Student Code of Conduct

2020 – 2023

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Contact Information Postal Address PO Box 92, Deception Bay, Queensland 4508 Phone (07) 3897 2222 Email info@deceptionbayshs.eq.edu.au School Website deceptionbayshs.eq.edu.au Contact Person Kyrra Mickelborough (Principal)

Endorsement Principal Name Kyrra Mickelborough Principal Signature

Date

P&C President Name Elizabeth Meintjes P&C President Signature

Date

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Table of Contents Contact Information ....................................................................................................................... 2 Endorsement ................................................................................................................................. 2 Purpose ......................................................................................................................................... 4 Principal’s Foreword ..................................................................................................................... 4 P&C Statement of Support ............................................................................................................ 6 Learning and Behaviour Statement .............................................................................................. 7

School Rules and School Values ........................................................................................................... 7 Tier I: Whole-School Proactive Processes and Preventative Programs ................................................. 8 Tier II: Targeted Behaviour Support ....................................................................................................... 8 Tier III: Targeted Behaviour Support ...................................................................................................... 9 Consideration of Individual Circumstances .......................................................................................... 10 Student Wellbeing ................................................................................................................................ 10 Student Support Network ..................................................................................................................... 12

Whole-School Approach to Discipline ......................................................................................... 15 PBL Expectations ................................................................................................................................. 15 Differentiated and Explicit Teaching ..................................................................................................... 19 Focused Teaching ................................................................................................................................ 19 Intensive Teaching ............................................................................................................................... 20

Legislative Delegations ............................................................................................................... 22 Legislation ............................................................................................................................................ 22 Delegations ........................................................................................................................................... 22

Disciplinary Consequences ......................................................................................................... 23 School Policies ............................................................................................................................ 27

Homework ............................................................................................................................................ 27 Assessment Policy and Procedures Handbook .................................................................................... 28 Temporary Removal of Student Property ............................................................................................. 28 Use of Mobile Phones and Other Devices by Students ........................................................................ 30 Preventing and Responding to Bullying ................................................................................................ 33 Appropriate Use of Social Media .......................................................................................................... 36

Restrictive Practices ................................................................................................................... 38 Critical Incidents .......................................................................................................................... 39

Related Procedures and Guidelines ..................................................................................................... 40 Resources ................................................................................................................................... 41

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Purpose Deception Bay State High School is committed to providing a supportive school environment where all

members of the school feel safe and are valued; where social and academic learning outcomes are

maximised for all through quality curriculum and pedagogy, interpersonal relationships and school

organisation; where school practices are restorative, supportive and proactive rather than reactive; and

where non-discriminatory language and behaviours are defined, modelled and reinforced.

The Code of Conduct is the means by which we ensure that this supportive school environment is

established and maintained. At Deception Bay State High School, we are committed to our vision:

Empowering Learners to Thrive.

Principal’s Foreword Deception Bay State High School is a thriving school community committed to our four values of:

Belonging | We look out for each other

Integrity | We are true to our word

Persistence | We stick at it

Aspiration | We aim high

Our school values are reflected in our school priorities and support the provision of our whole school

curriculum including our structures and policies, procedures and rules, funding priorities, decision-making

arrangements, disciplinary procedures, community relations and our approach to staff and student welfare

and pastoral care. We believe these values will guide all of our students to aspire to be the best they can

be. These values are underpinned by our four pillars (Inclusion, Positive Education, Learning, Pathways)

and we communicate our explicit improvement agenda in alignment to these pillars.

These pillars have been used in the development of the

Student Code of Conduct, with the aim of empowering

our learners to thrive by ensuring every student receives

the support needed by fostering wellbeing, the

development of character and creating a learning

culture.

Deception Bay State High school takes a restorative

approach to discipline and explicitly teaches the school

rules and values through Positive Behaviour for

Learning. Our staff take a restorative approach to

discipline (Reflect > Relearn > Restore > Reboot) and

believe that behaviour can be taught and mistakes are

opportunities for everyone to learn.

INCLUSION We embrace diversity and ensure every

student receives the support needed to engage purposefully

in learning.

POSITIVE EDUCATION

We foster wellbeing and

the development of

character so students can

be lifelong thriving

learners.

LEARNING We create a learning culture that engages learners, encourages curiosity

and critical thinking.

PATHWAYSWe ensure that every student

leaves our school with

dignity, purpose and

options.

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Our Student Code of Conduct outlines the variety of programs, staff and support processes available for

students requiring a more complex level of care. It also details the steps our staff take to educate students

about these policies and how students are explicitly taught the expected behaviours. The school’s local

policies on use of mobile phones and other technology, removal of student property and the approach to

preventing and addressing incidents of bullying. Finally, it details the consequences that may apply when

students breach the expected standards of behaviour, including the use of suspension or exclusion.

I thank the students, teachers, parents and other members of our community for their work in bringing the

Student Code of Conduct together. It provides a clear explanation of what we expect from students and

how we ‘empower learners to thrive’ at Deception Bay State High School.

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P&C Statement of Support As president of the Deception Bay SHS P&C Committee, I am proud to support the new Student

Code of Conduct. The inclusive, transparent consultation process led by Ms Kyrra

Mickelborough and her team has ensured that all parents have had opportunities to contribute

and provide feedback on the final product. This has been an important aspect in the

development of the Deception Bay SHS Student Code of Conduct, as the awareness and

involvement of parents is critical to ensuring all adults are able to support the students of the

school to meet the set expectations.

We encourage all parents to familiarise themselves with the Deception Bay SHS Code of

Conduct, and to take time to talk with their children about the expectations and discuss any

support they may need. In particular, we want to emphasise the systems in place to help students

affected by bullying.

Bullying is a community-wide issue in which we all have a role to play in combating; however, it

can have particularly devastating impacts on our young people. It is important that every parent

and child of Deception Bay SHS knows what to do if subjected to bullying, regardless of where

it occurs. This includes cyberbullying, through the misuse of social media or text messaging. It

is important that parents and children know that schools provide support and advice to help

address problems of bullying, and the flowchart on page 36 provides an excellent starting point

to understand how to approach the school about these types of problems.

Any parents who wish to discuss the Deception Bay SHS Student Code of Conduct and the role

of families in supporting the behavioural expectations of students are welcome to contact myself

or to join the Deception Bay SHS P&C Association. It is with your support that we can work

collaboratively with school staff to ensure all students are safe, supported and appropriately

supported to meet their individual social and learning needs.

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Learning and Behaviour Statement Our students will experience a complete education that supports their academic, social, emotional and

physical development preparing them for future pathways and lifelong learning. The following pillars

underpin our Code of Conduct:

INCLUSION We embrace diversity and ensure every student receives the support needed to engage purposefully in learning.

POSITIVE EDUCATION We foster wellbeing and the development of character so that students can be a lifelong thriving learner.

LEARNING We create a learning culture that engages learners, encourages curiosity and critical thinking.

PATHWAYS We ensure that every student leaves our school with dignity, purpose and options.

These statements are reinforced by our Positive Behaviour for Learning (PBL) rules and school values

that are explicitly taught (see below), and a differentiated approach to teaching and learning. We believe

that for our learners to thrive, their social, emotional and academic needs must be met. These needs are

supported through multi-tiered system of support that involve a number of key people, processes and

programs.

Multi-tiered System of Support Deception Bay SHS uses a multi-tiered PBL system as the framework for our management of learning and

behaviour. The tiered approach to behaviour is a preventative, differentiated model grounded in practical

strategies, targeted planning and data-informed decision-making.

