PARK AVENUE STATE SCHOOL
POSITIVE BEHAVIOUR PLAN FOR STUDENTS
OUR VISION: At Park Avenue we strive to provide quality educational
opportunities in a supportive, nurturing environment which will enable our
students to become positive, productive citizens.
Positive Behaviour Plan for Students
1. Purpose
Park Avenue State School is an inner urban school which services the
needs of a vibrantly diverse enrolment catchment poised between the
industrial, retail and university precincts of the large Central Queensland
township of Rockhampton. Park Avenue 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.
This plan contributes to maintaining and enhancing, across the school
community, “A Culture to Promote Learning”. ‘A Culture to Promote
Learning’ is a key principle in the Park Avenue State School Improvement
Plan. As stated in that plan ‘at Park Avenue we are all learners’. We
employ and celebrate our strengths. We work hard to develop our ability
as learners and teachers.
This Responsible Behaviour Plan for Students is designed to facilitate high
standards of behaviour so that the learning and teaching in our school can
be effective and valuable so students can participate positively within the
community.
The Park Avenue State School’s Responsible Behaviour Plan reflects this
commitment and seeks to provide guidelines for all members of the school
community to promote fair, consistent and respectful practices that
support learning in its broadest context.
It is our aim that students leave Park Avenue State School with the
effective means of self management. Important aspects of self
management include the development in students of:
• self control and self discipline;
• self motivation and persistence in positive activities;
• a respect for and understanding of rules and the law;
• a tolerance of differences in people; and
• the ability to successfully negotiate appropriate results for themselves
through positive, non-violent relationships and interactions.
2. Consultation and data review
Park Avenue State School developed this plan in collaboration with our
school community. Broad consultation with parents, staff and students
was undertaken. Focus staff, parent and student groups were actively
involved in reviewing the previous plan and putting forward suggestions
that have been incorporated into this plan.
There has been collaboration between the Glenmore Precinct schools
(Park Avenue State School, Glenmore State High, Parkhurst State School,
and Glenmore State School) to improve consistency of language, policy
and procedure between the schools.
The Plan was endorsed by the Principal and the President of the P&C in
November 2016 and again in March 2017 as required in legislation.
3. Learning and behaviour statement
All areas of Park Avenue 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 educational programs.
Our Responsible Behaviour Plan outlines our systems for facilitating
positive behaviours, preventing problem behaviour and responding to
unacceptable behaviours. Through our school plan shared expectations
for student behaviour are plain to everyone, assisting Park Avenue State
School to create and maintain a positive and productive learning and
teaching environment, where ALL school community members have clear
and consistent expectations and understandings of their role in the
educational process.
Our school community, in the spirit of the school motto ‘Our Best Always’,
has identified the following school rules to teach and promote our high
standards of responsible behaviour:
Be Responsible
Be Respectful
Be a Learner
Our school rules have been agreed upon and endorsed by all staff, the
Indigenous Advisory Committee and our school P&C. It is aligned with the
values, principles and expected standards outlined in Education
Queensland’s Code of School Behaviour.
4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour
Universal Behaviour Support
The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Park Avenue State School we emphasise the
importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal
behaviour support - a strategy directed towards all students designed to prevent problem behaviour and provide a framework for responding to unacceptable
behaviour.
A set of behavioural expectations in specific settings has been attached to each of our school rules. The School-wide Expectations Teaching Matrix below outlines
our agreed rules and specific behavioural expectations in all school settings.
