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Valentine Public School
2020
Student Wellbeing and
Discipline Procedures
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CORE RULES FOR STUDENTS IN NSW GOVERNMENT SCHOOLS
THE CORE RULES
All students in NSW government schools are expected to:
attend every school day, unless they are legally excused, and be in class
on time and prepared to learn.
maintain a neat appearance, including adhering to the requirements of
the school’s uniform or dress code policy.
behave safely, considerately and responsibly, including when travelling to
and from school.
show respect at all times for teachers, other school staff and helpers,
including following class rules, speaking courteously and cooperating with
instructions and learning activities.
treat each other with dignity and respect.
care for property belonging to themselves, the school and others.
Behaviour that infringes on the safety of others, such as harassment, bullying
and illegal or anti-social behaviour of any kind, will not be tolerated.
The Principal will adopt the procedures from the Suspension and Expulsion of
School Students if any of the students are involved in any of the fore
mentioned activities.
These procedures apply to the behaviour of students at school, on the way to
and from school and while away from the school site on school endorsed
activities. They can also apply outside of school hours and off school premises
where there is a clear and close connection between the school and the
conduct of students. This includes the use by a student of networking sites,
mobile phones and/or other technology to threaten, bully or harass another
student or a departmental staff member for school related issues.
REFERENCES:
Based on Student Discipline management in Government Schools Policy
Statement
Stude
nt
Welfar
e
Policy
PD/2002/0052/
V01
https://www.det.nsw.edu.au/policies/student_serv/student_welfare/stu
de_welf/PD 20020052.shtml
Disciplin
e Policy
PD/2002/0075/
V001
https://www.det.nsw.edu.au/policies/student_serv/discipline/stu_discip
/PD20020 075.shtml
Disciplin
e in
Govern
m ent
Schools
PD/2006/0316/
V01
https://www.det.nsw.edu.au/policies/student_serv/discipline/stu_discip_
gov/PD20 060316.shtml
Student
Health
in NSW
Public
School
s
PD/2004/0034/
V001
https://www.det.nsw.edu.au/policies/student_serv/student_health/stude
nt_health
/PD20040034.shtml
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RATIONALE
The Valentine Public School Student Wellbeing Framework and Procedures is
structured according to the NSW Department of Education (DoE) Wellbeing for
Schools Framework. It describes student wellbeing in three main sections:
Connect, Respect, Inspire.
The Student Wellbeing Framework and Procedures is embedded in the
Valentine Public School Plan whereby student wellbeing is maintained through
equitable processes that promote positive learning and facilitate the
improvement of student outcomes and the narrowing of achievement gaps
between students.
What is Wellbeing?
Wellbeing is about enabling students to be healthy, happy, engaged and
successful. Two major approaches to defining wellbeing relate subjective
experience of feeling good or experiencing pleasure and positive emotion;
and functioning well, or the potential to flourish.
WELLBEING: A Shared Responsibility
When parents/carers enrol their children at Valentine Public School they enter
into a partnership with the school that is based on shared responsibility for
student wellbeing. This shared responsibility enables and fosters a school
environment where learning is valued, all members of the school community
are respected and included, and safety is important.
Staff will:
• build and maintain positive relationships with children, parents and
colleagues throughout the school.
• act according to the DoE Code of Conduct.
• contribute to the provision of a caring, well-managed, safe and fair quality
learning environment for all students, fellow staff and parents.
• use effective, consistent and appropriate processes and procedures for
addressing behaviour issues and conflict.
• make adjustments to school wellbeing processes to best engage and
nurture individual students.
Students will be encouraged and supported to:
• act appropriately as safe, resilient, responsible and respectful learners and
friends.
• contribute to the provision of a caring, safe learning environment for fellow
students, staff and parents.
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Parents will be encouraged to:
• actively participate in the school community and support the learning of
their children.
• share responsibility for shaping their children’s understanding about
acceptable behaviour and ensuring their wellbeing.
• work with teachers to maintain a caring, well-managed, safe and fair quality
learning environment for all students, fellow staff and parents.
Wellbeing: Supported by the core values of public education
Wellbeing is supported by New South Wales public education values that
represent the beliefs and aspirations of the Australian community including its
concern for equity, excellence and the promotion of a caring, just and civil
society.
Core Values of Public Education
Integrity
• Being consistently honest and
trustworthy. Excellence
• Striving for the highest personal achievement in all aspects of schooling
and individual and community action, work and life-long learning.
Respect
• Having regard for yourself and others, lawful and just authority and diversity
within Australian society and accepting the right of others to hold different
or opposing views. Responsibility
• Being accountable for your individual and community’s actions towards
yourself, others and the environment.
Cooperation
• Working together to achieve common goals, providing support to others
and engaging in peaceful resolution of conflict.
Participation
• Being a proactive and productive individual and group member, having
pride in and contributing to the social and economic wealth of the
community and the nation. Care
• Concern for the wellbeing of yourself and others, demonstrating empathy
and acting with compassion.
Fairness
• Being committed to the principles of social justice and opposing prejudice,
dishonesty and injustice.
Democracy
• Accepting and promoting the rights, freedoms and responsibilities of being
an Australian citizen.
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TYPES OF BULLYING
Bullying behaviour can be:
verbal e.g name calling, teasing, abuse, putdowns, sarcasm, insults, threats
physical e.g hitting, punching, kicking, scratching, tripping, spitting
social e.g ignoring, excluding, ostracising, alienating, making
inappropriate gestures
•psychological e.g spreading rumours, dirty looks, hiding or damaging
possessions, malicious SMS and email messages, inappropriate use of
camera phones.
Education about Bullying
As part of the curriculum children at Valentine Public School are taught skills for
developing positive interpersonal relationships.