School Rules and School Values

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Tier I: Whole-School Proactive Processes and Preventative Programs

Positive Behaviour for Learning

PBL rules and school values are explicitly taught so that students know what is expected; they understand the language; and understand how the rules apply in various situations. Deception Bay SHS has a Tier 1 Team that uses behaviour data to inform its promotion of rules and values.

Classroom Norms These are classroom expectations that are universal in all classrooms. Refer to the Classroom Expectations poster on page 17.

Rewards Programs In order to acknowledge and reinforce Tier I students a system of acknowledging academic, engagement and behaviour choices is embedded in the Deception Bay SHS culture. This includes rewards programs, rewards days, attendance awards (95-100%), D’Bay Way awards (PBL awards for high standards of effort and behaviour throughout the year).

Proactive School Processes Positive Education Strategies

We understand that for students to thrive in their learning, in their relationships and in life, then we are responsible for building a supportive environment where students feel supported, safe and where they feel that they belong. Positive Education at Deception Bay State High school is evident in the Learning for Life curriculum. Wellbeing and belonging of all students is an important feature of our daily practice. We understand that when students are able to feel well and do well, then they will be engaged and more likely to be successful at school.

POD Class structure

Junior Secondary Students are placed in POD classes to ensure consistent classroom management strategies and individual management strategies across all CORE classes are used by all POD teachers. These POD teachers will meet each term to collaborate and revise Classroom Management Plans.

Restorative Practice

When rules are compromised and relationships are strained between members of the school community (students, staff and/or parents), the restorative approach is the preferred option to build social capital and make things right.

Reboot, Check-in’s and Brain Breaks

Reboot strategies and check-ins are utilised in all Junior Secondary classes to build self-regulation in the learner and using different strategies to assist with calming the emotional brain or wild brain so that students are ready to learn. Brain breaks are used throughout lessons to energise or allow a break from concentration. These activities assist students to centre themselves and refocus.

Learning For Life (LFL)

LFL is a school wide pastoral program. It builds life skills in the following ways: • Reboot -social emotional learning and positive education program. • GROW Coaching -senior student goal setting and development. • Team building • Engagement in career and post schooling life skills for senior students

Tier II: Targeted Behaviour Support

For students who have challenging behaviours and are at risk of disengaging, we provide various

opportunities for support.

INDIVIDUAL MONITORING AND SUPPORT Check-ins • Daily check-ins with case managers and Year Level Leader / Deputy Principal

Behaviour Monitoring

Students identified as requiring Tier II support are placed on daily monitoring sheets. These sheets are usually monitored by a Year Level Leader or case manager and have rewards attached to positive behaviours and consequences attached to negative behaviours.

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Home Visits Students with prolonged absence may be visited at home by support staff, Year Level Leader, Deputy Principal or Principal.

CLASS/GROUP SUPPORT Classroom Management Plans

To support students to make better behaviour choices, teachers will develop Classroom Management Plans that explore consequences both positive and corrective and proactive group and individual strategies that can be used consistently within POD classes.

Circle Time This restorative practice is led by teachers and support staff to improve empathy, social-emotional intelligence, self-esteem, individual and class behaviour.

Classroom Profiling

A teacher observation tool used to provide feedback to teachers to improve pedagogical processes.

SCHOOL PROGRAMS Reboot Room Junior students who may be repeatedly disobedient, disengaged from learning and

misbehave may be referred to the Reboot Room. Restorative justice support is provided during an agreed period of withdrawal from lessons. During this time, students work on learning and behaviour goals in order to successfully re-engage with their classes. Reboot follows the process of “Reflect, Relearn, Restore, Reboot”.

Journal Group Students focus on positive psychology principles of positive emotions and relationships to reflect on personal experiences.

Tier III: Targeted Behaviour Support

Two to five percent of students are identified as needing intensive behaviour support. They are those

who:

§ have had targeted support through the above strategies and are still at risk of significant educational

underachievement due to their inappropriate behaviour

§ are disrupting the learning of others and/ or threaten the safety of self and others.

Administration staff assist in the co-ordination of a Tier III team involving trained teachers and

specialist PBL support. To further support Tier III students, Individual Behaviour Support Plans (IBSP)

are developed by trained Case Managers.

IBSP An IBSP is developed in collaboration with the student and their parent. The plan is developed with teachers so that there is shared understanding of the function of the behaviour and what replacement behaviours are being encouraged. The IBSP is reviewed through the year.

Case Management Tier III students will be supported by a case manager individually or in small groups.

Check Ins • Daily check ins with case managers and Year Level Leader / Deputy Principal

Behaviour Monitoring

Students receiving Tier III support are placed on targeted behaviour monitoring sheets. These sheets are usually monitored by a Year Level Leader or case manager and have rewards attached to positive behaviours and consequences attached to negative behaviours.

Interagency support groups

Case managers and Guidance Officers work with the student and their families to discuss additional interagency support options. These include: § ASHA program § Autism Queensland § Disability Services Qld

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§ Child & Youth Mental Health § Qld Health § Department of Child Safety § Family and Child Connect § Police § D’Bay Neighbourhood Centre § DBCYP § Headspace § Worklinks

Consideration of Individual Circumstances Staff at Deception Bay SHS take into account students’ individual circumstances, such as their behaviour

history, disability, mental health and wellbeing, religious and cultural considerations, home environment

and care arrangements when teaching expectations, responding to inappropriate behaviour or applying a

disciplinary consequence.

In considering the individual circumstances of each student, we recognise that the way we teach, the

support we provide and the way we respond to students will differ. This reflects the principle of equity,

where every student is given the support, they need, to be successful. For example, some students need

additional support to interpret or understand an expectation. Others may benefit from more opportunities

to practise a required skill or behaviour. For a small number of students, the use of certain disciplinary

consequences may be considered inappropriate or ineffective due to complex trauma or family

circumstances. These are all matters that our teachers and Principal consider about each individual

student in both the instruction of behaviour and the response to behaviour.

Our teachers are also obliged by law to respect and protect the privacy of individual students, so while we

understand the interest of other students, staff and parents to know what consequence another student

might have received, we will not disclose or discuss this information with anyone but the student’s family.

This applies even if the behavioural incident, such as bullying, involves your child. You can be assured

that school staff take all matters, such as bullying, very seriously and will address them appropriately. We

expect that parents and students will respect the privacy of other students and families.

If you have concerns about the behaviour of another student at the school, or the way our staff have

responded to behaviour, please make an appointment with the Principal to discuss the matter.

Student Wellbeing Deception Bay SHS offers a range of programs and services to support the wellbeing of students in our

school. We encourage parents and students to speak with their Year Level Leader or Deputy Principal,

or make an appointment to meet with the Guidance Officer if they would like individual advice about

accessing particular services.

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Learning and wellbeing are inextricably linked — students learn best when their wellbeing is optimised,

and they develop a strong sense of wellbeing when they experience success in learning. The student

learning and wellbeing framework supports state schools with creating positive school cultures and

embedding student wellbeing in all aspects of school life through connecting the learning environment,

curriculum and pedagogy, policies, procedures and partnerships for learning and life.

Curriculum and Pedagogy Schools build the foundations for wellbeing and lifelong learning through curriculum by embedding

personal and social capabilities (self-awareness, self-management, social awareness and social

management) in the implementation of the P–12 curriculum, assessment and reporting framework.

Schools acknowledge the positive impact that a meaningful relationship between teacher and students

can have on students' academic and social outcomes. As part of the whole school's curriculum at

Deception Bay SHS, we provide age-appropriate drug and alcohol education that reinforces public health

and safety messages; a relationships education program; and ensure “CPR for Life in Schools” training is

provided to all Year 12 students.