BUS ZONE/BIKE
RACKS
BE RESPECTFUL
TOILETS
Respect others’ personal
space and property
Care for equipment
Clean up after yourself
Use polite language
Wait your turn
Be kind to self & others
Provide assistance to others
if needed
BE
RESPONSIBLE
SCHOOLWIDE EXPECTATIONS TEACHING MATRIX
CLASSROOM
PLAYGROUND
VERANDAS,
STAIRS & UNDER
BUILDINGS
Ask permission to leave the
classroom
Be on time and ready to
learn
Be in the right place at the
right time
Follow instructions straight
away
BE A
LEARNER
Our Best Always
ALL AREAS
Be an active and responsive participant in learning experiences. Participate in determining your learning goals. Engage in the strategies that will assist you in achieving them. Access
assistance by the agreed upon protocols in your classroom – hands up, asking a peer, the teacher or teachers’ aide, attempt all tasks, actively participate in learning experiences, listen and
follow instructions.
Raise your hand to speak
Respect others’ right to
learn
Talk in turns
Be a good listener
Play fairly – take turns,
invite others to join in and
follow rules
Care for the environment
Walk quietly and orderly
so that others are not
disturbed
Be prepared
Complete set tasks
Take an active role in
classroom activities
Keep work space tidy
Use only your property
Be honest
Be a problem solver
Return equipment to the
appropriate place at the
lunch bell
Wear a sun safe hat
Walk peacefully and in
single file unless
otherwise directed by
your teacher
Respect privacy of
others
Use toilets during
breaks
Wait your turn
Keep your belongings nearby
Have your bus pass ready
Listen to staff’s instructions
Have your name marked on
the bus roll
Leave school promptly
These expectations are communicated to students via a number of strategies, including; behaviour expectations/lessons conducted by classroom teachers; and
reinforcement of learning from behaviour lessons on School Parades and during active supervision by staff during classroom and non-classroom activities.
RESPONSIBLE BEHAVIOUR MANAGEMENT PLAN
Minor, Major and Critical Incidents
Minor
Major
Critical
LEARNER RESPONSIBLE
RESPECTFUL
Value
Behaviour
Yellow Slip
(Teacher)
Red Slip
(Teacher)
Blue Slip
(Principal)
Physical Misconduct – eg: pushing, flicking, blocking,
barging
Calling out
Isolated teasing
Disruptive behaviour – eg: out of seat, tapping,
whistling, humming
Non-Compliant/ Disobedient – eg: purposefully not
following instructions
Offensive language/Swearing
Bullying
Aggressive behaviour towards others
Physical fighting
Sexual Harassment
Stealing
Vandalism/Graffiti
Littering
Late back to class after breaks
Not following safety rules – eg: running under the
buildings
Being in Out of Bounds Area – eg: gardens, front of the
school, dentist building
Endangering self and others – eg:
standing on furniture; climbing trees or school-bag racks
Leaving the classroom without permission
Technology Infringement
Smoking
Possession of alcohol/other banned items
Possession of a weapon
Using an object as a weapon
Leaving the school grounds without permission
Cheating during testing
Refusal to participate
Minor disruptions to learning
Not following instructions
Leaving the classroom without permission
Disruptive behaviour that stops lessons
Violent behaviour in classroom- eg: throwing furniture
and school resources; kicking furniture and walls;
breaking windows and school equipment
Must be in line with the Essential Skills for Classroom Management
3 Yellow Slips =
3 Red Slips
=
Blue Slip
=
Red Slip
Blue Slip
Suspension Guardian/Principal conference – Positive Behaviour Plan signed
by all parties on student’s return to school)
Park Avenue State School Behaviour
Referral – Yellow Slip
Student/s:
Reason:
BE RESPECTFUL
Physical Misconduct
Calling out
Isolated teasing
Disruptive behaviour
Dealt with
Referred by:
Date:
BE RESPONSIBLE
Littering
Late back to class after breaks
Not following safety rules
Being in out of bounds area
Needs follow up
BE A LEARNER
Cheating during a test
Refusal to participate
Minor disruptions to learning
Not following instruction
Class Teacher/Student Support Team/Principal
Complete the following steps:
