Kilcoy State School
Responsible Behaviour Plan for Students
1. Purpose
Kilcoy State School is committed to providing a safe, respectful and disciplined
learning environment for students and staff, where students have opportunities to
engage in quality learning experiences and acquire values supportive of their
lifelong wellbeing.
The Responsible Behaviour Plan for students is designed to facilitate high
standards of behaviour to support the teaching and learning in our school.
2. Consultation and data review
Kilcoy State School’s plan was developed in consultation with our school
community. Broad consultation with students, staff and parents occurred in
conjunction with the school’s Quadrennial School Review in 2014. School data
from the Solutions Room, behaviour incidents and School Disciplinary Absences
from 2010-13 were used to inform changes made to the previous Responsible
Behaviour Plan.
The plan was endorsed by the Principal, President of the P & C and the Regional
Executive Director of Schools in July, 2014 and will be reviewed in 2017 as
required in Legislation.
3. Learning and behaviour statement
All areas of Kilcoy State School are learning and teaching environments. We
consider behaviour management to be an opportunity for valuable social learning
as well as a means of maximising the success of academic education programs.
The Responsible Behaviour Plan outlines our system for facilitating positive
behaviours, preventing problem behaviour and responding to inappropriate
behaviours. Our school plan shares positive expectations for student behaviour
are plain to everyone, assisting Kilcoy State School to create and maintain a
positive and productive learning and teaching environment. All school community
members have clear and consistent expectations and understandings of their role
in the educational process.
At Kilcoy State School we believe our student’s behaviour develops from their:
Respect
Action
Cooperation
Effort and
Responsibility
(RACER)
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At Kilcoy State School our purpose is to:
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Nurture and support students to be engaged and motivated to achieve
excellence.
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Provide opportunity to access a modern 21st century curriculum.
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Maintain and engage a highly skilled teaching team.
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Actively connect and participate with the community.
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To engage students in a wide and varied range of curricula and extra
curricula programs.
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Create self-regulated learners.
The school rules have been endorsed by all staff and school P&C. They align with
the values, principles and expected standards outlined in Education Queensland’s
Code of School Behaviour.
4. Processes for facilitating standards
responding to unacceptable behaviour
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of positive
behaviour
and
Universal behaviour support
To facilitate the development of acceptable standards of behaviour, Kilcoy State
School supports its RACER rules with an awards system that provides students
with opportunities to earn ‘GOTCHAS’ for doing the right thing thus creating a
caring, productive and safe environment for learning and teaching. Kilcoy State
School staff practice proactive and preventative processes and strategies.
To further promote an environment that allows positive aspirations, relationships
and values to develop, Kilcoy State School delivers focussed lessons from our
RACER matrix, across all year levels, based on identified areas.
To encourage students to take increasing responsibility for their own behaviour
and the consequences of their actions Kilcoy State School operates a Solutions
Room during second lunch break, 5 days a week, managed daily by two staff
members. Class teachers can refer students and students can self refer.
Solutions Room staff and students discuss situations; look at better choices;
make support plans; facilitate the learning of appropriate skills and provide
opportunities to practice these.
Kilcoy State School emphasises the importance of directly teaching students
appropriate and targeted behaviours. Communicating behavioural expectations
is the basis for universal behaviour support.
Teachers are expected to explicitly teach the targeted appropriate behaviours.
Students are positively reinforced by the earning of a “Gotcha” both inside and
outside of the classroom. Classes discuss these rules and why they were
introduced. In turn the classes develop their own class rules and consequences
for breaking the rules. Manners are important. Classroom meetings are
encouraged where children are given the opportunity to discuss events, work
out differences and to develop their co-operation skills. Two separate draws are
conducted on weekly parades and student behaviour is celebrated and
rewarded with the school community.
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The Solutions Room operates on a daily basis to help students find solutions to
their inappropriate behaviour, to assist students who require support in
socialization.
As students ability to access personal electronic devices and mobile phones
grows. Kilcoy state School has a policy of students presenting devices and
phones to either their classroom teacher or staff in the office at the beginning of
the school day, and are able to collect the item at the conclusion of the school
day. Students are actively encouraged to keep photography of other students on
their personal devices and phones to outside of school hours and not to place
photos on social media without consent.
