RESPONSIBLE BEHAVIOUR PLAN FOR STUDENTS

Last Updated Semester 1 2016

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Isabella State School implements School Wide Positive Behaviour for Learning. This is a pro active strategy

and will see the continuing development and evolution of a whole school approach to creating and

maintaining a safe, secure and nurturing learning environment.

• Problem behaviours have clear consequences

• Student behaviour is monitored and staff receive regular feedback via data

• Positive Behavioural Support strategies are implemented at the school-wide, non-classroom,

classroom and individual student level

• Positive Behavioural Support strategies are designed to meet the needs of all students

Isabella State School is a relatively new state school located in Edmonton in the southern corridor of Cairns.

The school provides primary education for children from Prep to Year 6.

The school is set in newly established grounds at the foot of the Isley Hills. Buildings include:

Administration; Resource Centre; Year 4-6 classrooms; Year 1-3 classrooms; Prep classrooms and Support

Centre as well as a Performing Arts and Human Movements Centre. The outdoor learning areas, shaded

adventure playgrounds, covered play areas and a large oval are also features of the school.

The school community is made up of families from a variety of backgrounds and occupations living in both

self-owned and rented accommodation. The school has an active P&C which strongly supports school

activities.

The staff consists of:

1 Principal

1 Deputy Principal

1 Head of Curriculum

1 master teacher

1 H.O.S.E.S (Head of Special Education Services)

1 Business Services Manager

2 Administration Officers

25 classroom teachers

1 local relieving teacher

1 teacher aide in the role of Library officer

1 music teacher

0.2 instrumental music teacher

1 physical education teacher

0.2 Languages Other Than English teacher

1 Behaviour Support teacher

0.5 Guidance Officer

0.4 School Chaplain

1 Support Teacher/Literacy & Numeracy

1 teacher of students with disabilities

25 teacher aides

4 cleaners

1 grounds facilities officer

1 part-time IT technician

PURPOSE

SCHOOL PROFILE

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Specialist teachers including Music, LOTE, H/PE and Instrumental Music teachers provide specialist lessons

each week.

Our school provides a wide variety of learning experiences focused around the implementation of the

Australian Curriculum. We also promote participation in many extra-curricula activities on and off campus.

Our purpose is to provide opportunities for all students to reach their potential. Our motto is -

‘Reaching Great Heights’.

We aim to achieve an active and effective learning community by adopting the key principles of high

expectations, explicit teaching and engaged learning. In this way all members of the learning community

have the opportunity of Reaching Great Heights.

The consultative process will involve a draft being endorsed by all teaching staff including teacher aides and

the Parents and Citizens Association. The next review is scheduled for 2019.

Of particular interest within the current consultative process are the areas:

Attendance

Unexplained absences

Suspensions and exclusions

Behaviour incidents (bullying – including cyber-bullying)

Our school community has identified the following school rules to teach and promote our high standards of

responsible behaviour:

We Learn

We Show Respect

We Are Safe

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned

with the values, principles and expected standards outlined in Education Queensland’s Code of School

Behaviour.

Our philosophies regarding student behaviour and learning include:

Every child matters every day

All students can achieve and be successful at school

To achieve this we aim…

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1. To ensure that strong relationships, high expectations and engaging curriculum provide a supportive

and challenging learning environment for all students.

2. To continue to refine an agreed code of behaviour for all learners that reflects the social and moral

standards acceptable to the community. This includes the following values and beliefs:

i. Children need the ability to make responsible choices for themselves now and in the

future.