1. Give referral to the class teacher (if student is not in your class)
2. Class teacher to keep track of yellow slips (3 yellow in a term = red slip and RTR).
Park Avenue State School Behaviour
Referral – Red Slip
Student/s:
Referred by:
Date:
RTR Attendance Dates:
Number of Days:
Reason:
BE RESPECTFUL
Non-compliant/Disobedient
Offensive language/Swearing
Bullying
Aggressive behaviour towards
others
Dealt with
BE RESPONSIBLE
Endangering self and/or others
Leaving the classroom without
permission
Technology infringement
Needs follow up
BE A LEARNER
Leaving the classroom without
permission
Disruptive behaviour that stops
lesson
Class Teacher/Student Support Team/Principal
RTR Referral Notification: Complete the following steps:
1.
2.
3.
4.
Give referral to the class teacher (if student is not in your class).
Complete One School behaviour record and refer to Principal and HoSES for follow up.
Contact student’s parent/carer.
Complete the RTR folder section: ‘Referred to RTR’. (Not the Attendance section)
Park Avenue State School Behaviour
Referral – Blue Slip (Principal)
Student/s:
Reason:
BE RESPECTFUL
Physical fighting
Sexual Harassment
Stealing
Vandalism/Graffiti
Consequence given to student/s:
Principal:
Referred by:
Date:
BE RESPONSIBLE
Smoking
Possession of alcohol/banned
items
Possession of a weapon
Using an object as a weapon
Leaving the school grounds
without permission
BE A LEARNER
Violent behaviour in the classroom
Tick one or more
Parents contacted and recorded on One School
RTR - ____ days
Playground/Classroom contract
Suspension
Expulsion
Class: ______________
Dear Buddy Teacher
My student _____________________________________ has demonstrated the
following behaviour:
•
•
•
•
Please accept him/her into your class for:
15 minutes
30 minutes
until the next break
as per our discussion: ______________________________________
Appropriate school work/quiet book has been provided.
Thank you for your assistance.
___________________________
______________________
Class Teacher
Date
•
Universal behaviour support
•
School wide behaviour expectations, Be Responsible, Be Respectful and Be a
Learner, are promoted and explicitly taught across curriculum and in every
setting.
‘Gotchas’ are presented to students to acknowledge ‘doing the right thing’ by staff
at any time.
Success Passes are presented to students to acknowledge achievement by staff
at any time.
Values education explicitly taught and recognised on parades.
Student of the Week is recognised by each year level and specialist teachers on
weekly parades.
Principal leads the explicit promotion of school culture.
Staff model and promote the school culture utilising the power of consistent
language.
•
•
•
•
•
•
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Targeted behaviour support
Teaching staff are supported to:
•
•
•
•
Engage students in the National Curriculum supported by C2C resources and,
during the transition to delivery of a full national curriculum.
Utilise a range of quality explicit teaching and learning strategies that
acknowledge and meet the needs of learners.
Develop positive, supportive relationships with students and other staff to ensure
behaviour infringements are managed effectively to optimise learning.
Implement effective and consistent behaviour management strategies in and out
of the classroom, accessing coaching and professional development individually
and with the school wide teaching and learning team.
There are four phases to our Behaviour Plan designed to fit the needs of specific
individuals or groups as required:
A.
B.
C.
D.
E.
Proactive strategies: such as engaging curriculum for all and explicit teaching
of school wide behaviour expectations.
Reactive Strategies: which may involve intervention by the behaviour support
team (which may include but is not limited to the Principal, the Learning Support
Teacher, the Head of Special Education, Guidance Officer, teacher aide) if a
student is disrupting the learning of others or safety is an issue
The Crisis Plan: when immediate support from another adult is required.
Risk Management Plan – which has been put in place for specific students.
Alternative Program/Individual Behaviour Plan: initiated by classroom
teacher in consultation with administration and parents.
Reporting behaviour infringements – occurs via the One School data base with a
referral to the Head of Special Education or Principal if further action is required.
