Behaviour Management Policy

As members of a Christian community, all our actions must meet the test of being signs of love and respect for ourselves and for each other.

Our policy aims at safeguarding the rights of teachers to teach and the rights of children to learn in a safe, supportive environment. The main objective is that pupils will accept responsibility both for their own behaviour and for the natural and logical consequences that flow from it. At St Augustine’s, every child has the right to feel safe, and the responsibility to ensure that all others feel safe and secure.

To achieve this we endeavour to create an environment within the classroom that is warm, encouraging and consistent.

We strive also for a consistent approach when handling any misbehaviour. Continued misdemeanours and all serious matters are reported to the parents.

Rationale

The St Augustine's mission statement emphasises the recognition of each person at St Augustine's to develop to his or her full potential. The school's behaviour management policy has been developed to provide a safe and supportive environment for all members. This acknowledges the rights of each individual and the associated responsibility of living within a school community. The policy seeks to establish behaviour management systems that produce harmonious and productive situations within the total school environment. The behaviour management has been developed in the light of Gospel values as lived and taught by Jesus which recognise the specialness of each individual. At St Augustine's our classrooms and playgrounds are learning and teaching environments. When "mistakes occur these are the platforms for learning". Corrections are not punishments but logical consequences that teach children the skills required to participate fully in society.

Section 1: Establishing Positive Classrooms

Vision

At the beginning of each year school rules and behavioural expectations should be clearly explained. These expectations should reflect the ethos and spirit of St Augustine's.

Class Expectations

A common vision can give life and excitement to possibilities within the classroom. Class expectations give guidelines for the types of behaviour that the class would see themselves doing to achieve that vision. The next step in establishing minimum expectations for behaviour would see the students and teachers discuss the types of behaviour that is expected for students, teachers and parents. These expectations should then be displayed in the room.

E.g. We expect the students of _ _ to:-

Cooperate with the teacher.
Be involved in the learning tasks.
Takes turns to talk
Do our best at all times.
Respect self and others and property.

E.g. We expect the teachers of _ _ to:-

Be prepared.
Be considerate.
Speak pleasantly.
Keep an "Open communication" policy.

E.g. We expect the parents of _ _ to:-

Supervise homework.
Keep communication lines between home and school "open".
Support school and class rules and policies
Support the school and class activities.
Be positive role models

Class Meetings

There is an expectation that all classes run regular class/year level meetings. The purpose of the class/year level meetings is to involve all members in the development of harmony and productivity through problem solving, planning and decision making. (See Mindfields of Behaviour Chapter 11).

E.g. Process

Topic/s named - agenda posted
Topic explained - person who nominated the topic puts it in context
Chairperson/s direct discussion
Resolutions named and or recorded by chairperson.

Conflict Resolution

The APA will continue with Conflict Resolution lessons begun in 2001.There is an expectation that all class teachers use the concepts in day to day dealings with children and while managing conflicts that arise in any normal day. (Win-Win, Win-Lose, Lose-Lose, Fight, Flight, Work It Out responses, empathy, calm down techniques and so on)

Anger Management sessions are given to students on a "as needed basis" with the Guidance Counsellor.

Section 2: Positive Consequences for Students in Learning Areas

Students rewarded by teacher as appropriate
Stickers
Personal comments in work books
Star charts
Group points
Students acknowledged by the class
Class awards
Ticket system
"Book of the Week"
Public recognition by Administration
"Student of the Week"
Assistant Principal / Principal stickers
Work on display in library, staffroom and classroom

Section 3: Consequences of inappropriate Behaviour in Learning Areas / Classrooms

It is essential that the deed be separated from the doer. Appropriate language should be used to make students aware of the consequences of their actions and give choices for continuing behaviour.

E.g. What is the expectation? What choice did you make? I can see that you are not learning the behaviour.

The following is the standard procedure for the management of inappropriate behaviour by students in a learning area.

Colour card system:

Purple card for out of class isolation.
Yellow card for inappropriate behaviour that is not dangerous to self or others.
Red card for violent behaviour.

1st Incidence	Step 1 - Warning verbal / non-verbal
2nd Incidence	Step 2 - A rule restatement followed by a simple direction
3rd Incidence	Step 3 - Student is given a choice of compliance or time out
4th Incidence	Step 4 - In class isolation for 10mins
5th Incidence	Step 5 - Purple card issued. Out of class isolation for 20mins must be supervised by same year level teacher. Class teacher to document in CCP or day plan for future reference
6th Incidence	Step 6 - Yellow card issued. Child sent to Admin. Parents contacted by Admin and interview arranged for following day. Step 6 - Red card sent to Administration. Child collected from learning area and taken to the office. Parents informed and an interview is arranged.

