Student Engagement and Well-Being Policy (Draft Under Review June 2023)
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Student Engagement and Well-Being Policy
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Fundamental Beliefs for Student Engagement and Well-Being
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Proactive Strategies for Expected Behaviours
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Encouraging Appropriate Behaviour Continum
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School - Responsive Management
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Behaviour Expectations Matrix
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Scope and Sequence for PBS Whole School Focus
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Lunch Time Expectations (Eating)
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Playground - Positive Engagement
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Hat Expectations
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Appendix 1a - Affective Questioning of Restorative Practices Philosophy
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Appendix 2
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Appendix 3a - Procedures for Recognising Appropriate Behaviours
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Appendix 3b - Positive Behaviour Rewards in the Classroom
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Appendix 4a - Infants Lunchtime Reflection
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Appendix 4b - Primary Lunchtime Reflection
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Appendix 8 - Parent/Guardian Letter for Child not eligible for WSCS Afternoon
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Appendix 9 - Information on Suspension and Expulsion
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Appendix 10 - Map of the School
Student Engagement and Well-Being Policy
(Guidelines for Managing Student Behaviour)
Related Policies:
Fundamental Beliefs for Student Engagement and Well-Being
- Clear and consistent expectations are to be set
- All individuals have the right to be safe, heard and respected
- Relationships and rapport are fundamental to changing behaviour
- Situations will be dealt with in a clear, calm manner
- Every person is provided with equal opportunity to learn
- There needs to be differentiation between the deed and the doer
- Allow for the differing needs in which children learn
- Learning opportunities allow for engagement and success for students
- Mistakes are an opportunity for positive growth and change
- Resilience is learnt and practiced
- Self-awareness and owning one’s behaviour leads to change
- All individuals have the ability to modify their behaviour
- Consequences are logical, relevant and determined by all involved
- Behaviour management is a partnership
- All school members are aware of rules and processes for reflection and change (i.e. Affective questioning)
- All school based discipline methods exclude corporal punishment of any nature
- Any adult in supervision will be guided by Child Protection guidelines
Proactive Strategies for Expected Behaviours
In order to create an environmnt of cooperation and support, the following implementation strategies will be applied within the classroom context to assist with and encourage positive management of behaviour.
At St Joseph's Primary School Wauchope:
We are respectful. We are responsible. We are resilient.
- Each home class will display and follow PBS behaviour expectations:
- Each home class will display a Behaviour Expectations Matrix.
- Each home class will display a Discouraging Inappropriate Behaviour Flowchart.
Early Term 1 each year
- Familiarising and revising with students the school’s behaviour expectations and the matrix as per Scope and Sequence.
- Throughout the year, regularly revisit/revise and teach the PBS Behaviour Expectations Matrix as per developed lessons noted in Scope and Sequence
- Develop reward systems in your class tailored for students aligned with school reward system and inform parents of the reward system.
- Recognise students’ appropriate behaviour by using the variety of whole school reward systems.
- Develop visual and verbal cues to cater for student needs.
- Ensure classroom programs and procedures are consistent with PBS policy, procedures and expectations
- Continue to educate children in Affective Questioning of Restorative Practices Philosophy
- Utilise Effective Questioning when dealing with children
- Utilise Microskills and other strategies such as movement and sensory breaks, to prevent the escalation of a situation.
Encouraging Appropriate Behaviour Continum (Updated June 2023)
At St Joseph’s Primary School, Wauchope: We are respectful. We are responsible. We are resilient.
NB: Each day is a new start. The flowchart order is followed at the discretion of the Principal depending on the severity of the incident
Please note Classroom and Playground differ and do not accumulate across the two areas.
Interactions with individuals at St Joseph's - either in a positive way or in discord with the Student Engagement & Well-Being Policy, the following actions could be applied. The referring teacher determines the starting step dependent on the nature of the behaviour. The Encouraging Appropriate Behaviour continuum is used at the discretion of the referring teacher depending on the nature of the incident. Each day is considered a new start for the student. Students are made aware of the impact of the behaviour (positive or negative) using the positive, minor and major behaviour poster.
Positive Reinforcement
Teachers will use the school's Proactive Strategies for Expected Behaviours, teach lessons around the Expected Behaviours Matrix and positively frame behaviour expectation reminders to assist students in displaying appropriate behaviour expectations.
Recognise students for appropriate behaviour by acknowledging students on the continuum as they move in the direction of good choices and star students.
Staff encourage expected behaviour by
“You get what you pay attention to”
Vocabulary
Reinforcement
Positive feedback - Free and Frequent
Encouragement
Acknowledgement
Effective positive feedback
Specifically, describe the behaviour
Provide a rationale
Can include a positive consequence
Ratio of 4 positives to 1 correction
Staff create positive classroom environments by:
Environmental Management
Positive climate
Organisation of space
Positive relationships
Behaviour Management
Constantly referring to expectations and rules
Consistency with school-wide expectations
Informed by classroom data
Procedures and routines are clear and functional
Continuum of acknowledgement of appropriate behaviour
Classroom continuum of acknowledgement
Focus on feedback
High rates of positive reinforcement
Rule Reminder:
A rule reminder can be anything that is defining the expected behaviour. As part of best practice staff are allowing students to be successful by regularly referring to the School behaviour matrix focussing on specific behaviours- as part of instructional management.
