4School Procedures
4Responsible Behaviour

   School beliefs about
   behaviour and learning

   Processes for behaviour

   Consequences for
   unacceptable behaviour

   Examples unacceptable
   behaviour

   Network student support

   Related legislation and
   resources

4SRSS Code Behaviours
4Homework Policy
4Medications
4Money Collection


 

Rationale
Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. A supportive school environment is one in which:

Behaviour management within a supportive school environment should foster a positive attitude that encourages and allows all participants to benefit from effective teaching and learning and allows them to choose to behave appropriately in accordance with the values of the wider school community. Relationships should be based on sound values and mutual respect for the rights and responsibilities of self and others

Springwood Road State School community has developed an effective program for managing behaviour that comprises preventive, supportive and corrective elements and is co-ordinated with the school structure so that together parents, students and staff understand, accept and implement the principle stated. This leads students towards the ownership of and responsibility for their own behaviour and builds a safe, supportive environment for every member of the school community.

School beliefs about behaviour and learning


Springwood Road State School Community believes that effective teaching caters for individual’s needs and abilities.
We strive to achieve this by:

• Ensuring teachers have the skills to recognise the students’ stages of development and provide and match learning experiences to these.

• Aligning curriculum with student needs.

• Developing and implementing specific school programs in all key-learning areas.

• Ensuring accountability for learning outcomes through focus on planning, assessment, evaluation and reporting

Springwood Road State School Community believes in a well-resourced learning environment that is safe, enjoyable and supportive.
We strive to achieve this by:

• Ensuring that every day, every student will experience success in something

• Providing explicit teaching in co-operative learning skills

• Eliminating potential risks in the physical environment

• Ensuring supportive structures exist for staff and students

• Providing a futures perspective through access to technology

Springwood Road State School Community believes all children have the capacity to learn.
We strive to achieve this by:

• Encouraging active participation

• Emphasising how to learn

• Assisting students to see the connection between ‘school’ learning and ‘life’ learning

• Providing relevant and meaningful learning activities

Springwood Road State School Community believes everyone is responsible for their own behaviour.
We strive to achieve this by:

• Providing instruction regarding making choices

• Ensuring structures exist to promote responsibility for personal actions

• Choosing a positive focus

Springwood Road State School Community believes in the significance of positive partnerships.
We strive to achieve this by:

• Recognising that the partnerships consist of student, teachers, parents and community

• Promoting effective communication

• Ensuring that all interaction consider dignity and respect

• Respecting all points of view

• Celebrating diversity (valuing differences)

• Encouraging activity that celebrates collegiality and promotes professionalism

Our school is committed to providing quality learning opportunities that enable all students to achieve within safe, supportive and disciplined learning environments. All members of school communities are to abide by The Code of School Behaviour in accordance with the following standards.

All members of school communities are expected to

• Conduct themselves in a lawful, ethical, safe and responsible manner that recognises and respect the rights of others.

Students are expected to:

• Participate actively in the school’s education program

• Take responsibility for their own learning

• Demonstrate respect for themselves, other members of the school community and the school environment

• Behave in a manner that respect the rights of others, including their right to learn.

• Cooperate with staff and others in authority

Parents /Carers are expected to:

• Show an active interest in their child’s schooling and progress

• Cooperate with the school to achieve the best outcomes for their child

• Support school staff in maintaining a safe and respectful learning environment for all students

• Initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, wellbeing and behaviour

• Contribute positively to behaviour support plans that concern their child

Schools are expected to:

• Provide safe and supportive learning environments

• Provide inclusive and engaging curriculum and teaching

• Initiate and maintain constructive communication and relationships with students and parents/carers

• Promote the skills of responsible self management

Principals are expected to:

• Play a strong leadership role in implementing and communicating The Code in the school community

• Ensure consistency and fairness in implementing the school’s Responsible Behaviour Plan for Students

• Communicate high expectations of individual achievement and behaviour

• Review and monitor the effectiveness of school practices and their impact on student learning

• Support staff in ensuring compliance with The Code and facilitate professional development to improve the skills of staff to promote responsible behaviour

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


Whole-school behaviour support

Springwood Road State School Community believes that the underpinning of the Responsible Behaviour Plan for Students is with a whole school focus on the implementation of proactive strategies of instruction in making choices, responsible thinking, self esteem, anger management, conflict resolution and specific teaching of social skills.

