Whole-school Approach to Student Behaviour

Reservoir West Primary School’s Wellbeing whole-school approach establishes procedures for teaching and practising expected behaviours and are taught to all students by all staff. RWPS avoids using power and control procedures. Instead, we focus on collaborating with students to solve the problems leading to them not meeting expectations and displaying concerning behaviour. During the Learning to Learn period, students complete and sign a Class Agreement that can be referred to throughout the year.

RWPS clearly defines problem behaviours and identifies specific strategies and responses to minor and major behavioural offences. Our intention is to reduce challenging behaviour and teacher stress while building future-ready skills and relationships between educators and students.

In order to promote positive behaviour at RWPS the following approach is adopted to attain consistency in relation to expectations for students and consequences that follow for inappropriate student behaviour. However, it is important that individual circumstances of the students are considered when following this procedure.

RWPS Behaviour and Consequence Process


  • Non-Verbal / Verbal Reminder
    A verbal reminder(s) of behavioural expectations should occur before the students enter the formal ‘step process’.

Step 1: ‘Refocus’
The student is informed of their behaviour and why the behaviour is unacceptable. Remind them about the rights of others and their responsibilities. Appropriate behavioural expectations are clearly restated and offer choice. If step one is repeatedly reached by a student, move to Step 2. Example: “You are continuing to talk during the test when I reminded everyone to work silently. Your classmates have a right to do as much work as possible and it is your responsibility to change this behaviour so you can do as much work as possible. Either stop talking, or you will be moved to …”

Step 2: ‘Relocate’
The student is again informed of the way in which their behaviour is inappropriate and reminded about the rights of others and their responsibilities. Appropriate behavioural expectations are clearly restated. The student is moved to another area in the classroom for a minimum period of 15 minutes in order to work alone. Prior to the student resuming their seat, they will be instructed to look at and reflect upon the ‘Expected Behaviour Matrix’ and ‘Rights/Responsibilities’ chart. This will be followed by a ‘Restorative Chat’ with the teacher to reach a verbal agreement to uphold the behavioural standards outlined on the ‘Expected Behaviour Matrix’ chart.

Step 3: ‘Remove’
The student is asked to leave the classroom nd is supervised within another classroom determined by the teacher (buddy class). The time-out will be for the remainder of the lesson or at the discretion of the classroom teacher. After this time the student will return to their classroom where their teacher, during a Restorative Chat, will discuss and complete a ‘Thinking About My Behaviour’ Form with them. The ‘Thinking About My Behaviour’ form will then be sent home to be signed by parents/caregivers and returned.

Step 4: ‘Refer to Student Wellbeing Leaders’
After a number of ‘Thinking About My Behaviour’ forms have been issued and the individual has failed to improve their behaviour; the Student Wellbeing Leaders, class teacher, student, and their parent/caregivers will develop and implement interventions with such as the ‘Check in, Check Out’ system, or Earn and Learn approach. This plan has a proactive focus, with behaviour improvement goals and strategies to support the student in reaching them.

This plan may include one or more of the following actions:

  • A Student Behavioural Contract Agreement

  • Individual school work program completed away from the class setting (internal suspension)

  • Loss of privileges e.g. excursions, computer access

  • Individualised programs to assist students with their behaviour through discussions with the Student Wellbeing Leader

  • External assistance (DET and other), which may include a professional assessment and counselling or other actions deemed necessary


Teachers may choose from the following list of where they deem appropriate.

  • Make up classwork for half of recess or lunch
  • Timeout in class, a restorative conversation about behaviour and complete a TAMB form
  • Relocation to another class
  • Restriction of activities
  • Loss of privilege
  • Partial loss of play / restricted play space
  • Timeout / Reflection in the Hub


Reservoir West Primary School’s student wellbeing model is supported by a ‘restorative practice’ approach. A student is given a Reflection if the behaviour is deemed moderate or major. When problems arise, a balanced conversation occurs which identifies the issue, how they were feeling before and after the incident, their intention, who has been harmed and what steps are required to repair the harm.

Reflections are conducted by Kane, Rebekah, and/or Emma in the Hub during lunchtime on Tuesdays, Thursdays and Fridays. A copy of the completed RWPS Reflection and Student’s Reflection forms are sent home for parent/carer to sign and return.

Applying a school disciplinary absence, such suspension, as a strategy is a last resort. Principals are the only staff members underpinned by Ministerial Order 1125 to make the decision to suspend a student. Principals must consider alternative interventions and supports that can be provided to the student to address the reasons for the behaviour before proceeding to suspension. Refer to the DET Suspension Policy for Grounds of Suspension.



By collaboratively and proactively problem-solving, our Behaviour Flowcharts aim to reduce challenging behavior and teacher stress while building future-ready skills and relationships between educators and students.


RWPS Student Behaviour Flowchart

RWPS Definitions and Behaviour Flowchart



Other whole school supports to provide a holistic approach are:

  • Access to our psychologist for check-ins
  • Absence Learning Plan or Variation of Attendance Plan for extended absences (eg. holiday over 5 days)
  • Home visits

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