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Targeted behaviour support
Kilcoy State School has high expectations of our students and good behaviour is
expected from all our students. If there are students whose behaviour is not
appropriate, we provide opportunities through managed plans to for students to
improve their behaviour. Managed plan may include student check in with
Principal/ deputy or selected staff, play plans and social skilling programs
supported by the Guidance officer, Chaplin or staff.
The Kilcoy State School RACER rules form the basis for all classes’ standards of
behaviour. All students are aware of their rights and their responsibilities.
The positive focus and support on appropriate behaviours provides opportunities
for students with inappropriate behaviour and display the desired behaviour.
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Intensive behaviour support
Students requiring intensive intervention support will be provided with short term
and long term strategies to assist with responsible decision making. Students
who require continued behaviour support will be asked to participate in targeted
intervention strategies. If required an Individual Behaviour Support Plan will
be developed through consultation with the specialist team (consisting of
Guidance Officer, Behaviour Support Specialist, Learning Support
Personnel, Medical Personnel), Principal, Parents and Student.
5. Emergency responses or critical incidents
It is important that all staff have a consistent understanding of how to respond to
emergency situations or critical incidents involving severe inappropriate
behaviour. This consistency ensures that appropriate actions are taken to ensure
that both students and staff are kept safe.
An emergency situation or critical incident is defined as an occurrence that is
sudden, urgent and usually unexpected, or an occasion requiring immediate
action.
Severe problem behaviour is defined as behaviour of such intensity, frequency,
or duration that the physical safety of the student or others is likely to be placed in
serious jeopardy.
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Basic defusing strategies
 Avoid escalating the problem behaviour.
 Avoid shouting, cornering the student, moving into the student’s space,
touching or grabbing the student, sudden responses, sarcasm, becoming
defensive, communicating anger and frustration through body language.
 Maintain calmness, respect and detachment.
 Model the behaviour you want students to adopt, stay calm and
controlled, use a serious measured tone, choose your language carefully,
avoid humiliating the student, be matter of fact and avoid responding
emotionally.
 Approach the student in a non-threatening manner.
 Move slowly and deliberately toward the problem situation, speak
privately to the student/s where possible, speak calmly and
respectfully, minimise body language, keep a reasonable distance,
establish eye level position, be brief, stay with the agenda,
acknowledge co-operation, withdraw if the situation escalates.
Follow through
 If the student starts displaying the appropriate behaviour briefly
acknowledge their choice and re-direct other students’ attention towards
their usual work/activity. If the student continues with the problem
behaviour then remind them of the expected school behaviour and identify
consequences of continued unacceptable behaviour.
Debrief
 Help the student to identify the sequence of events that led to the
unacceptable behaviour, pinpoint decision moments during the sequence
of events, evaluate decisions made and identify acceptable decision
options for future situations.
Appropriate physical intervention may be used to ensure that Kilcoy State
School’s duty of care to protect students and staff from foreseeable risks of injury
is met. The use of physical intervention is only considered appropriate where the
immediate safety of others is threatened and the strategy is used to prevent
injury.
Physical intervention can involve coming between students, blocking a student’s
path, leading a student by the hand/arm, shepherding a student by placing a
hand in the centre of the upper back, removing potentially dangerous objects
and, in extreme situations, using more forceful restraint.
Any physical intervention made must:
 Be reasonable in the particular circumstances
 Be in proportion to the circumstances of the incident
 Always be the minimum force needed achieve the desired result, and
 Take into account the age, stature, disability, understanding and gender
of the student.
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6. Consequences for unacceptable behaviour
Students that display inappropriate behaviour are aware of and have clear
consequences for their actions. The age of students, any disability, intellectual
impairment any cultural differences and emotional well-being are taken into
consideration before consequences are applied. The school is committed to
explicitly teaching the appropriate behaviours to students displaying
unacceptable behaviour.
