Narangba Valley State High School

St Bernardine's Catholic School

Student Behaviour Support Plan

St Bernardine's Student Behaviour Support Plan

RATIONALE

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 BERNARDINE’SMISSION STATEMENT

As a community of learners, we acknowledge the presence of God in each of us and in our world. We commit ourselves to living the Gospel values and we accept the challenges of a changing world, as we endeavour to:

Provide our children with Christ-centred experiences, which acknowledge and celebrate our Catholic heritage, as we accompany them on their faith journey.

Create a stimulating learning environment in which our children may acquire attitudes, skills and knowledge to enable them to make appropriate choices in the light of their life experiences.

Strive for excellence, whilst being guided and encouraged through the partnership of our professional, dedicated staff and supportive, caring families.

Build positive relationships within our school, parish and wider community, whilst embracing compassion, tolerance, justice and respect for all, and support for those in greatest need.

TO SERVE –TO CHALLENGE

OUR VALUES AND BELIEFS

Support is grounded in a faith-centred environment which honours the dignity and uniqueness of students and enhances their formation as disciples of Jesus Christ
Values the conscientious and collaborative efforts of students, parents and staff involved in the learning process in their school communities
Communicates our catholic faith throughout the learning process, through prayer, reflection, connectedness and the celebration of the giftedness of the students and staff in our schools
Cares for the individuality and sacredness of human life
Promotes an inclusive community
All students should have an opportunity to learn to live and to contribute as responsible members of society
All students have right to opportunities for learning and growth appropriate to their needs and gifts
Students who have exceptional needs are more like other students than they are different
An attitude of welcome acceptance and celebration of individual differences and unique gifts is to be encouraged and supported among students, parents and staff
All students have the right to be treated with dignity.

SCHOOL CONTEXT

St Bernardine's is a co-educational Catholic school overseen by Brisbane Catholic Education and the Archdiocese of Brisbane. St Bernardine's is located at 25 Vergulde Rd, Regents Park 4118. The school has a total of 725students within the year levels of Prep to Year 6. The school website is; . For further information regarding St Bernardine’s, contact can be made with the school via email at or by phone on (07) 3800 1854.

The social climate of the school is one of positive behaviours. The community of St Bernardine's School believes:

• that co-education is one of the most important ways in which the Church fulfils its commitment to the dignity of the person and the building of a Christian community;

• that Catholic schools afford the fullest and the best opportunities to provide a Christian education for both boys and girls;

• that religion is related to daily life;

• that community is fostered by the Eucharist, a sign of love and concern;

• that within the Christian School Community students will have the opportunity to acquire a sense of responsibility for others, as their brothers and sisters in Christ.

It is also our belief that our school is a co-educational institution charged with the development of the total person of each unique child. This development encompasses the intellectual, moral, social, physical and emotional facets of each child.

CONSULTATION PROCESS

This student behaviour support plan has been created by the members of the Administration team with support from BCE Behaviour Support personnel, training in Functional Behaviour Assessment techniques and Non Violent Crisis Intervention. This plan was presented to staff, parents and Parish Priestfor consultation and feedback.

SCHOOL BELIEFS ABOUT BEHAVIOUR AND LEARNING

We have four basic school rules which all children learn and are expected to follow:

WHAT TEACHER SAYS WE DO.
SIGNAL TO SPEAK AND MOVE.
HANDS AND FEET OFF OTHER PEOPLE AND THEIR THINGS.
SPEAK TO PLEASE NOT TO TEASE.

We believe that children need to understand that they are responsible for their own behaviours and that we as a school community will support them as they learn how to interact and live within our Christ-centred environment. All our dealings with our children are based upon the Gospel values of Respect, Dignity, Forgiveness, Justice and Understanding. We endeavour to create a “We can work it out” atmosphere, where children learn through their mistakes and accept ownership for their behaviours and actions.

St Bernardine’s Values are explicitly taught through out the school.
Students are strongly encouraged to “own” (self-manage) their own behaviour, as are all school community members and to accept that all behaviour has consequences (positive and negative).
Students learn in different ways/styles and require different pathways to meet their optimal potential. St Bernardine's is committed to providing different learning opportunities and pathways both within and external to the classroom to cater for different student learning needs/styles.
St Bernardine's is committed to improving the quality of teaching/learning, providing ongoing professional development to all staff.
St Bernardine's is committed to developing and maintaining effective school-wide and classroom systems to support our SBSP.
St Bernardine's is committed to working in partnership with parents and the wider school community in both policy and practice.
All actions of St Bernardine's are rule-guided, not rule-driven.

PROCESSES FOR FACILITATING STANDARDS OF POSITIVE BEHAVIOUR AND RESPONDING TO UNACCEPTABLE BEHAVIOUR

St Bernardine's has a multi-level approach to facilitating standards of positive behaviour and responding to unacceptable behaviour.

