Whole-school Approach to Student Behaviour

Reservoir West Primary School’s Wellbeing whole-school approach is a collective one. It requires every staff member to build positive relationships with students and families, and enact shared expectations, routines and rules in all aspects of school life. 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.

Our school wide system is aligned to create an inclusive environment where there is a:

• Common purpose and approach to discipline
• Clear set of positive expectations and behaviours
• Procedures for teaching expected behaviour

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 19 the students are considered when following these procedures by ensuring teachers are up to date on a Student’s Behaviour Support Plan and a Student’s Profile, so that prevention strategies are put in place to reduce or remove escalating triggers.

Whole-school approaches can promote inclusion, improve school culture and ultimately improve the school for staff as well as students. (Evidence for Learning, 2023)

CONSEQUENCES AND DISCIPLINARY MEASURES

Consequences are events or stimuli that come immediately after one’s behavior. There are generally two types of consequences that encourage or discourage behaviour: (1) natural and (2) logical. Sometimes it’s best to let students experience the natural consequences of their own behaviour. This helps them learn that their actions have consequences. They might learn to take responsibility for what they do.

Natural consequences that encourage behaviour:

• If a student keeps their tub tidy, they can find their books easily.
• If a student waits for their turn in a game, the game goes more smoothly.

Natural consequences that discourage behaviour:

• If a student cuts in front of another student in the line, the natural consequence might be that the other student won’t play with the one who ‘cut in.’
• If a student does not practise for the spelling test, they may not improve their results.

Logical consequences are behaviour outcomes that are specifically planned and related to the behaviour. For example:

• If a student disrupts the lesson, they are given a reminder.
• If a student continues to disrupt the learning, they are relocated to another space in the classroom.
• If the student draws on the table, they clean it.
• If a student uses their device in the school yard, they lose demerit points.
• If a student is disrupting the learning for themselves or their peers, they make up the time during playtime.

Other Consequences

Other types of consequences (disciplinary measures) include quiet time, time-out and loss of privilege. These aren’t necessarily related to challenging behaviour. But if you use them well, they give a student the opportunity to stop, think about their behaviour and learn from its consequence.

Consequences for inappropriate behaviour should always be proportionate to the nature of the behaviour and are most effective when they identify and address the causes and triggers of the behaviour. The consequences will also depend upon the previous discipline record of the student.

Consequences are used as part of a staged response to inappropriate behaviour in combination with other engagement and support strategies to ensure that factors that may have contributed to the student’s behaviour are identified and addressed.

Consequences at our school will be applied fairly and consistently. Students will always be provided with an opportunity to be heard.

RWPS Behaviour and Consequence Process

Non-Verbal / Verbal Reminder / Indirect Strategies

Proximity, non-verbal cues or active supervision. A reminder(s) of behavioural expectations should occur before the students enter the formal ‘step process’.

Step 1: ‘Remind’

The student is informed of the expected behaviour and why their 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. ‘Refocus’

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. Ask if they need help with this. The student may be moved to another space in the classroom for a minimum period of 15 minutes in order to work alone and refocus. Prior to the student resuming their seat, they will be redirected to the Whole School Behaviour Expectation 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: ‘Relocate’ - Teacher controlled consequences such as relocating a student to a buddy class or other reasonable and proportionate responses to inappropriate behaviour:

• Withdrawal of privileges
  Time-out in class during half of recess or lunch to complete work, engage with the teacher in a Restorative Chat, and complete a ‘Time-Out’ slip or
• Repair / make amends whether this be cleaning up a mess made, or other as deemed appropriate by Teacher, and complete a ‘Time-Out’ slip.
• Record on Compass as Minor Behaviour, attach ‘Time-Out’ slip and notify parents

Step 4: ‘Remove’

If the inappropriate behaviour becomes a weekly occurrence, a number of Time-Outs have been issued and the individual has failed to improve their behaviour; the Student Wellbeing Leaders, class teacher, student, and their parent/caregivers will meet to collaboratively develop and implement interventions 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
• Behaviour Support Plan and/or Behaviour De-escalation Plan
• Individual school work program completed away from the class setting
• Loss of privileges e.g. excursions, computer access
• Individualised programs to assist students with their behaviour through discussions with Student Wellbeing Leaders
• External assistance (DET and other), which may include a professional assessment and counselling or other actions deemed necessary

Reflection

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 Leadership in the Hub during lunchtime on Tuesdays and Fridays. A copy of the completed RWPS Reflection and Student’s Reflection forms are sent home for parent/carer to sign and return.

Suspension
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.

Behaviour Definitions and Behaviour Flowcharts

Student Leadership

Peer Support

The Peer Support Program develops a protective culture within our school, where senior students become mentors and ports of contact for younger students to seek out in times of need. This develops a supportive environment that fosters student relationships between year levels and creates a more connected and understanding school community. 

Peer Support leaders are trained to deliver scheduled workshops with students from younger year levels, covering topics and skills that are designed to help them make friends, build confidence and flourish in the year ahead. They are trained to work with younger year levels to help them best navigate the school experience.

At the beginning of Semester 2, Year 5, students are informed about the Peer Support Leader role and if interested they submit an application in writing. Applications are reviewed and a maximum of twenty students are selected based on their response to the key criteria.

After completing the training, the Year 5 Peer Support Leaders have Term 4 to practise the skills learned in their training and are supported by the Year 6 Peer Support Leaders. In the following year, they commence their role.

The Peer Support role teaches them teamwork inter-personal and leadership skills.

Wellbeing Policies

Whole School Behaviour Expectations Matrix

Rights and Responsibilities

Behaviour Definitions and Behaviour Flowcharts

[1] https://www.edresearch.edu.au/sites/default/files/2024-01/classroom-management-handbook-final-aa.pdf