Tocumwal Public School

Student Welfare/

Anti-Bullying Policy

Revised September 2016Tocumwal Public SchoolDiscipline Policy

Good discipline is fundamental to the achievement of the Public school system’s priorities and to the effective and efficient operations of a school. It is concerned with establishing an ordered, well managed school that offers a safe learning environment where all members are motivated to attain their highest achievements.

This policy acknowledges the need for partnerships between parents, teachers and students to achieve a mutually acceptable standard of behaviour which will guide students towards being responsible members of society.

The policy clearly sets out: The school rules. Acceptable standards of manners. The schools discipline system. The schools merit system.

School Rules and Expectations

Our school rules are called the “Rainbow Rules”. Each rule is assigned a colour and simply states out expectations of all children. They are:

Use manners and respect others.

Listen and follow directions.

Keep hands, feet and objects to your self.

Be in the right place at the right time.

Behave safely.

Have a go.

Be a good friend.

Remember.

School rules apply to all school organised activities including excursions and sporting events.

Acceptable standards and manners:

The following behaviours will be encouraged and reinforced:

1) Using a person’s name when speaking to them.

2) Not interrupting people when they are speaking. Waiting until they have finished speaking and then saying, “Excuse me…..”

3) Always saying “please” and “thank you”.

4) Not walking through the middle of a group of people who are having a conversation.

5) Saying “Excuse me” when passing a person who is in your way.

6) Considering and respecting other people.

7) Looking at the person who is speaking to you.

8) Not answering a question with “What?”

9) Removing hats when entering a room.

10) Knocking before entering a room.

11) Remain quiet when the class teacher is talking to a visitor.

12) Speaking appropriately in school e.g. no swearing.

13) Honestly in words and deeds.

Discipline system:

The emphasis of the school discipline system is to encourage the children to accept responsibility for their own behaviour and ensure a safe ordered environment in which the children can learn. Where

possible the positives children exhibit will be encourages and emphasised. There will, however be times were negatives must be addressed. The following section defines the remedial procedures the school follows to achieve a desirable standard of behaviour form its students.

It is expected that each student will meet the standards of behaviour set out in the school rules. The assist staff in the implementation of these rules the following procedures will be implemented fairly and consistently.Classroom Procedures

The classroom teacher discusses with their class the school and class rules with an emphasis on understanding why we have these rules. Consequences for non compliance are also made clear to the class. These consequences could include:

Verbal reprimands. Class detentions. Extra homework to complete work. Isolation in class. Loss of class privileges e.g. missing early marks. Placement on school detention.

Continued misbehaviour will lead to the child’s behaviour being noted in the school Behaviour Book and referral to the principal.

Playground procedures

The playground is and important component of a school. It is here that the children develop many of their social behaviours and define their position amongst their peers. As in society, rules also apply in this situation and the children are expected to comply with them. Consequences for non compliance in the play ground could include:

Verbal reprimand. Short time out e.g. pick up papers, stay with teacher. Implementation of the SID Program:

S – Separate from group they are playing with.

I – Isolate from all children. D – Detention.

Continued misbehaviour will lead to the child’s behaviour being noted in the school Behaviour Book and referral to the principal.

Principal’s procedures

Once a child has been referred to the Principal they will be dealt with in the following way. The following steps are given in sequence according to the number of referrals the student is given:

Step 1 Verbal reprimand and noted in Principal’s diary. An explanation of future discipline steps will be given to the child. A detention may be imposed. Parents may be notified.

Step 2 Parental notification and detention imposed.

Step 3 Placement of a monitoring card for one week. Parents are notified for the reasons for this step are contacted at the end of the week to inform them of their child’s performance. These cards are carried by the child who then must report to the teacher who was supervising them for the previous session. The teacher will make a comment on the child’s behaviour and sign it. The intention of this monitoring is to make the child think about their behaviour and encourage them to modify it to an acceptable standard.

Step 4 Placement on in-school suspension for one week. Parents are notified for the reasons for this step are contacted at the end of the week to inform them of their child’s performance. During an in-school suspension the child will work in isolation form their class and also take recess and lunch at a different time then the rest of the school.

Step 5 Suspension as per Departmental Policy (procedures for the suspension and Expulsion of students PD 2006 0316)

Step 6 Expulsion as per Departmental Policy (procedures for the suspension and Expulsion of students PD 2006 0316)

Outside Agencies

In addition to utilising its own resources the school will draw upon the advice and expertise of outside agencies if it is felt they will need some assistance. These agencies will include the services of the School Counsellor, other DET support personal and Department of Community Services.

