STUDENT BEHAVIOUR SUPPORT PLAN We value an environment where children grow and develop as individuals, secure in their world. We believe that a safe and supportive environment is vital for students personal, developmental, behavioural and spiritual growth. Updated November, 2013
Contents Introduction 2 Mission Statement 2 Profile of the school 3 Consultation and data review 3 Beliefs about learning and behaviour 3 St Mary MacKillop School Rules 4 Roles, rights and responsibilities of community members 5 Education and promotion 6 Targeted behaviour support 8 Individualised behaviour support 8 Consequences for inappropriate student behaviour 9 Formal sanctions 9 Concerns 10 Process for appeals 10 Bullying and cyberbullying 10 Supporting documentation 13 Links 13 1
1. Introduction Our school is an integral part of the mission of St Mary MacKillop Parish and we value the relationships between all community members. In the way both Jesus and St Mary MacKillop embraced and helped all people, we endeavour to be welcoming and promote a strong sense of belonging and involvement to all community members. Our parent pastoral network provides activities for families to connect with each other in the true spirit of a Christian community. At St Mary MacKillop Primary School we are guided by a patron who is remembered for being a real, hardworking Australian woman who reached out to many less fortunate Australians and as such we are inspired by her life, her dedication to God and her triumph over adversity to educate children throughout Australia. 2. Mission Statement At St Mary MacKillop Primary School, it is acknowledged that a diverse range of personal, social, cultural, family and religious influences can impact on the relational and behavioural responses of students at any given point in time. In light of these influences, St Mary MacKillop Primary School seeks to develop throughout the school community right behaviours and respectful relationships that are infused with gospel values. Inspired by Saint Mary MacKillop, we strive for excellence in contemporary and inclusive education where God is sacred in our daily lives. Reach Out We are a school that reaches out to create positive partnerships with families, our parish and the wider community. Our children are called to grow in faith as people of justice and Christian charity. Embrace We are a school that embraces the dignity and unique qualities of each child. Our children are inspired to develop their potential in a high quality and safe learning environment. We nurture a deep respect for self and others, and are called to be stewards of our natural and school environment, gifted to us through God s loving providence. Achieve We are a school that delivers contemporary learning and teaching that is engaging, challenging, innovative and fosters a love of learning. Our children develop holistically and achieve success in a variety of ways which are celebrated and recognised within our school community. 2
This Student Behaviour Support Plan is designed to facilitate high standards of behaviour so that the learning and teaching in our school and related off campus activities can be effective so students can participate positively within our school community. Through our school plan shared expectations for student behaviour are clear for everyone, assisting St Mary MacKillop Primary School to create and maintain a safe and orderly learning and teaching environment. 3. Profile of the school. St Mary MacKillop Primary School is a Prep Year 7 primary school situated in the beautiful bayside suburb of Birkdale, 27km from Brisbane CBD. Our school prides itself on the spirit that can be found in our students, teachers, sporting teams, achievements, friendships and approach to learning. Our dedicated staff comprise of; 40 teaching staff (includes specialist teachers, support teachers and members of the leadership team), 23 non-teaching staff (School Officers, Ancillary staff) and a Guidance Counsellor. The school is organized into three clusters (P-2; 3-4; 5-7) with a member of the Leadership Team as the liaison for each cluster. This model supports collaboration between teachers, consistency in curriculum and the pastoral care of students and families. 4. Consultation and data review. St Mary MacKillop Primary School has developed this plan in consultation with our school community. Consultation occurred through staff meetings, meetings with our School Board and distribution of the draft plan for comment and review. A review of school data relating to school disciplinary absences, behaviour incidents and attendance also informed the plan. The plan was endorsed by the Principal, the School Board and the Area Supervisor and will be reviewed at least every 5 years. 5. Beliefs about learning and behaviour. Behaviour Management is an integral characteristic of effective teaching. Effective Teaching and Learning is supported by a safe, positive and productive learning environment based on the principles of consistency, fairness and engagement. This starts in the classroom, with each and every individual student. At St Mary MacKillop Primary School we believe there are three core beliefs that underpin quality learning outcomes: 1. Respect Our resolve to show respect between students, staff and parents is supported by: attentive listening and communication that is polite and courteous in relation to verbal and non-verbal language positive relationships that maintain the dignity of all involved treating on an individual basis, considering personal circumstances firm and relevant consequences that reflect behaviour and are just and fair language that is appropriate to the student 3