Not all incidents are required to be referred to Administration. Teachers are encouraged
to manage and resolve minor incidents at the time they occur. Critical Incidents or major
behaviour incidents should be reported to a member of Administration in the first instance
for immediate follow up.
•
Intensive behaviour support
All staff are expected to consistently apply agreed and explicitly taught school
wide behaviour expectations.
•
School wide behaviour expectations, Be Responsible, Be Respectful and Be a
Learner, are promoted and explicitly taught across curriculum and in every
setting.
• ‘Gotchas’ are presented to students to acknowledge ‘doing the right thing’ by
individual students.
• Values education explicitly taught and recognised on parades.
• Student of the Week is recognised by each year level and specialist teachers on
weekly parades.
• Principal leads the explicit promotion of school culture.
• Staff model and promote the school culture utilising the power of consistent
language.
•
“Week 5 is Alive” recognition of individual student achievement and improvement
with 5 week curriculum turnaround, with contact made to home.
Teachers:
•
Deliver engaging curriculum.
•
Establish/teach appropriate routines and procedures, consistent with school
expectations including class rules.
•
Support learning by utilising the ‘Ten Essential Skills’
•
Understand and meet individual needs with the provision of appropriate
educational programs.
•
Demonstrate respect and friendly approval.
•
Empower students to resolve conflict.
•
Bullying Prevention, ‘Bullying No Way’ lessons implemented
•
Give positive remarks, encouragement and feedback, recognising effort and
achievement and genuinely caring for all.
•
Lead and encourage involvement in extra-curricular activities.
•
Take an active and appropriate interest in students in and outside school.
•
Use appropriate humour
•
Participate in school events eg. School Sports, Awards Nights.
•
Acknowledge appropriate in class behaviour with verbal or non verbal
communication.
•
Explicitly refer to School Wide Behaviour Expectations as published in class
rooms and handbooks
POSITIVE Behaviours – meeting expectations
The following may be reported on ‘One School’ at teacher discretion.
•
•
Student improves in some aspect
of their schooling.
Student demonstrates citizenship
qualities and initiates process with
Classroom teacher and Principal.
•
•
•
•
•
Teachers may nominate student for
Student of the Week Award.
Award a ‘Gotcha’.
Provide students with in class rewards.
Citizenship Award – presented on
Parade and reported in newsletter.
Success Passes – sent home in
acknowledgement
Re-directing low-level and infrequent problem behaviour
When a student exhibits low-level and infrequent problem behaviour, the first response of
school staff members is to remind the student of expected school behaviour, then ask
them to change their behaviour so that it aligns with our school’s expectations.
Our preferred way of re-directing low-level problem behaviour is to ask students to think
of how they might be able to act more respectfully or more responsibly.
This encourages students to reflect on their own behaviour, evaluate it against expected
school behaviour, and plan how their behaviour could be modified so as to align with the
expectations of our school community.
Within the classroom setting if a student is off task, remains off-task and is disruptive,
corrective strategies are put in place. Whole School and Classroom Behaviour Plans.
The last option in this plan involves accessing the Principal or the Head of Special
Education for direct support either in the classroom or by withdrawing the student from
the classroom setting. This option is only used when other strategies have failed and
when the student’s behaviour is significantly impacting on the learning of others.
Targeted behaviour support:
Students may be identified, through consultation with teaching teams and or review of our
data as needing a little bit extra in the way of targeted behavioural support. The problem
behaviours of these students may not be immediately regarded as severe, but the
frequency of their behaviours may put these students’ learning and social success at risk
if not addressed in a timely manner.
Students targeted for additional behaviour support attend their normal scheduled classes
and activities with appropriate adjustments if required. However they have increased daily
opportunities to receive positive contact with adults, additional support from identified
support staff and increased opportunities to receive positive reinforcement. Where
required, adjustments are made through academic support, adult mentoring or intensive
social skills training.
