Bellevue Park State School, Responsible Behaviour Plan for Students 1

Responsible Behaviour Plan for Students based on The Code of School Behaviour

1. Purpose This Responsible Behaviour Plan for Students is designed to support high standards of student behaviour to allow effective teaching and learning to occur. Bellevue Park State School is committed to providing a safe, respectful, considerate and disciplined learning environment for students and staff.

2. Consultation and Data Review

Bellevue Park State School developed this plan in consultation with the school community through the Positive Behaviour for Learning Team, the Positive Behaviour for Learning Committee and discussions with parents, staff and students. This plan takes effect upon endorsement and remains current until superseded.

3. Learning and Behaviour Statement

All areas of Bellevue Park State School are teaching and learning environments. Behaviour management is an opportunity for valuable social learning as well as a means of maximising the success of academic education programs. Bellevue Park State School’s school-wide framework for managing behaviour is Positive Behaviour for Learning (PBL). This Responsible Behaviour Plan for Students outlines our main systems for teaching and supporting positive behaviours, preventing problem behaviour and responding to breaches of the school’s expectations. Our school community has identified the following school expectations to teach in order to maintain high standards of positive behaviour for learning:

Be safe

Be considerate

Be respectful

Be a learner

These expectations are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

Contents

1. Purpose .................................. 1

2. Consultation and Data Review 1

3. Learning and Behaviour Statement ....................................... 1

4. Processes for Facilitating Standards of Positive Behaviour and Responding to Unacceptable Behaviour ........................................ 2

5. Emergency Response or Critical Incidents ......................................... 4

6. Consequences for Unacceptable Behaviour ................. 5

7. Network of student support .. 7

8. Consideration of Individual Circumstances ................................. 7

9. Related legislation .................. 7

10. Related policies and procedures ...................................... 7

11. Appendix 1: Positive Behaviour for Learning (PBL) Matrix of Expectations ............................... 8

12. Appendix 2: Guidelines for Whole School Response to Behaviour ........................................ 9

13. Appendix 3: The Use of Personal Technology Devices at School 10

14. Appendix 4: Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying) ............................... 13

15. Appendix 5: Online Behaviour ...................................... 15

Bellevue Park State School, Responsible Behaviour Plan for Students 2

4. Processes for Facilitating Standards of Positive Behaviour and Responding to Unacceptable Behaviour

Whole School Approach to Behaviour Support

Bellevue Park State School operates a whole school approach to behaviour support, illustrated in the diagram below.

Continuum of Support

Universal Behaviour Support Universal Behaviour Support encompasses the systems that operate to assist all students to demonstrate positive behaviour for learning (i.e. expected behaviours). Universal Behaviour Support continues for students who also require targeted or intensive behaviour support. Universal Behaviour Support systems include:

the school-wide use of the Positive Behaviour for Learning instructional cycle to teach, practice, reinforce, reward expected behaviours (see Appendix 1: PBL Matrix of Expectations);

quality learning and teaching practices;

implementation of appropriate curriculum;

provision of professional development for staff about the school’s evidence-based approach to promoting positive behaviour and response procedures for breaches of school expectations;

adoption of practices that are non-violent, non-coercive and non-discriminatory;

implementation of processes and practices to address bullying and inappropriate online behaviour, see Appendix 3 and Appendix 4;

explicit teaching of the High 5 (i.e. strategies to use if a problem arises: Ignore, Talk Friendly, Walk Away, Talk Firmly and Report);

teaching of social and emotional programs (e.g. You Can Do It);

differentiation of academic and social curriculum as required;

opportunities to provide positive reinforcement for demonstration of school expectations across different contexts e.g. Gotchas, Principal’s Awards, Gold Zone Certificates;

active supervision by school staff during class and break times;

implementation of behaviour response procedures using common language and identified consequences (e.g. Classroom Visual Behaviour Plans depicting Gold Zone to Red Zone, see Appendix 2)

2-5%

Targeted

10-15%

Universal

80-90% of Students

Specialised individualised support and systems for students with chronic high risk behaviour