CONSULTATION AND DATA REVIEW

LEARNING AND BEHAVIOUR STATEMENT

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ii. Children need the opportunity to engage in learning experiences that will enable them

to reach their full potential

iii. Children need to develop positive learning attitudes

iv. Children need to develop a positive self-concept and use their talents fully

v. Children need to develop skills to live as responsible members of a community

3. To continue to refine an action plan to reinforce responsible behaviour.

4. To provide a Supportive School Environment where:

all members of the school community feel safe, welcome and are valued

social and academic learning outcomes are maximized for all through quality practices in the

areas of curriculum, interpersonal relationships and school organisation

school practices involve a planned continuum from positive to preventative actions for all

students to responsive actions for specific individuals and groups

non-violent, non-coercive and non-discriminatory language and practices are defined,

modeled and reinforced by all members of the school community

suspension and exclusion procedures are considered only when all other approaches have

been exhausted or rejected

WHAT POSITIVE BEHAVIOUR SUPPORT LOOKS LIKE AT ISABELLA:

1. Students can tell you what is expected of them and give a behavioural example

2. Behaviour is taught, actively supervised, practised and acknowledged

3. Positive adult-to-student interactions exceed negative

4. Evidence-based practices are being used

5. Function-based behaviour

The program developed and implemented will foster:

1. A caring and supportive school environment

2. An agreed code of behaviour centered around the school rules matrix (see attached)

3. An emphasis on recognition of positive behaviour

We believe:

1. Our school can positively influence students’ behaviours and academic performance.

2. We can assist each child to acquire/maintain the skills necessary to have healthy relationships, sound

values, strong self esteem and effective communication which we recognise as pre-requisites for

effective membership in our community.

3. Our approach to managing student behaviour is a whole school approach and must be understood by

children, staff and parents who all take responsibility for its implementation.

4. Our program requires honest and open communication between all concerned.

5. A problem solving approach utilizing the experience of staff members and parents will best address

the management of student behaviour.

6. A fundamental difference exists between the concepts of consequence and punishment. Punishment

is retribution for behaviour and has no agenda for the improvement of attitude or behaviour.

Consequences are viewed as arising naturally from a certain behaviour and are known and

determined in advance by staff, parents and students.

SWPBL guiding principles will determine our practice:

In order for us to operate effectively and meet the needs of all students, we understand and accept

that certain kinds of behaviour are expected and explicitly taught to all students.

PROCESSES FOR FACILITATING STANDARDS OF POSITIVE BEHAVIOUR AND RESPONDING TO UNACCEPTABLE BEHAVIOUR

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We all believe that each person should be treated fairly and that each group – students, teachers and

parents – have rights which will be recognised across our learning community

Related to these rights are certain responsibilities that must be recognised and accepted by all those

involved in the school community

It must be accepted that certain consequences will occur when these rights are infringed or these

responsibilities are not accepted.

Isabella State School employs a number of strategies to reinforce positive behaviour and participation

through a School Wide Positive Behaviour for Learning approach. We recognise students as they display

behaviours associated with Getting Along, Persistence, Resilience, Organisation and Confidence

underpinning the school rules; We Learn, We show Respect, We are Safe.

SWPBL supports our vision to provide opportunities for all of our students to meet the expected social skills

required for optimum learning and curriculum access. Through a variety of learning opportunities we aim to

promote positive habits of the mind such as social responsibility, thinking first, being tolerant of others,

setting goals, accepting myself and working tough. The You Can Do It philosophy is an essential part of our

school culture and sits within the SWPBL framework.

Isabella State School employs a number of strategies to reinforce positive behaviour and participation

through a positive approach and the SWPBL philosophy. We recognise students as they display behaviours

associated with Getting Along, Persistence, Resilience, Organisation and Confidence as well as behaviours

associated with Safety, Learning and Respect.

THE FOLLOWING ARE EXAMPLES OF PRO-ACTIVE AND POSITIVE ACTIVITIES:

1. Student of the Week – All students demonstrate qualities (academic, social, problem solving, honesty,

sportsmanship, etc) that can be acknowledged. The Student of the Week award is given at the discretion

of the teacher and is for all students in the school. Certificates are presented weekly on parade, published

in the school newsletter and logged on OneSchool. Awards link directly to the school rules. The Isabella

expectations outline appropriate behaviours in a variety of school settings.

2. Postcards/Certificates are awarded to students throughout the year. Teachers recognise individual

student’s achievement and award students with these certificates weekly. These are logged on

OneSchool.

