Seven HillsStateSchool

Responsible Behaviour Plan for Students

Based onthe Code of School Behaviour

  1. Purpose

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

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

  1. Consultation and data review

Seven HillsStateSchool developed this plan in collaboration with our school community. Consultation with parents, staff and students was undertaken to include all stakeholders in the decision-making process.

A review of the following important data sets for this school relating to attendance, unexplained absences, suspensions and exclusions, behaviour incidents including bullying and cyber bullying other inappropriate online behaviour including inappropriate use of mobile phones or other electronic devices also informed the development process.

The Plan was endorsed by the Principal and the School Council in March 2018.

  1. Learning and behaviour statement

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

Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours and responding to inappropriate and unacceptable behaviours. Through our school plan, shared expectations for student behaviour are plain to everyone, assisting SevenHillsStateSchool to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process.

Our school community has identified the following school rules to teach and promote our high standards of responsible behaviour

- Be respectful

- Be responsible

- Be safe

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

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

Universal Behaviour Support

The first step in facilitating standards of positive behaviour is communicating those standards to all students. At SevenHillsStateSchool we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent inappropriate behaviour and provide a framework for responding to unacceptable behaviour.

A set of behavioural expectations in specific settings has been attached to each of our three school rules. The School-wide Expectations Teaching Matrix below outlines our agreed rules and specific behavioural expectations in all school settings.

ALL AREAS / CLASSROOM / PLAYGROUND / STAIRWELL / TOILETS
BE RESPECTFUL /
  • Use equipment appropriately
  • Keep hands, feet and objects to yourself
/
  • Walk
  • Sit still
  • Enter and exit room in an orderly manner
/
  • Participate in school approved games
  • Wear shoes and socks at all times
  • Be sun safe; wear a broad brimmed hat
/
  • Rails are for hands
  • Walk one step at a time
  • Carry items
  • Keep passageways clear at all times
/
  • Respect privacy of others

BE RESPONSIBLE /
  • Ask permission to leave the classroom
  • Be on time
  • Be in the right place at the right time
  • Follow instructions straight away
/
  • Be prepared
  • Complete set tasks
  • Take an active role in classroom activities
  • Keep work space tidy
  • Be honest
/
  • Be a problem solver
  • Return equipment to appropriate place at the sports bell
/
  • Move peacefully in single file
/
  • Use toilets during breaks

BE SAFE /
  • Respect others’ personal space and property
  • Care for equipment
  • Clean up after yourself
  • Use polite language
  • Wait your turn
/
  • Raise your hand to speak
  • Respect others’ right to learn
  • Talk in turns
  • Be a good listener
/
  • Play fairly – take turns, invite others to join in and follow rules
  • Care for the environment
/
  • Walk quietly and orderly so that others are not disturbed
/
  • Wash hands
  • Walk

These expectations are communicated to students via a number of strategies, including:

  • During lessons conducted by classroom teachers;
  • Reinforcement of learning from behaviour lessons on School Assemblies and during active supervision by staff during classroom and non-classroom activities.

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The behaviour management process at SevenHillsStateSchool is based on a set of behaviour levels ranging from 1-5. Each Level is characterized by specific behaviours and the accompanyingconsequences. The levels move from level 1 which is characterized by positive, responsible behaviour to Level 5 (where a child would be at risk of extended periods of suspension and even expulsion). As a child moves upward through this process they receive ever-increasing

amounts of support and resources to improve their behaviour. The more a child’s behaviour needs to be managed, the more involvement is required from parents and outside school agencies.

LEVEL 1

Students on level 1 are able to manage their own behaviour. They are able to have access to all privileges, rights and activities found in the school context. Their behaviour is supported and

encouraged by positive feedback, rewards and incentives.

LEVEL 2

Children on this level require the assistance of another person (usually the class teacher) to manage their behaviour. Their behaviour is managed through a combination of teacher

counselling, behaviour focussing statements, negative consequences and positive modelling and praise for improvement. Chronic Level 2 behaviour will lead to parental contact and

movement to the next level with its accompanying consequences.