Specialised group systems and support for students with at risk behaviour

School wide and classroom wide systems for all students, staff and settings

Few

Some

All

Intensive 2 – 5 %

Bellevue Park State School, Responsible Behaviour Plan for Students 3

Summary of Appendices for Further Information

Positive Behaviour for Learning (PBL) Matrix of Expectations (Appendix 1);

Guidelines for Whole School Response to Behaviour (Appendix 2);

The Use of Personal Technology Devices at School (Appendix 3);

Procedures for Preventing and Responding to Incidents of Bullying (Appendix 4); and

Online Behaviour (Appendix 5). Targeted Behaviour Support In a supportive and well-disciplined school, it is foreseeable that some students may need additional targeted support, specific adjustments and/or program intervention to help them to demonstrate the expected behaviours. This support is provided to students who are not responding with expected behaviour to the universal (whole-school) behaviour support processes and strategies employed by the school. Targeted behaviour support strategies are developed to cater for the assessed needs of an individual child and may include supplementary behaviour related lessons, support provisions (e.g. a social skills program), and/or a Personalised Learning Plan (PLP) for behaviour (i.e. Individual Behaviour Plan). Targeted behaviour support may also include:

engagement of the Student Support Services Team or team member;

development of a support and monitoring strategy;

opportunities for student self-reflection and/or

stakeholder meetings. Intensive Behaviour Support Intensive behaviour support may be provided to students who have not responded to the universal and targeted behaviour support processes and/or their behaviour is identified by the school as chronic and/or high risk. Intensive behaviour support strategies are predominately individualised and may include:

engagement of the Student Support Services Team or team member to inform support planning and/or further student assessment;

development of an Individual Behaviour Plan or Discipline Improvement Plan;

implementation of a support and monitoring strategy;

opportunities for student self-reflection;

stakeholder meeting/s including parent/s/carer/s;

the school seeking further information via recommendation to parent/carer to consult with a health professional/s about their child;

consultation with other agencies and/or non-departmental support professionals with parent/carer consent;

modified school routines (e.g. flexible arrangements; varied break time routines, adjusted supervision provision) and/or

development of Risk Management plans.

Bellevue Park State School, Responsible Behaviour Plan for Students 4

5. Emergency Response or Critical Incidents Staff follow school procedures and apply professional judgement (when necessary) in response to emergency and critical incidents to enhance safety of staff and students. Emergency and critical incidents are addressed through prevention, preparedness, response and recovery. Prevention: Universal, targeted and intensive behaviour support strategies operate to prevent emergency and critical incidents. Preparedness: Risk Management Plans, Individual Behaviour Plans, school behaviour response processes and school emergency procedures are utilised to enhance staff preparedness for the possible event of an emergency or crisis incident. Response: Should an emergency or critical incident occur involving a student/students, staff respond to promote safety, ensuring that their own safety is also considered. Responses may include:

implementation of school lockdown or evacuation procedures;

staff member/s approaching the student/s in a non-threatening manner to offer reassurance and/or distraction;

use of non- violent crisis intervention by trained personnel if available when there is a significant safety risk (to self or others);

use of physical intervention by a staff member (including staff not trained in non-violent crisis intervention) if an immediate risk to safety is evident, with physical intervention being the least intrusive to enhance overall safety;

contact with police;

response as per individual risk management plans and/or individual behaviour plans, if possible. Recovery: Following a critical incident the school will respond through the application of this Responsible Behaviour Plan for Students. A process of recovery may also be required to support students involved and/or affected by the incident. The recovery process may include: debriefing through reassurance and explanation; Guidance Officer involvement; parent/carer contact and following the South East Region’s Media and Incident Protocols (if applicable). Limitations to the information that is able to be shared may occur due to the requirement to protect student privacy.

Bellevue Park State School, Responsible Behaviour Plan for Students 5

6. Consequences for Unacceptable Behaviour When unacceptable behaviour occurs, the school applies consequences according to this Responsible Behaviour Plan for Students. Refer to Appendices 2 – 6 for further information.