It is an expectation that each class teacher will support a focus on a behaviour skill each week with the implementation process at the discretion of the class teacher. The skill for the week will be reinforced by:

• Focus skill addressed on Junior and Senior Assembly

• P – 7 to address skill in classroom

• Article for families through the school’s weekly newsletter

• Schoolwork and Co-operation Awards presented at weekly assembly – Students are acknowledged for class and/or playground efforts in these areas

• Playground Awards – Students are nominated by playground duty staff who observe students demonstrating the focus skill specifically in the playground

Proactive and Positive Strategies
The school employs a range of strategies to foster a positive and productive environment. These include:

• Behaviour level reports each term

• Classroom behaviour management plans

• Thumbs Up awards for positive playground behaviour

• Postcards Home celebrating student effort and attitude

• Administrator’s awards

• School anti- bullying program – High Five approach

• Student of the Week awards

• Peer Mediation training for year 6 students, Mediators work in the year 1,2 and 3 playgrounds

• Leadership Opportunities – School Captains, School Council, Sports Captains

Targeted behaviour support

Students are expected to abide by the Code of School Behaviour (Queensland Education) and school rules. Individual teachers will be primarily responsible for dealing with minor behaviours. Students that move to the medium, persistent or extreme levels of behaviour will be referred to the Special Needs Committee or the administration team where consequences, support plans or referral to other agencies may be put in place.

Parents of students at this level will be contacted by the teacher or administrator to discuss and assist with a behaviour strategy. Student infringements are monitored through a data base.

Intensive behaviour support

Continued infringements
If a student continues to infringe the Code of School Behaviour and school rules they will move to the next level of behaviour support. Intensive behaviour support.
This could include:

• Restricted access to the playground or classroom

• Restriction of privileges including attendance at camp, excursions etc.

• Special Social Skill or behaviour program

• Special behaviour modification program

• Behaviour monitored daily by Administration Staff

• Continued contact with family through communication book, interviews, phone conversations etc.

• Supervised play areas

• Referral to other agencies

Further continuation of poor choices of behaviours
Any continuation of poor choices of behaviours may result in formal Administration Procedures being implemented ie. a formal warning of an imminent suspension, if the situation warrants, immediate suspension / and or exclusion.

Consequences for unacceptable behaviour

	Infringement of class, school and playground expectations
	Frequency and Intensity of Infringement		Response - Strategies implemented to support student in achieving appropriate behaviour
	Infrequent - 1 or 2 times in a session or playtime Or Low Level inappropriate behaviour		Teacher Responses may include: Acknowledging student's positive behaviour Ignoring inappropriate behaviour Giving clear directions to student Prompts (verbal and non-verbal) Cueing Reminder of class / playground expectations
	Frequent several times in a session or lunchtime And Low Level inappropriate behaviour		Teacher Responses may include: Any or all of the above strategies Removal to alternate position in room or playground to reduce distraction or behaviour Restitution (make up missed work) Modification of task set
	Persistent - ongoing And / Or Medium Level inappropriate behaviour		Teacher Responses may include: Strategies listed above Parent interview/ notification Loss of privileges and responsibilities After school detention Administration advised Lunch time behaviour card
	Infrequent - isolated And / Or Extreme Level inappropriate behaviour		Teacher Responses may include: Strategies listed above Administration Responses may include: Strategies listed above B.I.C option (Behaviour Improvement Conditions) Recommendation for exclusion in line with EQ Policy SMS-PR -021

Examples of unacceptable behaviour

	The following are examples of unacceptable behaviours, but this is not an exhaustive list.
	Inside		Outside
	Low		Low
	Accidental swearing Not listening Talking at inappropriate times Out of seats Silly noises / distracting others Sulkiness Off task behaviours Fidgeting Dress standard Breach of uniform policy Homework incomplete Rocking on chairs Untidy work Failing to line up appropriately		Accidental swearing Water fights Tuckshop misbehaviour Answering back Running on cement Littering Out of bounds Lateness Not hats / shoes Inappropriate toys Playing with sticks
	Medium		Medium
	Persistent low levels inappropriate behaviour Petty thieving Answering back / arguing Impertinence Annoying others Tantrums Lying Rude gestures Throwing things Teasing Excessive noise Entering classroom without permission Swearing at / with peers Minor bullying Breach of the ICT agreement High		Persistent low level behaviours Verbal fighting Impertinence Rude gestures Running away from teacher Playing in toilets Riding bikes in school grounds Throwing
	High		High
	Persistent medium levels of inappropriate behaviours Persistent answering back and arguing Violence Truancy Running away from school Major thieving Continued refusal / defiance / insolence Serious graffiti Smoking Teacher harassment Abusive swearing Deliberate destructive behaviour Constant bullying Serious Breach of ICT agreement		Persistent medium level behaviours Abusive swearing toward other students Physical fighting Consistent bullying Deliberate destructive behaviour Running away from school Truancy Gross toilet behaviour Weapons Serious graffiti Smoking Teacher harassment
	Extreme
	Persistent high level inappropriate behaviours Abusive swearing towards an adult and other community members Possession of alcohol or illegal substances Severe intimidating/ threatening behaviour Possession of pornographic material Violence resulting in injury