Policy and Expectations Within a school community there are specific health and wellbeing issues that will need to be addressed

for the whole school, specific students, or in certain circumstances.

Drug education and intervention

Deception Bay SHS implements drug intervention measures for students involved in drug-related incidents

at school, during school activities or while in school uniform. This is managed to protect the health and

safety of the student/s involved, other students, school staff and the wider community.

Specialised health needs

Deception Bay SHS works closely with parents to ensure students with specialised health needs, including

those requiring specialised health procedures, have access to a reasonable standard of support for their

health needs whilst attending school or school-based activities.

This means that appropriate health plans are developed and followed for students with specialised health

needs, that staff are aware of the student's medical condition and that an appropriate number of staff have

been trained to support the student's health condition.

Medications

Deception Bay SHS requires parent consent and medical authorisation to administer any medication

(including over-the-counter medications) to students. For students requiring medication to be administered

during school hours, the school can provide further information and relevant forms.

For students with a long-term health condition requiring medication, parents need to provide the school

with a Request to administer medication at school form signed by the prescribing health practitioner.

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Deception Bay SHS maintains a minimum of one adrenaline auto-injector and asthma reliever/puffer,

stored in the school's/campus first aid kit to provide emergency first aid medication if required.

Mental health

Deception Bay SHS implements early intervention measures and treatments for students where there is

reasonable belief that a student has a mental health difficulty. This includes facilitating the development,

implementation and periodic review of a Student Plan.

Suicide prevention

Deception Bay SHS school staff who notice suicide warning signs in a student should seek help

immediately from the school Guidance Officer, Senior Guidance Officer or other appropriate staff.

When dealing with a mental health crisis, schools call 000 when there is an imminent threat to the safety

of student in the first instance, and where necessary provide first aid. In all other situations, Deception Bay

SHS staff follow suicide intervention and prevention advice by ensuring:

§ the student is not left alone

§ their safety and the safety of other students and staff is maintained

§ students receive appropriate support immediately

§ parents are advised

§ all actions are documented and reported.

Suicide postvention

In the case of a suicide of a student that has not occurred on school grounds, Deception Bay SHS enacts

a postvention response, by communicating with the family of the student and ensuring immediate support

is provided to students and staff who may be affected.

Where a suicide has occurred on school grounds or at a school event, Deception Bay SHS staff

immediately enact the School Emergency Management Plan and communicate with the family of the

student and ensure immediate support is provided to students and staff who may be affected.

Student Support Network Deception Bay SHS is proud to have a comprehensive Student Support Network in place to help the social,

emotional and physical wellbeing of every student. In addition to the assistance provided by class

teachers, we have a team of professionals whose dedicated roles are to help ensure our school is an

inclusive, nurturing environment.

Students can approach any trusted school staff member at Deception Bay SHS to seek assistance or

advice. If they are unable to assist, they will help to ensure the student is connected to the appropriate

representative of the Student Support Network.

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Parents who would like more information about the student support roles and responsibilities are invited

to contact one of our Guidance Officers on the school phone number.

INDIVIDUAL SUPPORT | STUDENT SUPPORT SERVICES GUIDANCE OFFICERS

• General counselling • Career counselling • ESP Case Management • Social/emotional concerns • Mental health concerns • Psychometric assessments • Subject selection • Targeted individual and group programs (e.g., anger

management, RAP-A). • Referrals to external agencies • Stake Holder Consultation • Student protection • University/TAFE matters • Therapy Dogs

CHAPLAIN COMMUNITY EDUCATION COUNSELLOR MAORI/ PASIFIKA LIAISON OFFICER

• Individual student support • Small group work – Social Emotional Support eg. Character

Counts • Health and Wellbeing Programs • Home visits (school refusal) • Cultural information, support and advice • Cultural performances (e.g. Cultural Unity Evening, community

performances) • Classroom programs (e.g. Yarning Circle) • Excursion support to assist students with specific needs • School camps to assist students with specific needs • Spiritual support

SCHOOL BASED YOUTH HEALTH NURSE

• Health promotion and education • Individual and groups support • General health information • Referrals to external agencies • Social/emotional concerns • Healthy lifestyles • Tobacco, alcohol, drugs • Sexual health and development

SCHOOL PROGRAMS FUTURES A senior phase flexible learning program catering for students ‘at risk’

of disengaging from mainstream schooling. ASPIRE A flexible learning program Actively Supporting Parents with Infants

to Re-engage in Education. Students with infants are able to access their education, receive specialist support and case management, while their children are in adjunct care.

Peninsula Secondary School A flexible learning program for identified junior secondary students who have displayed behaviours that require intensive support to re-engage in learning. Shared with Clontarf Beach SHS and Redcliffe SHS this program is based at Kippa-Ring SS.

GROUP PROGRAMS Beyond the Broncos: The Brisbane Broncos run a mentoring and support program for

Aboriginal and Torres Strait Islander girls to promote leadership, attendance and engagement with school.

ARTIE Academy: ARTIE (Achieving Results Through Indigenous Education) Academy assists to ‘Close the Gap’ in educational outcomes between

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Aboriginal and Torres Strait Islander students and their non-Indigenous peers. It provides Aboriginal and Torres Strait Islander students attending Queensland Schools the opportunity to participate in a program that encourages and rewards improvements in school attendance, behaviour, academic achievement, effort and ultimately Year 12 attainment or its equivalent.

Good Start Program The award-winning, state-wide Good Start Program works on

improving the health and wellbeing of Maori and Pacific Islander children and their families. The program aims to lower the levels of chronic disease and obesity by working with families to build their knowledge, skills and confidence about healthy eating, physical activity and lifestyle practices.

Other Programs

Nominated junior students participate in a range of programs that build social skills, life skills and resilience such as Power Up, RAP-A, Character Counts, RAGE, PEARLS, Bike Program, Love Bites etc.

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Whole-School Approach to Discipline PBL Expectations Deception Bay SHS uses Positive Behaviour for Learning (PBL) as the multi-tiered system of support for

discipline in the school. This is a whole-school approach, used in all classrooms and programs offered

through the school, including sporting activities and excursions.

PBL is an evidence-based framework used to:

§ analyse and improve student behaviour and learning outcomes

§ ensure that only evidence-based practices are used correctly by teachers to support students

§ continually support staff members to maintain consistent school and classroom improvement practices.

At Deception Bay SHS we believe discipline is about more than punishment. It is a word that reflects our

belief that student behaviour is a part of the overall teaching and learning approach in our school. Our

staff take responsibility for making their expectations clear, for providing explicit instruction about how to

meet these expectations and strive to use behavioural incidents as opportunities to reflect, re-teach and

re-engage.

The development of the Deception Bay SHS Student Code of Conduct is an opportunity to explain the

PBL framework with parents and students, and gain their support to implement a consistent approach to

teaching behaviour. The language and expectations of PBL can be used in any environment, including

the home setting for students. Through PBL, the aim of school staff is to create and maintain supportive

and disciplined learning environments (AITSL Professional Standards for Teachers #4) so that our

students are “Empowered to Thrive”.

Any students or parents who have questions or would like to discuss the Student Code of Conduct or PBL

are encouraged to contact the school.

Our staff are committed to delivering a high quality of education for every student, and believe all adults in

the school, whether visiting or working, should meet the same four Positive Behaviour for Learning (PBL)

expectations in place for students, being Safety, Respect, Cooperation and Learning.

Students Below (Table 2) are examples of what these PBL expectations look like for students in different school

settings. In addition, each learning space and outdoor areas will have their own set of posters or pole

wraps to help students and visitors understand the expectations and meet the standards we hold for

everyone at Deception Bay SHS.