Matrix of Minor and Major Behaviour Examples (not an exhaustive list)

Area Minor – As isolated incidences Major

Safe

Movement around school

Running in any ‘Walk Zone’

Riding bike or scooter in school grounds

Riding bike or scooter through car park area or school grounds

Entering ‘out of bounds’ areas

Play (Consider developmental appropriateness)

Incorrect use of equipment

Playing un-approved games

Playing in toilets

Throwing objects

Possession of weapons or other dangerous items

Playing in toilets which affects the presentation and/or functionality of facilities

Harmful, damaging or dangerous use of equipment

Physical contact (Consider developmental appropriateness)

Physical contact as a result of play, with no intent to intimidate, disrespect, harm or humiliate

Physical contact with the intent to humiliate, intimidate, threaten or retaliate

Physically aggressive behaviour

Fighting

Physical contact involving an adult

Correct Attire Not wearing a hat in playground

Not wearing shoes outside

Other Possession or selling of tobacco and/or drugs

Possession of weapons including knives and any other items which could be considered dangerous or a weapon

Inappropriate use of personal technology devices or social networking sites, which impacts on the good order and management of the school

Truancy

Lear

n

Class tasks Tasks completed to a below satisfactory standard (personalised) due to a lack of effort

Slow to complete tasks

Incomplete homework

Un-preparedness

Copying others’ work

Refusing to work

Cheating (including intentional plagiarism)

Inappropriate or offensive content included in work

Learning Environment

Calling out

Inappropriate noise level

Disruptive transition between tasks

Unconsidered use of equipment

Inappropriate calling out

Highly disruptive noise level

Harmful/damaging use or treatment of equipment

Major disruption to own or others’ class

Being in the right place

Late to class after break period (<5 minutes)

Not in the right place at the right time

More than 5 minutes late to class after a break period

Leaving class without permission

Leaving school without permission

Follow instructions Slow to comply with direction Non-compliance with staff member’s direction (across all school settings)

Un-co-operative behaviour

Accept outcomes for behaviour

Dishonestly recounting incident facts

Arguing with staff member regarding consequences

Mobile Phone or personal technology devices

Possession of a mobile phone or other unauthorised digital device during the school day

Use of a mobile phone in any part of the school for voicemail, email, text messaging or filming purposes without authorisation

Inappropriate use of personal technology devices or social networking sites, which impacts on the good order and management of the school

Unauthorised recording or photos of any person,

Re

spe

ct, C

on

sid

er

Language (including while online)

Inappropriate, undirected language

Disrespectful tone

Offensive language directed or undirected

Aggressive language or tone

Verbal abuse, threats or harassment

Property Lack of care for the environment

Littering

Theft

Wilful damage to property or environment

Vandalism

Others (Consider developmental appropriateness)

Not playing fairly

Incorrect uniform item

Sexually implied or explicit behaviour and/or language in any context

Bullying / victimisation /harassment

Offensive language/message on clothing or other items

Any conduct which either has intent to negatively impact, potential to negatively impact or does negatively impact on the school, student and/or staff member either through the actions themselves or the frequency of the actions

Bellevue Park State School, Responsible Behaviour Plan for Students 6

Behaviour Classifications When determining the classification of student behaviour Bellevue Park State School considers intent, impact and frequency. Minor Behaviours are those that demonstrate all three of these factors;

Intent - No intent to disrespect or cause damage, nor harm (either physical or emotional) to self, others or property was evident

Impact (nil-low)- No damage, nor harm (either physical or emotional) to self, others or property, was evident

Frequency - The breach of the school’s expectation/s is an isolated incident

Major Behaviours are those that demonstrate any or all of these factors;

Intent - Intent to disrespect (e.g. violate the rights of others) or cause damage, harm (either physical or emotional) to self, others or property was evident

Impact (moderate-high) - Damage, or harm (either physical or emotional) to self, others or property, was evident

Frequency - Frequency of occurrence resulted in the impact being high

N.B. School staff determine the classification of behaviour incidents.

