1. School Profile Statement

1.  School Profile Statement

Epsom Primary School has built a strong reputation in delivering a diverse curriculum in a caring, positive and welcoming environment, which values all students as individuals and comprehensively prepares them for secondary education. We are committed to providing students with tools for lifelong learning. We foster a climate that enables students to be adaptable learners and contribute productively to constantly changing society.

The school community is very supportive of the school and works in partnership with teachers and students to provide extensive educational opportunities for our students.

Our goal is to promote and develop in all members of the school community:

·  Positive and friendly interactions

·  An environment that is welcoming and safe

·  An environment where everyone is recognised for the positive contribution they can make to the school

The consistent implementation of agreed class and yard behaviours, together with appropriate consequences, helps us to achieve these goals.

2.  Whole School Prevention Statement

Purpose

At Epsom Primary School we are committed to providing students with tools for lifelong learning. We foster a climate that enables students to be adaptable learners and contribute productively to constantly changing society.

The Epsom community values

·  A safe and progressive environment in which children expand and develop their academic, social, emotional and physical potential

·  A positive, supportive relationship between the school and the wider community that promotes social, emotional and physical well being

·  The provision of opportunities for the students to develop environmentally responsible attitudes and behaviours

·  The promotion of innovation and creativity in using critical thinking

Student Engagement & Wellbeing

Goal - To provide a safe, stimulating and creative learning environment where all students are engaged and connected to their school and their peers.

Targets - Stimulating Learning, Student Motivation and School Connectedness variables in Student Attitude to School opinion surveys to trend upwards from 2010-2013 to levels above which would be expected for the SFO.

Key Improvement Strategy - Ensure that all members of the school community have a shared vision of teaching and learning to enhance student engagement and wellbeing.

Programs / Measures:

The school will endeavour to implement and maintain program that support a safe environment and provide for the emotional health of students. These programs may include:

·  Peer mediators

·  Buddies

·  Student Awards

·  Resilience and social skills programs (e.g. You Can Do It!)

·  Transition programs

·  Program to promote a safe & supportive environment (e.g. Friendly Schools & Families)

·  Positive Behaviour Program

·  Preparation for Puberty

·  Junior School Council

·  Well being Officer

·  Circle Time

·  Values education (building community)

Rights & Responsibilities

The Epsom Primary community is guided by the following principles:

·  All members of our school community have the right to be safe

·  All members have the right to be treated with respect

·  All members have the right to be in a secure environment without interference, intimidations, harassment, bullying or disruption

·  All members of our school community are expected to be polite, courteous and well mannered

These principles are aligned with the relevant pieces of legislation including the Equal Opportunity Act 1995, The Charter of Human Rights and Responsibilities Act 2006, The Disability Standards for Education 2005. (See appendices for further detail)

RIGHTS, RESPONSIBILITIES and RULES

Rights, responsibilities and rules work together. Rules protect people's rights.

