain at school, in a particular location in ‘non-class’ time such as morning tea, lunch or third break time, after school, or non- school days.

At St Finbarr’s the Responsible Thinking Classroom is used for detention and is available two days per week during third break. Either the principal or APRE supervise this time. Whilst in detention the student completes a Reflection Sheet and if deemed necessary a Formal Apology is completed. Either the principal or APRE signs the sheets and ensures the students take the completed sheets to their respective class teachers. If a Formal Apology has been required either the principal or APRE will determine the delivery of the apology and advise the class teacher accordingly.

The following regulations and procedures must be adhered as outlined in the BCE document Student Behaviour Support Guidelines Regulations and Procedures Section 4.

In the event that a school employs detention as a method of discipline, that school must ensure the following:

• That the detention is an appropriate response to the behaviour;• That the detention itself is age and development appropriate, and that the

student is adequately supervised for the entire period of detention • That the student’s safety and wellbeing needs are addressed, and that the

student is given appropriate access to food, drink facilities and toileting facilities;’• That if the school intends to detain the student after normal school hours, the

parents/caregivers of the student are notified and the school is informed of the arrangements in place for the student’s travel from school to home.

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SUSPENSIONDetention is defined as the temporary, full-time or part-timer withdrawal of a student’s right to attend school and/or school related functions for a defined period of time.

At St Finbarr’s suspension is only used when other available measures have been implemented without success, where the situation is serious, or demands an immediate response. Such measures may include Behaviour Plans developed in consultation with Guidance Counsellor, Parents and Class Teacher which target specific behaviours, ‘in-school’ detention whereby student remains at school with a member of the leadership team or the Guidance Counsellor completing a comprehensive functional behaviour assessment to inform an individualised behaviour support plan.

The following regulations and procedures must be adhered as outlined in the BCE document Student Behaviour Support Guidelines Regulations and Procedures Section 4.

• Any single suspension cannot exceed ten (10) school days without being referred to the Director – School Services.

• Indefinite suspension, where the student is continually re-suspended is not acceptable.

• Suspension can be part time, in which event the student is not permitted to attend school for certain times of the day or certain days of the school week. Part-time suspension should not span more than ten (10) school days in total.

• By mutually agreeable arrangements, a student’s enrolment may be suspended while the student attends an alternative education program.

• Suspension documentation for a full day or longer• As soon as is practical after a suspension takes place, the Principal will ensure

that a full report is written on the background and reasons for suspension, with the period of suspension clearly specified.

• A copy of the Principal’s letter to the parents/caregivers or record of conversation between the Principal and the parents/caregivers should be attached to the report. Copies of the report and attached letter/record of conversation should be placed on the school file, and placed in the student’s file.

• For a suspension lasting less than one school day, a note should be made in the student’s file.

• For a suspension of one or two days, reporting remains in the school.• For a suspension of longer than two days, Principals should notify the Area

Supervisor.

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Notification to Parents/caregivers for a day or more suspension.

• A student may not be sent out of school before the end of the school day without a parents/caregivers being notified, and, if necessary, agreement reached about arrangements for collecting the student from school.

• Notification may take place by phone, but parents/caregivers must also be notified of the suspension, in writing, within a reasonable time period. Notification must be delivered by a safe method, and could be initially communicated via email to alert the parents/caregivers to the suspension. It is often useful to telephone the parents/caregivers and to follow up the phone call with the written notification.

In all cases, the notification will

• Indicate the reasons for the suspension• Advise the length of the suspension, the expected return date and the conditions

to be met to enable return.• Outline the responsibility of parents/caregivers for the care and safety of the

student who is under suspension, and the clear expectation that the student will continue with studies while suspended and away from the school.

• Indicate the importance of parents working cooperatively with the school in resolving the matter.

• Request a parental conference at the school. (The school’s Student Behaviour Support Plan should make it clear that a parental conference is a normal part of the procedure for suspension and re-entry and that it is expected parents/caregivers will attend.)

• Refer parents/caregivers to the school’s published Student Behaviour Support Plan.