Generally

Pupils will be immediately referred to the principal in cases of excessive violence, both verbally and physically, possession of drugs or of a weapon. If these possessions constitute a breach of the law the police will be notified.

A student’s record of behaviour will be taken into account when considering their eligibility to attend excursions or represent the school at any occasion.

Merit systemTo encourage children to act responsible within the parameters set by the school rules and reward those who behave in an acceptable manner the following procedures have been adopted.

Merit Awards

This is the principle system of reward and consists of students receiving awards during assembly based around the You Can Do It! Positive social and emotional learning curriculum.

The classroom teachers present 4-5 students (about 1 award to every 5 students)each week from their class with an award based on one of the 5 key social and emotional learning areas:

Confidence (academic and Social) Persistence Organisation Getting Along, and Emotional Resilience.

An Encouragement Award may also be selected by the classroom teacher to present to a student for extraordinary achievements outside of the normal award descriptions.

Values Awards

In addition to these awards the classroom teacher also selects one student form their class to receive a values award to be presented to the student by the principal during assembly.The teacher selects the award based on one of the following values that have been exhibited by the student leading up to the assembly:

Honesty Respect Taking Responsibility Learning Responsibly

Other Awards

In addition the above awards there are other reward mechanisms in the school. These are:

Mathletics Shield. A weekly award given to the class with the greatest percentage of 1000 point certificates.

House points. A weekly banner given to the sporting house with the most points during the week for positive class behaviour.

Aussie Croc. A class award presented at assembly based on the social skill of the week.

Student of the week. (Infants and Primary) A weekly award decided by the teachers. A certificate and pencil is presented at assembly to the recipient.

Whole school incentive - teachers use their discretion to give children who they think deserve a ticket in the lucky dip. Three tickets are drawn out with the winners receiving vouchers form the Tocumwal Golf Club for a children’s meal and the canteen.

TOCUMWAL PUBLIC SCHOOLSCHOOL POLICY ON BULLYING

Bullying is a pattern of behaviour by one person or a group towards another or a group that is designed to hurt, injure, embarrass, upset or cause discomfort.

Types of Bullying:

There are many forms of bullying but those listed below are probably the most common.

BULLYING IS NOT ACCEPTABLE

Tocumwal Public School does not tolerate bullying or harassment. All teachers are firmly committed to putting an end to acts of bullying. Victims of bullying will be supported. No one deserves to be bullied even if their behaviour is irritating or annoying. There are other positive and constructive

PhysicalHittingKickingSpitting

Throwing stonesThrowing sticks

BrandingTrippingPushing

VerbalInsults

Name CallingTeasing

Swearing

GesturesPulling faces

Obscene gesturesStaring

Dismissal

IsolationExclusion from

games or activities.

Group secretsNote passing

Extortion

Demanding money or goodsIntimidation

ThreateningOvert threateningCovert threatening

Note Passing

Damage to PropertyHiding property

Damaging property

TechnologyUse of mobile

phones, portable computer games,

tape recorders and cameras

ways to deal with irritating and annoying behaviour to help the bully change their behaviour.

STATEMENT OF PURPOSETHE ROLE OF THE SCHOOL COMMUNITY

Students attend school to participate in quality education that will help them to become self directed, lifelong learners who can create a positive future for themselves and the wider community.

Any inappropriate behaviour that gets in the way of teaching and learning at Tocumwal Public School and interferes with the wellbeing of students cannot be accepted.

Students, teachers, parents, caregivers and members of the wider school community have a shared responsibility to create a safe and happy environment, free from all forms of bullying.

Students, teachers, parents, caregivers and members of the wider school community can expect:

that students will be safe at school, free from fear of bullying, harassment and intimidation

to be involved in the collaborative development of the school Anti-bullying Plan

to know what is expected of them and others in relation to the Anti-bullying Plan

that all students will be provided with appropriate support when bullying occurs.

Students, teachers, parents, caregivers and members of the wider school community have a responsibility to:

promote positive relationships that respect and accept individual differences and diversity within the whole school community

contribute to the development of the Anti-bullying Plan and support it through words and actions

actively work together to resolve incidents of bullying behaviour when they occur.

Each group within the Tocumwal Public School community has a specific role in preventing and dealing with bullying.

Students can expect to:

know that their concerns will be responded to by school staff be provided with appropriate support (for both the subjects of and

those responsible for the behaviour)

take part in learning experiences that address key understandings and skills relating to positive relationships, safety, gender equity, discrimination, bullying and harassment. These experiences will be guided by the Personal Development, Health and Physical Education syllabuses and other Key Learning Areas.

Students have a responsibility to:

behave appropriately, respecting individual differences and diversity follow the school Anti-bullying Plan report bullying behaviour they have witnessed at school, whether or not

they were a victim respond to incidents of bullying according to their school Anti-bullying

Plan.