3. Phone Calls/Text Messages/Emails are used by teachers each week to acknowledge student success.

4. Gotcha Awards (Students) – Staff may ‘catch’ students in the playground or in the classroom

displaying behaviour we value and promote. These students are recognised on weekly parade and the

awards are logged on OneSchool.

5. Gotcha Awards (Staff) – Staff may acknowledge colleagues for any random acts of kindness. Gotchas

are displayed in the staffroom.

6. Principal Awards – Students recognised for academic achievement and exemplary attendance receive a

letter home acknowledging these achievements.

7. In-Class Acknowledgement System – a variety of classroom incentive schemes are used to promote

positive behaviour choices.

UNIVERSAL BEHAVIOURAL SUPPORT

PRO-ACTIVE AND POSITIVE ACTIVITIES

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8. Mid-term Acknowledgement – Students recognized for meeting Isabella’s behaviour expectations will

receive a certificate and will be eligible to participate in an afternoon activity. This may include a game,

Just Dance, disco, ipads, supervised free time, art, 30 minute movie/TV show or playground.

9. End of Term Acknowledgement - Students recognized for meeting Isabella’s behaviour expectations

will receive a certificate and will be eligible to participate in an afternoon activity. This may include a

game, Just Dance, disco, ipads, supervised free time, art, 30 minute movie/TV show or playground.

10. Attendance Acknowledgement –

Each week the class with the highest attendance data receive the attendance trophy on assembly.

At the end of each term, teachers present attendance certificates to students whose attendance data

falls in the 95-100% range.

11. Behaviour Grade Scale / Celebration events – a variety of events are held throughout the school year

for students maintaining an “A”, “B” and/or “C” behaviour grade to acknowledge and celebrate their

efforts. Visual representations of this grade are visible within the classroom setting to enable students to

self- regulate their behaviour and choices on a daily basis.

12. Lunchtime activities – are implemented in specific areas of the school to support students to develop

cooperative skills. Activities range from construction, dance and drama, sport and art and craft projects.

Activities are also implemented to assist students that require support socially during lunch times.

Other positive events:

1. Discos / Celebration events – Events celebrating students’ behaviour (“A”, “B” and “C” standards) and

efforts in learning are held during each term.

2. Camps and sporting activities are extra curricula events offered to students of various ages and year

levels displaying appropriate behaviours and meeting expectations listed.

NTIAL SKILLS FOR MANAGING BEHAVIOU

The Essential Skills for managing behaviour underpin our Responsible Behaviour Plan for Students. Mastery

of and a focus on these skills across the school provide us with a strategy for a united approach to managing

behaviour in a Supportive School Environment.

LANGUAGE OF EXPECTATION:

1. Establishing Expectations

2. Instruction Giving

3. Verbal and non-verbal redirections

4. Waiting and scanning

LANGUAGE OF ACKNOWLEDGEMENT:

5. Cuing and acknowledgement

6. Body language

7. Descriptive Encouraging

LANGUAGE OF CORRECTION:

8. Selective Attending

9. Giving a Choice

10. Following through

11. Defusing

ESSENTIAL SKILLS FOR MANAGING BEHAVIOUR

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Profiling is a whole school approach for reflection on management skills and strategies used by teachers to

diminish off task behaviour and maintain student engagement in learning.

In a supportive and well-disciplined school approximately 10 to 15% of students may occasionally need

additional targeted support, specific adjustments or program intervention. Targeted support is typically

delivered in small groups to the identified population.

At Isabella State School, Targeted Behaviour Support includes:

Students having an awareness of and explicit teaching around:

Routine classroom management procedures and classroom rules

Buddy teacher systems

Time-out/ thinking seats

Accepting responsibility / ownership for their actions

The rights and responsibilities of students and staff

Teaching Staff responsibilities include:

Regular and continual monitoring of student behaviour

Explicitly teaching expected behaviours

Collating, monitoring and responding to data

Communicating to parents/caregivers

A knowledge of processes available to provide support:

Individuals Reaching Academic Potential (IRAP)

Intervention strategies through Support/Care teams

Behavioural referrals within the school and in specific cases with external agencies and