The Student Support team is coordinated with active administrator support and staff
involvement. All staff members are provided with continuous professional development
consisting of an overview of the program, the referral and response process, and the
reporting responsibilities of staff and of the students being supported.
Students whose behaviour does not improve after targeted behaviour support or whose
previous behaviour indicates a need for specialised intervention, are provided with
intensive behaviour support.
•
Intensive behaviour support
Park Avenue State School is committed to educating all students, including those with the
highest behavioural support needs. We recognise that students with highly complex and
challenging behaviours need comprehensive systems of support. The Student Support
team:
• works with other staff members to develop appropriate behaviour support strategies
• monitors the impact of support for individual students through continuous data
collection
• makes adjustments as required for the student
• meets and consults with parents to create a Behaviour Support Plan when necessary
and;
• works with the Administration, Guidance Officer and outside support agencies to
achieve continuity and consistency where possible.
The Student Support team has a simple and quick referral system in place. Following
referral, a team member contacts parents and any relevant staff members to form a
support team and begin the assessment and support process. In many cases the
support team also includes individuals from other agencies already working with the
student and their family, a representative from the school’s administration and districtbased behavioural support staff.
Intensive support may include but is not limited to;
• Individual Education Plans
• Individual Behavioural Plans – in consultation with student and parents
• Risk Management plans
• Referral to School Guidance Office
• Referral to Behaviour Management team
• Referral to outside agencies
• Referral to social skilling programs
• Referral to counselling services such as Darumbal, Child Youth Mental Health
5. Emergency responses for critical incidents
It is important that all staff have a consistent understanding of how to respond to
emergency situations or critical incidents involving severe problem 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.
5.1 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 cooperation, 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).
5.2 Physical Intervention
Staff may make legitimate use of physical intervention if all non-physical interventions
have been exhausted and a student is:
• physically assaulting another student or staff member
• posing an immediate danger to him/herself or to others.
Appropriate physical intervention may be used to ensure that Park Avenue 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.
It is important that all staff understand:
• physical intervention cannot be used as a form of punishment
• physical intervention must not be used when a less severe response can
effectively resolve the situation
• the underlying function of the behaviour.
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 to achieve the desired result, and
• take into account the age, stature, disability, understanding and gender of the
student.
5.3 Record keeping
Each instance involving the use of physical intervention must be formally documented.
The following records must be maintained:
• One School incident report
• Health and Safety Incident Record
•
Targeted behaviour support
Students come to school to learn. Behaviour support represents an important opportunity
for learning how to get along with others.
6. Consequences for unacceptable behaviour
Park Avenue State School makes systematic efforts to prevent problem student
behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When
unacceptable behaviour occurs, students experience predictable consequences. Our
school seeks to ensure that responses to unacceptable behaviour are consistent and
proportionate to the nature of the behaviour.
When responding to problem behaviour the staff member first determines if the problem
behaviour is major, moderate or minor, with the following agreed understanding:
Minor problem behaviour is handled by staff members at the time it happens
Moderate problem behaviour is referred for RTR (Responsible thinking Room)
Major problem behaviour is referred directly to the school Administration Team.
Minor infringements are managed and resolved by the teacher at the time of the incident.
These incidents may be recorded on One School at the discretion of the teacher.
Major and Critical incidents must be recorded on One School and an immediate referral
made to the Head of Special Education or to the Principal.
The consequences for unacceptable behaviour may vary according to the individual
circumstances surrounding each incident. Consequences for major and/or critical
incidents may include suspension and/or recommendation of exclusion.
Minor behaviours are those that:
• Are minor breaches of the school rules;
• Do not seriously harm others or cause you to suspect that the student may be
harmed;
• Do not violate the rights of others in any serious way;
• Are not part of a pattern of problem behaviours;
• Do not require involvement of specialist staff or Administration.
Minor problem behaviours may result in the following consequences:
• A consequence logically connected to the problem behaviour, such as complete
removal from an activity or event for a specified period of time, partial removal,
individual meeting with the student, apology, restitution or RTR.