Parents and caregivers have a responsibility to:

support their children in all aspects of their learning be aware of the school Anti-bullying Plan and assist their children in

understanding bullying behaviour support their children in developing positive responses to incidents of

bullying consistent with the school Anti-bullying Plan support all students of the school to deal effectively with bullying

through the strategies of the Anti-bullying Plan. report bullying behaviour they have witnessed either in school or to and

from school or has been reported to them

Tocumwal Public School has a responsibility to:

develop an Anti-bullying Plan through consultation with parents, caregivers, students and the community, which clearly identifies both the behaviours that are unacceptable and the strategies for dealing with bullying in the classroom and playground

inform students, parents, caregivers and the community about the School Discipline Code and Anti-bullying Plan

provide students with strategies to respond positively to incidents of bullying behaviour, including responsibilities as bystanders or observers

provide parents, caregivers and students with clear information on strategies that promote appropriate behaviour, and the consequences for inappropriate behaviour

communicate to parents and caregivers that they have an important role to play in resolving incidents of bullying behaviour involving their children

follow up complaints of bullying, harassment and intimidation.

Teachers have a responsibility to:

respect and support students in all aspects of their learning model appropriate behaviour

respond in an appropriate and timely manner to incidents of bullying according to the school Anti-bullying Plan.

Strategies for Reporting Bullying Behaviour

Tocumwal Public School has a number of avenues by which bullying behaviour can be reported.

Students can report instances of bullying behaviour by: telling their teacher/executive/principal about bullying they have been

subjected to. telling their teacher/executive/principal about bullying behaviours they

have observed their peers being subjected to. discussing instances of bullying with their parents and developing a

plan on how to safely report the behaviour to the school. keeping a diary of ongoing instances of bullying which can be given to

a teacher/counsellor/executive/principal when ready. leaving a note describing the bullying behaviours that they have

witnessed or been subjected to with a teacher, school counsellor, executive or principal.

talking about it with the school counsellor and devising a ‘safe’ way to report bullying that they have been objected to.

Parents and carers should always inform the school of any instances of bullying that they become aware of. This will include fresh instances of bullying behaviours that have previously been reported to the school.

DEALING WITH BULLYING BEHAVIOURScope of the Program

1. Identification of bullying practices which are most prevalent in the school through:

staff discussion surveying the students of the school surveying the parents of the school

2. Clear and consistent communication to students that bullying is not acceptable behaviour Reinforcing the message through literature, art and musical

activities and the “You Can Do It “ program.

3. Developing skills so that victims can attempt to solve the problems themselves. Outline steps that can be taken e.g.

'Stop it Now'Discussing the problemIgnoring the bullyWalking awayTelling someone

4. Empowerment of victims and witnesses to know when and how to report incidents of bullying and harassment - Role play situations to develop skills

5. Who are bullies? Class discussion in all classes on what makes a bully. Use of a poster to reinforce the concepts.

6. Sanctions for bullying and harassment clearly outlined through the use of a poster. Teachers establish a whole school bullying register.

7. A Whole-school register maintained and updated as necessary by the Principal.

8. Policy and Program distributed to parents of the school with new enrolment packs and when changes have been made to the policy.

9. Revisiting the program during the year through Art, Literature, Music, Debating, etc.

Evaluation and Review

The Anti-Bullying Plan is evaluated and reviewed every 12 Months or prior if necessary. This plan is due for evaluation and review on 27th January 2012.

The school will employ the following strategies to review the plan: using the school welfare committee to review and evaluate the plan. conducting surveys for completion by students, staff and parents that

allow opportunity to describe the nature and extent of bullying at the school

analysis of suspension data. opportunity for all members of the school community to participate in

the evaluation of the plan by making submissions to the school’s Welfare Committee.

Monitoring effectiveness of the program through observation and records of incidents of bullying from the register of recorded bullying events, thus reviewing data that highlights patterns and trends.

The school will develop and implement a revised plan, if necessary, following the review.

The school will continue to monitor and evaluate the implementation of the Plan on an ongoing basis.

School Response to Bullying Reports- Flowchart

Report received by staff member.(Individual staff should be aware that some bullying behaviours may require intervention by outside agencies e.g. police. The need for such reporting is to be discussed with the Principal and if in agreement the Principal will initiate appropriate contact.

Can staff member resolve

issue?

Yes

Record details of action register.Record changed and/or additionalaction/s

Issue resolved?

Case closed. Record details on register.

YesNo

No

Refer to Head Teacher/AP

Formulate individual action plan with victim and follow up with them.