Suspension and Exclusion Suspension or exclusion will be considered when the following major behaviours are exhibited:

disobedience

misbehaviour

conduct that adversely affects, or is likely to adversely affect, other students

conduct that adversely affects, or is likely to adversely affect, the good order and management of the school.

Students may also be considered for suspension or exclusion if:

the student’s attendance at the school poses an unacceptable risk to the safety or wellbeing of other students or of staff

the student is charged with an offence and the principal is reasonably satisfied it would not be in the best interests of other students or of staff for the student to attend the school while the charge is pending.

Conduct may be a ground for suspension even if the conduct does not happen on school premises or during school hours. Other Consequences Breaches of school expectations may lead to a range of other possible consequences including, but not limited to: detention during school hours, time-out and restricted play arrangements. Participation in school events, extra-curricular activities and specific learning activities is at the discretion of school staff and conditional upon meeting the school expectations. A student’s approval to participate in any activity may be withdrawn at any time due to a breach of the school’s expectations and/or consideration that the student’s behaviour is likely to present a risk to themselves and/or others. Privacy Bellevue Park State School respects the privacy of students, consistent with the Information Privacy Act (2009). Therefore, communication about incidents will only pertain to the parent/carer’s own child. This means that school staff are unable to share information about consequences for other students. Personal information that may be a relevant consideration when responding to incidents (e.g. disability, history of significant trauma, immediate context of grief) will also not be shared beyond the child’s parent/carer. The Bellevue Park State School community is asked to respect the school’s need for privacy and be compassionate and understanding about the possible personal circumstances that may be evident for students.

Bellevue Park State School, Responsible Behaviour Plan for Students 7

7. Network of student support Students at Bellevue Park State school are supported through positive reinforcement and a system of universal, targeted and intensive behaviour support by people including the Principal, Deputy Principal, teachers, teacher aides, Guidance Officer and/or parent/s/carer/s.

When appropriate, the school and/or parents and carers may also engage the assistance of external support agencies such Queensland Health, Family Child Connect, Queensland Police Service or Department of Communities, Child Safety and Disability Services.

8. Consideration of Individual Circumstances To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times. Bellevue Park State School considers the individual circumstances of students when applying support and consequences by:

promoting an environment which is responsive to the diverse needs of its students

establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent

recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state

recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate time o work and learn in a safe environment regardless of their age, gender, disability, cultural background

or socio-economic situation, and o receive adjustments appropriate to their learning and/or impairment needs.

9. Related legislation Commonwealth Disability Discrimination Act 1992

Commonwealth Disability Standards for Education 2005

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Criminal Code Act 1899

Anti-Discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Judicial Review Act 1991

Workplace Health and Safety Act 2011

Workplace Health and Safety Regulation 2011

Right to Information Act 2009

Information Privacy (IP) Act 2009

10. Related policies and procedures Statement of expectations for a disciplined school environment policy

Safe, Supportive and Disciplined School Environment

Inclusive Education

Enrolment in State Primary, Secondary and Special Schools

Student Dress Code

Student Protection

Hostile People on School Premises, Wilful Disturbance and Trespass

Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions

Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems

Managing Electronic Identities and Identity Management

Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

Temporary Removal of Student Property by School Staff

Endorsed 24 January 2018 by Principal and P&C President. Signed copy retained by Bellevue Park State School.

Bellevue Park State School, Responsible Behaviour Plan for Students 8

11. Appendix 1: Positive Behaviour for Learning (PBL) Matrix of Expectations

Examples of Expectations ACROSS ALL SETTINGS

EXAMPLES CLASSROOM/ library/ Assembly AND Learning Situations

EXAMPLES PLAYGROUND/

TOILETS/ EATING AREAS/ TUCKSHOP

EXAMPLES TRAVEL/ camps

OFF CAMPUS

EXAMPLES CYBER

EXAMPLES of

COMMON LANGUAGE

I am

Re

spe

ctfu

l Use manners and appropriate language

Follow directions the first time.

