Behaviour Support and Management Plan

Policy Statement

At Immaculate Heart School we emphasise the importance of the development of the whole person and the implementation of behaviour support strategies which promote the dignity of all. “Our community of schools values an inclusive approach to student support. We are entrusted to nurture and support students in a safe and welcoming environment that is grounded in Catholic faith.”  (BCE Student Behaviour Support: Guidelines, Regulations and Procedures, p5, 2013)

The Melbourne Declaration sets two educational goals for the next ten years:

  • That Australian schooling promotes equity and excellence; and
  • That all young Australians become successful learners, confident and creative individuals and active and  informed citizens.

Students need to develop “…a set of knowledge skills, behaviours and dispositions, or general capabilities, that apply across the curriculum and that help them to become lifelong learners able to live and work successfully in the diverse world of the twenty-first century.” (ACARA)

At Immaculate Heart Catholic Primary School, we are a nurturing community with a distinct Catholic ethos which is at the core of every decision and practice. We have high expectations and hopes for the future of our students. This means that we believe and value: a safe caring environment, purposeful learning, connected community and contemporary resourcing. (Immaculate Heart Catholic Primary School Vision for Teaching and Learning)

This Behaviour Support and Management Plan is directly informed by and supported by the following:

  • Brisbane Catholic Education  (2012) Student behaviour support policy. Brisbane: Brisbane Catholic Education
  • Brisbane Catholic Education  (2012) Learning and Teaching Framework. Brisbane: Brisbane Catholic Education
  • Brisbane Catholic Education  (2005) Living life to the full: promoting personal and social development in the school context. Brisbane: Brisbane Catholic Education
  • Brisbane Catholic Education  (2012) Strategic renewal framework for Catholic Schools Archdiocese of
  • Brisbane 2012-2016. Brisbane: Brisbane Catholic Education
  • Catholic Education Council. (2004). Vision statement for Catholic Education in the Archdiocese. Brisbane: Catholic Education Council.
  • Department of Education, Science and Training. (Australia) (2012)National Safe Schools Framework.
  • Immaculate Heart Catholic Primary School Anti-bullying Policy and Procedures
  • The Immaculate Heart Catholic Primary School Mission and Vision Statement (see references below)
  • The Immaculate Heart Catholic Primary School Vision for Learning and Teaching 
  • The Immaculate Heart Catholic Primary School Grievance Policy and Procedures
  • The Brisbane Catholic Education Student Protection Policy
  • Immaculate Heart Catholic Primary School Parent Handbook
  • The Brisbane Catholic Education Workplace Health and Safety Policy and Procedures

Purpose

The purpose of our behaviour support plan is to:

  • enable students to be responsible for their behaviour and environment
  • to promote proactive management of behaviour routines and systems to reduce the need for reactive behaviour management
  • respect others' rights to learn without undue distraction and disruption and to feel safe in class and at play.

Principles

Schools accept as their mission teaching and learning. Behaviour is simply an area where knowledge and skills need to be taught. We cannot assume that all children know the appropriate way to act in a variety of circumstances nor can we assume that they have the required social and decision making skills to make positive behavioural choices. We are charged with the responsibility to teach.

From this ‘educational’ paradigm there emerges an instructional distinction between discipline and a coercion or punishment driven approach.

  • Discipline is defined as training designed to teach proper conduct or behaviour in accordance with rules or norms. (It does not mean that there are no consequences for inappropriate behaviour but that these consequences are partnered with teaching and learning)
  • Punishment is defined as making someone suffer because they have done wrong or to give a penalty for an offence. (Education Queensland: Schoolwide Positive Behaviour Support, 2006)

An effective behaviour support plan is therefore about teaching children the specific social skills and behaviours expected at Immaculate Heart School and giving them opportunities to practice them successfully and receive feedback. All expectations must be based on fairness, rights and responsibilities. Misbehaviour signals a point of teaching and learning and responsibility sits with the owner of the behaviour. Logical and predictable consequences are required (as a result of breaking well known rules) in a spirit of wisdom, justice and compassion.

Guidelines

A behaviour support plan needs the same reflection that is given typically through teaching. Our Immaculate Heart Behaviour Management and Support Plan focuses on:

RULES AND ROUTINES
The preventative aspects of our teaching should include clear, fundamental lessons for learning respect, manners and safety based on our school rules. Our rules are revised often and are positive and few in number (5). Our five rules are:

  1. Keep hands and feet to yourself.
  2. Speak nicely. 
  3. Do as you are asked by the count of 3.
  4. Put hands up to speak.
  5. Do your best work on time.

Supervision is active and pro-active. Routines are established and are the teacher's way of enhancing the smooth running of classroom life and learning. These include the way we enter (and leave, and pack-up and tidy) our classrooms; how we engage in whole-class questions and discussions; appropriate seating plans; appropriate noise levels in class learning time; how to fairly get teacher attention and support and how to play fairly in the playground.
Routines are not 'assumed knowledge' but rather they are explained, discussed with the class (from day one), positively enforced and encouraged. It is the balance of encouragement and appropriate 'enforcement' (discipline) that creates workable learning communities.

Routines and expectations are actively and explicitly modelled as well as taught. Having clear, positive, published rules is imperative; however rules are never enough without teaching and learning. It is the foundation and reference point for all subsequent and necessary discipline. 

BUILDING A COMMON LANGUAGE
Our behaviour support plan addresses the characteristic language we will use to meet the above aims when students are displaying inappropriate behaviour. The language of discipline used seeks to:

  • Be least intrusive where possible and encourages children to choose appropriate behaviour. A 'choice' enables a 'sense of ownership of behaviour'. There are times we do need to be 'more intrusive' in our discipline. 'More intrusive' is being assertive where necessary as in situations where students put each other down or use aggressive swearing or aggressive physical behaviour.
  • Be positive where possible. 
  • Be firm, clear and decisive.

