St Benedict’s Catholic Primary School 2019 · St Benedict's Catholic Primary School officially...

2019 Behaviour Support Plan

Behaviour Support PLAN

St Benedict’s Catholic Primary School

2019


Introduction ··································································································································· Page 1 School Mission and Values ············································································································· Page 2 Rationale/Vision ····························································································································· Page 3 Context and Profile of St Benedict’s Catholic Primary School ······················································ Page 3 Beliefs About Learning and Behaviour ·························································································· Page 4 Whole School Expectations - Code of Student Conduct ································································ Page 5 Rights, Roles and Responsibilities of School Community ···························································· Page 10 Universal Behaviour Support ····································································································· Page 11 Affirmations and Reward for Positive Behaviours ······································································· Page 12 Targeted Behaviour Support ······································································································· Page 14 Individualised Behaviour Support ······························································································· Page 15 Consequences for Inappropriate Student Behaviour ································································· Page 16 Process for Appeals ······················································································································ Page 18 Bullying and Cyber Bullying ········································································································· Page 19 Data Collection ····························································································································· Page 22 Links to school or BCE related policies ························································································ Page 22

Contents


Our community of Brisbane Catholic Education (BCE) schools values an inclusive approach to student support. We are entrusted to nurture and support students in a safe and welcoming environment that is grounded in our Catholic faith in which stewardship and advocacy are key values. The Brisbane Catholic Education (BCE) Student Behaviour Support Policy - Rationale & Guidelines, Procedures & Regulations provide a clear indication of the requirements of schools and practical information to School Communities on the implementation of the policy. These are based on current effective practices in our schools and communities and an approach to Student Behaviour Support that has its basis in current research. Where appropriate the Student Behaviour Support Guidelines, Regulations and Procedures may also be made available to parents. Content for the (BCE) Student Behaviour Support Policy - Rationale & Guidelines, Procedures & Regulations has been informed by an extensive consultation process involving a wide range of representatives from across Brisbane Catholic Education schools including practitioners, parents and students. Forums and web-based surveys were offered to enable participants to discuss their views and opinions on school discipline and how it might be better managed for the benefit of all members of the school community. Research evidence and anecdotal school-based experiences suggest a wide range of causes of inappropriate behaviour and suggested strategies for improving it. The complex nature of inappropriate behaviour implies that there is no single overall solution, which can solve all problems.

Introduction


Acknowledging this, the (BCE) Student Behaviour Support Policy - Rationale & Guidelines, Procedures & Regulations focuses on enhancing a positive school ethos to support the promotion of effective learning and development of appropriate student behaviour by establishing:

• Clearly stated expectations of what constitutes appropriate behaviour, • Effective behaviour support strategies, • Processes which recognise, teach, reward and celebrate positive behaviour, • Processes, rules and sanctions to deal with inappropriate behaviour.

We recognise the difficulties and challenges faced by teachers and related professionals in the field of education. We consider that progress is most likely to be made if our schools, as learning communities, are supported in establishing local solutions to local circumstances. It is clear that ‘solutions’ to inappropriate behaviour cannot be grafted from elsewhere onto a school’s own context and culture. Staff, students, parents/caregivers and others must be involved in key decision-making and have a stake in the processes and procedures adopted. The (BCE) Student Behaviour Support Policy - Rationale & Guidelines, Procedures & Regulations feature key issues and principles, which school communities consider when developing their own Student Behaviour Support Plans.

Our Mission Our Mission is inspired by our Catholic tradition as well as our Patron, St Benedict, whose teachings, philosophy and values permeate community. We Walk in God’s Ways, and promote ways in which we live, love, learn and celebrate together in our world today. Our Values Dignity and justice for All: All persons are created equal and human dignity is inviolable. Our educational efforts should confirm the belief that everyone is unique, that individual distinctions enrich and enliven our world and that the individual has both rights and responsibilities. Catholic Christian Community: A community in communion that does not exist for itself but is empowered by the spirit to be at the service of others; an evangelizing and joyful presence in the world. High Quality Learning: Education shall impart in the learner a zest for life, the courage to tackle it and a desire by students to use and extend what they learn. Critical judgement in different areas of learning should be developed by testing expression and performance against identifiable standards. Collaboration and Subsidiarity: Catholic educators make use of a ‘shared wisdom’ in arriving at decisions and attempt to locate decision making at the lowest appropriate level. Creativity: We look for creative, flexible and future oriented responses that best address the needs of students, the local community, system and government. Stewardship: Education should view individuals as moral beings, accountable for their decisions and responsible for their actions, with an ability to seek what is true and to do what is right. A mutual accountability: As an educational community we report on the outcomes of our work and the degree to which our intentions are realised.