EXEMPLARY STANDARD

SUCCESS IN ACTION STANDARD

STUDENT CONTROLLED STANDARD

TEACHER SUPPORTED STANDARD

ADMIN SUPPORTED

STANDARD

WHOLESCHOOL BEHAVIOUR SUPPORT

(Primary Prevention)

Whole school behaviour support is demonstrated by the following teaching and learning strategies. Our focus is clearly proactive, involving whole school preventative processes and strategies that actively promote:

A caring, productive and safe environment for learning and teaching. This is demonstrated by:

* a safe working environment for students, teachers and staff

* the provision of a clean, functional working environment through Workplace Health and Safety practices.

* clearly defined roles and responsibilities for all school community members

*the implementation of well-planned curriculum lessons designed to meet the needs of students with a focus on proactive teaching strategies designed to engage students in their learning

* the provision of, and access to support personnel including Guidance Officer, teacher mentors, student support team etc and their support structures.

* annual professional development for all staff is conducted.

* building positive relationships with students and their families through the reinforcement of desired behaviours, clear communication involving newsletters, website, parent information letters, positive parent contact and a willingness to discuss issues of concern to students as appropriate.

Promote an effective learning and teaching environment that allows positive aspirations, relationships and values to develop. This is demonstrated by:

*the embedding of our school motto and charism.

*offering broad curriculum offerings to all students, providing every opportunity for success. This includes personalisation of the curriculum for at-risk students with access to alternative learning programs where necessary

*the availability of a broad range of extra-curricula activities

*the recognition of positive behaviours in assemblies

* regularly reminding students of school rules and values at the daily and weekly assembly

Foster mutual respect

*providing opportunities for leadership within the school.

*offering a range of programs with a focus to ascertaining needs of students and parents, including the provision of parent programs through the P&F association.

* maintaining respectful language and professionalism in all dealings with students as a model for appropriate respectful interactions (Staff and Volunteers trained in Student Protection, Code of Conduct, Code of School Behaviour).

Encourage all students to take increasing responsibility for their own behaviour and consequences of their actions. This will be demonstrated through:

* the explicit teaching of responsible decision making

* the reinforcement of a positive sense of self through a continued focus on their class vision statement and the recognition of extrinsic and intrinsic motivational needs of students.

TARGETTED BEHAVIOUR SUPPORT

(Secondary Prevention)

All teachers employ a range of proactive and reactive strategies designed to facilitate acceptable standards of behaviour.

In addition to classroom behaviour support practices, the school offers an array of tailored behaviour support programs designed to meet the specific needs of identified students. One of the roles of the Student Support Team is to liaise with all teachers to identify “students of concern”. This occurs weekly.

As students are identified, programs are tailor made to address the behaviour concerns and are conducted by school staff or external providers. The following is a list of programs:

Personal counselling both individual and group with school and external agencies

Small group Anger Management Programs
Resilience groups
Grief and Loss

As student needs arise, St Bernardine's is committed to addressing the needs through the development of individual or group programs offered by school staff or external providers where appropriate.

Students identified as requiring Targeted Behaviour Support may also require the development of a Behaviour Support Plan (School Level). The student, their parents/carers, teachers and specialist personnel will be involved in the collaborative development of the plan. Students on Behaviour Support Plans have their attendance and identified behaviour goals monitored in each lesson.

INTENSIVE BEHAVIOUR SUPPORT

(Tertiary Prevention)

Many of the strategies employed in TARGETTED behaviour support are further employed to support students who despite targeted intervention strategies still have difficulties engaging in their learning. These students are at risk of significant educational underachievement due to inappropriate behaviours.

Students requiring intensive behaviour support will have a specific, Individual Behaviour Support Plan developed with input and consultation from all concerned. The IBSP will be reviewed regularly and adjusted if necessary. In some cases, an Individual Behaviour Support Plan will be developed in consultation with relevant staff.

Interagency groups will be used to assist meeting the needs of students with persistent and challenging behaviours.

Restorative justice may be used when the school’s Student Behaviour Support Plan is violated and relationships are strained between members of our school community. This process will be conducted by trained school personnel or external personnel where appropriate.

APPEALS PROCESS

Appeals by parents/caregivers, or students living independently, are made to;

* The Principal of the school; in relation to a decision to suspend a student for less than three days. Parents/caregivers, or students living independently, who consider that either correct procedures have not been followed, or that an unreasonable decision has been made, amy appeal a suspension that is less than three days to the Principal.

* The Area Supervisor; in relation to a decision to suspend a student for more than three days from a particular school.

* The Executive Director; in relation to recommendation to exclude a student from a Brisbane Catholic Education School.CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR

Any actions or behaviours that are in opposition to the school’s vision statement and values for learning are always to be challenged, with clear consequences imposed for their breach. It is important, however to always consider the individual circumstances of the student involved and the specific situation, and to focus on being rule guided not rule driven. Corporal punishment is expressly prohibited in any situation.