LOGICAL AND FAIR CONSEQUENCES FOR ACTIONS
Students learn through consequences and they can learn to 'own' their behaviour in ways that respect others' rights if those consequences are fair, known in advance, related to the core rights and rules, and carried through with 'certainty'.  Fair certainty of consequence is always a more powerful learning for students than intentional severity-which breeds unnecessary resentment in students. Students know in advance how consequences work in the classroom.

Similarly, positive behaviours are reinforced and rewarded in a variety of ways to encourage further good choices. Processes are in place to recognise, teach, reward and celebrate positive behaviour. Students are supported to understand that their fundamental freedoms and rights are reciprocated by responsibilities. 
 
BUILDING A POSITIVE ENVIRONMENT AND RELATIONSHIPS
At enrolment, parents and students are asked to make a commitment to supporting the school values and policies. This relationship is based on mutual respect, and as such, it is expected that parents/caregivers at the point of enrolment are familiar with and commit to the Immaculate Heart Behaviour Support and Management Plan and related and relevant policies and procedures at the school.

As part of a safe caring environment, we believe that in order to improve behaviour, we endeavour to create an environment in which we all operate effectively. This means that we adjust routines and systems to avoid instances where negative behaviour occurs. This redesign relies upon: building skills and relationships; positive approaches to behaviour management and consistency among all. Teaching and reflection focuses on attitudes and skills that build self-awareness, self-management, social awareness and social management. (ACARA General Capabilities) The emphasis is on pro-active rather than reactive approaches. With support, students can learn from their mistakes, grow in self-management, take responsibility for their actions, recognise the impact of their actions on others and reconcile and resolve conflict with others. (BCE Student Behaviour Support: Guidelines, Regulations and Procedures, p24, 2013)

“Effective student behaviour change and student behaviour support are enhanced through internally based school support structures and externally based family, education, community and interagency partnerships.” (BCE Student Behaviour Support: Guidelines, Regulations and Procedures, p8, 2013)

Classroom Behaviour

When dealing with inappropriate behaviour it is crucial to be least intrusive initially. The following table describes steps from least to most intrusive intervention strategies. Note: Best practice management techniques may be used before a child is placed on a step.

Incidence of
 Inappropriate Behaviour
Action​
First​ ​Step 1. Mark on the Behaviour Chart. (The number of the rule is noted and redirection will be given)
​Second ​Step 2. Mark on the Behaviour Chart. (The number of the rule is noted and redirection will be given)
​Third ​Step 3. Time out in own classroom for 10 minutes
​Fourth ​Step 4. Time out in time out classroom for 20 minutes.
Fifth​ ​Step 5. Time out in office for 30 minutes with work to do. Parents are contacted by the leadership team.
​Sixth ​Step 6. Child is sent home and excluded for the rest of the day and for the next day if they are collected late in the day. The family is issued with a letter explaining the suspension. Parents are invited to conference by phone and/or face to face.
  

 

Under usual practice a student starts each new day at the beginning of the steps. Intentional swearing or extreme verbal aggression will result in the student moving immediately to step 5. Extreme physical aggression will result in the student being moved immediately to step 5 or 6 at the leadership’s discretion. In crisis situations, it is important for a staff member to call another staff member and/or administration staff via the internal telephone system.

If a child persistently displays undesirable behaviour they will be referred to the Administration Team. Along with the child’s carers, learning support staff and specialised consultants, the Team will negotiate a more targeted plan of action (Individual Behaviour Support Plan) which is in the best interests of the child and all members of the school community. This action plan will be based on systematic collection and analysis of data and progress will be measured. The function of the behaviour will be considered. The plan may involve outside agencies as well as the school/parent team.

Following segregation, re-entry consultation will occur with the student to provide feedback and restorative planning and support.

More lengthy suspensions may be considered as an option, particularly in the absence of parental support and/or failure to meet negotiated requirements of an individualised behaviour support plan. Expulsion is the decision of the Executive Director of Brisbane Catholic Education under recommendation from the Principal.

When dealing with a student with an impairment, consideration must be given to the requirements of the Disability Discrimination Act of 1992 and the Education (General Provisions) Act of 2006 and the Anti-Discrimination Act (Qld), 1991.

A student may be required by a teacher to finish work which is given in an age appropriate and ability considered way at a lunch break time. This signals to the student that inappropriate behaviour (time wasting or disruption) will be met with an immediate consequence which acts as a deterrent for future repeated behaviour.

 

 

 

Playground Behaviour

Two factors are critical for the successful implementation of the Behaviour Management Plan in the playground:-

  • ALL staff take responsibility for ALL students before and after school and during recess periods.
  • ALL staff are consistent in applying the School Rules and the agreed upon practices and procedures that support them.

The emphasis is on a proactive, positive incentive system whereby individuals are awarded raffle tickets by staff on duty. The teachers on duty write the names of the children on their tickets and the students place their tickets into the Beaut Behaviour Raffle Box in their classroom collection box once the bell for the end of play has rung. These are collated for the draw at assembly.

The teacher may choose to give a rule reminder for very minor infringements. Each staff member on duty records the names of children displaying inappropriate behaviour requiring time out (10-15mins) or more serious consequences in the Behaviour Log particular to their duty area. If more serious consequences are necessary, the teacher on duty must notify the leadership team as quickly as possible. As with the classroom, intentional swearing or extreme verbal aggression will result in the student moving immediately to step 5. Extreme physical aggression will result in the student being moved immediately to step 5 or 6.

The majority of infringements will be dealt with as soon as possible by the staff member on duty.

Children who aren’t wearing hats must sit or play in the designated area in the shade for the duration of recess time.