Is issue

resolved?Yes

Record details of action, on register, with principal]

No

Formulate a more intensive plan of action with victim, with greater breadth of consultancy (parents, school counsellor, and regional student services staff). Follow up.

Matter referred to next level of authority within the school (deputy principal, principal)

NB: All child protection matters must be notified to the principal immediately and dealt with in accordance with DET Child Protection procedures.

STAFF SUPPORT INFORMATION

Many students are confused about when "dobbing" is acceptable and when it isn't. Have at least one session about this issue, because many students will suggest "telling the teacher" as a possible alternative solution when you are problem solving.

Students and teachers alike, often frown upon asking for help from a person in authority, and yet it is a reasonable solution when used appropriately.

Most adults would report a theft or assault to a person in authority, i.e. a police officer. If someone has blocked your car in, you would probably try to solve the problem yourself first, e.g. by looking for the person who owned the car and asking for co-operation. But if that was not effective (the person may have disappeared or they may be unwilling to help), you might then request assistance from someone in authority, e.g. the manager of the car park, a police officer.

Mostly our motives are reasonable ones, in that we want the problem solved and we don't have the power or the resources to solve it ourselves. Sometimes, however, we wish to see the "offender" punished for the infringement of a social or legal rule, just as some students do. It is worth examining your own attitudes to "dobbing" so that your students can be clear about when it is a reasonable solution.

The implications for teachers are that we: become role models in word and action at all times be observant of signs of distress or suspected incidents of bullying make efforts to remove occasions for bullying by active patrolling

during supervision times. take steps to help victims and remove source of distress without

placing the victim at further risk report suspected incidents to the appropriate staff member who will

follow the procedures set out in this policy.

This requires that students: refuse to be involved in any bullying situation. take some form of appropriate preventative action when bullying

occurs. report the incident or suspected incident and help break down the code

of secrecy.

If students who might be bullied have the courage to speak out, they may help to reduce the pain for themselves and other potential victims.

TEACHER STRATEGIES FOR THE TEASER OR BULLY

1. Warning ~ refer student to the specific rules regarding teasing and bullying.

2. Isolation ~ to a defined area within the classroom or playground for the remainder of the session.

3. Removal ~ from area or activity & executive and staff notified. Regular school based detention applied.

4. Return ~ to activity or playground~ possible restricted time in playground~ continued monitoring~ possible restricted access to peers.

5. Further Incidents Refer to Procedures for dealing with Teasing and Bullying & Suspension & Expulsion Procedures. ( PD 2006 0316 )

TEACHER STRATEGIES TO PREVENT THE LIKELIHOOD OF TEASING OR BULLYING.

1. Ensure Quality Supervision be punctual to duty or class remember our “Duty of Care” maintain effective communication be aware of “risk areas” in the school move around all areas whilst on supervision

2. Acknowledge or Follow-Up Incidents

DON’T DO ignore be accessible send children away give children a chance to explain overreact to the incident treat each incident

seriously

3. Follow School Policy & Procedures implement procedures use the suggested strategies and ideas on this page

4. Implement a Personal System for Recording Teasing & Bullying Incidents

consider the use of a personal recording book / register remember to keep Welfare Committee &/or Executive informed

DON’T : ignore student's complaints or problems dismiss students as attention seekers or whingers expect students to sort it out, get tough or cope alone be over protective and refuse to allow students to help him/herself overreact to incidents - treat them in context ask “why” type questions or attempt to assign blame or guilt to the bully play favourites label students / parents make references to other members of the family - just like your brother give bullies mixed messages by using inappropriate punitive measures give additional chances and warnings to offenders

POSSIBLE INDICATORS OF TEASING AND BULLYING

Under achievement

Refusing to attend school

Personality change - snappy, withdrawn, tired, outbursts of

crying, weepiness

Loss of appetite

Lack of confidence, withdrawn from social activities

Temper flare-ups, abusive language, impulsive hitting out

Avoidance of specific lessons/days

Change of routine - route to /from school

Late for school/ staying late at school

Desire to work/play near supervising teacher

Mislaid books, belongings, equipment

Torn/damaged clothing, belongings

Bruises, cuts

Psychosomatic illnesses

Jumpiness, forgetfulness, distractibility

Reports from self, peers, parents

Community Collaboration Record

Community Member Category

Nature of consultation (e.g. Interview with representative,

surveys)

Date(s) of Action

Parents

Students

Teachers

School Executive

Other community

members (e.g. AECG, school

counsellor)Student Welfare

Consultant

School Welfare Committee Members

Further support materials are available at the following links

https://education.nsw.gov.au/policy-library/policies/student-discipline-in-government-schools-policy