Look after property and use it appropriately.

Keep self and property clear of graffiti.

Respect other’s privacy and needs to learn successfully.

Communicate truthfully and honestly.

Accept consequences, your choices belong to you.

Respect others’ belongings

Allow others to engage in learning and

adults to teach

Hands up to speak, move or ask for help

Use friendly language in conjunction with

manners, tone, volume and whole body

listening.

Use toilets, toilet paper and sinks

appropriately

Help maintain the school setting/property

in appropriate ways.

Follow all safety instructions and

directions from adults.

Show care and awareness when visiting

other locations. Eg rubbish and noise

Allow others to engage in learning

Communicate positively and politely in

all ICT interactions including IPODS,

mobiles and social networks

Use equipment only as directed and with

care

Refer to

CHOICE THEORY

“What are you doing?”

Is what you are doing

helping you get what you

want?

What could you do to help

you get what you want?

Refer to

YOU CAN DO IT

I am

Saf

e

Use helping hands.

Walk around the school

Be in the right place at the right time.

Wear correct school uniform and hat.

Stay in appropriate areas

Demonstrate good personal hygiene.

Keep area clean and tidy.

Be Body Safe

Be Mind Safe

Classes travel together or children in pairs.

Stay in assigned areas

Use furniture and supplies safely

Ask permission to enter/leave an area

Walk bikes into the school grounds and

place in the racks provided.

Play appropriately – right time, right way,

right place

Use toilet in a timely and appropriate

manner

Be in the undercover area if arrive at school

before 8:35am

No hat no play

Groups remain together – buddy system.

Walk bikes into the school grounds

Follow traffic rules to and from school

Beware of strangers

Beware of strangers

Access school approved sites only.

Be mind safe – bullying

Use iPads and according to school

guidelines

I am

Co

nsi

de

rate

Show concern for the well being of others

Show consideration for the values, thoughts and ideas of others even

when different to your own.

Include others in your activities

Think about the roles and responsibilities of others in the job that they

have to do.

Be thoughtful when speaking to others

Put rubbish in the bin Show sportsmanship and follow rules of

the game.

I am

a L

ear

ne

r

Listen actively and participate fully.

Keep your belongings organised

Speak up if you don’t have what you need.

Use the time between first and second bells to prepare for next learning

session.

Ask for help when you can’t go on without

it.

Set SMART goals and aim to achieve them.

Ask for and respond positively to feedback

from others.

Come to lessons with a positive attitude

Commit to working to the best of your

ability in all activities

Show sportsmanship and follow rules of the

game.

Take responsibility for my own learning

and experiences.

Make appropriate choices to enhance

learning.

Use the internet to learn and research –

not copy (plagiarise)

Reflect on others’ points of view

Check your sources! Information is often

incorrect or misleading on the internet.

Bellevue Park State School, Responsible Behaviour Plan for Students 9

12. Appendix 2: Guidelines for Whole School Response to Behaviour

Behaviour Responses – Classroom Settings From any zone, upward progression of 1 zone within a day, is earned only through demonstration of positive behaviour.

Behaviour Responses – Non Classroom (See Behaviour Matrix for Minor/Major Classification)

Visual Behaviour Plan Aligned Actions and Outcomes Positive Behaviour Recognition

Observable Behaviour: o Meeting/exceeding school or personal expectations

Teacher Action: o Non-verbal recognition o Verbal recognition o GOTCHA

Outcome for Student: o Positive acknowledgement o GOTCHA o Entry into Assembly Raffle

Minor Behaviour Response

Observable Behaviour: o As per Matrix

Teacher Action: o PBL Language – verbal redirection o Record in playground folder

Outcome for Student: o Immediate correction o Demonstrate appropriate behaviour o Re-direction recorded and frequency monitored by CALM

Room Officer Repeated Minor (<2 times in 5 school days)

o 5-10 minute Time Out in Blue Seat Reflection Zone o Teacher to provide corrective prompts prior to

dismissal

Major Behaviour Response Observable Behaviour:

o As per Matrix o or repeated Minor (>2 times in 5 school days)

Teacher Action (risk to self and others to be considered): o Time-out in Reflection Zone or Direct exit o and Referral to CALM Room officer

Outcome for Student: o Oneschool Record (CALM Room Officer to enter) o Disciplinary action considered as per the Responsible

Behaviour Plan for Students.