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Table 2: PBL Expectations

All Settings • Use equipment/facilities

appropriately • Follow staff instruction • Stay within school grounds and

designated areas • Follow school and classroom safety

procedures • Bring only legal and necessary

equipment to school

Classrooms • Wait quietly for teacher before

entering classroom • Enter classrooms safely and in an

orderly fashion • Bring only necessary equipment • Use all equipment correctly • Walk quietly at all times • Keep your area tidy

Transitions • Always walk on pathways • Use all school equipment

appropriately • Follow teacher directions • Follow safe travel procedures

Canteen • Line up in an orderly fashion and wait

your turn • Speak quietly and do not yell • Always walk

Amenities • Leave the area clean and tidy after

use • Use toilets and washbasins

appropriately

Outdoor Areas • Play and interact safely with others in

appropriate areas • Use all equipment appropriately • Be sun safe • Wear enclosed shoes at all times

Assembly • Keep hands and feet to yourself • Proceed in and out of Gym in an

orderly fashion Follow safe travel procedures

Off-site activities • Follow all teacher/ leader instructions • Be sun safe • Use all equipment appropriately • Follow safety guidelines and

instructions at off-site venues

All Settings • Hands off others and their

belongings • Speak politely and respectfully to

others at all times • Be patient and tolerant • Wear the school uniform correctly

Classrooms • Hands off others and their

equipment/belongings • Get permission to leave the

classroom • Follow all teacher instructions

immediately

Transitions • Speak politely and respectfully to

others at all times • Keep hands, feet and other objects

to yourself

Canteen • Pay for all items you select • Speak politely, use good manners

and treat with courtesy all tuckshop workers

• Keep area clean and pick up all waste

Amenities • One person per cubicle • Leave when you are finished and

return to class immediately • Ask teachers permission to go to

toilets if during class time

Outdoor Areas • Eat food in appropriate areas and

place all waste in bins • Play according to agreed rules • Use appropriate language • Act responsibly and maturely when

not under direct supervision

Assembly • Listen attentively • Applaud appropriately • Follow teacher directions • Follow all conventions of assembly

Off-site activities • Use good manners and appropriate

language at all times • Represent the school with pride • Always wear school uniform unless

otherwise stated • Interact politely with members of

community

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All Settings • Follow teacher instructions • Help other students • Pick up litter when you leave an area

Classrooms • Share equipment/resources where

appropriate • Leave classroom in tidy condition • Put up your hand before speaking • Let others have a say • All personal electronic devices are

turned off and out of sight

Transitions • Be aware of other students’

movements • Give way to other students/teachers

where necessary • Wait quietly for teachers outside

classrooms

Canteen • Follow all rules, signs and directions • Only be in area if you are buying

food

Amenities • Report damage immediately

Outdoor Areas • Move to class as soon as the

warning bell sounds • Share equipment/space and allow

others to participate

Assembly • Turn off and put away all electronic

devices • Sit in designated area

Off-site activities • Return consent forms by due date • Abide by rules/conditions of venue

All Settings • Be on time for all lessons • Be on task in all classes • Be prepared for all classes • Follow set classroom procedures

Classrooms • Complete all

work/assessment/homework and submit on time

• Use computers/internet appropriately • Be organised and ready to learn • Have correct materials • Stay on task at all times

Transitions • Access amenities during breaks • Move directly to your next class on

the bell • Be at class on time

Off-site activities • Bring required materials/ information • Listen attentively • Engage in all activities

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Classroom Expectations Our classroom expectations are also known as Classroom Norms. These are routine behaviour

expectations based on the four PBL rules that ensure students are ready to learn and the learning

environment is positive. We collect weekly data on adherence to Classroom Norms, and there is a strong

correlation between students following these and reduced behaviour incidents. Therefore, by following the

classroom expectations, students are more likely to learn.

Table 3: Classroom Expectations poster

Are you ready to learn? Every lesson, every day.

RESP

ECT

COOP

ERAT

ION

Punctuality - be on time and line up quietly outside classroom

P P P P

Have learning equipment ready

P P Hats/headphones off and out of sight

P P

Sit in your seating plan

P P P P

Hands off others and their belongings

P P Follow teacher instructions

P P P

Use technology appropriately and with teacher permission

P P

Complete set work diligently and on time

P P

Exit the classroom when dismissed by the teacher

P P

Ensure the classroom is left in a tidy condition

P P P

THE D’BAY WAY – Classroom expectations

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Differentiated and Explicit Teaching Deception Bay SHS is a disciplined school environment that provides differentiated teaching to respond

to the learning needs of all students. This involves teaching expected behaviours and providing

opportunities for students to practise these behaviours. Teachers reinforce expected behaviours, provide

feedback and correction, and opportunities for practise.

Teachers at Deception Bay SHS vary what students are taught, how they are taught and how students

can demonstrate what they know as part of this differentiated approach to teaching expected behaviours.

These decisions about differentiation are made in response to data and day-to-day monitoring that

indicates the individualised needs of students. This enables our teachers to purposefully plan a variety of

ways to engage students; assist them to achieve the expected learning; and to demonstrate their learning.

There are three main layers to differentiation, as illustrated in the diagram below. This model is the same

used for academic and pedagogical differentiation.

These three layers map directly to the tiered approach discussed earlier in the Learning and Behaviour

section. For example, in the PBL framework, Tier 1 is differentiated and explicit teaching for all students,

Tier 2 is focussed teaching for identified students and Tier 3 is intensive teaching for a small number of

students. Each layer provides progressively more personalised supports for students.

Every classroom in our school uses the PBL Classroom Expectations, illustrated previously (Table 3), as

a basis for developing their behaviour standards. Using the Expectations, the class teacher works with all

students to explain exactly what each of the expectations look, sound and feel like in their classroom.

The Classroom Expectations, as well as our PBL rules of Safety, Respect, Cooperation and Learning,

are on display in every classroom. They are used as the basis of teaching expectations throughout the

year and revisited regularly to address any new or emerging issues.

Focused Teaching Approximately 15% of all students in any school or classroom may require additional support to meet

behaviour expectations, even after being provided with differentiated and explicit teaching. These students

may have difficulty meeting behavioural expectations in a particular period of the day or as part of a

learning area/subject, and focused teaching is provided to help them achieve success.

Focused teaching (Support and Intervention Tier 2) involves revisiting key behavioural concepts and/or

skills and using explicit and structured teaching strategies in particular aspects of a behaviour skill.

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Focused teaching provides students with more opportunities to practise skills and multiple opportunities

to achieve the intended learning and expected behaviour.

Our HOD Middle School/ Social Justice, Year Level Leaders, and teachers with specialist expertise in

learning, language or development, work collaboratively with class teachers at Deception Bay SHS to

provide focused teaching to individual students or groups. Focused teaching is aligned to the PBL

Classroom Expectations, and student progress is monitored by the classroom teacher/s to identify those

who:

§ no longer require the additional support

§ require ongoing focussed teaching

§ require intensive teaching.

In addition, the school uses evidence-informed programs to address specific skill development for some

students. We use “reboot” curriculum and practices across the school to provide skills for students in self-

regulation, and as a means for students to understand and overcome barriers to learning. We use

restorative practices as a means to restore relationships that may be a barrier to engagement and learning.

We use elements of Positive Education for students to focus on their wellbeing.

Other methods that we use to support focused teaching:

§ Functional Based Assessment.

§ Before and after school tutorials

§ Reboot room

Intensive Teaching Research evidence shows that even in an effective, well-functioning school there will always be

approximately 5% of the student population who require intensive teaching to achieve behavioural

expectations. Intensive teaching involves frequent and explicit instruction, with individuals or in small

groups, to develop mastery of basic behavioural concepts, skills and knowledge.

