SWANSEA PUBLIC SCHOOL
STUDENT DISCIPLINE PROCEDURES
(Revised) March 2015
1. STATEMENT OF PURPOSE
All students, teachers and staff have the right to be treated fairly and with dignity in an environment free from disruption, intimidation, harassment and discrimination.
Our school is committed to promoting the highest standards of behaviour and learning. Students at Swansea Public School are provided with a high quality education so that they can learn to the best of their ability and become self-disciplined, tolerant, enterprising and contributing members of the school and community.
This procedures document is consistent with legal and departmental requirements, is based on the principles of procedural fairness and developed with a framework of student welfare. Staff, parents and students have been consulted to ensure that it reflects the particular needs of our school community.
Swansea Public School takes a positive approach to student discipline. Our Student Discipline Procedures (2015) identifies core rules, values, school rules and practices that support quality teaching and learning. It sets clear limits, recognises and promotes positive behaviour as well as applying consequences for inappropriate behaviour.
2. DISCIPLINE CODE SCHOOL RULES
Core Rules
Core Rules for student behaviour have been developed to establish consistent expectations in all NSW government schools.
These rules are based on the core values of integrity, excellence, respect, responsibility, cooperation, participation, care, fairness and democracy.
All students in NSW government schools are expected to:
· Attend school every day, unless they are legally excused, and be in class on time and prepared to learn.
· Maintain a neat appearance, including adhering to the requirements of the school’s uniform dress code policy.
· Behave safely, considerately and responsibly, including when travelling to and from school.
· Show respect at all times for teachers, others school staff and helpers, including following class rules, speaking courteously and cooperating with instructions and learning activities.
· Treat one and another with dignity and respect.
· Care for property belonging to themselves, the school and others.
Behaviour that infringes on the safety of others, such as harassment, bullying and illegal or antisocial behaviour of any kind will not be tolerated.
School Expectations
The school has developed three expectations that support the management of student discipline at Swansea Public School. These expectations have been developed through the school’s Positive Behaviour for Learning (PBL) program that seeks to address appropriate behaviours for all classroom and playground areas.
· Be Safe
· Be Responsible
· Be Respectful
The Values we teach
RIGHTS / RESPONSIBILITIESTo feel safe in an ordered environment / · To be non-aggressive
· Use play equipment as directed
· To play sensibly and safely
· To be tolerant of others
· To follow classroom and playground rules
To be respected and feel happy / · To be kind and caring of others
· To have respect for the values promoted art school
· To speak politely to others
· To use please and thank you
· To respect your own and others’ property
· To wear correct school uniform
· To respect the beliefs of others
To learn free from unruly behaviour and disruptive students / · To be prepared and organised for work
· To let others work and concentrate
· To participate appropriately in group situations
· To show appropriate out of school behaviour
To speak and be listened to / · To speak politely
· To listen and respect opinion of others
· To convey messages courteously
To work and play in a clean environment / · To keep belongings in order
· To keep classrooms clean
· To take care of school equipment, materials, furniture and buildings
· To help keep playground clean
To be involved in school activities / · Students to be given an opportunity wherever possible to participate in school programs that are provided.
To demonstrate responsibility / · Regardless of sex, disability, ethnic background
· To try to “stick to it”
· To be accountable for their behaviour
· To care for animals and to treat them without cruelty
3. STRATEGIES AND PRACTICES TO PROMOTE POSITIVE STUDENT BEHAVIOUR, INCLUDING SPECIFIC STRATEGIES TO MAINTAIN A CLIMATE OF RESPECT
POSITIVE STRATEGIES / SCHOOL SUPPORT SERVICES· Reward system – mini awards, Lucky draw for the playground, gold, silver bronze awards, Maths awards, Aussie of the month, reading awards.
· Positive reinforcement in the classroom and at whole school gatherings
· Leadership Opportunities- School Captains, Prefects and House Team Leaders, Library Monitors and Student Leadership Program ( Term 1- Year 6)
· Annual recognition of achievement at Presentation Day, Celebration Day and Awards Day for bronze, silver and gold recipients
· Positive Behaviour for Learning (PBL)
· Peer Support ( Term 2)
· Talent Quest ( end of year)
· Attendance awards and certificates
· Sporting activities including gala days, special sporting events such as the Paul Harragon Cup and Premiers Sporting Challenge (PSC)
· School Spectacular ( biennial)
· Buddy training
· Visiting performances
· School music programs: Rock Band, recorder, percussion
· Stage 3 Enrichment: Science, Technology, Digital technology
· Raffle tickets and weekly lucky draw
· Stickers and token reinforcements provided by class teachers. / · Kindy – Year 6 Buddy system
· Student Counselling with School Counsellor
· Yarning Circle for Aboriginal students (Years 3 to 6)
· Parents teachers interviews and consultation
· Learning Support Team meetings
· Buddy class system
· Learning and Support Teacher (LAST)
· Home School Liaison Officer (HSLO)
· School Learning Support Officers (SLSO)
· School Administration staff
· Tier 2 and 3 PBL Interventions
· NGO: Benevolent Society, Samitarans, Catholic Care, Job Quest, Salvation Army
· School Learning Programs: Reading Recovery, L3, Quicksmart
4. THE SCHOOL MERIT AWARD SYSTEM
Mini Awards are given to students for good behaviour who demonstrate a particular quality e.g. trying something new, improved bookwork or homework completion. These mini awards relate to the five foundational skills from the You Can Do It program- Confidence, Getting Along, Organisation, Persistence and Resilience. For ten mini awards, students receive an Australia award.
Aussie of the Month awards are awarded each month to students who demonstrate positive school citizenship using a student voting system. Aussie of the month awards, including runner up awards equal 5 mini awards.