Re

cogn

itio

n o

f P

osi

tive

B

eh

avio

ur

Gold Zone

2nd Recognition of Positive Behaviour

Observable Behaviour: Exceeding classroom and/or personal expectations Teacher Action: Verbal recognition, record as positive on Oneschool and generate certificate with Principal’s signature Outcome for Student: Name moved to Gold Zone - Public acknowledgement, Oneschool Certificate, Participation in Gold Zone Assembly Celebration.

White Zone 1st Recognition of Positive Behaviour

Observable Behaviour: Exceeding classroom and/or personal expectations Teacher Action: Verbal recognition of student’s success Outcome for Student: Name moved to White Zone - Public acknowledgement and access to productive learning environment

N

eu

tral

Zo

ne

Green Zone (Neutral)

All students begin the day in Green Zone

Neutral Zone – Commencement of School Day Observable Behaviour: School-wide expectations are being met Teacher Action: Provide verbal recognition where appropriate Outcome for Student: Access to productive learning environment

1st Minor Behaviour Correction

Observable Behaviour: Minor behaviour as per matrix Teacher Action: Remind student of behaviour expectation and provide corrective prompt Outcome for Student: Student remains in green zone

P

rogr

ess

ion

of

Beh

avio

ur

Co

rre

ctio

ns

Yellow Zone (P-3 only)

2nd Minor Behaviour Correction

Observable Behaviour: Minor behaviour (repeated) as per matrix Teacher Action: Remind student of behaviour expectation and provide corrective prompt Outcome for Student: Name moved to Yellow Zone. Demonstration of positive behaviour required to move up one behaviour zone.

Orange Zone

2nd Minor Behaviour Correction (4-6) 3rd Minor Behaviour Correction (P-3)

Observable Behaviour: Minor behaviour (repeated) as per matrix Teacher Action: Remind student of behaviour expectation, provide corrective prompt and direct student to ‘Time-Out’ space. Outcome for Student: Name moved to Orange Zone. Student removed from class area to designated, in-class ‘Time-Out’ space. Demonstration of positive behaviour required to move up one behaviour zone. Repeated progression to Orange Zone may result in Direct Red Zone as per agreed practice.

Red Zone 3rd Minor Behaviour Correction (4-6) 4th Minor Behaviour Correction (P-3)

or DIRECT EXIT – Major Behaviour see Matrix

Observable Behaviour: Minor behaviour (repeated) or Major as per matrix Teacher Action: Refer student directly to CALM (Consider Actions, Learn Management) room completing an ODR (Office Discipline Referral) form. Student to be exited from classroom (immediacy based on behaviour needs and CALM room demands). Teacher to record incident on Oneschool Outcome for Student: Name moved to Red Zone, classroom exit, Oneschool entry, behaviour reflection and detention. Parent communication and further disciplinary actions considered i.e. individualised program and/or suspension may be considered. Demonstration of positive behaviour required to move up one behaviour zone upon classroom re-entry.

Positive Recognition

Behaviour Correction

Bellevue Park State School, Responsible Behaviour Plan for Students 10

13. Appendix 3: The Use of Personal Technology Devices at School These guidelines reflect the importance the school places on students displaying safety and respect for others whenever they are using personal technology devices. If the school’s expectations are breached, consequences will be applied consistent with the Responsible Behaviour Plan for Students, including the specifics outlined within this appendix. Certain Personal Technology Devices Banned From School Students must not bring unapproved valuable personal technology devices like cameras, digital video cameras or MP3 players to school as there is a risk of damage or theft. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. The school accepts no responsibility for the damage or loss of such items. Approved Technology Devices Digital devices specified by the school as required for learning (e.g. iPad for eLearning classes) may be brought to school, but only used within class time, as directed by school staff. Use of such devices before or after school on school premises or during breaks is strictly prohibited. These devices are brought to school at the owner’s risk as the school does not accept responsibility for any damage or loss of this equipment. Students are expected to report any concerns about technology device usage immediately.