The network of student support

Should the need arise, a broad range of supplementary support services exist as options that may assist in the management of a student’s behaviour. These agencies and/or personnel operate in a consultative and/or interventionist basis to provide support and skills to both the student and the student’s family and teachers where necessary. Usually a strict referral process exists to ensure that services are directed to students most in need.

Listed below are Agencies or Personnel able to be accessed
AGENCY / PERSONNEL	ROLE
Guidance Officer	Assists students with behavioural needs, assessment, diagnosis, counselling
Advisory Visiting Teacher for Behaviour Adjustment (A.V.T.)	Provides consultative services and support for school personnel in order to provide services for children and families with behaviour and adjustment difficulties Trains parent/student in Behaviour Management Strategies
Alternative Education Setting`	Alternate education centre for students with high behaviour support needs
Family Services	Provide intervention and support services for families
Juvenile Aid Bureau (J.A.B)	Provide intervention and/or support services in extreme cases and/or emergencies that go beyond the school’s jurisdiction
Various Support Groups eg Logan Learners for Life	Run proactive workshops for whole classes of student eg drama workshops re bullying, conflict resolution, anger management etc

Considerations of individual circumstances

This responsible behaviour plan acknowledges that individual circumstances and actions of a student must be looked at in context. The plan aims to maximise the educational outcomes and recognize the diverse needs of all students, while protecting the safety and rights of all in our community. Some factors that may influence a decision include:

• Age of child
• Previous behaviour record
• Severity of the incident
• Amount of reliable evidence
• Degree of provocation
• Intent of the action
• Honesty and perceived level of genuine concern
• Students with disabilities
• Cultural background
• Family circumstances

Related legislation

• Education (General Provisions) Act 2006
• Education (General Provisions) Regulation 2006
• Criminal Code Act 1899
• Anti-Discrimination Act 1991
• Commission for Children and Young People and Child Guardian Act 2000
• Judicial Review Act 1991
• Workplace Health and Safety Act 1995
• Workplace Health and Safety Regulation 1997
• Freedom of Information Act 1992
• Transport Operations (Passenger Transport) Regulation 2005

Related policies

SMS-PR-021	Safe, Supportive and Disciplined School Environment
CRP-PR-009	Inclusive Education
SMS-PR-022	Student Dress Code
SMS-PR-012	Student Protection
SMS-PR-018	Information Sharing under Child Protection Act 1999
SMS-PR-008	Family Law Matters Affecting State Educational Institutions
SMS-PR-019	Mature Age Students
SMS-PR-017	Enforcement of Compulsory Education Provisions
SMS-PR-031	Flexible Arrangements
SCM-PR-005	School Security
SCM-PR-006	Hostile People on School Premises, Wilful Disturbance and Trespass
HLS-PR-012	Curriculum Activity Risk Management
GVR-PR-001	Police Interviews and Police or Staff Searches at State Educational Institutions
CRP-PR-005	Drug Education and Intervention in Schools
HLS-PR-009	Administration of Routine and Emergency Medication and Management of Health Conditions
CMR-PR-001	Complaints Management
LGS-PR-002	Freedom of Information
SMS-PR-001	Publishing Student and Staff Information on School Web Sites
IFM-PR-004	Managing Electronic Identities
SCM-PR-003	Appropriate Use of Mobile Telephones and other Electronic Equipment by Students
SMS-PR-024	Internet - Student Usage
WFR-PR-005	Code of Conduct
SDV-PR-001	Employee Professional Development

Related resources

National Safe Schools Framework

National Framework for Values Education in Australian Schools

National Framework for Values Education in Australian Schools – Queensland

Bullying. No Way! (www.bullingnoway.com.au)

National Safe Schools Week

MindMatters

School Wide Positive Behaviour Support

Code of Conduct for School Students Travelling on Buses http://www.transport.qld.gov.au/qt/PubTrans.nsf/index/cochome

This Responsible Behaviour Plan for Students has been written in consultation with the school community.