Some students may require intensive teaching for a short period, for particular behaviour skills. Other

students may require intensive teaching for a more prolonged period. Decisions about the approach will

be made based on data collected from their teacher or teachers, and following consultation with the

student’s family.

For a small number of students who continue to display behaviours that are deemed complex and

challenging, then individualised, function-based behaviour assessment and support plans and multi-

agency collaboration may be provided to support the student. This approach will seek to address the acute

impact of barriers to learning and participation faced by students who are negotiating a number of complex

personal issues.

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Students who require intensive teaching (Support and Intervention Tier 3) will be assigned a case manager

at the school that will oversee the coordination of their program, communicate with stakeholders and

directly consult with the student.

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Legislative Delegations Legislation Below are inks to legislation which have informed our discipline procedures.

§ Anti-Discrimination Act 1991 (Qld)

§ Child Protection Act 1999 (Qld)

§ Commonwealth Disability Discrimination Act 1992

§ Commonwealth Disability Standards for Education 2005

§ Criminal Code Act 1899 (Qld)

§ Education (General Provisions) Act 2006

§ Education (General Provisions) Regulation 2017

§ Human Rights Act 2019 (Qld)

§ Information Privacy Act 2009 (Qld)

§ Judicial Review Act 1991 (Qld)

§ Right to Information Act 2009 (Qld)

§ Police Powers and Responsibilities Act 2000 (Qld)

§ Workplace Health and Safety Act 2011 (Qld)

§ Workplace Health and Safety Regulation 2011 (Cwth)

Delegations Under the Education (General Provisions) Act 2006, state school principals are responsible for “controlling

and regulating student discipline in the school”.

Principals are afforded a number of non-delegable powers to assist them to meet this obligation,

including the authority to suspend, exclude or cancel the enrolment of a student at the school. These

decision-making responsibilities cannot be delegated to other staff in the school, such as deputy principals.

However, they may authorise a deputy principal to tell a student and their parent/s about the suspension

or exclusion decision.

The details of these responsibilities are outlined in the legislative instruments of delegation and

instruments of authorisation provided below:

§ Education (General Provisions) Act 2006 Director-General’s delegations

§ Education (General Provisions) Act 2006 Minister’s delegations

§ Education (General Provisions) Act 2006 Director-General’s authorisations

§ Education (General Provisions) Regulation 2006 Minister’s delegations

§ Education (General Provisions) Regulation 2017 Director-General’s delegations

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Disciplinary Consequences The disciplinary consequences model used at Deception Bay SHS follows the same differentiated

approach used in the proactive teaching and support of student behavioural expectations.

The majority of students will be confident and capable of meeting established expectations that are clear,

explicitly taught and practised. In-class corrective feedback, sanctions and rule reminders may be used by

teachers to respond to low-level or minor problem behaviours.

Some students will need additional support, time and opportunities to practise expected behaviours.

Approximately 15% of the student population may experience difficulty with meeting the stated

expectations, and even with focussed teaching, in-class corrective feedback, sanctions and rule reminders

continue to display low-level problem behaviour. A continued pattern of low-level behaviour can interfere

with teaching and learning for the whole class, and a decision may be needed by the class teacher to refer

the student to the school administration team immediately for determination of a disciplinary consequence.

For a small number of students, approximately 2-5%, a high level of differentiated support or intensive

teaching is required to enable them to meet the behavioural expectations. This may be needed throughout

the school year on a continuous basis. The determination of the need will be made by the principal in

consultation with staff and other relevant stakeholders. On occasion the behaviour of a student may be so

serious, such as causing harm to other students or to staff, that the principal may determine that an out of

school suspension or exclusion is necessary as a consequence for the student’s behaviour. Usually, this

course of action is only taken when the behaviour is either so serious as to warrant immediate removal of

the student for the safety of others, and no other alternative discipline strategy is considered sufficient to

deal with the problem behaviour.

The differentiated responses to problem behaviour can be organised into three tiers, with increasing

intensity of support and consequences to address behaviour that endangers others or causes major,

ongoing interference with class or school operations. Details are shown in Table 4 below.

Table 4: Responses to inappropriate or unacceptable behaviour at Deception Bay SHS

Whole school behaviours | At this level, students are on task and positive reinforcement is appropriate Positive Proactive strategies Classroom § Explicit teaching of rules & expected behaviours § Class program differentiation – resources, teaching strategies, products and

feedback § Use of teaching micro skills § Schoolwide Norms: Structures, routines and procedures § Parent teacher communication § Report cards § Problem Solving Models § Positive Behaviour for Learning Program

Response strategies Positive reinforcement of appropriate behaviours and positive achievements could include: § Verbal

reinforcement § Record of

achievements for formal acknowledgement

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Whole school: § Positive Behaviour for Learning Framework § Social skills programs (The Power of Words, RAP-A, A2B, Shine, Pearls, Character

Counts) § Reboot curriculum and procedures § School process to appraise, profile and support students with special needs § Assembly awards § Data Collection § Teacher Professional Development § DBay Teacher Toolbox

§ Phone calls/letters/emails to parents to acknowledge good behaviours and achievements

§ Rewards system § PBL postcards § D’Bay Way awards

determined from effort and behaviour criteria

Targeted behaviours | Inappropriate student behaviours to be dealt with at this level might include: § Minor classroom and playground behavioural incidents § Ignoring instruction § Lateness to class § Littering § Low level inappropriate language § Non-compliance with school uniform policy § Inappropriate use of mobile phones, audio and video recording devices, and cameras including such devices

on mobile phones (Refer to pp. 30–32) § Harassment and bullying of other students and staff, including cyber bullying (Refer to pp. 33–36) Positive Proactive strategies

§ Monitoring § Reteach expected

behaviours § Communication with

parents § Restorative chat/

Mediation § Cool down time § Time Out card § Buddy class referral § RePlay alternative

lunch program § Change location,

remove object § Parent meetings § Guidance referral

Response strategies Teacher initiated actions could include: § Affect statement § Restorative chat § Verbal negotiation § Behaviour monitoring sheets § Reminder of classroom expectations § Time Out to calm down and re-join class § In class separation or isolation § Removal from classroom for one-on-one resolution § Assign student to accompany a teacher on playground duty § Community service § Assign student a lunchtime or after school detention § Contact with parents. § Buddying to another class

NB: Teacher will record all Buddy incidents into One School and phone home.

If repeated applications of the above actions produce no improvement in the student’s behaviour, then the student should be referred to the YLL, HOD or DP for action.

Intensive behaviours | Inappropriate student behaviours to be dealt with at this level might include: § continued and repeated Targeted behaviours § referrals from Year Level Leaders; HODs § bullying, including cyberbullying (Refer to pp. 33–36) § harassment § theft § truancy § verbal abuse § unauthorised leaving of school grounds § physical aggression; inappropriate physical contact § possession of illegal; banned items

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§ threats/ intimidation of staff § vandalism/ graffiti § sexual harassment § sexual misconduct § Any behaviour inside or outside the school that damages the reputation, or affects good order and

management of the school.

Positive Proactive strategies § Gather and monitor data § Reteach expected

behaviours § Communication with

parents § Cool down/ time out card § Individual Behaviour

Support Plans including daily monitoring and feedback

§ Alternative program § Change location, move

object § Parent meetings § Guidance referral § Restorative Practices § Referral to external

agency § Re-entry agreement

Response strategies YLL, HOD and DP in consultation with the class teacher will initiate actions which could include: § Behaviour monitoring sheet § Restorative chat § Restorative class conference § Circle Time § Peer mediation or Restorative Conference § Referral for assessment and specialist support – Support Teacher - Learning

Difficulties, Advisory Visiting Teacher, Student Support Teacher, and Guidance Officer.