School Mission and Values


“We believe that we are called to: Teach Challenge Transform – we educate for a transformed world in communion, by nurturing the gifts and potential of each person, enacting shared leadership, and exercising a preferential option for the poor and marginalised”. (Vision Statement for Catholic Education in the Archdiocese of Brisbane, 2004) St Benedict’s Catholic School is an educational community living, loving, learning and celebrating together to Walk in God’s Ways.

• We Live together by: Community, Hospitality, Humility. Community is built on positive relation-ships. Everyone is welcomed, respected and valued. We are humble in our service to others.

• We Love together by: Compassion, Prayer, Conversion, Obedience. Jesus shows us how to love compassionately. We walk in God’s ways as we hear the voice of God. We are called to listen and respond to the word of God.

• We Learn together by: Work, Peace, Stability. Our work is our gift to the world. We practise peace in our daily lives. We find stability by embracing God in our midst. Curriculum engages and supports all learners on their lifelong journey.

• We Celebrate together by: Work, Peace, Stability, Community, Hospitality, Humility, Compassion, Prayer, Conversion, Obedience. Recognition, affirmation and encouragement are practised daily.

This Student Behaviour Support Plan is designed to facilitate the above commitment so that high standards of behaviour leading to effective learning and teaching can be achieved. Students can then participate positively within our school community.

St Benedict's Catholic Primary School officially opened in 2008 with a population of 106 students and in 2018 has grown to 670 students. St Benedict's Primary is a three-stream school moving towards a four-stream school. We cater to a diverse range of learners and learning needs including students with special talents and those with special educational needs. Our student population is predominantly Australian born, however, we do have families who come from a range of different cultural backgrounds and nationalities, including: Spain, The Philippines, Guatemala, Venezuela, India, New Zealand, England and USA. Originally located in the Redcliffe City Catholic Parish, St Benedict’s became a Parish in its own right at the end of 2017. The school is situated in the picturesque suburb of Mango Hill and caters for students from Prep to Year 6. It is located in one of the fastest growing areas of Australia. With continued local growth planned for areas adjoining our school facilities. The Benedictine tradition and culture of our school is encapsulated in our Mission Statement that challenges us to "Live, Love, Learn and Celebrate" as we fulfil our school motto to "Walk in God's Ways". St Benedict's Primary school continues to grow in relationship with our co-located school, St Benedict's College. We work together to provide quality education for the children of Mango Hill and North Lakes. St Benedict's Kindergarten is also co-located and began in 2014 with two classes. We look forward to the continued growth in our educational precinct and can now cater for students from Kindergarten to Year 12. We have a staff of dedicated teaching professionals, leading learning, catering for individual needs, and setting high standards for all students, in every classroom.

Rationale/Vision

Context and Profile


This Behaviour Support Plan is a whole school approach to supporting student’s behaviour in a Catholic School Environment involving all groups in the school community. The Behaviour Support Plan reflects the shared values and expectations, which guide the schools approach to supporting positive student behaviour and maintaining the support of the Catholic School environment. Staff approach behaviour support in a professional manner and the school ensures appropriate training is provided for staff to meet the emerging needs of the students.

Our St Benedict’s School community believe that in developing a consistent, proactive approach both to educating our students about behaviour choices and managing these choices, that we are most able to positively influence the fulfilment of our mission and the achievement of the aims and goals of our school community. Our St Benedict’s School community believe that educating children about behavioural choices is more appropriate than simply responding to behaviours both positive and negative. Our school’s focus on the importance of Celebration ensures we acknowledge exemplary behaviour not only as a reward for the students involved but also as a means of teaching and guiding others. We acknowledge also that it is inevitable that at times students will not respond appropriately to the clearly defined structures which exist within the school. At these times, the children involved and other members of our school community, may be either unsafe or prevented from participating appropriately in the teaching and learning process. In these instances, our processes ensure safety and access to teaching and learning for all, in addition to individualised further education and appropriate consequences for the student or students determined to be acting irresponsibly. We recognize that the influences on our approaches to behaviour education and management are multi layered. Careful work has ensured however that all mission statements beliefs and values are complimentary. Our practises will ensure the children make clear links and understand how our behaviour education and management strategies align with our values and beliefs. In this regard, frameworks supported by Government and community agencies and adapted by Brisbane Catholic Education such as Positive Behaviour 4 Learning and Kids Matter recommend the use of an Acronym to focus the students’ awareness. At St Benedict’s, in keeping with our motto “Walk in God’s Ways”, we expect all members of our school community to WALK together in our approach to behaviour education and management.