Mathematics Awards are awarded each month and students receive a certificate for their efforts. These awards equal 5 mini awards.
Bronze, Silver, Gold Awards are awarded as the result of a student receiving mini-awards and subsequent Australia awards.
5 Australia Awards= bronze, another 5 Australia awards=silver and then another 5 Australia awards= gold.
Raffle tickets are presented to students for commendable playground behaviour, especially during assembly times.
A special awards day “Rewards Day” held at the end of each school year to celebrate the achievements of students who receive an award under this system.
5. STRATEGIES AND PRACTICES TO MANAGE INAPPROPRIATE STUDENT BEHAVIOUR
Planning Room Notification
A teacher may register student misbehaviour through Sentral. This type of registration replaces the pink slips that were in use 2003-2015, however teachers may still use printed pink slips as a visual warning and store these as evidence.
Teachers may register a student for attendance in the Planning Room using the Sentral system. This system replaces the Blue Planning Room slips, however a teacher may use printed blue planning room slips in exceptional circumstances.
Students are registered for attendance in the Planning Room:
· After an incident or a series of misbehaviours;
· A single serious incident e.g. bullying or aggressive behaviour; or
· Two noted incidents in one week as noted in the Playground Folder
Students will then attend the Planning Room.
The Planning Room
When a student attends the Planning Room the student will be counselled about:
· The exact nature and circumstances of their behaviour
· The need or needs that they were trying to fulfil in using that behaviour
· Alternative behaviours available to them that could help them meet those needs
· Their beliefs about the ways that they should behave in particular circumstances
· The behaviours that they would choose the next time they found themselves in similar circumstances.
Parents or caregivers are informed by letter each time that a student attends the Planning Room.
The management of students who attend the Planning Room will be on a case by case basis with consequences to suit the incident, the determined level of inappropriate behaviour, the number of times that the student has been to the Planning Room and the effects of the behaviour on other students and teachers.
Such consequences may include:
· An apology, written or verbal to the victim or teacher
· Removal of privileges – see Loss of privileges
· The development of personal goals and a personal commitment to improve behaviour
· Risk assessment of student behaviour
· The establishment of an individual behaviour management plan
· Further sessions in the Planning Room
· Withdrawal from playground activities.
The information from the Planning Room is logged onto the school’s Sentral Student Well Being. The information is analysed regularly at Positive Behaviour for Learning (PBL) team meetings.
It is of great concern when a student makes repeated visits to the Planning Room (PR) for making poor choices in their behaviour.
If this occurs then a “Pathway of Action” may need to be considered, such as:
· 5 PR: Contact parents/caregivers and discuss in-school suspension.
· 10 PR: Contact parents/caregivers and issue a formal caution of suspension under Continued Disobedience of the Department’s suspension policy and procedures. Consultation with school’s LAST.
· 15 PR: Suspension for up to four days under Continued Disobedience of the Department’s suspension policy and procedures. The students will be provided with an Individual Behaviour Plan and monitoring system.
· 20 PR: Contact parents/caregivers and issue a formal caution of suspension under the Continued Disobedience of the Department’s suspension policy and procedures.
· 25 PR: Suspension for up to four days under Continued Disobedience of the Department’s suspension policy and procedures. Consultation with the school’s School Counsellor and parents/caregivers and the development of a suite of options to support the student to make better behaviour choices.
· If a student gets more than 25 Planning Rooms within one school year, then this will be managed in consultation with parents/caregivers, teachers and current support services.
This “Pathway of Action” set of consequences may be dependent though not necessarily so, on the student’s suspension record that could be occurring concurrently with the above set of consequences.
Other interventions
If a student has attended the Planning Room five times within ten school weeks or has been suspended within ten school weeks or has been deemed to be high risk after a risk assessment, then the Principal will manage each case on a case by case basis. Some suggested interventions will include:
· Determine the most appropriate form of loss of privileges;
· Consult with parents/caregivers about the loss of privileges;
· Determine if an exclusion from the classroom for a specified time (e.g. up to two days) is appropriate;
· Consult with the school counsellor and appropriate support agencies (where applicable)
· Exclude the student from school discos, school performances, day excursions or school sporting teams or events; or
· Issue a formal caution letter if the misbehaviour is determined under the Continued Disobedience category from the Department’s Procedures for the Suspension and Expulsion of School Students (2005).
Loss of privileges- Overnight excursions
Once a student has attended the planning room five times or has been suspended or has been deemed to be of high risk, then prior to an overnight excursion, the Principal will:
· Conduct a risk assessment;
· Meet with parents/ caregivers to discuss the possibility of exclusion; and
· Issue a warning letter and student behaviour contract.
If there is no improvement in student behaviour or if they continue to attend the Planning Room or incur further suspensions, or if the student continues to be assessed as high risk, then the principal will inform the parents/caregivers that the student is to be excluded from the planned overnight excursion.
Suspension of students
If student behaviour is of a serious nature as determined by the Department’s Procedures for the Suspension and Expulsion of School Students (2005) then this policy and the guidelines will be followed.
Appropriate Departmental personnel will be informed of student suspensions as required under Department processes.
All suspensions will be logged under the Department’s suspension register.
If student behaviour is of a serious nature as determined by the Department’s Procedures for the Suspension and Expulsion of School Students (2005), then the principal in consultation with parents, regional support services and consultants, referral agencies, counselling services or medical practitioners and/or the school’s School Counsellor may seek advice with regards to addressing the behaviour issues through:
· Implementation of risk assessment processes;
· Referral to appropriate medical, psychological or psychiatric services;
· Development of individual behaviour management plans; and
· Investigation of special programs or alternative school settings.
These strategies may help the school to support students who present with challenging behaviours.
SWANSEA PUBLIC SCHOOL