§ Individual Behaviour Support Plan § Lunch or after school detention § Community service § Restitution – parent/carer contact § Parent/carer contact – referral § Referral to Deputy Principal § Internal Suspension § Suspension § Mandatory reporting to Police or Child Safety if warranted

NB: Record all incidents and actions into One School and phone home.

Dangerous and/or unlawful student behaviours | Inappropriate student behaviours to be dealt with at this level include: § Extreme or repeated incidence/s of intensive behaviour § Possession of drugs § Under the influence of an illicit drug while at school § Supply of drugs § Possession of a weapon/ dangerous substances/ contraband § Use of a weapon § Violent assault § Sexual assault Positive Proactive strategies § Counselling § Case Management § Student Support Team

assistance § Referral to external

agencies § SETP Plan review § Alternative pathways

Response strategies Principal, in consultation with Deputy Principals and GO determines the most appropriate course of action which may include any of the following: § Individual Behaviour Agreement § Parent/carer interview § Community Accountability Conference § Police notification § Mandatory reporting to Police or Child Safety § Suspension § Exclusion § Discipline Improvement Plan § Cancellation of enrolment

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Table 5: Behaviour Management Flowchart

Behaviour Management Flowchart At Deception Bay SHS, different behaviours are managed by a variety of people. This is dependent upon the behaviour, its severity or prevalence. The Behaviour Management Flowchart assists teachers to make decisions of who manages the behaviour.

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School Policies Deception Bay SHS has tailored school discipline policies designed to ensure students, staff and visitors

work cooperatively to create and maintain a supportive and safe learning environment. Please ensure that

you familiarise yourself with the responsibilities for students, staff and visitors outlined in the following

policies:

§ Homework policy

§ Assessment Policy and Procedures

§ Temporary removal of student property

§ Use of mobile phones and other devices by students

§ Preventing and responding to bullying

§ Appropriate use of social media

Homework Homework is an essential part of all students achieving to their potential at Deception Bay State High

School and new homework guidelines for Queensland state schools will help our students establish a

balanced lifestyle that allows time for study and activities with family and friends.

The homework guidelines for the different age groups are:

§ in Years 7, 8 and 9 homework could be one homework activity per subject per week.

§ in Years 10, 11 and 12 homework will vary according to the student’s learning needs and individual

program of learning.

To find a suitable balance some students will need help in managing the time spent completing homework,

relaxing, playing sport, socialising with friends and doing part time work. Others will need encouragement

to lift the amount of homework to adequate levels.

We encourage students to undertake four types of homework:

§ revision tasks set by the classroom teacher

§ assignments and long-term work

§ self- set study and review of lesson material, and

§ practical work whereby students practice physical skills learnt in particular classes.

Following most lessons of their various subjects, students will need to complete homework in one or more

of the categories listed above. Individual teachers need to be aware that students have four lessons each

day and set the amount of homework in line with Education Queensland’s homework guidelines.

By completing their homework students ensure that they have:

§ consolidated their learning through independent practice

§ managed the completion of major tasks such as assignments over a period of time

§ developed necessary study habits and time management skills

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Homework in the form of assignments and assessment tasks will be formally marked by teachers and

detailed feedback given to students. Homework set as revision of work done in class will be checked by

teachers to ensure that students have learnt the necessary knowledge and skills. This will be done by

teachers on a regular basis.

It is the responsibility of students to complete their homework but if homework is not submitted or

completed the action taken should be in line with the teacher’s class management strategies. If homework

is not completed or submitted on a regular basis, teachers are asked to make contact with the parents.

Parents/caregivers can assist their children in completing their homework in the following ways:

§ setting aside a suitable time and place for homework

§ checking with children that homework tasks are completed against their homework diaries

§ encouraging their children to do their homework

Assessment Policy and Procedures Handbook This policy applies to all students enrolled at Deception Bay State High School. It details procedures and

policy that inform all matters related to assessment, including academic integrity and misconduct. It is

divided into separate areas to cater for all students across our Junior and Senior phases, acknowledging

the unique difference in each phase of learning.

The full handbook can be found at Assessment Policy and Procedures Handbook

Temporary Removal of Student Property The removal of any property in a student’s possession may be necessary to promote the caring, safe and

supportive learning environment of the school, to maintain and foster mutual respect between all state

school staff and students. The Temporary removal of student property by school staff procedure outlines

the processes, conditions and responsibilities for state school principals and school staff when temporarily

removing student property.

In determining what constitutes a reasonable time to retain student property, the principal or state school

staff will consider:

§ the condition, nature or value of the property

§ the circumstances in which the property was removed

§ the safety of the student from whom the property was removed, other students or staff members

§ good management, administration and control of the school.

The Principal or state school staff determine when the temporarily removed student property can be

returned, unless the property has been handed to the Queensland Police Service.

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The following items are explicitly prohibited at Deception Bay SHS and will be removed if found in a

student’s possession:

§ illegal items or weapons (e.g. guns, knives*, throwing stars, brass knuckles, chains, clubs, bars)

§ imitation guns or weapons

§ potentially dangerous items (e.g. blades, rope, rocks, sticks)

§ drugs** (including tobacco)

§ alcohol

§ aerosol deodorants or cans (including spray paint)

§ explosives (e.g. fireworks, flares, sparklers)

§ flammable solids or liquids (e.g. fire starters, mothballs, lighters)

§ poisons (e.g. weed killer, insecticides)

§ inappropriate or offensive material (e.g. racist literature, pornography, extremist propaganda).

§ Permanent marker pens, or similar that are not required for curriculum purposes.

§ Portable speakers

§ Electronic gaming devices

* No knives of any type are allowed at school, including flick knives, ballistic knives, sheath knives, push

daggers, trench knives, butterfly knives, star knives, butter knives, fruit knives or craft knives, or any item

that can be used as a weapon, for example a chisel. Knives needed for school activities will be provided

by the school, and the use of them will be supervised by school staff. In circumstances where students

are required to have their own knives or sharp tools for particular subjects or vocational courses, the school

will provide information about the procedures for carrying and storing these items at school.

** The administration of medications to students by school staff is only considered when a prescribing

health practitioner has determined that it is necessary or when there is no other alternative in relation to

the treatment of a specific health need. Schools require medical authorisation to administer any medication

to students (including over-the-counter medications such as paracetamol or alternative medicines).

Responsibilities

State school staff at Deception Bay SHS:

§ may in certain circumstances remove student property without the consent of

§ parents or students where it is determined that it poses a threat to safety or

§ wellbeing of self or others;

§ do not require the student’s consent to search school property such as lockers, desks or laptops that

are supplied to the student through the school;

§ may seize a student’s bag where there is suspicion that the student has a dangerous item (for example,

a knife) in their school bag, prior to seeking consent to search from a parent or calling the police;

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§ will gain consent from the student or parent to examine or otherwise deal with the temporarily removed

student in certain cases. For example, staff who temporarily remove a mobile phone from a student are

not authorised to unlock the phone or to read, copy or delete messages stored on the phone;

§ In emergency circumstances it is necessary to search a student’s property without the student’s consent

or the consent of the student’s parents (e.g. to access an EpiPen for an anaphylactic emergency);

§ will seek consent from the student or parent to search the person of a student (e.g. pockets or shoes).

If consent is not provided and a search is considered necessary, the police and the student’s parents

should be called to make such a determination.