Students are taught how to identify bullying and what to do if they are being
bullied or if they witness incidents of bullying. Teaching about bullying includes
teaching the importance of, and ways to create and sustain a safe and
supportive school community.
Student-led programs such as Parliament (led by Years 5&6) and Anti-Bullying
station (Led by Year 6) which help create inclusiveness and respect for
individual and reinforces a whole school culture of Anti Bullying.
What to do if you are being bullied
Students are taught to tell their parents and/or teachers if they are being bullied.
Bullying is systematic and malicious and it is important that the child/children
engaging in the bullying behaviour are made aware of their inappropriate and
damaging behaviour and cautioned to stop.
A teacher and/or the principal will immediately deal with the situation
including meeting with the victim/s of the bullying incident, the child/children
identified as engaging in the bullying behaviour and contacting the
parents/carers.
As part of the process, the victim/s of bullying and child/children engaging in
the bullying behaviour will be counselled by teachers with the opportunity to
work on building/rebuilding a positive relationship through strategies such as
discussion, team building activities and class PBL lessons.
What to do if you know that someone is being bullied
Valentine Public School teaches the students that bystanders can effectively
discourage all forms of bullying. Students who are ‘defended’ by a bystander
feel safer and more empowered to stand up to bullying.
Students are taught to immediately report incidents of bullying to a teacher.
Support will be provided for any student who has witnessed bullying behaviour.
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POSITIVE BEHAVIOUR FOR LEARNING (PBL)
All members of the Valentine Public School community know what is expected
of our students and work towards encouraging all students striving for their
personal best. Our discipline code consists of our three core values, Respect,
Connect and Inspire.
Positive Behaviour for Learning Team (PBL)
The Positive Behaviour for Learning team is responsible for ensuring the smooth
introduction of PBL to the school and its long term future. Our school is utilising
Positive Behaviour for Learning strategies to provide proactive measures to
support students and learning. The PBL committee has reinforced our values in
relation to our whole school mission, vision and beliefs. Each value has been
assigned a colour and there are posters in classrooms and prominent places
around the school to remind everyone of our commitment to the values of
Connect, Respect and Inspire. PBL lessons occur on a weekly basis to reinforce
the school values across all settings.
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VPS EXPECTATIONS
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PBL CLASSROOM EXPECTATIONS
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STRATEGIES AND PRACTICES TO RECOGNISE AND REINFORCE STUDENT
ACHIEVEMENT
Students who are being connected to their learning, inspiring to others
and good role models and respectful to class and staff have their peg
move to Sailing to Success.
All students start on smooth sailing and are moved back after each
session. (K-2 each session is after 1 hour) (3-6 is after each break)
Students who are not displaying ‘smooth sailing’ will be given a
verbal warning
Repeated behaviour, teacher moves peg to ‘the buoy’ and tactically
ignores to follow up later, praises others, gives student options and
any other behaviour management tool that can keep the class
engaged in learning at that time.
If behaviour continues, students are sent to the ‘Reflection Jetty’ in
the room (After 5-10 min, they are expected to join the class again.)
No need to complete reflection sheet.
Continual behaviour, students are sent to ’Reflection Jetty’ (Buddy
class) for 10 mins. Upon arrival, students are to complete their
‘reflection sheet’. After 10 mins, students return to class calm and
ready to learn.
Student has returned from ‘Reflection Jetty’ (buddy class) and is displaying continual/escalated behaviours to be sent to the Stage AP and ‘anchor room’ at lunchtime.
ES1 – Mrs Kurtz S1 – Mrs Nicholls / Mrs Lawson S2 – Ms Adams-Jones S3 – Mrs Faulkner
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Peg Chart
See flowchart – all students start on smooth sailing and both positive and negative
behaviour have consequence.
In-Class Reinforcement
Teachers have a range of strategies to recognise and reinforce student
achievement in classrooms. These may include: stickers, sticker charts, table
points, reward bags – which offer an activity or educational based reward
system.
Class Achievement Award
Weekly Connect, respect and Inspire Awards are handed out at each assembly.
Our classroom teachers acknowledge the achievement of three students (K-2)
and four students (3-6) each week at our Friday school assembly by presenting
them with either a Connect, Respect or Inspire merit Award. These awards are
based on our values. Students are acknowledged in our newsletter.
Once a student has receives two awards in one area, they will be
awarded a hat badge at the weekly assembly.
When the student receives 1 hat badge from each area (3 in total), they
will have earned a PBL Connect, Respect, Inspire Pin.
‘Coco caught you’ slips
Staff as well as Canteen volunteers and
office staff are able to reward positive
behaviour by handing out “Coco
caught you’ slips. The students place
their slips in either the K-2 or 3-6 box
which are taken to weekly assemblies
and a student’s name is called out and
a reward given.
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Explicit PBL lessons
Expectations are taught in every classroom weekly. The whole school wide
focus is on school wide expectations as well as teaching social and
emotional health through ‘You Can Do It’ / Kidsmatter Program.
This program helps build the social, emotional and personal development of
children by focusing on the following 5 concepts:- Confidence, Persistence,
Organisation, Getting Along and Resilience. At our school we use these
concepts in the classroom and playground to promote positive behaviour
choices and support Mental Health in our school.
This is in line with the Department’s Core Rules and Values Education Policy
documents. This policy is available at:
https://detwww.det.nsw.edu.au/policies/student_serv/discipline/stu_discip_g
ov/disc_imp lement.pdf
Our school encourages and supports students in managing their own
behaviour. Most of our students value their educational opportunities and only
need a little guidance from time to time.
Additional support may be offered through
Learning Support Team
Behaviour Management Plan
Risk Assessment
Learning support programs
Liaising with other
professional agencies
Time Out
In School Detention /Suspension
Restitution
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PLAYGROUND EXPECTATIONS FLOWCHART
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