Kilcoy State School has a tiered approach to dealing with consequences for
inappropriate behaviours. These behaviours, as set out in the school’s
guidelines, have consequences ranging from:
 Addressing behaviours on the spot immediately.
 Being referred to the Solutions Room for guidance or support.
 Modify class programs.
 Restricted play.
 Detentions.
 Suspensions.
 Exclusion.
Kilcoy State School endeavours to be consistent in the management of student
behaviour and communication with parents is paramount when developing plans
to support students.
Students identified with inappropriate behaviour relating to the use of social media
and or internet will be asked to show just cause as why they should retain their
school access to the internet. Parents will be asked to participate in the process to
identify possible strategies to support the appropriate use of the internet.
7. Network of student support
Kilcoy State School shares the responsibility of setting and maintaining high
standards of behaviour. There is an extensive network of personnel making
valuable contributions.
The Principal drives the behaviour support program encouraging everyone to
participate. He works at 2 levels – distributing awards for Good Behaviour and
supporting behaviour plans of challenging students.
The Classroom and Specialist Teachers run proactive class programs,
presenting RACER Gotcha’s for good behaviour, referring students to the
Solutions Room or Administration for inappropriate behaviour
Support Staff assist students in the playground to do the right thing and refer
students to solutions room or administration for inappropriate behaviour.
SWD Teacher provides ongoing support for students with Special Needs.
Guidance Officer assists with Leadership programs and peer support
programs/counselling.
The Special Needs Committee identifies priorities and reviews student needs
and referrals for behavioural support.
Behaviour Support Team investigates identified students, develop IBSP’s, liaise
with parents, in-service staff, model lessons and locate programs to support
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teachers. Parents are encouraged to support their children’s progress through the
Rewards program, participate in any programs aimed at improving school
behaviour.
Support is also available through the following government and community
agencies:
 Disability Services Queensland
 Child and Youth Mental Health
 Queensland Health
 Department of Communities (Child Safety Services)
 Police
 Local Council
8. Consideration of individual circumstances
Kilcoy State School’s aim is to ensure that educational outcomes for the diverse
needs of students are maximised. When supporting students with inappropriate
behaviour, consideration is given to the particular situation and context as well as
the individual circumstances and actions of the student. The following is taken into
account when deciding on an appropriate consequence for inappropriate
behaviour.
 Students who have been ascertained as having learning difficulties and
disabilities (including consideration of age and intellectual impairment when
placing students on a level).
 Students who are experiencing individual hardships.
 Students who are consistently being disciplined.
Once these considerations have been taken into account, the following processes
are available to assist in the management of behaviour:
 Referral to the Special Needs Committee.
 Referral to the Behaviour Support Consultant.
 Implementation of an Individual Behaviour Support Plan (IBSP).
 Implementation of Education Support Plan for children in the care of the state.
 Implementation of an Individual Education Plan for Students with Disabilities.
 Access to outside agencies.
9. Related legislation
 Commonwealth Disability Discrimination Act 1992
 Commonwealth Disability Standards for Education 2005
 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 2011
 Workplace Health and Safety Regulation 2011Right to Information Act
2009
 Information Privacy (IP) Act 2009
10. Related departmental procedures
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Safe, Supportive and Disciplined School Environment
Inclusive Education
Enrolment in State Primary, Secondary and Special Schools
Student Dress Code
Student Protection
Hostile People on School Premises, Wilful Disturbance and Trespass
Police and Child Safety Officer Interviews with Students, and Police
Searches at State Educational Institutions
Acceptable Use of the Department's Information, Communication and
Technology (ICT) Network and Systems
Managing Electronic Identities and Identity Management
Appropriate Use of Mobile Telephones and other Electronic Equipment by
Students
Temporary Removal of Student Property by School Staff
11. Some related resources
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National Safe Schools Framework
National Safe Schools Framework Resource Manual
Working Together resources for schools
Cybersafety and schools resources
Bullying. No way!
Take a Stand Together
Endorsement
Principal
P&C President or
Chair, School Council
Principal’s Supervisor
Date effective:
from …………………………………………. to ………………………………………
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