Parents of students at Deception Bay SHS:

§ are required to ensure their children do not bring property onto school grounds or other settings used

by the school (e.g. camp, sporting venues) that:

o is prohibited according to the Deception Bay SHS Student Code of Conduct

o is illegal

o puts the safety or wellbeing of others at risk

o does not preserve a caring, safe, supportive or productive learning environment

o does not maintain and foster mutual respect;

§ parents are required to collect temporarily removed student property as soon as possible after they

have been notified by the Principal or school staff that the property is available for collection.

Students of Deception Bay SHS:

§ do not bring property onto school grounds or other settings used by the school (e.g. camp, sporting

venues) that:

o is prohibited according to the Deception Bay SHS Code of Conduct

o is illegal

o puts the safety or wellbeing of others at risk

o does not preserve a caring, safe, supportive or productive learning environment

o does not maintain and foster mutual respect;

§ students are required to collect their property as soon as possible when advised by the Principal or

state school staff it is available for collection.

Please see Temporary removal of student property by school staff procedure for more information.

Use of Mobile Phones and Other Devices by Students Digital literacy refers to the skills needed to live, learn and work in a society where communication and

access to information is dominated by digital technologies like mobile phones. However, the benefits

brought about through these diverse technologies can be easily overshadowed by deliberate misuse which

harms others or disrupts learning.

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In consultation with the school community, Deception Bay SHS has determined that explicit teaching of

responsible use of mobile phones and other devices is a critical component of digital literacy. The

knowledge and confidence to navigate and use these technologies safely while developing digital literacy

is a responsibility shared between parents, school staff and students.

It is also agreed that time and space should be provided at school where technology is not permitted, and

students are encouraged to engage in other social learning and development activities. Device use, for

educational purposes, is under the direction of teachers, to ensure that learning is managed and devices

are used appropriately.

Responsibilities The responsibilities for students using mobile phones or other devices at school or during school activities,

are outlined below.

It is acceptable for students at Deception Bay SHS to:

§ use mobile phones or other devices during breaks

§ use mobile phones with teacher permission: communicating or collaborating with other students,

teachers, parents or experts in relation to school work

§ be courteous, considerate and respectful of others when using a mobile device

§ switch off and place the mobile phone in their bag or designated storage location during classes

§ seek teacher's approval where they wish to use a mobile device under special circumstances.

It is unacceptable for students at Deception Bay SHS to:

§ bring portable speakers and gaming devices to school as they are not required for an educational

purpose

§ use a mobile phone or other devices in an unlawful manner

§ use a mobile phone or other device in class without permission from the classroom teacher

§ use a mobile phone in technology-free designated spaces or times

§ send, download, distribute or publish offensive messages or pictures

§ use obscene, inflammatory, racist, discriminatory or derogatory language

§ film, record or share footage of students or staff without permission

§ use language and/or threats of violence that may amount to bullying and/or harassment, or even

stalking

§ insult, harass or attack others or use obscene or abusive language

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§ deliberately waste printing and internet resources

§ damage computers, printers or network equipment

§ commit plagiarism or violate copyright laws

§ ignore teacher directions for the use of social media, online email and internet chat

§ send chain letters or spam email (junk mail)

§ knowingly download viruses or any other programs capable of breaching the department's network

security

§ use in-phone cameras anywhere a normal camera would be considered inappropriate, such as in

change rooms or toilets

§ invade someone's privacy by recording personal conversations or daily activities and/or the further

distribution (e.g. forwarding, texting, uploading, Bluetooth use etc.) of such material

§ record a teacher without their permission

§ use a mobile phone or smart watch (including those with Bluetooth functionality) to cheat during exams

or assessments

§ take into or use mobile devices at exams or during class assessment unless expressly permitted by

school staff.

At all times students, while using ICT facilities and devices supplied by the school, will be required to act

in line with the requirements of the Deception Bay SHS Student Code of Conduct. In addition, students

and their parents should:

§ understand the responsibility and behaviour requirements (as outlined by the school) that come with

accessing the department’s ICT network facilities

§ ensure they have the skills to report and discontinue access to harmful information if presented via the

internet or email

§ be aware that:

o access to ICT facilities and devices provides valuable learning experiences for students and

supports the school's teaching and learning programs

o the school is not responsible for safeguarding information stored by students on departmentally-

owned student computers or mobile devices

o schools may remotely access departmentally-owned student computers or mobile devices for

management purposes

o students who use a school's ICT facilities and devices in a manner that is not appropriate may be

subject to disciplinary action by the school, which could include restricting network access

o despite internal departmental controls to manage content on the internet, illegal, dangerous or

offensive information may be accessed or accidentally displayed

o teachers will always exercise their duty of care, but avoiding or reducing access to harmful

information also requires responsible use by the student.

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Preventing and Responding to Bullying Deception Bay SHS has junior and senior leaders who meet with the PBL Tier 1 team and Leadership

Team to devise strategies to improve student wellbeing, safety and learning outcomes. These strategies

and activities reflect the core elements of the Australian Student Wellbeing Framework:

1. Leadership Principals and school leaders play an active role in building a

positive learning environment where the whole school

community feels included, connected, safe and respected. We

focus on building positive relationships and wellbeing using

evidence-based practices.

2. Inclusion All members of the school community actively participate in

building a welcoming school culture that values diversity, and

fosters positive, respectful relationships.

3. Student voice We value student opinions and input to make the school inclusive. Students actively participate in their

own learning and wellbeing, feel connected and use their social and emotional skills to be respectful,

resilient and safe.

4. Partnerships We encourage families and the community to collaborate as partners with the school to support student

learning, safety and wellbeing.

5. Support School staff, students and families share responsibility to build an understanding of wellbeing and positive

behaviour and how this supports effective teaching and learning.

A priority for the student leaders is contributing to the implementation of strategies that enhance wellbeing,

promote safety and counter violence, bullying and abuse in all online and physical spaces. The

engagement of young people in the design of technology information and digital education programs for

parents was a key recommendation from the Queensland Anti-Cyberbullying Taskforce report in 2018,

and at Deception Bay SHS we believe students should be at the forefront of advising staff, parents and

the broader community about emerging issues and practical solutions suitable to different contexts.

Reporting Bullying Students have two options to report bullying. We prefer students to make reports in person to their teacher,

case manager, Year Level Leader or Deputy Principal. In doing so, they will fill in a Bullying / Harassment

form at the Office. The other method is via stymie.com.au – an online anonymous reporting site.

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Stymie | Empowering students to stand up for their peers Stymie promotes wellbeing. Students are able to make anonymous notifications about

themselves or their peers. Once the notification is made, the relevant Year Level Leader,

Deputy Principal and Guidance Officer will be notified to effectively manage the concern.

What is bullying? The agreed national definition for Australian schools describes bullying as

§ ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social

behaviour that intends to cause physical, social and/or psychological harm;

§ involving an individual or a group misusing their power, or perceived power, over one or more persons

who feel unable to stop it from happening;

§ happening in person or online, via various digital platforms and devices and it can be obvious (overt)

or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time (for

example, through sharing of digital records);

§ having immediate, medium and long-term effects on those involved, including bystanders. Single

incidents and conflict or fights between equals, whether in person or online, are not defined as bullying.

Behaviours that do not constitute bullying include:

§ mutual arguments and disagreements (where there is no power imbalance)

§ not liking someone or a single act of social rejection

§ one-off acts of meanness or spite

§ isolated incidents of aggression, intimidation or violence.

However, these conflicts are still considered serious and need to be addressed and resolved. At Deception

Bay SHS our staff will work to quickly respond to any matters raised of this nature in collaboration with

students and parents.

