Recording and Reporting

Behaviour Incidents

Staff handbook

Primary Schools

September 2016

Introduction:

All Students, have rights and privileges as well as responsibilities. While the school has an

obligation to provide an education for all its students, the School Leader and staff have an

expectation that students conduct themselves in a way that is respectful, responsible and

supportive of the school’s positive learning environment.

In order to promote a positive learning environment (school climate) each school will have

in place:

A set of positively stated behaviour expectations

A matrix of examples of these expectations by setting/location

Plans to teach these expectations directly to all students in classrooms and across

other school locations.

A clear definitions for behaviours that that interfere with academic and social

A school behaviour policy, to include a code of conduct and disciplinary measures

and procedures.

A range of options to reinforce and praise good behaviour and a range of disciplinary

measures clearly communicated to school staff, students and parents.

This handbook is designed to support these school-based measures by given consistency and

clarity in relation to behaviour types, definitions, disciplinary actions taken and their

application within the School Information Management System: (SIMS)

Student Code of Conduct As with any incident of student behaviour, school staff must exercise informed judgment

about whether a student’s actions require a negative or positive response in relation to

their Student Code of Conduct. The tiered responses shown in table 1 and 2 provide

guidance to school staff in the use of progressive interventions, both positive and negative, to

impact student behaviours.

All schools will be expected to have in place their own distinct systems for recognising,

rewarding and praising students and/or groups of student in relation to their positive

behaviour and choices.

Table 1: Tiered Rewards TIER

1 OPTION

Tier 1 Rewards. Teachers/staff use the following rewards to recognise and reinforce positive behaviour, effort and achievement/success in and around the classroom.

Verbal praise

Display students work

Merit points

Tokens such as gifts, etc.

Tutorial group rewards

Post card, letter and/or certificate to parents

Classroom privileges

Homework pass

Text, email, phone call to parents.

Classroom responsibilities

Referred for academy reward

2 Tier 2 Rewards. Appropriate when students have made extra effort and or behaved in a way which requires extra recognition. Tier two rewards may also be cumulative as a result of a pre-agreed number of tier 1 rewards. Tier 2 rewards are generally recognised through academy activities.

Bronze/silver merit awards/certificates

Class/house/year honour board

Class/house/year display board

Class/house/year awards for attendance, most improved, effort and conduct

Class/house/year letters, reports home

Class/house/year recognition badges

Class/house/year dress down day (excluding those who have not met requirements)

Weekly/monthly assembly recognition

Class/house/year trips/parties for groups of students

Class/house/year lunch trips

3 Tier 3 Rewards. Appropriate when students have made an exceptional contribution to the school, have achieved something outstanding or need recognition for services to the wider community. Tier 3 rewards may also be cumulative as a result of a pre-agreed number of tier 2 rewards. Tier 3 rewards are generally recognised through whole school celebrations or national press releases.

Gold merit awards/certificates

School honour board

School display board

National Press report

Termly/yearly prize draw for high achievers

Principal letters, reports home

Whole school recognition badges

Movie or games day

Termly/monthly assembly recognition

School trips/parties for groups of students

Dress down passes

Whole school awards for attendance, most improved, effort and conduct

Table 2: Tiered Behaviours and Sanctions Level

1 Responsibility: Teacher- Use the following interventions to help students manage behaviour in the classroom. Teachers to record offence and sanction taken in lesson monitor comments (SIMS). If offence becomes a MAJOR due to intensity or frequency then intervene student and inform/refer on to SMT using SIMS and/or referral form.

MINOR

or

MAJOR

Offence

Cheating. Defiance. Disrespect toward others or their equipment. Disruptive behaviour. Inappropriate contact.

Lying. Leaving class without permission. Misuse of school equipment. Possession of mobile electronic equipment

or other prohibited items. Refusal to attempt/complete work. Teasing/hurtful comments. Unsafe behaviour.

Action Taken • Letter of apology • Loss of privileges • Restorative approach • Contact parent

• Teacher conference with student • Mentoring • In-class time-out • Seat change • Behaviour target(s)

• Reinforcement of appropriate behaviours

• Written reflection about incident • Daily report (teacher) • Teacher detention

2 Responsibility: Teacher can deal with behaviour but must also inform/refer to SMT. Teachers to record offence in SIMS/Referral Form and forward on to SMT.

MAJOR

Offence

All Tier I MINOR offences that become MAJOR due to intensity or frequency, or have not been

resolved: Leaving School without permission, Threatening behaviour to student, Prejudicial remarks/comments.