2. High Expectations Our high expectations of behaviour are supported by: the example of St Mary MacKillop and the modelling by staff the belief that each student has the capacity to behave well and has an intrinsic desire to belong clear boundaries that are openly expressed in the class covenants and regularly communicated to students, parents and staff rewarding students for appropriate behaviour and for achieving individual goals consistent consequences that are restorative and support individual growth 3. Consistency Our commitment to consistency is supported by: practices that are supported by all staff while acknowledging that different approaches can be appropriate across a P-7 context the role of class teachers at the centre of the behaviour learning journey of students and provided with information about decisions wherever possible opportunities for staff to share information about students open communication between school staff and parents communication about behaviour concerns between staff on playground supervision and class teachers the taking of reported issues seriously and dealing with urgency and resolved diligently the importance of consistent language between class covenants, school rules, Program Achieve and individual processes focused teaching that clarifies thoughts/behaviours expectations/understandings St Mary MacKillop School Rules Safety: I keep myself and others safe. Hat on, I play. I wait my turn. I need to be in the right place. I use assertive/ brave talk when necessary I keep my hands and feet to myself. Property: I value everything in my school. I name all my belongings. I put my rubbish in the bin. I look after my own and others property. Movement: I move safely and quietly. I walk on pathways and verandahs. I move quietly around school during class time. Communication: I think before I communicate. I use my manners when talking to others I speak respectfully. Learning: I try my best and help others do the same. I listen to hear, think and then do. I take responsibility for my own learning. 4
CLASS COVENANTS From the school rules, each class develops collaboratively, a written Class Covenant. What do we want our classroom to look like, feel like and sound like so that we all belong? Class Covenants, once developed, are published in a creative way and displayed in the room. Students affirm their commitment through signature, hand print, thumb print etc. Each class covenant is presented to the whole school community during a liturgy held annually at the start of each year. 6. Roles, rights and responsibilities of school community members At St Mary MacKillop we expect that students will: Participate actively in the school's education program Take responsibility for their own behaviour and learning Demonstrate respect for themselves, other members of the school community and the school environment Behave in a manner that respects the rights of others, including the right to learn Co-operate with staff and others in authority At St Mary MacKillop Primary we expect that parents/ caregivers will: 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. At St Mary MacKillop we expect that staff will: Provide safe and supportive learning environments Provide inclusive and engaging curriculum and teaching Initiate and maintain constructive communication and respectful relationships with students and parents/carers Promote and teach the skills of responsible self-management Maintain student attendance records 7. Education and Promotion At St Mary MacKillop Primary School, we believe that preventing inappropriate behaviour through the promotion of appropriate behaviour is a more positive and successful method of managing student behaviour than intervening after behaviour incidents occur. 5
a. Establishing Behaviour Expectations At St Mary MacKillop Primary School there are many ways that staff establish the behaviour expectations and promote positive behaviour of our students, including: Cluster Assemblies & Awards Whole School Assemblies & Awards Student Education Staff Education Parent Education Promotion Assemblies are focus opportunities to model and promote elements of the BSP (positive rules, Program Achieve, Keys, habits, antibullying etc. Student of the Week awards acknowledge the student the whole class will focus on for the week Random Bucket Filler of the week' Awards identify a role model within the school Life Long Learning Awards given at the end of each semester to affirm students Visual reminders are located in classrooms and around the school and are regularly referred to by staff Different Programme Achieve Keys become the focus of the classroom programme Teachers are encouraged to turn every behavioural opportunity, positive or negative, into a promotion of the BSP. Ongoing professional development for staff on BSP and Program Achieve Details in relief teacher manuals. Newsletter input on the model Class Covenants prominent in each classroom Class expectations outlined at start of year parent/teacher meetings Principal input and discussion on BSP at PT night, P&F meetings and Forums Term overviews for each class are to include a focus on PA, BSP etc. Names of Students of the Week are listed in newsletter Input in Newsletter on elements of BSP (positive rules, Program Achieve, Keys, habits, anti bullying etc). b. Positive School Culture Every week, our school community gathers together for a Whole School Assembly. During these times, we create and enrich our positive school culture through celebration and prayer, class presentations, awards, rule and anti-bullying reminders, Child protection reminders and by raising awareness of current school events. Student of the week awards are also presented at each Whole School Assembly. 6