Personal Communication Device Procedure, Including Mobile Phones Bringing personal communication devices, such as mobile phones or watch phones/message sending devices, to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated with them. However, if they are brought to school, they must be handed in to the office before school and can be collected after school. Please note that while all due care will be provided to keep devices handed in, such as mobile phones, safe, school staff are not responsible for such devices and will not take responsibility if damaged, lost or stolen.

Recording Voice and Images Bellevue Park State school uphold the value of trust and the right to privacy. Every member of the school community should feel confident about participating in all aspects of school life without concern that their personal privacy is being invaded by them being recorded/photographed without their knowledge or consent. Students must never take photos or make sound or video recordings without the permission of a staff member. They must also never knowingly participate in unapproved photographs, sound or video recording. Students must not record sound, images or video:

anywhere that would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy).

in the classroom unless express consent is provided by the class teacher.

of inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc)

for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) unless express permission is given by a staff member. Final approval is required by that staff member prior to the dissemination of the materials.

Bellevue Park State School, Responsible Behaviour Plan for Students 11

Even if consent is obtained for recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others (or intended for dissemination) if it is done for the purpose of causing embarrassment to individuals or the school; for the purpose of bullying or harassment, including racial and sexual harassment or where without such intent a reasonable person would conclude that such outcomes may have or will occur. The school makes the final determination about what a ‘reasonable person’ would conclude would be the likely/possible outcomes of the student’s actions. Students may be subject to discipline (including suspension and recommendation for exclusion) if they breach the policy by being involved in recording and/or disseminating material (through text messaging, display, internet uploading or other means) or are knowingly the subject of such a recording. Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children) are against the law and if detected by the school will result in a referral to QPS. Recording private conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under this Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained. Messaging The sending of text or other messages that contain obscene language and/or threats of violence may amount to bullying and/or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school should ensure they keep the message as evidence and bring the matter to the attention of the school office. Assumption of Cheating Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments. Special Circumstances Arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal. Consequences for Breaches to Technology Device Expectations Confiscation

Permitted or unapproved personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent.

Bellevue Park State School, Responsible Behaviour Plan for Students 12

Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. In such an event, the school takes no responsibility for the device or communication about the return of the device. Students who have a personal technology device confiscated more than once may not be permitted to have a personal technology device at school for one month, or longer if deemed necessary by the Principal or delegated staff member. The Principal or delegated staff member may ban a student’s use of digital devices at school at any time and such decisions are not subject to appeal. Inappropriate use of approved devices (e.g. iPads) may result on temporary and/or permanent device bans. In such circumstances, the school’s decision is final and the school accepts no responsibility for any implications of the device/s not being permitted for school use (e.g. parent/carer expenditure). Disciplinary Consequences Breaches of personal technology device expectations will result in consideration of consequences as outlined within this appendix and Responsible Behaviour Plan for Students.

Bellevue Park State School, Responsible Behaviour Plan for Students 13

14. Appendix 4: Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying)

Bullying is not tolerated at Bellevue Park State School. Bullying may be in the form of a limited number of major incidents and/or a recurrence of minor incidents that have a negative impact on a student. Bullying may include behaviours such as: name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours. Bullying may be related to:

race, religion or culture;

disability;

appearance or health conditions;

sexual orientation;

sexist or sexual language;