BST

Targeted support available through the Guidance Officer (GO)

Specific targeted programs available at school through the chaplaincy program

Behaviour Support Teacher responsibilities include:

Talking to students (relationships & choices)

Re-directing students to their classrooms

Escorting students who have difficulty transitioning to buddy class

Assisting teachers to reflect on how best to support individual students and their behaviour

Attend meetings when available

Home visits

Main operators of the Clear Thinking Room (CTC)

Actively involved in School Wide Positive Behaviour for Learning (SWPBL)

Construct behaviour management resources to support individual students and teachers eg,

behaviour plan, playground plan

Investigate incidents and follow through

Liaise regularly with admin, school liaison officer and staff

Parent contact and record on OneSchool

Record actions taken in response to incidents logged on OneSchool

Administration responsibilities include:

Implementing case management as required

Communicating with parents/caregivers and students about possible outcomes if behaviours

continue/escalate

Enacting formalised consequences for non-compliance

All of the above strategies listed as Teaching staff responsibilities

TARGETED BEHAVIOURAL SUPPORT

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In a supportive and well-disciplined school approximately 2 to 5% of students may need more intensive

support and/or flexible learning options to assist them to continue their learning. These are typically

individualised interventions for students with highly complex and challenging behaviours.

At Isabella State School, Intensive Behaviour Support:

Caters for approximately 2 - 5% of all students who do not meet the expectations outlined by the

School Code of Behaviour

Can include responses to acute significant behaviours that affront the good order and running of the

school but chiefly pertains to all students with chronic behaviour problems

Can include assisting to manage significant acute behaviours with external agencies

Applies to all students whose behaviours significantly impact on Learning, Respect, Safety

Can include arranged formalised Parent/Caregiver meetings

Can include support from external agencies ( e.g. Act for Kids, Early Years, Department of Child

Safety)

Can include shared programs and part-time programs with support

Ensures that behavioural expectations and or contracts are made very clear to all students

Can include individualised complex case management

Includes monitoring for improvements to inform the process

Can include suspension and exclusion options after considering all other options

Intensive Behaviour Support is administered through a team comprising administration, behaviour support

staff and where applicable other student services support staff.

In some instances, care teams are formed including external service providers who support the student/family.

Emergency situations and/or critical incidents relating to behaviour are incidents that require urgent and/or

emergent attention from staff, admin members and/or external agencies because the behaviour at hand

jeopardizes the imminent safety of students or staff.

Appropriate de-escalation procedures such as the following will be used to minimize the escalation of

incidents.

Basic defusing strategies:

1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the

student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive,

communicating anger and frustration through body language.

INTENSIVE BEHAVIOURAL SUPPORT

EMERGENCY RESPONSES OR CRITICAL INCIDENTS

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2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay calm

and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the

student, be matter of fact and avoid responding emotionally.

3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem

situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body

language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda,

acknowledge cooperation, withdraw if the situation escalates.

4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge their

choice and re-direct other students’ attention towards their usual work/activity. If the student continues

with the problem behaviour then remind them of the expected school behaviour and identify

consequences of continued unacceptable behaviour).

5. Debrief: Help the student to identify the sequence of events that led to the unacceptable behaviour,

pinpoint decision moments during the sequence of events, evaluate decisions made, and identify

acceptable decision options for future situations.

Physical Intervention:

Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted

and a student is:

physically assaulting another student or staff member; or

posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Isabella State School’s duty of care to protect

students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered

appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student’s path, leading a student by

the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially

dangerous objects and, in extreme situations, using more forceful restraint.

It is important that all staff understand:

physical intervention cannot be used as a form of punishment;

physical intervention must not be used when a less severe response can effectively resolve the situation

and the underlying function of the behaviour.

Physical intervention is not to be used as a response to:

property destruction;

school disruption;

refusal to comply;

verbal threats; and

leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must:

be reasonable in the particular circumstances;

be in proportion to the circumstances of the incident;

always be the minimum force needed to achieve the desired result; and

take into account the age, stature, disability, understanding and gender of the student.