As part of the environmental management, staff will provide rule reminders and may need to give redirections before moving to a warning. Children do not have to receive an individual rule reminder before receiving a warning.
Warning:
If the school's expected behaviours are not followed, the student will receive a warning. The teacher will explain to the student why he/she has received a warning with an explanation of the expected behaviour.
The referring staff member will record the warning on Compass.
Staff will provide opportunities for students to reflect on how they will follow the behaviour expectations.
Lunchtime Reflection:
(One Lunchtime - 30mins - (Second Lunch) If the expected behaviours continue not to be followed, the student will be given a Lunchtime Reflection by the staff to be completed in the Quiet Room. The teacher will conference and determine goals and actions with the students about how they will return to the class and follow the behaviour expectations. The student will complete a Lunchtime Reflection Slip.
The referring staff member will reflect on any specific problems and consider: classroom management, student rapport, family rapport, recent contact with parents, student social development, and family circumstances in order to create success for the student going forward.
- Referring teacher to record Reflection on Compass and inform parents through a phone call.
- A copy of the reflection slip will be sent home for parents to discuss with their child.
- Parents will also receive a letter outlining the fact that the student has been given a reflection. (There are four letters that correspond with the number of reflections the student has received for that term).
Student support meeting:
After a child receives a second reflection, a meeting (Arranged by AP) with the teacher best placed to support the child along with a member of the leadership team, will take place to make behaviour adjustments based on Tier 1 or Tier 2 Behaviour Intervention.
- Review the incidents: clearly identify the behaviour and gather information about its frequency, intensity, duration, and any triggering events or antecedents.
- Conduct a functional behaviour assessment: A functional behaviour assessment (FBA) is a process for identifying the function or purpose of the behaviour. This involves gathering information about the context in which the behaviour occurs, the consequences that maintain the behaviour, and any underlying skills or needs that may be contributing to the behaviour.
- Develop a behaviour intervention plan: Based on the information gathered in the FBA, a behaviour intervention plan is developed. This outlines specific strategies for preventing the behaviour, teaching alternative skills, and providing positive reinforcement.
- Share the behaviour intervention plan with staff and family.
All minutes from the student support meeting must be attached to the child's file on Compass.
In School Suspension
Meeting with Principal/Assistant Principal:
Initiated by the Principal or delegated other, and in negotiation with teacher and parents the student receives an In School Suspension after having received four reflections within the term. The nature is determined by the Principal or delegated other, in negotiation with the teacher when the student continues to not display expected behaviours OR is displaying major inappropriate behaviours. The processes and protocols of the Suspension and Expulsion are in accordance with the Suspension and Expulsion Policy as set down by Catholic Schools Office Lismore. A Positive Learning Plan is put in place for the student.
- 4 reflections for the term will result in the non-attendance of the Whole School
Reward. - A member of the Executive team will contact parents to inform them of their child’s non-attendance.
- Student must attend school on this day.
- During the whole school reward activity, the student will work on developing a plan for a more positive following term.
- They will work with a member of the executive or PBS team during this time.
- If the student does not attend on this day, he/she may be required to make up for this on their return to school the following term.
- A letter will also go home to inform parents of this process.
A letter will also be sent home to remind families about the whole School Reward. Parents are welcome to meet with a leadership team member should they wish to discuss further.
Possible CSO support or Intervention: After a child receives four reflections within a term, a second meeting (Arranged by AP) to support the child may be conducted. The meeting may include student, parent, teacher, leadership team member, and/or CSO staff if deemed necessary.
Out-of-School Suspension:
Initiated by Principal or delegated other and in negotiation with teacher and parents. The nature is determined by the Principal or delegated other, in negotiation with the teacher and parents. The processes and protocols of the Suspension and Expulsion are in accordance with the Suspension and Expulsion Policy as set down by Catholic Schools Office Lismore.
Expulsion from School.
As per Diocesan Guidelines (Appendix)
Tracking of Behaviour Trends: PBS team will track the information from the Incident reports placed on Google Forms. The PBS team will communicate back to staff in order to address emerging needs and current trends. Necessary changes to the Student Engagement and Wellbeing Policy will be made in consultation with all key stakeholders as a result of the PBS team meetings.
Casual Teachers: Regular Stage teachers are to support casual teachers in the implementation of the School’s Student Engagement and Wellbeing Policy.
Lunch 1 & 2
- All children will eat under the Cola for Lunch 1 & 2.
- Staff walk students to Cola for eating time and actively supervise their students.
- All staff are on duty for their Stage until the duty staff members come out at 11 am.
- Before dismissing children, a teacher on duty will make an announcement as per script. Click Here
- In stages students will sit within a designated area. (Kinder at the top, moving down to Stage 3 at the bottom).
- At 11 am, teachers check the areas and release the students starting with those going to Andrews Park.
- Canteen days- Students wait for those on playground duty before asking to go to the canteen.