The above format is general practice. Other arrangements between teachers, parents, administration and Guidance Counsellor may be negotiated. Children who exhibit violent behaviour skip from level 4 to 6. The specialist teachers (music, PE, LOTE) follow a shortened procedure, i.e. three warnings, time out, then to admin.

Section 4: Playground Expectations

Playground rules are based on:

Respect for self and others.
Speak to please and not to tease.
Hands and feet to self.
Respect for property and environment.

Our playground rules are:

We play safely.
We stay within school bounds (School map).
We wear hats and footwear "No Hat No Play."
We walk sensibly on pathways, steps and around buildings.
We care for our personal and school property and equipment.
We follow school procedures and regulations.
We eat in the appropriate areas and place our rubbish in bins.

These rules apply at all times. Specific procedures for different times of day follow.

Procedures and Regulations

Before School

Classroom doors will be locked during break times.
Students should not be at school before 8:10 am.
Supervision commences at 8:10.
Children are to place bags outside classroom and proceed to the sails area. Children remain in this area until collected by their teachers.
Children may only play with handballs and hacky sacks
No children are to enter rooms without the presence of a teacher
Teachers will collect classes from the assembly area and escort them to their classroom.

First Break

Classroom doors will be locked during break times.
Food may be purchased directly from canteen.
Good manners are to be shown at all times.
Children to sit and eat in appropriate areas and place rubbish in bins.
When dismissed by teacher children to walk to play areas.
NB: Adventure playground for years 1 and 2 only.
Respond promptly to music.

Second Break

Classroom doors will be locked during break times.
Year's 1 - 7 pre-order lunch using the bag system.
No child to purchase from the canteen prior to 1:30pm.
Children to walk to play areas - including the oval - no child on verandahs /stairwells/ classrooms.
Library to be opened daily and supervised by the Teacher Librarian.
Adventure playground Years 3 and 4 only
Children respond promptly to music, return sports equipment promptly.

After School

Children collected by parents or riding, leave promptly or head directly to supervised pick-up points. Chapel, bus shelter or to OSHC. Children may not be collected from any other point.
Children waiting for collection in Chapel area and bus area are to SIT and wait quietly for parents or bus.
No games or equipment to be used.
Children attending activities are to wait outside appropriate room for their instructor.
There is to be NO handball or games played in the courtyard.
Bikes must be walked down the hill and across the crossing under the supervision of the crossing guards and then ride immediately home. Helmets must be worn.
Duty at top car park. Car park area supervision concludes at 3:30, all children must walk to the bus bay area and continue to wait until bus duty finishes.

Bus Duty

Teacher on duty must be at shelter by 3pm sharp.
Children crossing do so under the supervision of Lollipop Ladies.
Children line up to board each bus.
Children waiting for bus are to be seated under shelter either side of stairs.
There should be no games played in this area at any time.
Children who miss buses are brought to office by duty teacher and parents phoned, then taken to OSHC to be cared for till parents arrive (OSHC fees will be charged).

Any children not collected by 3:30 (or end of bus duty teacher's time) will be taken to OSHC to be cared for till parents arrive. OSHC staff will phone parents.

Wet Weather

Administration will notify classes before recess if Wet Weather roster is to be called.
See Appendix B - Wet Weather Roster.

Section 5: Positive Consequences of Playground Behaviour

In keeping with our schools pastoral care policy we seek to promote positive consequences of playground behaviour.

Students rewarded by duty teacher as appropriate:

personal comments to child
sent to Admin for appropriate affirmation (stickers, verbal praise, recognition)

Public recognition

Student of the Week awards
"Class of the Week" for specialist classes.

Section 6: Consequences of Inappropriate Playground Behaviour.

Any infringement of playground rules is deliberate disobedience and is taken seriously. No hat = No play (Children are asked to sit in shade outside of Library)

Level 1 - Littering, running on concrete, making a mess, no hat.
Consequences - Teacher on duty to ask children to clean mess etc. Remind children of expectations.

Level 2 - Out of bounds, swearing, throwing things.
Consequences - Time out 10 mins (near supervising teacher).

Level 3 - Defiance, bullying, assault, harassment, stealing, spitting, etc. Physical aggression such as contact, punching, kicking etc.
Consequences - Behaviour Report completed by the child, teacher, admin and parent. These forms are to be returned to the APA for filing. Time out in APA office or with Admin. Follow up discussion and reminder of expectations and consequences. Monitored by APA.

Repeat offenders will be identified.Parents and teachers will be notified and appropriate action will be taken.