At fortnightly Cluster meetings Program Achieve is explicitly taught and students are acknowledged. This program supports the establishment of a positive whole school culture. Persistence Organisation Resilience Getting along Confidence I can do it Setting goals Relaxation Being tolerant of others I can do it Giving effort Planning my time Thinking first Accepting myself Being assertive Working tough Changing negative to positive selftalk Playing by the rules Taking risks Not blowing things out of proportion Social responsibility Being independent Figuring out how to solve the problem Staff utilise a wide range of acknowledgement strategies with students, reviewed on an annual basis, to support our positive school culture, including: Praise/encouragement (verbal/non-verbal/written Praise Note) Public display of work (classroom, library) Individual class or year level rewards (sticker books, stamps, free time, student-choice activities, computer time) Whole class rewards (parties, fun days, game time, sport,) Class responsibilities (messenger, teacher's helper, library monitor, tuckshop) Phone calls, emails or communication to parents Sharing work with others (Principal, AP, APRE, other year level classes, buddy classes, parents) Teacher evaluations (marks/comments on work/behaviour reporting) Celebrations (birthdays, "outside" achievements) Articles in Newsletter c. Rewards / Awards We acknowledge student efforts and results in academic, sporting, behavioural and cultural contexts through a variety of awards at our school. The following information outlines the variety of awards available for teachers and other staff to use when acknowledging the achievements of students in our school. 7
LLL Awards Each semester, two children from each class, staff members and parents are selected for achievements they displayed within that semester of learning and teaching. Awards are given to children who display an attribute of Life Long Learning. Academic Merit Awards Yrs 5-7 Each semester, students in Years 5 7 may receive a merit award for currently working at a high standard in a number of Key Learning Areas. 8. Targeted behaviour support. Targeted strategies are implemented for students who are at risk and may include intervention programs involving support and specialist staff. Communication between parents/ caregivers and staff will take place before, during, and after additional supports are implemented. Some of these interventions may include: REFLECTION ROOM (Years 3-7) The Reflection Room is a process for Years 3-7 only The Behaviour form/reflection room process is to challenge students to reflect on behaviour so as to restore their place in the school/class community. The Behaviour Form acts as a record for tracking purposes and is completed with the teacher prior to attending the Reflection Room Is used as a tool for behaviour teaching and is issued for serious and repeated non-belonging behaviour Is used to withdraw a student from the community to reflect on the behaviour No other tasks are to be completed in the Reflection Room Reflection room is used as a further step in the behaviour management process Record is periodically reviewed by the Leadership Team with a follow up interview for repetitive misbehaviour and parents informed Parents do not need to be contacted if attendance is not repetitive RAINBOW FORMS (Years Prep - 2) The Rainbow Form is a plan to be used as a teaching tool that will restore the student s belonging to the community. It acts as a record of the student s non-belonging behaviour for tracking purposes Is used as a tool for behaviour teaching and is issued for serious and repeated non-belonging behaviour BEHAVIOUR REGISTER Significant breaches of the school rules, the involvement of the Leadership Team are recorded in a Behaviour Register. This file provides further information about both individual and wider patterns of behaviour. 9. Individualised behaviour support. Strategies to support individual students may require specialised services and alternate pathways of care. Individual supports may include: Individual Education Plans (IEP) Education Adjustment Plans (EAP) Functional Behaviour Assessments Support from our specialist staff (i.e. Support Teacher Inclusive Education, Guidance Counsellor) Student support meetings 8
10. Consequences for inappropriate student behaviour. All classes develop a belonging system with a positive emphasis on the teaching of how students behave in order to belong Consequences are formed under the framework of Belonging with steps and are based on a three level sequence (there may be more than one step within each dot point listed below) Articulation / reminder / warning Thinking time (behind seat, away from place) Removal (to another room, to reflection room, to office) (Referral to the Leadership Team may also be used in the step process). BELONGING SYSTEMS Exceptions to the steps of belonging systems are made for: Students on zero tolerance plans, physical violence, highly inappropriate and/or disrespectful behaviour. Serious breaches of the school rules which result in immediate referral to the Leadership Team Students with IEP goals in the area of behaviour support or who have specific challenges and disabilities in this area. For extreme inapproriate behaviour, the community exercises no tolerance with automatic contact made with parents and the student is sent home where the incident occurs before Snack. Where incidents occur after the start of Snack contact is made with parents and student attends time-out for remainder of the school day and the first session of the next day. In both instances, consequences will be determined by the Leadership Team. Formal Sanctions Formal sanctions include the following: 1. Detention / Time out 2. Suspension 3. Negotiated Change of School 4. Exclusion It is expected that formal sanctions will be imposed only when all other reasonable steps to deal with the situation have been taken, unless the situation is serious and immediate. The proposed action should appropriately address the best interests of the student and the security, safety and learning environment of other members of the school community. In the event a formal sanction is necessary the BCE SBS: Guidelines, Regulations and Procedures process will be followed (pp. 33-44) 9