- All staff on duty must make sure the children’s eating area is clean before dismissing the child to play.
- Lunch boxes are closed up and placed onto benches and are returned to the classroom at the end of lunch 2.
- Remind students to wear their hats/students with no hats to sit on the silver bench.
- Sun safe hat, vests and bags must be worn by all staff on duty.
- When the music plays to end lunch, staff are to ensure students return equipment move quickly back to class.
- During Lunch 2, those going to Andrews Park can carry their lunch to the oval. If a child is eating, they sit before play.
PLAYGROUND - POSITIVE ENGAGEMENT
In order to create an environment of co-operation and support, the following implementation strategies will be applied in the playground to assist with and encourage positive management of behaviour.
- There are allocated playground area where children play, including wet weather.
- Staff supervision is to be vigilant using constant movement.
- Staff to actively seek out opportunities to reward positive playground behaviour.
- House token reward system in place contributing towards the House Cup.
- Ice Pack tokens are given to students requiring assistance from the staffroom
- Staff act as role models for sun-safe behaviour, i.e. wear hats.
- Staff aware of playground hotspots.
- Revisit frequently agreed playground rules.
- Revisit frequently the areas of play within the school.
- Provide a variety of structured games for children. i.e Lego Club, Craft Club, Passive Play, STEM Club
- Clearly defined protocols for the management of behaviour issues are relayed to students, staff and parents.
- Sports equipment is to be kept up to date and available to children.
- Use Affective Questioning when dealing with children.
Hat Expectations
- Students in all stages have the option to keep their hats at school.
- Students are to wear their hats before school.
- Students will be allowed to go into their classrooms to collect their hats before school at 8:35 am. If students are not wearing their hat and playing they will receive a reminder, if the behaviour continued, students receive a warning.
- As part of the PBS scope & sequence, lesson on sun safety and the importance of wearing a hat is taught throughout the year.
- Teacher to remind students to sit on the silver seat under the Cola.
- Teachers to contact parents/guardians if a student repeatedly does not bring in their hat. Be mindful of students who have circumstances that need to be dealt with pastorally. (Eg split families or financial cost).
Playtime
- Before going to lunch, it is the teacher’s responsibility to remind students to take their lunch box, water bottles and hats out to play.
- Students must have their hats on while eating.
- During eating time, if their hat is in their bag, they will be asked to go and get it.
- All staff members are to wear a hat during all outdoor activities, including playground duty.
- Staff on duty have the responsibility to closely monitor students and ensure they are wearing their hats at all times. As a staff, we need to keep each other accountable to this.
- During PE, when students do not have a hat, the teacher will modify the activity to an area with shade. If not possible, students who do not have a hat will need to apply sunscreen before going to Sport/PE.
As part of a Sun Smart School we have agreed to the following:
- Scheduling of Outdoor activities- outside peak UV times as much as possible and consider sun protection at all times;
- Providing sufficient shade for all outdoor activities;
- Hats- students to wear a sun-safe hat (legionnaires /bucket or broad-brimmed)
- Students without hats need to be allocated shaded area
- Clothing- collared or shirts that cover the neck area, sleeves, longer style dresses/skirts/shorts, rashies or swim shirts when in the water.
- Sunscreen- 30+ sunscreen available to all students and staff (all stages should have pump bottle); encouraging use of sunscreen, where possible sunscreen application 20 minutes prior to going outdoors and reapplied every 2 hours.
- Role-modelling of Staff - Staff are role models to students by wearing sun-safe hats (legionnaires, bucket or broad-brimmed), clothing and sunglasses, applying sunscreen and seeking shade where appropriate.
- Curriculum- Teaching about sun safety (PBS lessons)
- Informing Community - about being Sun Safe School through signage, newsletter information, parent meetings, assemblies and enrolment. Eg. Families and visitors are informed and encouraged to take sun protection measures when taking part in outdoor school events.
Review - review and monitor the effectiveness as a staff and parent body; Sun Protection Policy updated and submitted to Cancer Council every three years.
/0/2021
Dear PARENT/GUARDIAN,
On the last day of each term, the school celebrates great student behaviour with a Whole School Celebration of Success activity. A student is eligible to attend this celebration activity if he/she has consistently displayed appropriate behaviour and has not received an OFFICE REFLECTION or SUSPENSION during the term. (Please refer to the flowchart presented below)
An incident or the culmination of incidents that NAME has been involved in has resulted in an Office Reflection or Suspension. NAME is therefore not eligible to attend the celebration activity. The last day of term is an out of school uniform day and NAME will also be able to dress out of uniform. While the celebration activity is taking place, NAME will spend time reflecting on his/her behaviour and planning for a more positive follow-up term. This session will be led by either the Principal, Assistant Principal or PBS Coordinator. While NAME will miss out on the whole school celebration, he/she will still participate in classroom organised celebrations and fun activities with his/her peers.
It is important to note that parent meetings concerning the loss of rewards may not be able to be held in the last week of the school term. Attending to these concerns at a more appropriate time would assist in all processes.
If you have any further questions, please contact the office for an appointment with either Mr Kiely or Mr Toole.
Yours sincerely,
Brendan Kiely
Principal