LEVEL 3

At this level children require the assistance of their classroom teacher, principal, school guidance officer and behaviour support AVT. Parents and students are required to attend a meeting to

discuss the situation. Students may be excluded from various school activities i.e. excursions, sport, dances. The child may also be placed on a behaviour contract and receive counselling from the guidance officer/behaviour support personnel. An in school detention or a suspension of 1-2 days is possible at this level.

LEVEL 4

Students at this level are excluded from all school extra-curricula activities and placed on an individual behaviour management plan. Parents are required to attend an urgent interview and the option of a 1-5 day school suspension exists. Also at this level district behaviour management assistance is sought.

LEVEL 5

At this level, children continue to be supported as in level 4. Parents meetings are conducted and the individual behaviour plan is reviewed. Children may be suspended for 6-20 days with

Regional District Director approval. Also at this level, exclusion is an option under departmental guidelines.

Seven HillsStateSchool implements the following proactive and preventative processes and strategies to support student behaviour:

  • School Leadership Team members’ regular provision of information to staff and parents, and support to others in sharing successful practices
  • Induction programs in the Seven Hills State School Responsible Behaviour Plan for Students delivered to new students as well as new and relief staff
  • Staff allocation provided for Internal Behaviour Management Consultant/Teacher,
  • Individual learning plan developed with students, parents and relevant specialists (where appropriate) for students who demonstrate repeated inappropriate or unacceptable behaviour to provide a personal framework of positive behaviour expectations and actions and to enable staff to provide consistent strategies or adjustments across all learning environments.
  • Reminders by classroom teacher of both classroom rules and those applying to the playground, where appropriate.
  • The principal reminds children of any problem behaviours that are occurring in the playground at weekly assemblies.
  • Pro-active programs are used to create a safe inclusive and engaging environment in which children are kept busy and allowed to learn new skills or develop existing talents:

- Whole-school incorporation of The Zones of Regulation, involving ongoing individual student self-reflection of emotional state, and strategies for assisting students to regulate their emotions.

- Lunch-break sports events.

- Games and activities at lunchtime run by the year 6 leaders.

- Prep/6 buddy program.

- Chill-out Room for alternative playground program.

  • Implementation of specific policies to address:
  • the use of personal property technology devices at school (Appendix 1)Appropriate Use of Mobile Telephones and other Electronic Equipment by Students.
  • procedures for preventing and responding to incidents of bullying(including cyber bullying and recording incidents for data collection) (Appendix 2).
  • procedures regarding the use or possession of weapons including knives and any other items that could be considered a weapon in school (Appendix 3).

Reinforcing expected school behaviour

At SevenHillsStateSchool communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour. This reinforcement practice is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards.

Responding to unacceptable behaviour

Students come to school to learn. Behaviour support represents an important opportunity for learning how to get along with others.

Re-directing low-level and infrequent problem behaviour

When a student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations.

Our preferred way of re-directing low-level problem behaviour is to ask students how they might be able to act more safely, more respectfully or more responsibly. This encourages students to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified to align with the expectations of our school community.

Targeted behaviour support:

Each year a small number of students at SevenHillsStateSchool are identified through our data as needing a little bit extra in the way of targeted behavioural support. In most cases the inappropriate or unacceptable behaviour may not be immediately regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk if not addressed in a timely manner.

Due to the size of Seven Hills State School, it is important to recognise that all staff are involved in the support of students who may need more targeted behaviour support. Contact is made between

the students and the members of staff every day, in the playground, the classrooms and in the local community. Staff meetings are used to identify students who may require targeted support, and a team approach is used to formulate and record strategies for implementation. Parents/caregivers are involved in the support through the classroom teacher.

- Each class has a behaviour plan which should include a set of classroom rules, an agreed on set of consequences/ flow chart detailing the normal discipline process in the classroom.

- Manners and courtesy are insisted upon during all interactions.

- Such topics as friendship, conflict resolution, bullying and empathy are discussed and modelled regularly in the classroom.

- Teachers are given regular professional development in behaviour management techniques by district behaviour management consultants and internal behaviour management consultant.

- Every term a school behaviour management review takes place where problem areas (as targeted by school behaviour data base) are discussed and staff issues are dealt with.