W We respect A Act responsibly L Learn together K Keep safe

In the preparation of this document we acknowledge the support of other schools within our diocese in sharing research and experience. We further acknowledge the generous work of our dedicated staff in the construction of this and other behaviour related documents, processes and procedures. Our school community recognises that like all other educational approaches, this document and the practices within it, will require constant review and updating in the process of time.

Beliefs About Behaviour and Learning


WALK At St Benedict’s we strive to walk in God’s ways where together we live, love, learn and celebrate. The establishment of our school code of behaviour exemplifies our commitment to the promotion and development of a safe and supportive environment. The St Benedict’s Behaviour Code is as follows: The St Benedict’s Behaviour Code is as follows: We Respect: Members of the St Benedict’s school community will work together to build positive relationships. We will treat each other with compassion and hospitality at all times. All community members are welcomed, respected and valued. Respect is demonstrated by:

• Treating own and others property with care including school property • Respecting the feelings and opinions of others even though they may differ from

your own • Speaking and listening considerately to all community members (including manners) • Listening and following directions and instructions of staff • Showing pride in general appearance • Behaving appropriately while representing St Benedict’s outside of school • Caring for the school environment

Act Responsibly: Members of the St Benedict’s school community will make appropriate behavioural choices and accept that all actions have consequences. Responsibility is demonstrated by:

• Accepting consequences of actions and behaviours • Seeking and offering help when required • Managing time effectively to complete set tasks and work including homework • Arriving at school and lessons on time

Learn Together: Members of the St Benedict’s school community are all part of a positive learning environment where everyone is encouraged and supported to work to the best of their ability. Our school celebrates every learner’s unique gifts and values hard work and determination. Quality learning is demonstrated by:

• Attempting all work to the best of their ability. • Supporting and encouraging others during their learning • Recognising and respecting the learning of others is influenced by our behaviours • Managing time and resources effectively. • Seeking help when it is needed • Co-operating with others to achieve group goals • Showing pride with humility in all work that has been completed

Keep Safe: Members of the St Benedict’s school community will be considerate of their own and others safety at all times. They will act in a lawful and responsible manner that poses no threat to the physical or emotional well-being of themselves or others. Acting safely is demonstrated by:

• Following school rules and routines • Using equipment appropriately and safely • Moving safely through all areas of the school. • Avoiding out of bounds areas and areas where there is no supervision • Not engaging in unnecessary physical contact • Following directions of staff • Not engaging in physical or verbal confrontations • Using technology appropriately while at school and home • Remaining in designated locations

Whole School Expectations Code of Student Conduct


WALK Expectations around the school - Student Posters:


St Benedict’s Expected Behaviours Matrix:

Class Time Lunch Time Eating Time Toilet Mass/Liturgies Before/after school

WE RESPECT

• Praise, encourage, share

• Keep your area/desk tidy

• Speak appropriately

• Listen attentively

• Put your hand up to speak

• Remain out of gardens

• Speak politely • Be courteous • Agree to the

rules of the game

• Accept if you don’t win

• Be inclusive • Act and move

when the bell rings

• Respect the boundary of others’ games

• Listen and respond to the adult on duty

• Be courteous • Chew with your

mouth closed • Use your

manners while eating

• Ask permission to leave classroom

• Keep toilets clean and tidy

• Show reverence

• Sit and stand quietly and still

• Respect other’s right to listen and speak

• Care for furniture

• Listen to speakers

• Use furniture correctly

• Follow instructions while waiting

• Use manners and speak politely

• Greet and welcome staff, visitors and each other


ACT RESPONSIBLY

• Be organised • Use furniture

and equipment for their intended purpose

• Walk • Keep your

hands and feet to yourself

• Follow adult directions

• Reduce, re-use, recycle

• Transition quietly between learning areas

• Be safe • Use equipment

appropriately • Wear your hat • Listen to the

adult on duty • Keep your

hands, feet and object to yourself

• Walk in walk zones

• Speak appropriately

• Walk • Put all rubbish

in correct bin • Put lunch boxes

away • Name your

lunch box, containers and drink bottle

• Be seated to eat

• Line up quietly • Eat your own

food • Remain in your

designated area

• In, do, out • Wash hands • Open and close

doors carefully • Use toilets

during break times

• Use toilet equipment appropriately

• Turn off taps

• Use manners and show reverence

• Act safely • Care for siblings

and others • Wait for

supervision • Right time,

right place, right person

• Leave port racks clean and tidy

• Wear your hat • Be alert and

prepared • Walk bikes,

scooters and skateboards in school grounds

• Stay in designated spaces



LEARN TOGETHER

• Always try your best

• Ask for assistance

• Be a risk-taker • Demonstrate

on task behaviours

• Complete set tasks on time

• Use time appropriately

• Try your best • Demonstrate

resilience • Try new things

• • Learn hygiene practices

• Learn responses - prayers and songs

• Know your pick-up arrangements

• Be punctual


KEEP SAFE

• Sit safely • Walk quietly • Push chairs in • Follow

teacher’s instructions

• Hands and feet to yourself

• Use/move equipment/ furniture wisely

• Think before you act

• Keep it clean

• Walk quietly to your play area

• No hat, no play • Stay in your

play area • Safe hands,

safe feet • Walk safely • Wait to walk

with teacher • Play safe -

equipment & games

• Ask teacher to leave the area

• Walk quietly around the school

• Keep equipment together and close by

• Consider the needs of others

• Eat your own food

• Place belongings in lunch crates

• Walk quietly to the toilets

• Go in pairs • Keep it clean,

make it safe • We play in play

areas (not in toilets)

• Walk to the Hall quietly

• Sit safely on chairs or floor

• Watch where you’re walking

• Stay with your class

• Walk quietly to your pick-up area

• Sit in designated area

• Stay away from kerb

• Wait until your car stops

• Enter car from footpath side

• All children to cross road accompanied

• Monitor those around you

• Use the different before school areas as designated


To build a supportive school environment it is necessary to have a clear understanding of the rights and expectations for all. The rights and expectations are set out in the table below.

RIGHTS EXPECTATIONS

Students have the right to: • Learn • Be treated with respect & courtesy • Work and play in a safe and healthy environment

without interference from others. • Be provided with good teaching within an appropriate

curriculum. • Feel safe and be protected from ridicule, harassment

and harm. • Be treated with care, courtesy, respect and fairness. • Be given guidance, help and support when required.

Students are expected to: • Follow the WALK at all times, as set out in the

Whole School Expectations - Code of Student Conduct in Section 6 of this Behaviour Support Plan.

The Professional Community have the right to: • Be treated with respect & courtesy • Work in a safe and supportive environment • Teach • Access Professional Development

The Professionals Community are expected to: • Support processes and procedures of the school • Support processes and procedures of Brisbane

Catholic Education • Uphold the Catholic Identity of the school • Support the individuality of students as learners • Respect students as individuals • Participate in professional development • Respect and value the contributions of parents

within the community.

Parents have the right to: • Expect the school to provide a quality education that

aims to meet their child’s needs. • Be treated with respect and courtesy • Expect that due care and attention is provided for their

child while at school

Parents are expected to: • Support their children as learners • Treat staff with respect and courtesy • Follow school procedures • Take responsibility for their actions & behaviour • Disclose any information that may impact on their

child’s learning.

Rights, Roles & Responsibilities of School Community


Proactive & Preventative Strategies For All At St Benedict’s Catholic Primary School, we believe that preventing inappropriate behaviour through the education and promotion of appropriate behaviour is a more positive and successful method of managing student behaviour than intervening after behaviour incidents occur. Programs and systems (i.e. curriculum) focus attention on the set of social skills all students are expected to display. At this level, attention is focussed on school-wide expectations, Class Covenants, processes and procedures, to ensure common student knowledge of behavioural expectations and processes, and a self-understanding for the purpose of learning. Students engage in reflective learning exercises that encourage and promote positive social interaction that is modelled by their teachers, the staff of the school and their peers. Celebration of positive behaviours ensures we acknowledge exemplary behaviour not only as a reward for the students involved but also as a means of teaching and guiding others. Establishing Behaviour Expectations: At St Benedict’s Primary School there are several ways in which staff establish the behaviour expectations of our students, including the following:

1. Explicit teaching and consistent follow-up of school rules (Our school WALK) - Modelling and role play methods used to teach and learn behaviours (this occurs at a class, year

level cohort and whole school level) - Reinforcing positive behaviours (Footprints & WALK Awards system) - Displaying photos of positive behaviours - Displaying the school and classroom rules clearly (Clear Footprint expectations posters for the

different areas of our school, as displayed above, development of Class Covenants) - Using explanations of the school and classroom rules (i.e. what they look like, sound like, and

feel like) 2. Applying appropriate consequences for not meeting behaviour expectations 3. Explaining why a behaviour is expected or a consequence is necessary 4. Empowering students to take responsibility for their actions 5. Being flexible to allow for unforeseen circumstances or children with needs 6. Maintaining effective communication and sharing a common language about behaviour in our school

community 7. Transitioning students to new year levels and new teachers at the end of the school year for the

following year. Positive School Culture: Staff utilise a wide range of acknowledgement strategies with students, reviewed regularly, to support and enrich our positive school culture, including:

• Praise and encouragement (verbal/non-verbal/written) • Reward systems (individual/group goal-setting – Footprint Awards, WALK Awards, Awesomeness

Awards) • Public display of work (classroom, library) • Individual class or year level rewards (sticker books, stamps, student- choice activities, etc) • Whole class rewards (class parties, fun days, game time, etc) • Class responsibilities (messenger, teacher’s helper, tuckshop, Student Council Rep – Yr 4 -6) • Phone calls, emails, or communication to parents • Sharing work with others (Principal, A.P.A., A.P.R.E., parents, etc) • Celebrations (birthdays, “outside” achievements) • Articles in Newsletter

Universal Behaviour Support


Class Covenants: At St Benedict’s we strive to live, love, learn and celebrate together. At the start of each year teachers and students collaboratively compose a Class Covenant that reflects the positive behaviours that will be demonstrated by all members of the class throughout the year. The covenant is not a collection of rules; however, it is embedded within the WALK behaviour management framework. As part of this framework, teachers will guide students through the four components of the acronym over Term One. This process involves unpacking the document into explicit expectations and/or behaviours including how these are incorporated into each class and year level. How the document is unpacked is governed by the year level. Unpacking the component ‘We Respect’ will look different in early years classes compared to middle and upper school. It is essential that the document is flexible enough to incorporate positive behaviours demonstrated in the different areas of the school including classrooms, playground, library, hall etc. Approximately two weeks is spent on each component of the acronym. After all four components of the WALK have been covered, classes commence the scope and sequence for the school’s Social Emotional Learning program- You Can Do It. The Class Covenant is a culminating activity that is to be completed by the final week of term one. The covenant represents the interpretation each individual class has made while investigating the components of the WALK acronym particularly, but also class expectations and the YCDI SEL. This may be a simple sentence, paragraph, group of words or a list of expected behaviours that show a class commitment to appropriate behaviours that are linked to the school themes: Live, Love, Learn and Celebrate.

We acknowledge student efforts around ‘Doing the WALK’ through a deliberate and affirming set of reward systems. The following Table of Awards outlines the affirmations available for teachers and other staff to use when acknowledging the achievements of students in our school.

Footprints If a teacher observes a student doing the ‘WALK’ in the classroom or playground, the teacher does the following:

• From a store in the bum bag, teacher completes a footprint – writes child’s name, class and reason for footprint

• Gives footprint to child to take to the Walk Awards Box located at the student entrance of the office.

At the weekly Assembly, Footprints are drawn from the Walk Award Box. How the children walked in God’s ways is shared. Weekly Walk Award winners will be able to choose a small prize from a prize box at the Student Assembly.

Affirmations & Reward for Positive Behaviour


WALK Awards ALL Footprint Awards, including the winners drawn out at weekly assembly, are returned to class teachers after Assembly. Teachers keep a record of the number of footprints each child in their class has accrued. This is to be done in a visual way that celebrates the positive actions of students. When a child receives a multiple of 10 footprints (10, 20, 30 & 50) the teacher will complete a Walk Award for the child to receive in class and the child will be acknowledged at the next assembly with a coloured wrist band. Coloured wristbands are distributed as so: 10 (red), 20 (blue), 30 (yellow) and 50 (rainbow).