• Send a copy of the correspondence between the school and the parents/caregivers to the Guidance Counsellor and the Area Supervisor. The Principal may ask the Area Supervisor and/or Guidance Counsellor for assistance in re-entry procedures.

Student Behaviour Support (SBS) database record

• Post suspension, the Principal will arrange for details of the suspension to be entered into the Student Behaviour Support database. The SBS database system provides data for the Principal to use in compiling a report and formulating a letter to parents/caregivers.

• If the school does not have access to the database, details should be entered into the school data collection system.

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SUSPENSION RE-ENTRY

As part of the re-entry process, the Principal or authorised delegate will convene a meeting with the student and the parents/caregivers to discuss the basis of maximising successful reintegration into the school, before the student returns to school. The aims of the parental conference are to:

• Ensure that the parents understand the seriousness of the student’s behaviour and the need for disciplinary action

• Encourage a mutually supportive position between the school and the student’s parents for the action that the school is taking, and

• Outline the re-entry plan, conditions, and follow-up evaluation for the student’s re-entry to school.

Re-entry is conditional on this process taking place. Re-entry may be deferred until such a meeting takes place or until a resolution is reached.

The following matters should be considered:

• The environment that would best provide for the student’s learning, personal, social, emotional and spiritual needs

• Which school would provide an educational program suitable to the student’s needs, abilities, and aspirations

• The process by which the change is to be negotiated• The support required by the student and parents to make the transition• To include all considerations, determinations and communications in a

documented record.

These and other relevant matters should be included in a documented record of Negotiated Change of School. If a negotiated change of school cannot be achieved, the student should remain enrolled at their current school, unless the circumstances require a recommendation to the Executive Director for exclusion.

EXCLUSIONExclusion is the full-time withdrawal of a student’s right to attend a particular school and school related functions, on the authority of the Executive Director.

At St Finbarr’s Exclusion would only be used in extreme circumstances and in consultation with the Area Supervisor providing guidance and direction.

The following regulations and procedures must be adhered as outlined in the BCE document Student Behaviour Support Guidelines Regulations and Procedures Section 4.

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• A Principal may not exclude a student on his or her own authority.• A decision to exclude from a Brisbane Catholic Education school can only be

made by the Executive Director on recommendation from the Principal, through the Area Supervisor and Director – School Services.

• In cases where recommending an exclusion from a Brisbane Catholic Education school is being considered, the gravity of the circumstance requires that particular emphasis be given to all aspects of procedural fairness.

EXCLUSION PROCEDUREThe Principal will:

• Consult with the Area Supervisor.• Brief as needed with the Parish Priest. “In a Parish School the Parish Priest

should be briefed in relation to recommendations to exclude a student” from “Collaborating for Mission: The Parish and the Catholic School” 2013.

• Place the student on suspension for the maximum period of ten (10) school days pending the outcome of the decision-making process. This action should be taken irrespective of any action by another agency, including the Queensland Police Service.

• Notify the student and the parents/caregivers that the initial period of suspension will be for ten (10) school days, but that exclusion from the school is being considered giving reasons for the proposed action and allowing seven (7) school days for the student, parents/caregivers to respond.

• Provide the parents/caregivers, or student (if the student is living independently) with a copy of all the documentation on which the proposal to exclude is based (while mindful of protecting the anonymity and privacy of possible complainants and/or witnesses). The Principal may exercise discretion to remove the names or other identifying information of complainants or witnesses, provided it does not affect the ability of the student or parent to respond to the proposal to exclude. This consideration will be unique in each case and guidance should be sought from the Area Supervisor.

• Consider any response from the student and parents/caregivers before formulating a recommendation to the Executive Director.

• Request a meeting with the student’s parents/caregivers to outline the process and the reasons for the recommendation.

• Provide the parents/caregivers with information about the implications of exclusion, their right to appeal, and the appropriate procedures for submitting an appeal.

• Forward the recommendation to the Director – School Services detailing the reasons, the action taken to moderate the students’ behaviour (where appropriate), a copy of all required documentation and any response from the student, parents/caregivers.