- When dealing with unacceptable behaviour, teachers use least intrusive and positive intervention methods first. Children need to be made aware of the unsuitable nature of their behaviour, take responsibility for it and know what they need to do in the future.

- When teachers are faced with continued unacceptable behaviour they must be prepared to review their practices in terms of the class behaviour program, physical environment, academic expectations and curriculum delivery.

-For those children exhibiting challenging conduct - behaviour diaries are kept and behaviour agreements must be negotiated that target their most intrusive behaviours.

Intensive behaviour support:

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

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

The Special Needs Team has a simple and quick referral system in place. Following referral, a team member contacts parents and any relevant staff members to form a support team and begin the assessment and support process. In many cases the support team also includes individuals from other agencies already working with the student and their family, a representative from the school’s administration and specialist behaviour service staff.

At SevenHillsStateSchool, all students who are considered to be “seriously at risk” of significant educational underachievement due to their inappropriate behaviours are supported using a proactive problem solving approach. A functional analysis approach to assessing behavioural problems is adopted involving a systems approach which looks at the ‘whole’ child.

It covers such areas as:

- Placement of child onto Level 4 or 5.

- Continuous communication with parents in the form of weekly written behaviour summaries, phone calls and regular meetings with principal, behaviour management coordinator, class teacher and any district or outside agency representatives involved.

- Teacher completes daily behaviour report.

- Individual behaviour management plan activated.

- Child excluded from all school functions.

- Potential for child to be monitored and/or supported by teacher aid in classroom or playground.

- Increased learning support and/or alternative educational programs provided.

- Access to counselling with Guidance Officer.

- Suspension and/or exclusion (with permission from district office) if student’s behaviour constitutes a danger to the physical and emotional health of any other member of theschool community.

- A re-entry conference with parents and student in order to sign a behaviour agreement and outline return to class procedures.

In summary, strategies used will be preventative, supportive and/or corrective.

Preventative – the action taken to prevent or minimise unnecessary disruption. This may include effective learning and teaching practices, classroom organisation, positive modelling and the use of appropriate content and curriculum material.

Supportive – the action taken to employ support for the student and teacher. This may mean strategies teachers put in place to assist students or it may mean additional support from other staff in the school for the teacher and student.

Corrective – the actions teachers take when disruptive behaviour occurs. This includes positive correction strategies outlined in the Individual Behaviour Support Plan.

5. Consequences for inappropriate or unacceptable behaviour

Seven HillsStateSchool makes systematic efforts to prevent inappropriate or unacceptable behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When these behaviour incidents occur, it is important that consequences are predictable. Our school seeks to ensure that responses to inappropriate or unacceptable behaviour are consistent and proportionate to the nature of the behaviour.

An office referral form (Appendix 4 Optional) is used to record minor and major problem behaviour. Behaviour incidents may also be recorded on OneSchool.

Minor and major behaviours

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

  • Minor behaviour incidents are handled by staff members at the time it happens.
  • Major behaviour incidents are referred directly to the school Administration team.

Minor problem behaviours are those that:

  • are minor breaches of the school rules.
  • do not seriously harm others or cause you to suspect that the student may be harmed.
  • do not violate the rights of others in any other serious way.
  • are not part of a pattern of inappropriate behaviours.
  • do not require involvement of specialist support staff or Administration.

Minor problem behaviours may result in the following consequences:

  • a minor consequence logically connected to the inappropriate behaviour, such as complete removal from an activity or event for a specified period of time, partial removal (time away), individual meeting with the student, apology, restitution or detention for work completion.
  • a re-direction process where a staff member takes the student aside and:
  1. names the behaviour that student is displaying
  2. asks student to name expected school behaviour
  3. states and explains expected school behaviour if necessary
  4. gives positive verbal acknowledgement for expected school behaviour.

Major behaviours are those that:

  • significantly violate the rights of others.
  • put others / self at risk of harm.
  • require the involvement of school Administration.

Major behaviours result in an immediate referral to school Administration because of their seriousness. When major unacceptable behaviour occurs, staff members calmly state the behaviour and remind the student of expected school behaviour. The staff member then escorts the student to Administration. A report of the student’s behaviour is recorded on OneSchool.