Awesomeness Awards Sometimes we see students do something so special, so monumental, that we need to reward them on the spot for their achievements. Enter... the Certificate of Awesomeness! These awards are separate to our WALK awards and footprints, which link to our behaviour expectations. These certificates can reward outstanding efforts, outstanding achievements, great gains in learning, great lifts in mindset and attitude and any number of wonderful achievements we can acknowledge in our class communities. A Certificate of Awesomeness is a wonderful achievement that has been acknowledged and celebrated with the child’s class cohort and should be affirmed and celebrated at home also. All of our students have the capability to achieve awesome things. They are encouraged to strive for their best in everything they do and who knows, maybe they’ll be acknowledged for their awesomeness!


Targeted strategies are implemented for students who are at risk of academic and social problems and are designed to prevent the need for more intensive interventions. Students being supported with targeted behaviour strategies may be exhibiting low level but disruptive behaviours that are detrimental to instruction and interfere with their own or others’ learning. Targeted inventions are timely and responsive, and use similar strategies and social curriculum across a group of students Students are identified proactively, either through behaviour data, attendance data, and teacher nomination. Our targeted supports have systems in place to monitor student progress, make modifications, and gradually decrease support as student behaviour and engagement improves. Targeted strategies include intervention programs involving support and specialist staff. Communication between parents and staff will take place before, during and after additional supports are implemented. Some of these interventions may include the following:

• Social Skills programs Restorative Practices • Curriculum Adjustments • Targeted small group meetings • Specialist Staff involvement • Social Stories • Reflection Sheets • Debriefing sessions • Individualised Behaviour Interventions • Tracking and Monitoring

Community Participants who support targeted behaviour support:

• Student • Classroom Teacher • STIE • Administration • In consultation with:

- Parents - Guidance counsellors

Targeted Behaviour Support (for Some)


Programs and systems focus on meeting individual needs; and the characteristics of individual students and specific circumstances related to them (e.g. differences in the severity of behaviour, complexity of environment) dictate a flexible, focused, personalised approach. While the vast majority of students respond to minimal external intervention, a student’s behaviour may require strategies that involve a range of personnel and expertise to support their classroom teacher in achieving success with interventions (BCE, 2013). Individual supports that require specialised services and alternative pathways of care may include:

• Individual Education Plans • Individualised Behaviour Interventions & Support Plans • Parent Interviews • Functional Behaviour Assessment • Target environment, teacher and student • Support from specialist staff (Support Teacher, Guidance Counsellor • Tracking and Monitoring • Alternative Programs • Wrap around with outside agencies and support from BCE can be used to support students with high

behavioural needs Community Participants who support individualised behaviour support:

• Student • Class Teacher • Administration • Case management-allocation of specific roles • BCE External Staff • Outside Agencies

Individualised Behaviour Support (for a Few)


Behaviour May Include Possible Consequences

Managed by Teacher

Minor incidents of inappropriate behaviour: • Stealing • Lying • Ignoring instructions and directions (Defiant Behaviour) • Littering • Excluding others • Not knocking to enter a room • Inappropriate use of language and gestures • Disruption of teaching and learning • Un-prepared for class • Sharing money and food • Throwing out food • Playing in inappropriate areas (out of bounds) • Teasing • Not responding to bells • Disrespect for class resources

• Reminder of expectations • Send students to buddy class • Verbal negotiations • Withdrawal from playground or class activities • Reminder of class covenant • Class meetings • Social stories • Consultation and reflection with the teacher

(debriefing) • Tracking and monitoring • Targeted small group meetings • Contact with parents


Managed by Teacher and Parent

Inappropriate Behaviours at this level may include: • Continued minor behaviour from above • Deliberate kicking, hitting, punching, biting • Uniform non-compliance • Inappropriate use of IT – internet, mobile phone and

other electronic devices • Strong verbal abuse towards students and staff • Inappropriate touching • Consistently arriving late for school • Inappropriate hygiene practises • Not returning home readers and library books

• A monitoring program developed and implemented between teacher, student and parent

• Referral through Student Committee for assessment and support from specialist staff Individual Behaviour Support Plan

• Parent Contact • Non-attendance at extra-curricular activities. • Restitution • Restorative Justice meeting