Selling goods. Deliberate damage to property.. Action Taken All of tier 1 sanctions

Mandatory referral to

SMT/Deputy

Daily report (LM)

• Teacher conference with student

and/or parent

• Referral to school counsellor

• Peer mediation

• Parent or guardian accompany student

to school or classes

• Confiscation of prohibited items

• Student/Parent contract

• School detention.

3 Responsibility: Teacher/SMT - Teacher to intervene with student and inform and/or refer on to SMT using SIMS/Referral Form

MAJOR

Offence Tier 1 and 2 offences are repeated, are of a more serious nature or have not been resolved.

Alcohol, tobacco and other drugs. Arson/fire. Bullying. Deliberate cruelty to animals. Inappropriate sexual

contact, Inciting others to fight or joining a fight. Indecent/offensive behaviour. Physical aggression to student

Stealing. Threatening behaviour to staff. Action Taken • All of tier 1 and 2

sanctions

• Mandatory referral

to / SMT/Deputy

• Community Service (Volunteer work

as a form of restitution)

• Parent/guardian notification required

• Alternative school-based programme

• Behaviour contract

• Referral to Behaviour Support

Services

• In-school suspension

• Exclusion (1-3 days)

• School Leaders detention

4 Responsibility: Teacher/SMT Teacher/SMT to record offence in SIMS /referral form and forward on to

Deputy/School Leader

Offence Tier 1, 2 and 3 offences are repeated, are of a more serious nature or have not been resolved.

Arson. Physical aggression to staff. Distribution of alcohol/drugs; Possession of dangerous implements/weapons Action Taken • All of tier 3 sanctions

• Parent/guardian

notification required

• Alternative school-based program

• Referral to Alternative Placement

Panel

• Behaviour referral to School Leader

• Restricted activity

• Modified school day • Transfer to another Academy • Exclusion (4–7 days)

• Behaviour contract

5 Responsibility: School Leader with support from SSIO/DES. Teacher/SMT Record offense and outcome in SIMS.

Offence Tier 4 offences have been repeated or have not been resolved. Tier 5 offences are of a significantly

serious or extreme nature where the student’s behaviour presents a serious health and safety risk to the school

community. Action Taken • Parent/guardian

notification required

• Managed move to another school

• Referral to Alternative Placement

Panel

• Extended Suspension (up to 30 days)

• Expulsion (to be considered only in

the most extreme cases)

Costs relating to loss or damage may be required in addition to any other prescribed consequences.

Primary Staff Handbook – September 2016

Name of Primary School - Behaviour Incident Reporting Form. Student(s) _________________ Referring Staff _____________Class ____ Date ______ Time (Please Circle): Before School. Morning Sessions. Morning

Break. Lunch Time. Afternoon Sessions. After School

Location

Classroom

Playground/

Common area

Hallway/ Walkway Canteen/Lunch room

Bathroom/Restroom

Library/home reading room

Snack Area

School Hall

Library

Way to/from School

Stairs

Computer/Multimedia Room

Parking Area

School Bus

Admin Building

Field trip

Music Room

Cabana

Art Room

Level 1 Behaviour Incident Types Level 2+ Behaviour Incident Types

MINOR MAJOR

Cheating

Defiance

Disrespect toward others or their equipment

Disruptive behaviour

Inappropriate contact

Lying

Leaving class without permission

Misuse of school equipment

Possession of mobile electronic equipment or other prohibited items

Refusal to attempt/complete work

Teasing/hurtful comments

Uniform Infraction

Unsafe behaviour

MAJOR

Alcohol, tobacco and other drugs

Arson/fire

Bullying

Deliberate damage to property

Deliberate cruelty to animals

Inappropriate sexual contact

Inciting others to fight or joining a

fight.