• A redirection procedure. The staff member takes the student aside and:
1. Names the behaviour the student is displaying;
2. Asks the student to name the expected school behaviour;
3. States and explains expected school behaviour if necessary;
4. Gives positive verbal acknowledgement for the expected school
behaviour.
Ongoing minor problems will be considered to be displaying major problem behaviours.
Major behaviours are those that:
• Significantly violate the rights of others;
• Place self and/or others at risk of injury or harm;
• Cause harm or injury to another person;
• Require the involvement of School Administration.
Major Problem behaviours result in a referral to Administration because of their
seriousness. When major problem behaviour occurs, staff members calmly state the
major problem behaviour and remind the student of expected school behaviour. The staff
member contacts the Head of Special Education or the Principal and ensures the student
is escorted to them.
Major problem behaviours may result in:
• Time in office, alternate lunchtime activities, loss of privilege, restitution, loss of
break times, warning regarding future consequences;
• Parent contact, referral to the Guidance Officer, referral to the Behaviour Support
Team, suspension from school;
• Students who engage in very serious problem behaviours such as major violent
physical assault or possession of cigarettes will be suspended from school for a
period of time.
The following tables outline examples of minor, major and critical
behaviours and the possible consequences for such behaviour
infringements.
MINOR INFRINGEMENTS
The following infringements may be reported on ‘One School’ at teacher discretion.
Consequences are to be implemented by the teacher.
Behaviour
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•
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Teacher Implemented Consequences
•
Inappropriate touch – friendly.
Riding bikes/skateboards/scooters in grounds.
Inappropriate language/teasing (eg., coarse
language, name calling)
Minor misuse of property (not vandalism)
Inappropriate tone with staff.
Late back to class
Isolated teasing
Disruptive behaviour - calling out in class,
tapping, humming, rocking on chairs etc.
In ‘out of bounds areas’
•
•
•
•
•
Minor property misuse - body graffiti,
damaging books etc.
•
Banned items – eg chewing gum, nikko pens,
aerosols including spray deodorants, mobile
phones, cameras & recording devices.
•
•
•
•
•
•
•
•
•
Repeated offense of no hat/shoes/shirt on
ovals & courts at lunch time.
Repeated offense of taking food out to the
playgrounds/ovals
•
Littering
•
Cheating during testing
•
Electronic Devices (MP3, Ipods, Ipads, mobile
phones, cameras/recording devices etc
including earbuds/headphones) – are to be
handed in at office on arrival at school.
•
•
•
Redirection to learning – offer assistance, verbal &
non-verbal ques and reminders
Give a choice by providing the consequences to
their inappropriate behaviour/s
Acknowledgement of corrected behaviour –
‘Thank You’ (Descriptive encouragement)
Follow through with consequences
Selective attending – minimal attention to ‘off task
behaviours’
Remove body graffiti.
Acknowledgement of corrected behaviour –
‘Thank You’
Confiscate banned item
Correction of behaviour & rule reminder. What’s
our rule? Reason for rule?
Acknowledgement of corrected behaviour –
‘Thank You’
Refusal = major
Correction of behaviour & rule reminder. What’s
our rule? Reason for rule?
Acknowledgement of corrected behaviour –
‘Thank You’
Direct students to wear missing item and/or move
to shaded non-active area.
•
Correction of behaviour & rule reminder. What’s
our rule? Reason for rule?
Environmental duty
•
Resit testing in own time.
•
•
Confiscation. First time -collection from office at
3:00pm
Confiscation. Second time and subsequent times parents are to collect from office.
(Students may use school phone to notify
parents.)
Refusal = major
•
Collect items at 3pm
•
Take up time given and acknowledge correct
behaviour.