Student Rights / Student Responsibilities
Every student has the right to:
ü  be treated with respect, kindness understanding and fairness at all times
ü  expect to be fully able to participate in their education in a culturally tolerant and fully inclusive learning environment
ü  to express themselves as individuals
ü  that their total wellbeing will be supported and promoted in a health promoting environment
ü  expect their person and their property will be respected and safe
ü  that they can learn and enjoy the social opportunities their chosen school provides without interference.
ü  experience academic and personal success and acknowledgement
ü  receive effective teaching / Every student has the responsibility to respect the rights of others by:
ü  following all class and school rules
ü  following the school safety guidelines
ü  treating all members of our school with respect, kindness, understanding and fairness at all times.
ü  being tolerant of cultural difference and fair to others
ü  respecting the person and property of others
ü  always trying to be the best person and student that they can be.
ü  always acting in a safe and considerate manner in the classroom, in the playground and as representatives of Epsom PS
Staff Rights / Staff Responsibilities
Each staff member has the right
ü  be recognized and treated as a professional
ü  to be treated with respect
ü  to be supported by their colleagues and wider school community
ü  to be able to undertake their duties without interference or threat
ü  to be recognized as a significant influence in the lives of students
ü  to work in a culturally inclusive and tolerant learning community
ü  to experience professional success and acknowledgement
ü  receive effective leadership / Each staff member has the responsibility to:
ü  model respectful behaviours at all times
ü  act professionally and positively
ü  to foster links with the school community
ü  teach effectively, providing a positive learning environment and establish and reinforce acceptable school behaviours to meet the learning needs of all students
ü  resolve problems in the school environment , using the agreed school procedures
ü  be inclusive and supportive of colleagues
ü  to develop personal leadership skills
ü  to celebrate the success and achievements of self and others
Parents/ Carers/ Guardians/ Community Rights / Parents/ Carers/ Guardians/ Community Responsibilities
Parents/ Carers/ Guardians / Community have the right to:
ü  be considered a partner in their child’s education a
ü  to be kept informed about issues affecting their child/ren
ü  to be recognized as the major influence in their child’s life
ü  to be treated with respect / Parents/ Carers/ Guardians / Community have the responsibility to:
ü  ensure their child/ren attend school every day
ü  to maintain their child/ren’s personal wellbeing so that they can learn
ü  work positively with the school and its staff
ü  to provide information which may impact upon their child’s behaviour at school
ü  to recognize and support the school behavioural expectations
ü  to treat school staff with respect

Shared Expectations – School, Parents/Carers, Students:

Effective schools share high expectations for the whole school community.

Shared expectations are;

·  jointly negotiated, owned and implemented by all members of school community.

·  Clear and specific

·  Focussed on positive behaviours and prevention & early interventions.

School staff have a responsibility to provide an environment that ensures all students are valued and cared for. School expectations should reflect;

·  School values

·  Inclusive teaching practices

·  Parent/ Carer and Community partnerships.

·  Provision of quality curriculum, appropriate student services for all students.

Students should demonstrate positive behaviours towards;

·  their learning, themselves,

·  their peers,

·  their teachers,

·  their school community

·  their attendance.

Parents/ Carers should support the school by promoting positive educational outcomes by taking an active interest in their child’s educational progress. This can be achieved by;

·  active involvement in school activities. (reading, sports days, camps, fairs, etc)

·  regular communication with school regarding their child’s learning, wellbeing and engagement.

School actions and consequences:

Student engagement, regular attendance and appropriate behaviours are encouraged though the implementation of whole-school strategies supported by targeted and individualised support when required.

The following protective factors support student engagement:

·  Positive behaviour support

·  Clear, fair and consistent rules and behavioural expectations

·  Understanding of individual student needs

·  Accessible staff support

·  Positive and supportive parent, teacher and peer relationships

·  Feeling safe and valued at school

·  Reasonable and consistent consequences

·  Some level of academic success

It is acknowledged that a staged response provides a continuum of support for student well-being.

STAGE ONE: PRIMARY PREVENTION (Whole school-focussing on all students and staff across all settings

STAGE TWO: EARLY INTERVENTION (Targeted -focussing on responses to problem behaviour in order to aim to reduce it

STAGE THREE: INTERVENTION (Intensive -focussing on the complexity of individual behaviour resistant to primary and secondary prevention efforts)