Consequences for Inappropriate Behaviour



Managed by Teacher, Parent and Principal or other support Staff

Inappropriate Behaviours at this level may include: • Continued behaviours from above • Threatening others • Vandalism • Inappropriate use of toilet behaviour • Deliberate and reoccurring kicking, hitting, punching,

biting with intent to hurt • Destruction of property • Deliberate and open defiance • Bullying • Leaving school grounds without permission • Extreme or continued inappropriate use of IT through

offensive material or intimidation and /or harassment of others

• Theft • Harassment or misconduct

• Development of a Individual Behaviour Support Plan that includes relevant interventions (eg social skills program)

• Referral to outside agency for specialised support • Police Notification • Parent interviews • Functional behaviour assessment • Targeted environment, teacher and student • Tracking and monitoring • Suspension


Managed by Teacher, Parent and Principal or other support Staff

Inappropriate Behaviours at this level include: • Extreme or continued behaviours from above • Possession and use of a weapon • Physical and Verbal aggressive behaviours

• Parent Interview • Implementation of Individual Behaviour Support

Plan • Non –attendance at school related activities and

camps. • Police Notification • Suspension • Recommendation for Exclusion

Please note that under no circumstances is corporal punishment condoned at St Benedict’s Catholic Primary School. It is strictly prohibited.

Behaviour Steps Approach at St Benedict’s Staff follow a steps approach to having students reflect on their behaviour within the classroom St Benedict’s Primary School use a method of reflection and re-teaching in order to deal with more significant behavioural concerns that are referred to our TALK Room. The Talk Room is a chance for students to reflect on their behaviour and work with a member of the Leadership team to initiate some strategies to correct inappropriate behaviours. A gradual removal from play and then re-entry is used:


Talk Room Referral – Two Step Process 1. Incident Report: Audience is Duty Teacher -–Classroom Teacher – Leadership

The procedure is: • Duty Teacher to debrief on incident with student and inform the student that an incident report is

going to their Classroom Teacher. • Student to be removed to a designated spot for time out. • Duty Teacher to complete an incident report on SBSS by end of day and inform the relevant

Classroom Teacher. • Student’s class teacher to inform Leadership Team member of student’s proposed Talk Room time • Student concerned will access the Talk Room at the next available break time (second break)

2. Behaviour Notification – Parents: Audience is Class Teacher – Student – Leadership – Parents

This procedure is: • Leadership Team Member completes reflective discussion with student during Talk Room time.

Student completes a reflection on behaviour (reflection sheet and/or discussion). • Student takes slip back to class for teacher to sight and then take home for parent to sight, discuss

and sign. • Form is to be returned to class teacher and then to Leadership.

Parents/caregivers who consider that correct procedures have not been followed, or that an unreasonable decision has been made, may appeal a suspension that is less than three days to the Principal. Parents/caregivers may appeal a suspension longer than three days to the Senior Leader: Learning & Identity (Cluster 9). Parents/caregivers may appeal exclusion to the Executive Director. The fact that an appeal has been lodged does not put on hold the Principal’s decision to suspend attendance. Appeals must be in writing, stating the grounds on which the appeal is being made. A parent/caregiver who requires assistance to participate in the inclusive community will have access to help with the appeals’ process. Please see the Guidance Counsellor for referral to an appropriate person to assist with an appeal. Alternative options for responding will be considered if a written appeal is not possible.

• The Principal about a decision to suspend a student for less than three days. • The Senior Leader: Learning & Identity (Cluster 9) about a decision to suspend a student for more

than three days. • The Executive Director, about a recommendation to exclude a student from St Benedict’s Catholic

Primary School (Executive Director, Brisbane Catholic Education, GPO Box 1201, Brisbane, QLD 4001)

Process for Appeals


Bullying is the “repeated oppression, psychological or physical of a less powerful person by a more powerful person or group of persons’ _(Rigby, 1996). Bullying is when someone gains power over another person by hurting or harming that person, more than just once. Bullying is intentional, and involves an imbalance of power. 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 Benedict’s Catholic Primary 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. 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

Investigating Potential Bullying Phase 1: Primary Prevention

• Our school has a positive pro-active approach to support students in making the right choices through our WALK and school motto. This is the consistent language that outlines our expectations supported by this Student Behaviour Support Plan; “WALK” initiatives; “WALK” posters of behaviour expectations; “WALK” acknowledgements of positive behaviours: footprints, awards and wrist bands etc.