Further Refusal = major
•
•
Electronic devices not handed in to teacher or
Office
•
Non-compliance with staff request/s (initial
only) – refusal to participate in learning
experiences
∗
YELLOW Slip Behaviours
Yellow slip behaviours are attended to by Teaching staff who follow the
TEN ESSENTIAL SKILLS for classroom management
Teachers professional judgement; Parent/Guardian may be contacted
and incident may be reported on OneSchool
•
MAJOR INFRINGEMENTS
The following infringements must be reported on ‘One School’ and a referral
forwarded to the Principal or the HOSES
Behaviour
School Actioned Consequences
•
•
•
•
•
•
Failure to complete
consequences.
Defiance to staff – non
compliance &
disobedience
Disruption of the good
order and management of
the class or school.
Inciting fights/bullying
Endangering self & others
•
Referral to Principal or Head of Special Education via One
School.
Choices given to student by member of Admin team:
(a) student discusses situation with staff member and
completes consequence, (mediation support offered to
student) and OR
(b) Suspension.
Parents contacted re same.
•
•
Referral to Admin. team
Possible suspension.
•
•
•
RTR
Parents contacted.
Repeated truancy = Possible suspension
•
•
•
•
If appropriate – resolution and mediation sessions
Possible suspension
Possible exclusion from lunchtime play activities
Restorative justice (apology/community service)
•
•
Leaving classroom without
permission - lesson
truancy.
•
Verbal, physical and/or
electronic harassment of
staff/student
•
Inappropriate Online
behaviour such as cyberbullying,
threatening/defamatory
statements/images re
staff/students, bringing the
school into disrepute via
Facebook, YouTube, email
etc)
•
•
Possible suspension.
Parent contacted
•
Bullying – verbal, physical,
psychological & cyber;
inciting others to fight or
bully
•
•
Possible suspension.
Parent contacted
•
•
Possible suspension and/or community service
•
•
Bringing the school into
disrepute.
Water fights/bombs.
Stink Bombs.
•
Ongoing absenteeism
•
•
Parent/guardian contacted
Possible proposal / recommendation to exclude
∗
RED Slip Behaviours
Three yellow slips = one red slip
Behaviours mean – student/s to attend the RESPONSIBLE THINKING
ROOM
Reported on OneSchool
Parent Guardian contacted
CRITICAL INCIDENTS
The following infringements must be reported on ‘One School’ and an immediate
referral forwarded to either Principal.
BEHAVIOUR
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Open aggressive defiance to staff.
Physical Assault - Endangering safety of self
and/or others (inc aerosol use)
Swearing / offensive remarks, threats or
gestures towards staff.
Alcohol – use or possession.
Illicit/Volatile Substance misuse.
Cigarettes (including lighters/papers/smoking
implements/tobacco) - possession and/or
smoking.
Bringing of weapons (knives, guns) and/or
implements intended to be used as weapons to
school.
Arson
Serious interference /intended interference with
school electronic network.
Sexual misconduct (including pornography)
Ongoing persistent disruption to good
order/learning
Involvement in violent, unsafe behaviour in a
public place while representing Park Avenue
State School
Truanting off grounds
Theft
Major Vandalism.
Repeated offenses of verbal, physical and/or
electronic harassment (Bullying including cyberbullying)
CONSEQUENCE
•
•
Mediation/ restorative justice if appropriate.
Suspension
•
Special Needs Committee involvement
•
Possible proposal/recommendation for
exclusion
•
Referral to Guidance Officer /other support
staff
•
Restorative justice
(payment/apology/community service)
•
Referral to Special Needs Committee
• Suspension
Possible proposal/recommendation to
exclude
•
•
Suspension
Possible proposal/recommendation to
exclude
Referral to Special Needs Committee
•
•
Public denigration, (eg Facebook, YouTube)
Physical assault of staff.