• A copy of all documentation is also forwarded to the Executive Director,

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APPEALSAppeals by parents/caregivers are made to

• The Principal of the school: in relation to a decision to suspend a student for less than three days.

• The Area Supervisor: in relation to a decision to suspend a student for more than 3 days from a particular school.

• The Executive Director: in relation to a recommendation to exclude a student from a Brisbane Catholic Education school.

The following regulations and procedures must be adhered as outlined in the BCE document Student Behaviour Support Guidelines Regulations and Procedures Section 4.

The Principal of a school will ensure that

• Appeals are made in writing, stating the grounds on which the appeal is being made.

• A parents/caregivers or independent student is given assistance, if required, to help with the appeal process. A support person could assist the parents and student to understand their right to, and the process of appeal.

• The school should also ensure that the parents and student have the access to the appropriate paperwork and assistance to complete the paperwork, if necessary.

• Alternative options to respond will be considered.

RESOLUTION PROCEDURE: PARENTSAt St Finbarr’s if a parent has a particular problem or complaint, the following steps are recognised as being appropriate in bringing the grievance to attention and in working constructively towards having the problem resolved.

COMMUNICATION PROCEDURESShould a parent wish to raise a concern or problem then;

1. If the matter is of a general nature in regard to school policy or practice, an appointment should be made with the Principal.

2. If the matter is concerned with the parents’ child, an appointment should be made to see the child’s teacher at a time most convenient to both parties to discuss the problem and resolve the matter.

3. If the issue has been unable to be resolved in step two, an appointment-should then be made with the Principal to further explore the matter and to seek a resolution.

4. If a resolution cannot be found by the above steps, or if the problem or complaint is in regard to the Principal, then contact should be made with the Brisbane Catholic Education and an appointment made with the Supervisor of Schools – Northern Region to facilitate a resolution.

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RESOLUTION PROCESSIt is important that a sense of mutual respect, honesty and a willingness to search for an equitable resolution be uppermost in the minds of all who engage in seeking solutions to a problem. The following guidelines should be used when meeting to discuss a problem or complaint:

• Establish the facts of the matter and isolate the problem.• Focus on the facts and offer solutions to the problem.• Listen to answers and don’t jump to conclusions. • Remain calm and work to resolve the problem.• Decide on a solution.• Agree on the implementation and fix a review date

BULLYING & CYBERBULLYINGBullying is the

“Repeated oppression, psychological or physical of a less powerful person by a more powerful person or group of persons”

(Rigby, 1996).

Bullying involves

• A desire to hurt• A hurtful action (physical, psychological or social)• A power imbalance.• (typically) rejection• an unjust use of power• evident enjoyment by the aggressor and• sense of being oppressed on the part of the victim (Rigby 1996)

Bullying is continuing to ‘pick on’ someone, torment, them or exclude them, so that the person feels helpless.

Cyber bullying is another form of bullying using technology, such as a computer or mobile phone via text messaging, MSM, social networking, photographs, and web pages.

A Bystander is a person who witnesses a bullying incident as an onlooker. At St Finbarr’s School, we agree that, if you are a bystander who encourages bullying behaviours, or if you witness bullying and do not report the incident, your behaviour is considered to be bullying.

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Bullying may include

• Physical: hitting, kicking, any form of violence, threat or intimidation that could cause physical harm

• Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about someone

• Emotional: excluding, tormenting, ridiculing, humiliating, intimidating• Racist: taunts, graffiti, gestures, intimidation• Sexual: unwanted physical contact, abusive comments, intimidation• Cyber: unwanted text messages, emails, information technology, intimidation

RESPONSEWhen an investigation about bullying is required, the following procedures will be followed:

St Finbarr’s School adopts a ‘no blame’ approach and process in the first instance. Those involved will be interviewed and made aware of the suspected bullying and the school’s anti-bullying position. At this stage, there might not be any consequences, and parents might not be notified. The incident, if deemed not to be bullying, will be referred back to the classroom teacher so that the incident can be tracked according to the behaviour support plan.