children acting as carers; or

children in care. Bullying behaviours may be peer-maintained through the actions of bystanders. That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective responses to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it. Prevention The anti-bullying approach at Bellevue Park State School is a part of the Positive Behaviour for Learning systems. Therefore, school-wide universal behaviour support practices, targeted behaviour support and intensive behaviour support (see the Responsible Behaviour Plan for Students) encompass the strategies for preventing problem behaviour, including the subset of bullying behaviour. This means that all students are explicitly taught the expected school behaviours. Inclusion of lessons that are relevant to bullying and how to prevent and respond to it is a subset of the school’s Positive Behaviour for Learning and You Can Do It school-wide instructional program. Roles and Responsibilities At Bellevue Park State School all members of the school community have a responsibility to promote a safe learning environment and as such have a responsibility to act if bullying is occurring. STUDENT - To meet the school’s four expectations to Be Safe, Be Considerate, Be Respectful and Be a Learner - Report bullying to a school staff member immediately, including information that indicates a history of

incidents if there is one. - Stand up for the bullied when it is safe to do so (Don’t be a Bystander who supports the bully) PARENT - Inform school of suspected bullying incidents as soon as possible - Advise child to report bullying to class teacher - Be aware of and actively support school's policy

Bellevue Park State School, Responsible Behaviour Plan for Students 14

- Model appropriate behaviour - Refrain from discussing concerns about behaviour with children other than their own - Respect the school’s commitment to privacy and understand that school staff are unable to provide

information about the follow-up to situations for children who are not their own e.g. consequences for other students are not shared.

TEACHER - Explicitly teach Positive Behaviour for Learning and You Can Do It lessons related to bullying/anti-

bullying - Take all reports of bullying seriously - Refer ongoing bullying concerns to administration - Record incidences adequately - Create opportunities for students to share concerns - Access school program/ resources - Model appropriate behaviours - Actively discourage put downs and other harassment - Protect and support the victim, providing skills as necessary Consequences and Support The school responds to reports of bullying by investigating the information provided. Consequences for bullying will be considered as per the Responsible Behaviour Plan for Students. In addition, the school determines support required on an individual basis for the student who has bullied and the student who has been bullied. These support strategies may include:

student playground cards including goal behaviour/s

individual or group social and/or behaviour related educational programs

assisted conflict resolution / relationship repair process

stakeholder meetings (including parent/carer and school staff)

referral to Student Support Services (e.g. seek further information, determine appropriate support strategies, access collective expertise of the team for complex cases, consider referral to Guidance Officer if appropriate)

Bellevue Park State School, Responsible Behaviour Plan for Students 15

15. Appendix 5: Online Behaviour

Bellevue Park State School strives to create positive learning environments for all students, including

while online. To help in achieving this goal, Bellevue Park State School expects its students to engage in

positive online behaviours.

Outside School Hours Monitoring and promoting appropriate online behaviour is a parental responsibility outside school

hours.

Bellevue Park State School may apply disciplinary consequences (as per the Responsible Behaviour Plan

for Students) for student online behaviour that occurs outside school hours if the incident impacts on

the good order and management of the school.

In serious cases of inappropriate online behaviour, the school may also make a report to the police for

further investigation.

Bellevue Park State School will not become involved in concerns of cyberbullying or inappropriate

online behaviour where the incident in question does not impact upon the good order and

management of the school. For example, where cyberbullying occurs between a student of this school

and a student of another school outside school hours. Such an incident will be a matter for parents

and/or police to resolve.

Laws and Consequences of Inappropriate Online Behaviour Inappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the

Criminal Code Act 1995 (Cth) and the Criminal Code Act 1899 (Qld) contain relevant provisions

applicable to cyberbullying.

The Commonwealth Criminal Code outlines a number of criminal offences concerning

telecommunications services. The most relevant offence for cyberbullying is “using a carriage service to

menace, harass or cause offence to another person”.

The Queensland Criminal Code contains several applicable sections for cyberbullying. Potential relevant

criminal offences are:

Unlawful stalking.

Computer hacking and misuse.

Possession of child exploitation material.

Involving a child in making child exploitation material.

Making child exploitation material.

Distribution of child exploitation material.

Criminal Defamation.

There are significant penalties for these offences.