Indecent/offensive behaviour

Leaving school without permission

Physical aggression to student

Physical aggression to staff

Possession of dangerous

implements/weapons

Possession of stolen equipment

Prejudicial remarks/comments

Selling Goods

Stealing

Threatening behaviour to student

Threatening behaviour to adult

Activity Literacy Numeracy Science Social Studies PE Music Art Craft/PotteryRE Dance Spanish Library Character Ed PSHE

ICTUOI TD Fine ArtsSwimming SailingRugby Session with Specialist Teacher After School Club After School Programme Devotion

Others Involved None Peers Staff Teacher Substitute Unknown Other ___________________

Action Taken

If Minor incident, teacher to state what action taken (refer to list in handbook)______________________________________________________________

If Major Incident, teacher to state what action taken (refer to list in handbook)_______________________________________________________________

If incident is referred to SMT, request the following action to be taken by SMT (refer to list in handbook)________________________________________

Teacher referred incident to:____________________________________ Entered into SIMS Yes/No Entered into SIMMS by:_________________

Comments

Primary Staff Handbook – September 2016

Primary School Behaviours that can be either MINOR or MAJOR. As a general rule, all MINOR behaviours should be dealt with by the class teacher. It is also an expectation that class teachers have a role to play in

dealing with MAJOR incidents. When responding to a MAJOR incident a class teacher can either intervene with the student(s) involved and inform a member

of SMT about their actions, or refer the incident on to a member of SMT for further action. The threshold between MINOR Incidents and MAJOR Incidents are

difficult to quantify and rely on the judgement of those adults involved. However, the seriousness is generally due to intensity of the incident or whether the same

MINOR behaviour is being repeated over a period of time. The following is designed to assist in this process. If in doubt, speak to a member of SMT.

Behaviour MINOR Thresholds for Minors becoming MAJOR (Can be 1

st time offence)

Cheating Looking at other individual’s answers. Asking others for help or answers during a test

Providing, receiving, or viewing answers to test items and/or having books, notes out during a test without permission.

Defiance Refusing to follow a reasonable request to a specific direction/instruction of an adult through disobedience, unruliness, or noncompliance.

Refusal to report to the office, allow search, or attend detention/internal suspension.

Disrespect toward others/others

equipment

Inappropriate comments. Walking away when being spoken to. Using/misusing others equipment. Using others equipment without permission.

Cursing or making physical gestures to others. Verbal abuse. Causing damage to the property and/or equipment of others.

Disruptive behaviour Behaviour that interferes with instruction, learning, and a safe and orderly environment such as refusing to remain in seat and/or making rude noises.

Minor behaviours that are continuous for more than 10 minutes and cause significant disruption to school/classroom.

Inappropriate contact Play fighting, rough play, pushing, scratching, and pinching. Fighting, striking, punching, pulling hair, biting Note: Can also be classed as physical aggression (major) if actions are carried

out with the intent of hurting another student.

Leaving class without permission

Leaving class without permission for up to 5 minutes before returning

Leaving class without permission for over 5 minutes. Leaving class without returning would be a higher level offence

Lying Lying over minor issues Lying over issues that may have major consequences

Misuse of school equipment

Knocking over equipment, using equipment without permission. Using computer without permission. Accessing music /games sites without permission. Breaking pencils, etc.

Throwing equipment (can also mover to deliberate damage and/or disruptive behaviour MAJOR). Accessing pornographic sites or using own software without permission.

Possession of electronic

equipment/prohibited items

Possession or using mobile electronic equipment or any other prohibited item outlined in the School Code of Conduct.

3 times or more

Refusal to attempt/complete work

When instructed Throughout the lesson

Teasing/hurtful comments

Making comments without thinking or understanding the meaning Premeditated comments leading to bullying

Uniform infraction Wearing clothes, hair, jewellery in contravention of the school dress code

Repeated violations of the school dress code over a period of time.

Unsafe behaviour Climbing, running in corridors, swinging on chairs. Being in an area that is out of bounds.

Throwing objects, waving/swinging objects, pushing over furniture, jumping on tables – Putting themselves and/or others at risk by being in an area that is out of bounds.

Primary Staff Handbook – September 2016

Primary School Major Behaviour Types and Definitions

Alcohol, tobacco and other drugs incident Alcoholic substances; tobacco or tobacco products, such as electronic cigarettes; inhalants or other intoxicants substances; controlled and/or dangerous substances, including prescription drugs and substances represented as controlled drugs, and drug paraphernalia such as pipes.

Possession The student has on his/her person, or within the student’s personal property, or has under the student’s actual or constructive control, any of the substances listed in this offense.

Consumption/Use The student has consumed, ingested, assimilated, inhaled, or injected any of the substances listed in this offense.

Distribution/Sale A student has disseminated or transferred any of the substances listed in this offense with or without compensation.

Possession with Intent to Distribute The student has in his/her possession, as previously defined, any of the substances listed in this offense in a quantity or packaging to indicate intent to distribute or transfer to others.