The following flowchart explains the actions Deception Bay SHS teachers will take when they receive a

report about student bullying, including bullying which may have occurred online or outside of the school

setting. Please note that the indicative timeframes will vary depending on the professional judgment of

teachers who receive the bullying complaint and their assessment of immediate risk to student/s.

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Bullying response flowchart for teachers Please note these timelines may be adjusted depending on the unique circumstances and risk associated

with each situation. This is at the professional judgment of the staff involved. Timeframes should be clearly

discussed and agreed with student and family.

Key contacts for students and parents to report bullying: Year 7 to Year 12 – Learning for Life teacher, Case Manager, Year Level Leader or Deputy Principal

First hour Listen

• Provide a safe, quiet space to talk • Reassure the student that you will listen to them • Let them share their experience and feelings without interruption • If you hold immediate concerns for the student's safety, let the student know how you will

address these. Immediate in this circumstance is where the staff member believes the student is likely to experience harm (from others or self) within the next 24 hours

• Ask the student for examples they have of the alleged bullying (e.g. hand written notes or screenshots)

• Write a record of your communication with the student • Check back with the student to ensure you have the facts correct • Enter the record in OneSchool as a contact • Notify parent/s that the issue of concern is being investigated

Day one Document

• Gather additional information from other students, staff or family • Review any previous reports or records for students involved • Make sure you can answer who, what, where, when and how • Clarify information with student and check on their wellbeing

Day two Collect

• Evaluate the information to determine if bullying has occurred or if another disciplinary matter is at issue

• Make a time to meet with the student to discuss next steps • Ask the student what they believe will help address the situation • Provide the student and parent with information about student support network • Agree to a plan of action and timeline for the student, parent and yourself

Day three Discuss

• Document the plan of action in OneSchool • Complete all actions agreed with student and parent within agreed timeframes • Monitor the student and check in regularly on their wellbeing • Seek assistance from student support network if needed

Day four Implement

• Meet with the student to review situation • Discuss what has changed, improved or worsened • Explore other options for strengthening student wellbeing or safety • Report back to parent • Record outcomes in OneSchool

Day five Review

• Continue to check in with student on regular basis until concerns have been mitigated • Record notes of follow-up meetings in OneSchool • Refer matter to specialist staff within 48 hours if problems escalate • Look for opportunities to improve school wellbeing for all students

Ongoing Follow up

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Appropriate Use of Social Media Cyberbullying Cyberbullying is treated at Deception Bay SHS with the same level of seriousness as in-person bullying.

The major difference with cyberbullying however, is that unlike in-person bullying, cyberbullying follows

students into their community, their homes and their bedrooms, giving them no opportunity to escape the

harassment or abuse during the evening, weekends or holidays.

In the first instance, students or parents who wish to make a report about cyberbullying should approach

the Year Level Leader or year level Deputy Principal. They can be approached directly by students,

parents or staff for assistance in preventing and responding to cyberbullying.

It is important for students, parents and staff to know that state school principals have the authority to take

disciplinary action to address student behaviours that occur outside of school hours or school grounds.

This includes cyberbullying. Parents and students who have concerns about cyberbullying incidents

occurring during school holidays should immediately seek assistance through the Office of the e-Safety

Commissioner or the Queensland Police Service.

Students enrolled at Deception Bay SHS may face in-school disciplinary action, such as detention or

removing of privileges, or more serious consequences such as suspension or exclusion from school for

engaging in behaviour that adversely affects, or is likely to adversely affect, other students or the good

order and management of the school. This includes behaviour such as cyberbullying which occurs outside

of school hours or settings, for example on the weekend or during school holidays. It also applies to

inappropriate online behaviour of enrolled students that is directed towards other community members or

students from other school sites.

Parents or other stakeholders who engage in inappropriate online behaviour towards students, staff or

other parents may be referred to the Office of the e-Safety Commissioner and/or the Queensland Police

Service. It is an expectation that parents support students by monitoring and/or removing them from the

ability to continue to engage with cyberbullying.

State school staff will be referred for investigation to the Integrity and Employee Relations team in the

Department of Education. Any questions or concerns about the school process for managing or responding

to cyberbullying should be directed to the principal.

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Cyberbullying response flowchart for school staff

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Restrictive Practices School staff at Deception Bay SHS need to respond to student behaviour that presents a risk of physical

harm to the student themselves or others. It is anticipated that most instances of risky behaviour can be

de-escalated and resolved quickly. On some rarer occasions, a student’s behaviour may continue to

escalate and staff need to engage immediately with positive and proactive strategies aimed at supporting

the student to manage their emotional arousal and behaviour.

In some very rare situations, where there is immediate risk of physical harm to the student or other people,

and when all other alternative strategies have failed to reduce the risk, it may be necessary for staff to use

restrictive practices.

The use of restrictive practices will always be as a last resort, when there is no other available option for

reducing immediate risk to the student, staff or other people. Restrictive practices are not used for

punishment or as a disciplinary measure.

The department’s Restrictive Practices Procedure is written with consideration for the protection of

everyone’s human rights, health, safety and welfare. There are six fundamental principles:

1. Regard to the human rights of those students

2. Safeguards students, staff and others from harm

3. Ensures transparency and accountability

4. Places importance on communication and consultation with parents and carers

5. Maximises the opportunity for positive outcomes, and

6. Aims to reduce or eliminate the use of restrictive practices.

Very rarely restrictive practices will be planned and staff will employ, when necessary, pre-arranged

strategies and methods (of physical restraint/ mechanical restraint/ clinical holding) which are based upon

behaviour risk assessment or clinical health need and are recorded in advance. The use of planned

strategies will only be where there is foreseeable immediate risk consistent with the Restrictive Practices

Procedure.

Seclusion will not be used as a planned response and will only be used in serious circumstances for

managing an unforeseeable situation in an emergency. It will be used for the shortest time possible and

in a safe area that presents no additional foreseeable risk to the student. In such emergencies, a staff

member will observe the student at all times and seclusion will cease as soon as possible.

Following the use of any restrictive practice, a focused review will help staff to understand how they

responded to the risk in any incident that involved the use of a restrictive practice. Staff will consider

whether there are other options for managing a similar situation in the future. This strategy works well for

reducing the use of restrictive practices.

All incidents of restrictive practices will be recorded and reported in line with departmental procedures.

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Critical Incidents For unexpected critical incidents, staff should use basic defusing techniques:

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.

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: At an appropriate time when there is low risk of re-escalation, 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.

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Related Procedures and Guidelines These are related procedures or guidelines which school staff use to inform decisions and actions around

matters associated with students’ wellbeing, behaviour and learning. This may include reference to:

§ Cancellation of enrolment

§ Customer complaints management policy and procedure

§ Disclosing personal information to law enforcement agencies

§ Enrolment in state primary, secondary and special schools

§ Hostile people on school premises, wilful disturbance and trespass

§ Inclusive education

§ Police and Child Safety Officer interviews and searches with students

§ Restrictive practices

§ Refusal to enrol – Risk to safety or wellbeing

§ Student discipline

§ Student dress code

§ Student protection

§ Supporting students’ mental health and wellbeing

§ Temporary removal of student property by school staff

§ Use of ICT systems

§ Use of mobile devices

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Resources § Australian Professional Standards for Teachers

§ Behaviour Foundations professional development package (school employees only)

§ Bullying. No Way!

§ eheadspace

§ Kids Helpline

§ Office of the eSafety Commissioner

§ Parent and community engagement framework

§ Parentline

§ Queensland Department of Education School Discipline

§ Raising Children Network

§ Student Wellbeing Hub