Record keeping

Each instance involving the use of physical intervention must be formally documented. The processes can be

found at http://ppr.det.qld.gov.au/corp/hr/workplace/Pages/Health-and-Safety-Incident-Recording,-

Notification-and-Management.aspx online.

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LEVEL 1: FOCUS ON POSITIVE INDIVIDUAL BEHAVIOUR (Teacher manages the behaviour)

Student Behaviour

Respect the rights of self and others

Teacher Action

Positively reinforce behaviour

with appropriate comments

and specific feedback

Extra Support

Involve fellow students, teachers and

parents

Staying in seat

Being on task

Following instructions

Working quietly

Caring for others

Showing initiative

Being prepared/organised

Being courteous and respectful

Sharing **(green)

Language of acknowledgement

Verbal praise and encouragement

Student of the Week

Gotchas

In class acknowledgement –

stickers, happygram, awards

Privileges

Display work

Give responsibilities

Share with others

Share good work, successes with other

teachers/Admin, parents, staff

Send home a Postcard, make a phone call,

email, SMS (log on OneSchool)

Semester A behaviour letter

Ancillary Staff and voluntary helpers praise, reward and model appropriate behaviour.

LEVEL 2: FOCUS ON INDIVIDUAL MISBEHAVIOUR (NON-DISRUPTIVE) (Teacher manages the behaviour)

Student Behaviour

Basically respects the rights of others

but has difficulties which may affect

self esteem. Minor disruptions.

Teacher Action

Seek solution to problem

with student. Consult with

others. Employ strategies.

Extra Support

Gain help from other staff or parents.

Not listening

Avoidance behaviours

No effort with homework/extension work

Annoying others

Disrespectful behaviours

Lateness

Not being ready

Not wearing hat and shoes

Being in wrong play area or out of bounds

Not playing safely

Littering

**(yellow)

Language of expectation,

acknowledgement and correction.

Reinforce success

Verbal/visual rule reminders

Class meetings

Informal parent contact

Keep anecdotal records

Discuss strategies with fellow colleagues

Contact parents to discuss and problem solve

– involve the student

Chaplain

Ancillary Staff and voluntary helpers deal with minor behaviours using appropriate supportive strategies.

Report inappropriate behaviour requiring consequences to class teacher.

LEVEL 3: FOCUS ON BEHAVIOUR WHICH AFFECTS OTHERS (Teacher manages the behaviour involve others when necessary)

Student Behaviour

Violates the rights of others. Has

continuing problems.

Teacher Action

Consults with others. Employ

strategies.

Extra Support

Gain help from other staff or parents

Poor attitude to learning and work

Disrespectful and/or unresponsive in class

Calling out unnecessarily

Continually arriving late

Continued refusal to accept responsibility

for actions

Leaving classroom without permission

Playing dangerously

Damage to clothing, equipment or

environment

Entering classroom without permission

Using objects dangerously

Disobeying instructions

**(orange)

Reinforce success (positive

behaviours, positive actions)

Language of expectation,

acknowledgement and correction

Consistent strategy to address

behaviour – Classroom/Playground

Consequence Chart

Record on OneSchool

Use behaviour contracts

Use appropriate time out– miss

play/class activity

Buddy class time out/CTC

Use of re-entry procedures

Formal parent contact (OneSchool)

Parent communication

Behaviour Support Teacher

Principal/Deputy Principal

Guidance Officer

Chaplain

Ancillary Staff and voluntary helpers report inappropriate behaviour requiring consequences to class

teacher/BST.

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LEVEL 4: FOCUS ON PERSISTENT BEHAVIOUR AFFECTING OTHERS (Teacher, BST, DP, Principal manage the behaviour)

Student Behaviour

Breaches the rights of others.

Regular and serious infringements

of other’s rights.

Teacher Action

Consults with others.

Employs strategies.

Extra Support

Involve Principal/ Deputy Principal

and support staff

Persistent disruption

Deliberate misbehaviour

Physical assault

Verbal assault

Damage to property

Leaving school grounds without

permission

Ignores attempts to help

Refusal to cooperate with person on

duty.