• Classroom expectations are negotiated, explicit and communicated through a Class Covenant Document.

• All classrooms display a “Feeling Safe” poster and as part of the class curriculum students are encouraged to identify their support network people who they can approach if feeling unsafe ~ “hand” to indicate 5 support personnel.

• The option of structured play at play times as part of our teacher supervision roster to support learning and social skills.

• Weekly assemblies where specifically identified behaviours are targeted to support student education. Recognition of positive actions of students within our school with behaviours awards.

• Playground incident reports that respond immediately to inappropriate actions of students.

Bullying and Cyber Bullying


Provision of “WALK Coaching” classroom at lunchtime for students to work with the Principal, APA, APRE or PLL on a “Work it Out” plan to identify the inappropriate action, the inappropriate consequence and spend time coaching with one of the leadership team to identify the right choices to be made. Support from parent and/or caregiver in collaboration as this completed plan is sent home.

• Staff members will participate in ongoing professional development relating to behaviour education to ensure a proactive approach is adopted and adapted.

• Community awareness to promote our school’s programs and response is a priority. This is achieved through parent nights, close home & school communication, school website, newsletters, class correspondence and school assemblies.

• The school will provide programs that promote resilience, life and social skills, assertiveness, conflict resolution and problem solving. e.g. Social Emotional Program.

• As part of this Student Behaviour Support Plan we clearly outline appropriate responses and steps to inappropriate “in class” behaviours and inappropriate “outside class” behaviours.

• Classroom teachers will discuss and clarify our school’s approach with the students in his or her class at the start of each year and at regular intervals throughout the year as a priority.

• Our school curriculum will include the promotion of inclusion, acceptance, tolerance, love and friendship with strong anti-bullying messages and strategies eg: class culture established, identified Religious Life of our School

• School, weekly assembly, special presentations at assembly, assembly prayer and opportunities for students to practise “I” messages, etc.

Phase 2: Early Intervention

• The principal and members of staff will remind children about the need to report bullying incidents as part of our student protection procedures.

• Parents will be encouraged to contact the school via the class teacher if they become aware of a problem.

• Public recognition and rewards for positive behaviours and resolutions of problems will be made. Phase 3: Intervention Bullying is an inappropriate behaviour which will be managed within the context of the school’s Behaviour Management Policies and Plans. St Benedict’s Catholic Primary 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.

• Once identified, incidents or allegations of bullying will be fully investigated, documented and monitored.

• Both bullies and victims may be offered counselling and support. This counselling may be supported by our school counsellor, BCEO or an outside agency.

• If student bullying persists parents will be contacted, and consequences will be discussed and implemented.


Phase 4: Post Violation • Consequences for students who are identified as bullies within the school context will be the same

as for other serious behaviours, i.e. consequences will be individually based and may involve: - Exclusion from class. - Exclusion from the playground. - School suspension. - Withdrawal of privileges. - Ongoing counselling from appropriate agency for both victim and bully.

• Early intervention strategies suggested as part of this Student Behaviour Support Plan will also be implemented, e.g. the reinforcement of positive behaviours classroom meetings, the use of relevant support structures, ongoing monitoring of identified offenders, rewards for positive behaviour.

• Parents 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.

Support for the Target and Perpetrator We 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 administration;

• 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 administration 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.


At St Benedict’s Catholic Primary School, the collection of data is used to support our decision-making processes and practices in relation to supporting and restoring positive student behaviours. Relevant documentation and resources:

• Incident Report Observations • Targeted Observation Record • Functional Behaviour Assessment • Specialist Observation Data Collection • Student Behaviour Support Database

Data achieved through the Student Behaviour Support Database is monitored by Leadership (Principal, APA and APRE). Decisions around student behaviour are informed by the trends and patterns in types of behaviour exemplified in the data.

Links to School and BCE Related Policies:

• BCE Student Behaviour Support Policy • Student Behaviour Support Guidelines, Regulations and Procedures • Individual Student Behaviour Support Plan • Management of Weapons in Schools • Parents Rights, Roles and Responsibilities • Lockdown and School Emergency Evacuation

Data Collection

Links to School and BCE Related Policies

St Benedict’s Catholic Primary School 2019 · St Benedict's Catholic Primary School officially...

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