11. Concerns Where parents have a grievance related to student behaviour, parents are asked to follow the Grievance Resolution Protocol. (see supporting documentation). 12. Process for appeals. Parents who consider that correct procedures have not been followed, or that an unreasonable decision has been made, may appeal a suspension that is less than three days to the Principal. Parents may appeal a suspension longer than three days to the Area Supervisor. Parents may appeal an exclusion to the Executive Director. The fact that an appeal has been lodged does not put on hold the Principal s decision to suspend attendance. Appeals must be in writing, stating the grounds on which the appeal is being made. A parent who requires assistance to participate in the inclusive community will have access to help with the appeals process. Please see the Guidance Counsellor for referral to an appropriate person to assist with an appeal. Alternative options to respond will be considered if a written appeal is not possible. Appeals should be made to: The Principal of the school about a decision to suspend a student for less than three days The Area Supervisor about a decision to suspend a student for more than three days from a particular school, The Executive Director about a recommendation to exclude a student from a Brisbane Catholic Education school (Executive Director, Brisbane Catholic Education, GPO Box 1201, Brisbane, QLD 4001). 13. Bullying and cyberbullying. a. Definition. Bullying is the repeated oppression, psychological or physical of a less powerful person by a more powerful person or group of persons (Rigby, 1996) At St Mary MacKillop School, we value an environment where children grow and develop as individuals, secure in their world. Therefore we do not tolerate bullying at St Mary MacKillop. The table overleaf outlines our strategies and processes in dealing with instances of bullying. 10
Anti-Bullying Bullying at St Mary MacKillop School is defined as the repeated and unprovoked hurting of another person who is less powerful either physically or psychologically. Physical: Hitting, kicking, punching Pushing, shoving, spitting Making rude gestures Taking or damaging something which belongs to someone else Forcing others to hand over food, money or something that belongs to them Making someone do something they don t want to Verbal: Name calling Teasing Threatening Making fun of someone because of their appearance, physical characteristics or cultural background Making fun of someone s actions Cyber bullying Indirect: Excluding others from the game or group Spreading untrue stories about others Cyber bullying REPORTING OF BULLYING The student s class teacher initially manages incidents of bullying. Students are encouraged to report incidents of bullying to any one of five adults that he or she trusts, such as their parent, a teacher, the principal, family friend or counsellor. The school Student Protection Contacts will also be identified to the students on a regular basis. Any report of bullying at school, by a student to one of these trusted adults, must be referred to the class teacher and/or the Leadership Team. When an incident of bullying has occurred, parents of students involved are made aware. The staff of St Mary MacKillop School will be responsible for implementing the program and ensuring that incidences of bullying are dealt with in a manner consistent with the policy and as soon as possible after it is reported or observed. 11
Strategies we use to deal with Bullying Bullying is when someone gains power over another person by hurting or harming that person, more than just once. Bullying is intentional and there is an imbalance of power. Bullying is continuing to pick on someone, torment them or exclude them, so that the person feels helpless. Cyber bullying is another form of bullying using technology, such as a computer or mobile phone via text messaging, MSM, social networking, photographs and web pages. A Bystander is a person who witnesses a bullying incident as an onlooker. At St Mary MacKillop, we agree that a bystander who encourages bullying behaviours is also considered to be bullying. Students are also encouraged to report bullying that they themselves have witnessed. Bullying may include: Physical: hitting, kicking, any form of violence, threat or intimidation that could cause physical harm Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about someone Emotional: excluding, tormenting, ridicule, humiliation, intimidation Racist: taunts, graffiti, gestures, intimidation Sexual: unwanted physical contact, abusive comments, intimidation Cyber: unwanted text messages, emails, information technology, intimidation 12
b. Response. Investigating Potential Bullying Support for the target and perpetrator. We support the target in the following ways: Offering them an immediate opportunity to talk about the experience with their class teacher, or another teacher or member of administration Informing the child s parents Suggesting and role playing appropriate, positive anti-bullying behaviours with the child Offering continuing support when they feel they need it and encouraging immediate reporting of incidents Taking necessary actions to prevent more bullying We support the perpetrator in the following ways: Talking immediately with their class teacher, another teacher or member of administration about what has happened and the behaviours the child has been displaying Informing the child s parents Continuing to monitor the child s behaviour and offering appropriate support. Enforcing appropriate consequences that are directly linked to the child s bullying behaviour c. Positive, Proactive Anti-bullying Approaches at St Mary MacKillop 14. Supporting Documentation a. Be Aware Poster b. Chill Out Poster c. My Behaviour Plan (Yrs 4-7) d. My Rainbow Plan (P-3) e. Grievance Protocol 15. Links to related BCE policies. Student Behaviour Support Policy Student Behaviour Support Regulations and Guidelines 13