Persistent repetition of disrespectful and

/ or unsafe behaviours

Bullying behaviour – repeatedly hurting

(physically, emotionally)

**(red)

Reinforce success (positive

behaviours, positive actions)

Language of expectation,

acknowledgement and correction

Consistent strategy to address

behaviour – Classroom/Playground

Consequence Chart

Record on OneSchool

Use behaviour contracts

Use appropriate time out– miss

play/class activity

Buddy class time out/CTC

Use of re-entry procedures

Formal parent contact (OneSchool)

IRAP Referral

Suspension/withdrawal from

school activities

Parents/Carers

Behaviour Support Teacher

IRAP follow up

Guidance Officer

Chaplain

Outside support agencies-police, FaCE, ACT

for Kids

LEVEL 5: FOCUS ON SERIOUS ANTI SOCIAL BEHAVIOUR (DP, Principal manages the behaviour)

Student Behaviour

Seriously breaches rights of others

and shows no signs to wanting to

change.

Teacher Action

Problem to be managed by

Principal/ DP and Support

Agencies

Extra Support

Outside Agencies following referral

Abusive – physically and/or verbally

Dangerous activity

Vandalism

Uncontrollable

Uncooperative

Use of illicit substance

Use of weapons

**(red)

Language of correction

Formal suspension or exclusion

Ensure use of re-entry procedures

(form)

Referral to community agency

Parents/Carers

Behaviour Support Teacher

Guidance Officer

Possible suspension/exclusion

Outside support agencies-police, FaCE, ACT

for Kids

** Green, Yellow and Red behaviours are directly linked to specific sections of the SWPBL Behaviour

Interventions triangle.

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PLAN FOR MANAGING UNACCEPTABLE STUDENT BEHAVIOUR

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TIME OUT PROCEDURE:

In class

The student must sit quietly for up to a maximum of 10 minutes. The time begins when the student is sitting

quietly. A sand timer is one way of providing a visual cue for the student in time out.

At the conclusion of the time out period, the student is calm, prepared to resume learning and to follow the

class rules. This requires a brief discussion between the teacher and student regarding expectations.

Buddy Class:

The purpose of the buddy class is to provide a quiet reflection location. The buddy class teacher

should have minimal interaction with the student as the follow up discussion occurs with the

classroom teacher at re-entry.

The behaviour support teacher may be contacted to assist the student to and from buddy class.

The following 3 tasks may be completed at buddy class.

1. When an unwise choice has been made, often completing a reflection plan about the incident helps

us to get back on track.

2. When an unwise choice has been made, often a letter of apology helps to make things right!

3. When an unwise choice has been made, the Code of Conduct may need to be revised.

Re-entry to class:

On return from buddy class the student and the teacher discuss the reflection plan and an apology is made if

appropriate. It is made explicit to the student that the time out period is over and that they are welcome to

join the class. A communication book, behaviour plan and/or playground plan may be considered.

CLEAR THINKING CLASSROOM (CTC):

The primary focus of the CTC is to teach students who are having difficulty/conflict in the playground.

These incidents are generally considered to be medium levels of behaviour with a letter (and a copy of re-

think plan) sent home to parents/guardians to give them an awareness and to provide further follow through

at home in regards to school expectations.

By students attending the CTC, it provides an opportunity to discuss and implement strategies and

playground options with students such as lunchtime activities and library. The CTC room operates at second

lunch and is staffed by one member of the SWPBL team.

Students arrive at the CTC after eating time of second lunch (with their food if still eating). Part of the

process involves students completing a ‘Re-think Plan’ where reflection of the school rules and expectations

takes place with the CTC Duty Teacher.

If repeated incidents occur, students will be placed on a playground plan which they must follow for a

specified period of time. Students who have visited the CTC on five or more occasions in each half of the

terms, will then be moved down one scale on the school’s behaviour rating (A-E).

UPPORTSSROOM DISCIPLINE PLAN

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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.

Isabella 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.