PRIMARY PREVENTION / EARLY INTERVENTION / INTERVENTION
Within the classroom: (tone)
·  fair and democratic classrooms and school environments are
established from the beginning of the school year
·  students have participation in the development of classroom and whole school expectations
·  our school wide classroom
management plans are displayed and conveyed to students and parents and whole school
·  commitment is expected
·  teaching classroom routines are taught and encouraged
·  classroom wide positive
·  expectations are taught and encouraged
·  active supervision by teachers
·  ratio of 6-8 positives to 1
negative adult/student interaction
·  consistently acknowledging all students
·  redirections for minor infrequent behaviour errors
·  empowering student by creating multiple opportunities for them to
take responsibility and be involved in decision making
·  ensuring classroom space is conducive to positive behaviours and effective engagement in learning
·  providing personalised learning programs where appropriate for individual students / Within the classroom:
·  commitment and adherence to the strategies outlined on the Management of Inappropriate Behaviour
·  Use of behaviour supports and supports for Vulnerable Learners (see appendices section)
·  staff consultation with a support person from the Principal Class and/or Student Wellbeing Officer
·  Fortnightly meetings of Student Wellbeing Team (psychologist, social worker, Wellbeing Officer & Principal)
·  Student Support Group meetings / Within the classroom/school:
This section refers to approximately
5% of students whose behaviour
places them at high risk of
disconnecting from school and where previous interventions have been unsuccessful.
This stage represents an intensity of strategies listed in the Early
Intervention Column but can go
beyond this to include an Individual Modified Attendance Plan and/or Individual Modified Education Plan but as a last resort can include suspension or expulsion. This will be the responsibility of the Student Wellbeing Team and the Principal.
Across the school
·  Our School Values program is explicitly taught in school wide
and are referred to regularly thereafter
·  Our school values are modelled and “lived” by all members of the school community-we have a duty to remind others (adults and students) when this is not evident
·  School data collection and
analysis is available to staff to ensure accurate matching of instruction to individual student needs
·  Team planning for staff members to ensure similarity in programs in
classrooms
·  All staff targeting ‘hot spots’ in the yard for the last 10 minutes of the lunch break. / Across the School
·  Establishment of a Student Wellbeing team who meets fortnightly
·  team sharing of data and professional discussions to brainstorm support for students
·  experiencing difficulties with curriculum
·  Individual learning Plans
·  Inclusion in support programs like Reading Recovery
·  Individual behaviour plan- this may include alternative play time, play in a different setting, direction to a lunchtime program,
·  play communication book or flexible attendance plan
·  secondary consultations with Professionals (eg paediatrician, speech
therapist, psychologist, social worker) and SSSO staff
·  mentoring/counselling and/or referrals to Community Support
Health and Wellbeing
·  Use of support personnel (eg. Chaplain and Student Wellbeing Officer and ES staff )for lunchtime programs)
·  Breakfast and fresh fruit program
·  Monitoring of playground (safe play data) / Health and Wellbeing
·  Inclusion to Student Wellbeing Officer positive support programs
·  Involving community support agencies
·  Working with parents to provide support/assistance
·  Regular contact with home via phone or interview
·  removal of privileges, detention during recess breaks/after school, re-location within the school
·  Individual plan targeting needs
Attendance
·  Electronic rolls marked twice daily (9:30 and 2:30pm)
·  A culture of “punctuality” and “It’s not ok to be away “ is modelled and explicitly taught
·  Benefits of regular and timely school attendance is conveyed to students and the community via the newsletter
·  Teachers promote positive attendance in their classroom through the monthly Attendance
Certificate
·  Individual student levels of nonattendance are displayed on Semester reports and commented on
·  Absence followed up by the class teacher (three days unexplained absence- teacher to notify the Principal or Wellbeing Officer) / Attendance
·  Immediate follow up of individual student absence and/or lateness
·  Individual student attendance goal setting and data driven improvement plans
·  Parent and/or agency involvement

Management of Inappropriate Behaviour

Where children are demonstrating by their behaviour that they are not considering class /school values and expectations the following may occur:

·  A consistent and logical problem solving process of managing behaviour will be implemented for classroom misdemeanours. This will be negotiated within the learning communities at the beginning of each year.

For example:

1. Referral to the value.

2. Removal from the group to think about the behaviour.

3. Complete a problem solving sheet on their return to the group.

·  A restorative practice conference involving all parties may be implemented. The student will be required to reflect on their behaviour and restore the relationship in an agreed manner.

·  Persistent disruptive behaviours in the classroom may involve the establishment of an individual plan incorporating the setting of daily behaviour goals.

The following behaviours may result in individual consequences:

·  Dangerous, aggressive or continual disruptive behaviour which threatens the safety of self and/or others

·  Using untruthful or offensive language towards others

·  Bullying – verbal / physical/cyber (please see attached anti- bullying policy)

·  Vandalism

·  Deliberate refusal to obey a lawful instruction