If bullying is identified, leadership team members may choose to use the following methods with the children involved:

• Method of shared concern• Mediation• Individual counselling

ST FINBARR’S SCHOOL, BEHAVIOUR SUPPORT PLAN, 2014Parents of both the perpetrator (the child exhibiting the bullying behaviour) and the target will be notified of the level and severity of the incident and its consequences. A record of the incident is kept on file.

Continued bullying would result in a further action plan being devised, appropriate consequences for the child, and further dialogue with the parents. The Guidance Counsellor and /or Learning Support may be involved in formulating this action plan. (Refer to Appendix 6)

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SUPPORT FOR THE TARGET AND PERPETRATORWe support the target in the following ways:

• Offering them an immediate opportunity to talk about the experience with their class teacher, or another teacher, or member of the Leadership team;

• Informing the child’s parents;• Suggesting and role playing appropriate, positive anti-bullying behaviours with

the child;• Offering continuing support when they feel they need it, and encouraging

immediate reporting of incidents; and• Taking necessary actions to prevent more bullying.

We support the perpetrator in the following ways:

• Talking immediately with their class teacher, another teacher, or member of the Leadership team about what has happened and the behaviours the child has been displaying;

• Informing the child’s parents; • Continuing to monitor the child’s behaviour and offering appropriate support;

and• Enforcing appropriate consequences that are directly linked to the child’s

bullying behaviour.

PROFESSIONAL LEARNINGSt Finbarr’s staff is committed to on-going professional learning to support the school’s Whole School Student Behaviour Support Plan. This learning will be included in our annual Professional Learning Plan which is aligned to annual school goals.

As St Finbarr’s is a Positive Behaviour 4 Learning staff will attend the PB4L Coaches Network days two days each year.

Play is The Way is one of the tools that is used to support our Behaviour Support Plan. At the commencement of each year staff participate in a Play is The Way ‘refresher’. In addition, each week staff teach a nominated game that has been selected to reinforce the focus School rule. The school’s Behaviour Support Team both facilitates this Professional Learning and prepares the schedule of games and accompanying resources.

The school’s capacity to do Functional Behaviour Analysis Assessments are maintained through the Guidance Counsellor annual Professional Development.

The school will be part of Visible Learning Project in 2015 which ensures staff are current in effective pedagogy which in turn will have engaged students.

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RELATED RESOURCES AND USEFUL WEBSITESwww.bullyingnoway.com.au

Bullying – No Way National Day of Action Against bullying and Violence, including resources

ncab.nssfbestpractice.org.au/resources/resources.shtml National Safe Schools Framework

www.valueseducation.edu.au National Framework for Values Education in Australian Schools

ACKNOWLEDGEMENTSBrisbane Catholic Education (2013) Student Behaviour and Support – Regulations and Guidelines Brisbane Catholic Education.

Positive Behaviour 4 Learning (2014) Sandy Armsden & Melissa Graham

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Appendix 1

INCIDENT REPORT – CLASSROOM/ PLAYGROUND Teacher: ______________________________

Date of Incident: ________________________

Name of Student: ______________________ Year Level: ___________ Class Teacher: ________________________ Time of Incident: Before School Morning Tea Lunch Third Break After School Specialist Lesson Class Time Place of Incident:

� Oval � Sandpit � Lower Adventure

Playground � Tennis Court � Outside prep classroom � Quiet Area � Undercover Area � Upper Adventure

Playground � Classroom

Type Of Incident : MINOR Verbal Physical Defiance Disruption Uniform Technology Property misuse Late Out of Bounds Lying/Cheating Teasing

MAJOR Verbal Aggression Physical Aggression Harassment/Bullying Defiance Major Disruption Dress Code Violation Property Damage Skip class/truancy Theft Forgery/Plagiarism Technology Alcohol/Drugs Tobacco/Weapons.