CONSIDERATION OF INDIVIDUAL CIRCUMSTANCES

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Isabella State School does not tolerate any form of bullying behaviour. All school community members are

committed to providing a safe and caring environment to foster respect for self and others.

Bullying behaviour is defined as repeatedly hurting another person who is less powerful, either

physically or psychologically. It may be an individual or group.

Bullying behaviour can take many forms.

PHYSICAL:

Repeatedly:

Hitting, kicking, punching

Pushing, shoving, spitting

Making rude gestures

Taking or damaging something which belongs to someone else

Forcing others to hand over food, money or something which belongs to them

Making someone do something they don’t want to

VERBAL:

Repeatedly:

Name calling

Teasing

Threatening

Making fun of someone because of his or her appearance, physical characteristics or cultural

background

Making fun of someone’s actions

INDIRECT:

Repeatedly:

Excluding others from the game or group

Spreading untrue stories about others

To prevent bullying behaviour at our school we will:

1. Participate annually in the ‘Bullying No Way’ campaign and the teacher support resources

2. Teach our students the skills that will build their self-esteem and empower them to take the

responsibility for themselves and give them the opportunity to practise these skills

3. Implement a policy that clearly states what actions we will take to deal with bullying behaviour

4. Openly teach social skills in relation to bullying

CYBER BULLYING:

To prevent cyber bullying occurring within school grounds we will:

1. Implement a policy that ensures students in possession of a mobile phone hand it in to the office

upon their arrival and do not receive it back until just prior to departure

2. Openly talk about cyber bullying to ensure students have an awareness of its existence and the

dangers associated to this behaviour

3. Implement a policy that clearly states what actions we will take to deal with cyber bullying

4. Participate annually in the ‘Bullying No Way’ campaign and the teacher support resources

BULLYING BEHAVIOUR

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RESPONSIBILITIES

STAFF:

Model appropriate behaviours at all times demonstrating recognition and implementation of Queensland

Public Service Code of Conduct policy

Deal with all reported and observed incidences of behaviour

Be observant to signs of distress. If in doubt, discuss concerns with the Guidance Officer.

Refer antisocial and concerning behaviour to the Behaviour Support Teacher, Deputy Principal or

Principal

STUDENTS:

Report if they are experiencing or they notice any unsafe or disrespectful behaviour – both at school and

on the way to and from school

Help one another

Follow our school Responsible Behaviour Plan policy

PARENTS/GUARDIANS:

To watch for signs that their child may be experiencing unsafe or disrespectful behaviour

To speak to the class teacher if their child is experiencing unsafe or disrespectful behaviour

To discuss bullying behaviours at home and strategies to deal with bullying behaviour including

reporting

When an incident is reported or observed it will be dealt with according to the school’s Responsible

Behaviour Plan for Students

RELATED LEGISLATION AND POLICIES:

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1. 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

2. Related policies

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

3. Some Related Resources:

Bullying. No Way!