Aggressive Behaviour

Whether provoked or not aggressive behaviour is not tolerated at St Augustine's and there will be consequences for the following choices: hitting, punching, pushing, tripping, barging etc. any hurtful contact. Consequences include immediate time out at the next break so that the aggressor has time to rethink his/her choices and to ensure the safety of other children on the playground. A behaviour report is also completed and filed by Principal or APA. The behaviour report is sent to parents for signing so that they are fully informed of their child's behaviour choices. Repeated aggressive behaviour is dealt with through a series of consequences. These could include time out, internal suspension, suspension, exclusion from camps/trips, expulsion (dependent on the aggressor, circumstances, repetition and nature of aggression). Circumstances could also involve referral to the Guidance Counsellor.

Even in self defence, aggression is not seen as the answer at St Augustine's.

Section 7: Bullying and Harassment

St Augustine's Position on Harassment

As stated in the rationale of this policy every person has the right to feel safe. Any person who bullies is intending to put the victim in distress in some way. Victims of bullying often fear school and consider it to be an unsafe and unhappy place.

Definition

Harassment:

causes hurt or fear
may be deliberate or as a result of thoughtlessness
includes:
- Physical - hitting, pushing, kicking, horse-play etc.
- Non-Physical -teasing, name calling, glaring, intent of interaction, intimidation etc.
- Emotional - ignoring, power imbalance, relationship, collusion, manipulation etc.

Bullying:

is continued and persistent harrassment.

Results of Bullying

The result of bullying can be serious for both the bully and bullied, affecting his or her whole life. For the bullied student it may result in stress, lower academic performance, truancy, anger, poor self-esteem, sleeplessness, nightmares and depression. For the bully, it may lead to a belief that such behaviour is acceptable and consequently lead to a failure to develop skills of cooperation and conflict resolution. It may result in suspension or exclusion.

Responsibility

At St Augustine's we recognize that care for all is a joint responsibility between staff, students and parents and the wider community. Teachers, students and community members play an important part in raising awareness of the issues and creating and maintaining a supportive, safe school environment. Teachers can do this by:-

publicly stating that bullying is not tolerated at St Augustine's

modelling appropriate behaviour

developing ways to ensure that students can report inappropriate behaviour without fear of reprisals

Prevention Strategies

Surveys on the incidence of bullying.

Use of the curriculum to examine aspects of bullying. The inclusion of anti-bullying segments in the Pastoral Program eg. Problem Solving Skills, Social Skills Program, Peer Support, Prayer Assemblies, Conflict Resolution lessons and publication in the school newsletter. Lessons from Guidance Counsellor.

Observation and recording of students by teachers inside and outside the classroom.

Involvement of non-teaching staff.

Senior student's working with younger students eg. Peer Mediation, Buddies.

Incidents of bullying referred to Administration.

Each term the class vision statement is revisited and recommitted to.

Year level appropriate plays and resources e.g. Bully Busters, and videos e.g. Sally Marshall's Not A Alien, Page Master, Matilda, Buddies Program, Real Smart about Conflict Resolution

Responses to Reported Bullying

A process staff can use when bullying is reported is:

Listen carefully to the bullied student and if the incident is less serious, offer advice. For a serious report, talk to the bully immediately using a non-threatening approach and take appropriate action as per Section 8.

Complete a Behaviour Report and refer incident to administration.

The bully or the bullied student may be referred to the APA or Guidance Counselor for counseling.

Follow-up by checking on both the bully and the bullied student to ensure the situation has been resolved.

What Happens When Bullying is Reported to Administration?

Both bully and the bullied will be referred to an administration team member.

In addition a further range of options is available including counseling, restitution, detention, suspension and exclusion.

A Behaviour Report, which includes comment from the relevant teacher, will be placed on the student's file. Main details will be noted in the student's file enabling staff to identify patterns.

Parents will be informed about bullying through the Behaviour Report. Serious or repeated bullying will see parents contacted by the administration.

Section 8 Procedures and Consequences of Bullying

Step 1 Information gathering may include:-

Speaking to the victim, bully, parents, peers and teachers. (No-blame approach).

Consulting records.

Observations

Surveys

Step 2 Reporting

Complete incident report

Inform Administration

Place report in relevant students files

Step 3 Action Taken may include:-

Informing parents

Informing relevant staff

Informing counsellor/APA

Time-out APA

In school suspension

Exclusion

Restitution financial, social, emotional

Contract

Behaviour Modification

Class meeting debriefing

Step 4 Follow up may include:-

Restitution (teaching social skills to ensure the child has learned acceptable behaviour to restore the relationship with the class/community

Speaking to the victim (companion role)

Speaking to the bully (companion role)

Survey / questionnaire

Report

Section 9 Children on Individualised Behaviour Program

From time to time individual children may have a specific behaviour management program designed through consultation with the Guidance Counsellor and or Administration. Children on these programs may "fast-track" though the above policy as per their program.

As @ 20th Feb 2006.