Signature of teacher: Date: Additional Comments Potential Bullying Incident

� No � Yes (if yes, tick potential bullying and return slip to member of school

leadership team. School Leadership Signature (school leadership) Date:

APPENDIX 1

22

Appendix 2

BEHAVIOUR NOTIFICATION – PLAYGROUND

Date:__________________

Dear________________________________,

I have been given time off from the playground _____times during the last ___weeks.

The following behaviours have been identified as inappropriate:

Rough play

Caused injury to another

Out of bounds

Offensive language

Not wearing a hat

Inappropriate social skills

Disobeying teacher directions

Irresponsible eating practices

Unsafe behaviour

Inappropriate use of equipment/resources

Other

Additional comments: __________________________________________________________

_______________________________________________________________________________

I have agreed to make more sensible behaviour choices tomorrow and in the future and I am aware that if I receive another time out this term I will need to meet with my class teacher, my parents and a member of the school leadership team.

Child’s signature________________________Class teacher___________________________

Dear Parent/Guardian,

Please sign and return this form to your child’s class teacher tomorrow. A follow up phone call will be made if this form is not returned within 2 days

Parent signature______________________________Date:______________________

APPENDIX 2

23

Appendix 3

WORK and STUDY HABITS

CLASSROOM NOTIFICATION

Date: ___________________

Dear ____________________

The purpose of this note is to let you know that I have not been working to the best of my ability _____times during the last ___weeks.

I have agreed to make a more concentrated effort with my work & study habits tomorrow and in the future and I am aware that if I receive another notification this term I will need to meet with my class teacher, my parents and a member of the school leadership team.

Child’s signature: ________________________Class teacher: ___________________________

The following ‘Work and Study Habits’ have been identified as inconsistent and impacting on both your child’s learning and levels of achievement.

Inappropriate social skills

Disobeying teacher directions

Non- compliant classroom practices

Unsafe behaviour

Inappropriate use of equipment/resources

Additional comments: __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Dear Parent/Guardian,

Please sign and return this form to your child’s class teacher tomorrow. A follow up phone call will be made if this form is not returned within 2 days.

Parent signature______________________________Date:______________________

APPENDIX 3

24

Appendix 4

INTERNAL INCIDENT REPORT FOR ST. FINBARR’S SCHOOL, ASHGROVE

Date:__________________ Location of incident:___________________________________________________________ Date of Incident:_____________________________ Name(s) of student(s) involved:__________________________________________________ ___________________________________________________________________________ Name(s) of staff members/other involved:_________________________________________ ___________________________________________________________________________ What happened?_____________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Is this incident recorded anywhere else? Yes/No If Yes…state where – (For example on WSS Incident System, Student Behaviour Log, Teacher anecdotal records etc). Consequences approved by a member of the School’s leadership team:________________ __________________________________________________________________________ ___________________________________________________________________________ Signatures: _____________________________________________________________

Staff member Staff member Leadership team member

APPENDIX 4

25

Appendix 5

SUMMARY OF PLAYGROUND/CLASSROOM INCIDENT REPORTS

YEAR LEVEL ____

TERM _______ 2014

Student’s Name Date of Reports

Behaviour Notification sent home

Meeting with Admin

APPENDIX 5

2015

26

RECORD OF REPORTED POTENTIAL BULLYING BEHAVIOURS

Appendix 6 Date Recorded: __________________________ Reported by: _____________________________ The Reporting Person was (please tick):

Victim Bystander (Not the main Perpetrator) Staff member Parent Other

What happened? (Include time, place, date, event) Action Taken: Parents of children involved notified by: Phone Letter (to attach) Signed: ________________________________________________________ Principal/APRE

RECORD OF REPORTED POTENTIAL BULLYING BEHAVIOURS

Appendix 6 Date Recorded: __________________________ Reported by: _____________________________ The Reporting Person was (please tick):

Victim Bystander (Not the main Perpetrator) Staff member Parent Other

What happened? (Include time, place, date, event) Action Taken: Parents of children involved notified by: Phone Letter (to attach) Signed: ________________________________________________________ Principal/APRE

APPENDIX 6

27

Appendix 7 What was the weak decision I made? How does my decision affect other people? What did I want when I made the weak decision? Did I get what I wanted when I made the weak decision? What can I do next time to get what I want without affecting others? What do I need to do now to make things better?