Schoolwide Positive Behaviour Support

Code of Conduct for School Students Travelling on Buses

Endorsement

Principal P&C President

RELATED LEGISLATION AND POLICIES

ISABELLA State School Expectations Matrix Last updated 20 January 2012

All Settings Inside

Classrooms

Walkways and

Veranda’s Eating Times Toilets Playground Parade

Inside the

Library

Off Campus

Activities

Home Time

and Bus Duty Using Hall

Be

Walk

Report any

problems

Ask permission to

leave any setting

Follow directions

Play in safe

places

Wear our uniform

Keep all areas

tidy

Advise the office

of change of

details

Keep hands and

feet to self

Make good

choices

Play safe

Enter & exit

rooms

calmly

Maintain

personal

space

Walk

between

classes

Use

equipment

responsibly

Stay calm in

lines

Stay to the left

on stairs

Walk

Line up close

to buildings

Pack my bag

away

Keep

doorways and

steps clear

Play suitable

games

Wash hands

before eating

Sit down

while eating

Put lunch in

fridge

Place rubbish

in right bin

Wait until

dismissed by

teacher

Stay in

classroom area

to eat

Clean up my

area

Make healthy

food choices

Use toilet area

properly

Wash hands

with soap and

water

Put rubbish in

bins

One person per

cubicle

Use toilet area

appropriately

Play school

approved games

only

Stay in

approved areas

Use equipment

for intended

purpose

Wear a hat and

be sun smart

Sit quietly

Listen when

signalled

Enter seats from

the end of the

row

Enter and exit

rooms calmly

Maintain

personal space

Walk between

classes

Use equipment

responsibly

Stay with adult

supervisors

Am on time

Am sun smart

Remain seated in

bus/car

Wear seat belt if

provided

Follow all

instructions

Wear appropriate

clothing

U buddy system

Have my entire

body inside the

vehicle

Listen to the

teacher

Use a quiet

voice

Walk to gates

or bus line

Place my bag

in the bus line

Watch for

traffic

Use crossings

Remain in bus

lines

Walk my bike

to the school

gate

Enter and exit

safely

Stay in the

learning area

Follow

directions

Keep hands/feet

to self

Make good

choices

Use equipment

for intended

purpose

Be Am honest

Treat others the

way I want to be

treated

Use manners

Am an active

listener

Follow directions

Use positive

language

Take pride in my

school

Respect all

school property

including the

environment

Allow personal

space

Am tidy

Use my

inside voice

Am honest

Take care of

myself

Am aware of

personal

space

Cooperate

with others

Raise hand

to speak

Talk

positively

Use quiet

voice so others

can continue

learning

Walk

Be courteous -

say hello

Wait quietly

outside

classrooms

Leave hat in

bag

Eat my own

food

Talk quietly

Use eating

manners

Wait politely

in line for tuck

shop

Respect the

personal space

of others

Tolerate

differences in

food choices

Respect the

privacy of

others

Leave toilet

areas clean

Line up before

second bell

Invite others to

join in

Share

Play fairly and

take turns

Use activity

rooms and

resource centre

in a quiet,

sensible manner

Respect all staff

on duty

Use clean

language

Hats off

Look at the

speaker

Applaud

appropriately

Be on time

Take care of

school property

Am tidy

Use inside voice

Take care of

myself

Am aware of

personal space

Cooperate with

others

Raise hand to

speak

Talk positively

Am honest

Show

appreciation

Offer to help

adults

Display good

sportsmanship

Respect

equipment and

environment

Use appropriate

language

Am on time

Follow all

directions

Go straight to

my area

Wait in lines

Move onto bus

in an orderly

manner

Follow the bus

drivers

directions

Inform the

school of

changes to

transport

arrangements

Use my

manners

Am an active

listener

Use positive

language

Place rubbish in

bin

All Settings Inside

Classrooms

Walkways and

Veranda’s

Eating Times Toilets Playground Parade

Inside the

Library

Off Campus

Activities

Home Time

and Bus Duty

Using Hall

Be

eB

Am an active

listener

Attend school, on

time, ready to

learn

Give my best

effort

Am a team player

Participate

positively

Take

responsibility for

my own learning

Ask for assistance

Am oganised

Show initiative

Help others to

learn-be a good

role model

Am a risk

taker

Challenge

myself

Am on time

Am oganised

Focus on my

own work

Stay on task

Think

Show

tolerance of

others

Listen

Return to class

promptly

Organise

required

equipment

before lessons

Think about

healthy food

choices.

Eat growing

foods first

Think about

hygiene.

Use break time

when possible

Be a problem

solver

Learn new

games and

activities

Return

equipment

Think about

good

sportsmanship

Keep comments

and questions

on topic

Listen to all

speakers

Am a risk taker

Challenge

myself

Am oganised

Am on time

Focus on my

own work

Stay on task

Think

Show tolerance

of others

listen

Read the

excursion note/s

Am organised

Am an active

participant

Give my best

effort

Am a team

player

Do my job

Listen to

presenters or

hosts

Ask questions

Know the road

safety rules

Be aware of

the bus rules

Participate-try

your best

Be a good role

model

Use equipment

appropriately

and return

safely