∗
BLUE Slip Behaviours
Three red slips = one blue slip
Behaviours mean – Principal attends to; suspension
Reported on OneSchool
Parent Guardian contacted
Positive Behaviour Plan implemented on student’s return to school
Support team contacted
•
•
In general, suspension, behaviour improvement conditions and/or exclusion from school
would only be used following a range of other strategies having been implemented.
However, there may from time-to-time be serious issues that result in a child being
suspended from school with little prior intervention.
When responding to problem behaviours, staff members ensure that students understand
the relationship of the problem behaviour to expected school behaviour. One method that
staff members might use to achieve this is to have students:
• articulate the relevant expected school behaviour
• explain how their behaviour differs from expected school behaviour,
• describe the likely consequences if the problem behaviour continues; and
• identify what they will do to change their behaviour in line with expected
school behaviour.
Should a problem behaviour be repeated, the staff member may not repeat the
discussion/explanation process but simply remind the student of the consequences of
their problem behaviour.
At Park Avenue State School staff members authorised to issue consequences for
problem behaviour are provided with appropriate professional development and/or
training. Through training activities, we work to ensure consistent responses to problem
behaviour across the school.
Students also receive training about how to respond when other students display problem
behaviour, and the courteous way to respond when a staff member re-directs their
behaviour or consequences are applied for problem behaviour.
7. Network of student support
At Park Avenue State School the relationship between class teacher and parent is
considered paramount in managing students who demonstrated inappropriate
behaviours.
A Special Needs Team (consisting of class teachers, Administration, Learning Support
Teacher, Head of Special Education, Behavioural staff and Guidance Officer) monitors
the progress of students who require targeted behaviour support as well as assisting
colleagues with difficult situations, in some instances making recommendation to involve
other personnel to support the individual student.
Students at Park Avenue State School are supported through positive reinforcement and
a system of universal, targeted, and intensive behaviour supports by:
• Parents
• Teachers
• Support Staff
• Administration Staff
• Guidance Officer
• Senior Guidance Officer
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
• Department of Communities (Child safety Services)
• Kids Helpline: 1800551800
• Agencies: e.g. Anglicare, Darumbal, Centacare,
• EQ Guidance Officer and
• EQ Advisory Visiting
• Behaviour Specialist Teachers
A Student Support team(consisting of Administration, Learning Support, HOSES,
Guidance Officer and class teachers, meets weekly to monitor the progress of students
referred to individuals or the team for targeted behaviour support. This ensures
identification and appropriate support for students in a planned and monitored manner.
8. Consideration of individual circumstances
To ensure alignment with the Code of School Behaviour when applying consequences,
the individual circumstances and actions of the student and the needs and rights of
school community members are considered at all times.
Park Avenue State School considers the individual circumstances of students when
applying support and consequences by:
• promoting an environment which is responsive to the diverse needs of its
students
•
•
•
establishing procedures for applying fair, equitable and non violent consequences
for infringement of the code ranging from the least intrusive sanctions to the most
stringent
recognising and taking into account students' age, gender, disability, cultural
background, socioeconomic situation and their emotional state
recognising the rights of all students to:
o express opinions in an appropriate manner and at the appropriate time;
work and learn in a safe environment regardless of their age, gender,
disability, cultural background or socio-economic situation; and receive
adjustments appropriate to their learning and/or impairment needs,
Consequences for breaking the rules or breaching the school’s Responsible Behaviour
Plan for Students vary according to a number of factors, which may include:
• Age of the child
• Previous behaviour record
• Severity of the incident
• Amount of reliable evidence
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 2011
• Right to Information Act 2009
• Information Privacy (IP) Act 2009
10. Related policies and procedures
• Statement of expectations for a disciplined school environment policy
• 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
•
•
•
•
•
National Safe Schools Framework
Working Together resources for schools
Cybersafety and schools resources
Bullying. No way!
Take a Stand Together
•
Safe Schools Hub
Endorsement
Principal
P&C President or
Chair, School Council
Date effective: from March 2017 to be reviewed again late 2017