Arson/fire Attempting to, aiding in, or setting any fire on school property. This includes unauthorized possession of a flammable liquid or materials

with the intent to set fire, including matches/lighters

Bullying An intentional act which may be written, verbal, electronic or physical, that is aimed at demeaning another individual, is intended to cause physical and/or emotional harm and is repeated over time. Such acts can be carried out by individuals or groups and targeted at individuals or groups.

Deliberate cruelty to animals Is witnessed causing harm or distress to animals. This includes chickens and iguanas. Deliberate damage to property

Damage, destruction, or defacement of property belonging to the school or others.

Inappropriate sexual contact (themselves or others) Attempts at, and/or the actual touching, groping, grabbing of others in their private areas or making physical contact of a perceived sexual nature. Also includes any instance of a student putting their hands inside of their pants or rubbing their private parts on

any other object or person with the intent of sexual stimulation. Inciting/participating in school disturbance Causing a disruption to the atmosphere of order and discipline in the school or otherwise preventing orderly conduct. Indecent/offensive behaviour, Exposure, urinating/defecating in public, obscene gestures and actions. Leaving school without permission Leaving the school compound without

permission.

Physical aggression toward adults and/or students Exhibiting one of the following (or similar) behaviours, with the intent to cause harm to another person. Hitting – using a hand or arm with a closed or open fist to hit (make forceful physical contact) with another person.

Kicking – using the foot or leg to kick or hit another person

Primary Staff Handbook – September 2016

Head-butting – using the head or face to hit (make forceful physical contact) with another person

Scratching – using the nails of the feet or hands to break the skin of another person.

Pinching – using the fingers to squeeze another person’s skin hard enough to cause pain

Biting – using the teeth or gums to make contact with another person’s body or clothing

Pushing – using any part of the body to forcefully contact another person’s body with the intent to cause injury

Throwing objects – throwing an object that with the intent to hurt or frighten another person.

Hair Pulling – using any part of the body to grip and pull on another person’s hair.

Spitting – any instance of saliva leaving the mouth of a student (excluding while the student is talking or yelling) with the intent of directing it at another student or adult. Possession of dangerous implements/weapons Any implement, or substance used as a weapon to inflict bodily harm, including any object or implement capable of causing harm or used in such a way as to cause harm to another. This includes, but is not limited to, guns, replica guns, knives, batons, laser

pointers, and any propellants such as tear gas acid or pepper spray product.

Possession/use of stolen property Being in possession or using the property of another person or institution without permission or knowledge of the owner. Prejudicial behaviour Behaviour of a verbal, written, or symbolic nature, committed against a person or property, which is motivated by the offender’s prejudice, a negative opinion or attitude toward a group of persons based on their race, religion, disability, size, sexual orientation, or ethnicity/national origin.

Threatening behaviour/threats (against adults and/or students) Any language (verbal or nonverbal) directed at someone in a threatening or harmful manner. This would include a threat with raised fist/weapon and/or a threat with close proximity ‘in your face’. If it is meant to be intimidating/bullying, score under Bullying Selling goods Selling of goods on the school premises, unless given explicit permission by the principal to do so Stealing

Taking or obtaining the property of another person or school without permission or knowledge of the owner.

Primary Staff Handbook – September 2016

PRIMARY‘ACTION TAKEN’ FOR SIMS 2016-17

Apology

Loss of privileges

Restorative approach

Teacher meeting with student

Mentoring

In-class time-out

Seat change

Reinforcement of appropriate behaviours

Teacher detention (Break)

Contact parent

Individual Behaviour Plan set

Written reflection about incident

Daily report (teacher)

Teacher detention (lunch time)

Behaviour referral to SMT

Daily report to SMT

Teacher meeting with student and/or parent

Referral to school counsellor

Peer mediation

Parent or guardian accompany student to school or

classes

Alternative school-based programme

School detention (after school)

Student/Parent contract

Community Service (Volunteer work as a form of

restitution)

Behaviour contract agreed

Referral to Behaviour Support Services

School Leaders detention (Friday after school or over

weekend)

Referral to Alternative Placement Panel

Behaviour referral to School Leader

Restricted activity

Modified school day

Transfer to another class

Managed move to another school

Internal Suspension ½ day (1 sessions)

Internal Suspension 1 day (2 sessions)

Internal Suspension 2 days (4 sessions)

Internal Suspension 3 days (6 session)

Primary Staff Handbook – September 2016