Descriptor / Examples of Behaviour / Probable Consequences
Where there is a minor breach school rules/ class vision statement /

Possessing Inappropriate materials
Failure to complete homework
Talking out of Turn
Out of Seat
Not following teacher instructions
Disruption of the learning process
Inappropriate use of resources
Inappropriate language
Taking equipment from others

Rule Reminder
Redirection
Step Process
Removal to another seat
Phone Call to Parents
Confiscation of Inappropriate materials
Referral/ Consultation with Admin
Green card given and time out of play

Where there is a moderate breach of school rules / class vision statement /

Repeated failure to complete classwork
Repeated failure to complete homework
Repeated failure to follow teacher instructions
Repeated disruption of the learning process
Harassment/Bullying
Non-compliance of school rules
Non-compliance with the school’s dress code

Referral/ Consultation with Admin
Consultation with Parents/Caregivers
Mediations
Possible Suspension (1-5 days)
Green card given and time out of play

Where there is a severe breach of school rules /class vision statement /

Possession of Banned Items Bullying/Harassment
Abuse of Staff
Assault of Staff/Students
Gross Misbehaviour or misconduct whilst attending or representing the school, travelling to or from the school
Vandalism
Incapacity to complete set work, homework and assessment
Students refusing to give staff their name
Smoking in or around the school grounds or environment (bike jumps or shops) and bringing the school into disrepute
The recording of, taking photos or the videoing of any school activity with any electronic device will result in suspension
“Unauthorised absence” – ie. where the Principal has not given a student leave of absence
The use of computers and or internet sites or the like to denigrate the school and or members of its community.

Immediate referral to Admin
Consultation with Parents
Referral to specialist support personnel
Possible Inclusion in Alternate programs
Possible Suspension (1-5 days)
Possible Suspension (6 – 10 days)
Possible Recommendation for Exclusion
Possible Cancellation of Enrolment
Green card given and time out of play

Behaviour Management Standard System: Flow Chart of Procedures

St Bernardine's expects all teachers to make a reasonable attempt to correct inappropriate behaviour in the classroom following our gradual isolation policy.

The Gradual Isolation policy works upon the belief that all children need to belong to a group and want to be with their friends and class. Gradually isolating them from their peers, when they choose inappropriate behaviours, allows them the time to settle, reflect and plan their future choices.

This policy is implemented in all classes and is taught and modelled to all children at the commencement of each year. Each class devises a Vision Statement which clarifies the dreams and expectations of the class for the year. Each class revises and learns the four school rules throughout the year.

If a child chooses to behave in a manner which breaches the Class Vision Statement or one of the School rules, than the following steps will be used by the teacher:

(1)First occurrence of misbehaviour – the child is reminded of which rule or Vision Statement point is being breached.

(2)If the child chooses to continue with this behaviour, s/he will be asked to stand behind their chair for 1 – 2 minutes. At the end of this time the teacher will invite the child to sit and join in the class activity.

(3)If the child chooses to persist with the inappropriate behaviour, s/he will be asked to move away from their desk and stand at a designated spot in the classroom. (5 – 10 minutes)

(4)If the child continues to choose to behave inappropriately, s/he is moved to the back of the classroom and must face away from the class for 20 – 30 mins.

(5)If misbehaviour persists, the teacher will seek assistance from an Administration Team member, and the child will be escorted to the Isolation Room. After a settling time (duration depending upon child), a Behaviour Plan may be worked out and re-entry to the classroom is sought.

(6)Any serious or dangerous occurrence may require immediate removal from the classroom, without progression through the steps outlined above.

(7)The class teacher MUST notify the parents within 24hrs of a child being withdrawn from the classroom and request an interview at a mutually convenient time.

(8)If a child is removed from the classroom, the onus is on the class teacher to re-teach appropriate behaviours at lunch time.

We base classroom and playground management upon CHOICES. Children are taught the rules, practise appropriate behaviours and have appropriate behaviours modelled by teachers and staff members. If a child chooses to behave inappropriately:

(a)In the classroom – the Gradual Isolation policy is implemented by the class teacher

(b)In the Playground – the child is, depending on the unacceptable choice made, sat out of play in sight of teacher on duty, or the Walk with Me strategy is effective for minor issues. If a serious issue occurs; such as physical altercations and aggressiveness, these are issued with a Green card (time out) by the teacher on duty, and the student/s spend a period of time, determined by Admin, in Time Out. The Green Card is to be handed to the office prior to the lunch break.

If rules are consistently broken:

Parents are notified of repeated inappropriate behaviours.
Parents are informed when a serious problem exists as soon as it is identified.
The problem is discussed at a Parent/Teacher/Administration Team member interview.
If the problem continues, counselling is given using staff teachers, School Counsellors, BCE staff, Assure program and other support agencies available to the school. The parents of the child must be involved in this process.