Signed: Student: _________________________________Teacher: _______________________________________________ Parent: ________________________________ Date: ________________________________________________

APPENDIX 7

28

Appendix 8

REFLECTION SHEET

Name:_____________________________________

Date:______________________________________

Class:______________________________________

Do I want to belong in my class/in our playground? Yes No

What I did.

What I should have done.

Apology means saying sorry and making things better.

_______________________ _________________________

Class Teacher Signature Thinking Room Teacher Signature

________________________ ____________________________

Student Signature Parent Signature

APPENDIX 8

Appendix 9

We apologise when we make weak decisions because it is a strong thing to do. Dear _________________________________________________________________________________________ I am sorry for Next time I will I will make amends by Signed:

29

Appendix 9

We apologise when we make weak decisions because it is a strong thing to do. Dear _________________________________________________________________________________________ I am sorry for Next time I will I will make amends by Signed:

APPENDIX 9

30

Appendix 10

ST FINBARR’S SCHOOL: SCHOOL BEHAVIOUR SUPPORT PLAN

PLAY IS THE WAY

Teaching of behaviour will be reinforced using the concepts which underpin the Play is The Way Program.

1. If someone is unlike you, seek to understand them. TREAT OTHERS AS YOU WOULD THEM TO TREAT YOU.

2. School is about stepping bravely into the unknown. The unknown is often uncomfortable. The braver you are, the more you learn. BE BRAVE – PARTICIPATE TO PROGRESS.

3. We don’t come to school to be better than others. We come to school to better ourselves by being able to work with others. PURSUE YOUR PERSONAL BEST NO MATTER WITH WHOM YOU WORK.

4. If you don’t know why you’re doing something don’t do it because it’s most likely wrong. HAVE REASONS FOR THE THINGS YOU SAY AND DO.

5. We do the right thing because it’s the best thing to do. IT TAKES GREAT STRENGTH TO BE SENSIBLE.

6. BE THE MASTER NOT THE VICTIM OF YOUR FEELINGS.

APPENDIX 10

31

Appendix 11

RESPONSIBLE THINKING ROOM

Our Student Behaviour Support Plan is underpinned by the St. Finbarr’s School Rules. These are:

1. I am Responsible

2. I am a Learner

3. I am Respectful

4. I am Safe.

When formulating our Behaviour Support Plan the accent was on:

• Understanding behaviours rather than simply reacting to them and • Explicitly teaching children with behavioural difficulties how to behave in given situations.

If children make poor behaviour choices that impact negatively on themselves or others, the teacher/staff member will use previously devised and contextualised strategies that the children are familiar with. If the behaviour has been repetitive or is of a more serious nature students may spend some time out to reflect on their behaviour by visiting the Responsible Thinking Room at third break on either a Tuesday or Friday. There they will potentially:

• Complete a reflection sheet and /or formal apology • Have some dialogue with the teacher on duty and, where appropriate • Receive behaviour coaching • Return to the classroom with the reflection sheet • The completed task is taken home and signed by parents, returned the next day to the class

teacher and filed.

The emphasis is on assisting the child to develop belonging behaviour in the classroom and the playground. If a child persistently chooses not to comply with our school rules, parents will be contacted to further explore how the child may be supported to achieve appropriate belonging behaviour.

The “Responsible Thinking Room” is not intended to be a venue for students to complete homework. Homework is meant to be undertaken in the home environment as a means of consolidating learning and providing an opportunity for the practice of skills learnt at school. It also offers a means of communication with parents about their child’s learning and progress. There is opportunity for flexibility to cater for individual situations.

If a student is inconsistent or neglectful in relation to the completion of homework assignments, teacher/s should contact the child’s parents. Good communication between teachers, students and parents is important to ensure students reach their full potential.

APPENDIX 11