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Ipswich Central State School

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

Purpose Ipswich Central is committed to ensuring the tradition that every day, in every lesson, every student in our school is learning and achieving within a safe, supportive and disciplined learning environment. Ipswich Central promotes a positive and inclusive school community that affirms the rights of all members of the school community to feel safe and be safe at school. Ipswich Central recognises the reciprocal relationship between academic success and social behaviour. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the teaching and learning in our school can be effective and students can participate positively within our school community. Consultation and data review Ipswich Central developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken through meetings held during 2017. A review of the following important data sets for this school relating to attendance, unexplained absences, suspensions and exclusions, behaviour incidents including bullying and cyber bullying. Other inappropriate online behaviour including inappropriate use of mobile phones or other electronic devices from 2015-2017 also informed the development process. This Plan was endorsed by a General Meeting of the school’s Parents and Citizens Association on 27 February 2018 and will be reviewed in 2019 as required by legislation. Learning and behaviour statement At Ipswich Central, we wish for all people to have a positive self-image and to be responsible and educated citizens. Therefore, our beliefs, processes and actions need to build this capacity. The students of Ipswich Central are expected to contribute to the success of this environment. We further believe that the staff of Ipswich Central should deliver high quality professional services within the same context and therefore are expected to maintain a high standard of ethical behaviour. The families of Ipswich Central are also expected to maintain high standards of ethical behaviour and contribute to the maintenance of these standards for the benefit of all concerned. We believe strongly in upholding people’s rights and enacting these rights through taking personal responsibility for our actions.

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Fundamentally, we all believe in the following rights and resultant responsibilities:

RIGHTS RESPONSIBILITIES

The right to be treated with respect

The responsibility to treat ourselves and others in a respectful manner.

The right to feel safe The responsibility to behave in a safe manner towards others and be mindful of contributing to a safe school.

The right to learn and work The responsibility to work/learn to our capacity and to allow others to do the same without ridicule or distraction.

Our school behaviour expectations that reflect this position include:

BE RESPECTFUL BE SAFE

BE A LEARNER

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ICSS Behaviour Expectations Matrix

All Areas

Teaching and

Learning

Environments

Eating

Areas/Playground /

Buildings

Toilets Performances

and Excursions

Be

Res

pec

tful

I show active

listening

I use manners

I wear my

school uniform

with pride

everyday

I respect

property and

others

I am on time

I follow

instructions

straight away

I let others learn

I show pride in

the learning

environment

I encourage

others

I look after

books and

equipment

I wait patiently

I put rubbish in the

bin

I use appropriate

noise levels

I return

equipment on time

I respect the

privacy of

others

I keep the

toilets clean

I responsibly

use soap and

toilet paper

I am a good

audience

member

I wait quietly in

a line

Be

Saf

e

I move around

the school

safely

I keep my

body calm

I follow adult

instructions

about being

safe

I keep my hands

and feet to

myself

I use furniture

safely

I eat my own food

I leave when

permission is

granted

I wear my hat

I am in the

designated area

I walk on paths

I report

problems

I use the toilets

for toileting

only

I wash my

hands

I leave a

walkway in the

middle

I walk my bike

or scooter to the

gate

I go straight

home

I follow road

rules

I lock up my

bike

I stay with a

buddy or the

group

Be

a L

earn

er

I respect

others’

learning

I use self-

control

I attempt all

tasks

I am in the

right place at

the right time

doing the right

thing

I am prepared to

learn

I have a go at all

tasks

I always work to

the best of my

ability

I complete work

on time

I use active

listening

I play smart, play

safe, play fair

I go to the

toilet at break

times

I am proud to

represent my

school

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Ipswich Central State School Values Matrix The basis of Ipswich Central State School’s responsible behaviour is underpinned by the following character traits in staff and students. These are the basic values that define our ethical behaviour and are not political, religion or culturally based.

RESPECT

Respect the worth and dignity of all individuals. Treat others the way you would want to be treated. Act courteously, civilly, peaceably, and non-violently. Be tolerant and accepting of differences. Avoid rude, offensive, and abusive words and actions. Respect people, property and the environment

Characteristics: - To Treat others with respect - Be tolerant and accepting of differences - Use good manners - Use appropriate language (eg no swearing) - Be considerate of the feelings of others - Keep others safe - Be peaceful with anger, insults, and disagreements

RESPONSIBILITY

To be accountable for your words, actions, and attitudes. Exercise self-control. Strive for excellence and self-improvement. Plan ahead. Set a good example for others. Be self-reliant, prudent, proactive, persistent, and hard-working. Make good choices. Be an active learner

Characteristics: - To do what you are supposed to do - Plan ahead - Persevere: keep on trying! - Always do your best - Use self-control - Show self-disciplined - Think before you act — consider the consequences - Be accountable for your words, actions, and attitudes - Set a good example for others

CARING RELATIONSHIPS

To be kind, compassionate, empathetic, charitable, forgiving, and grateful. Encourage others, Be thankful, Be friendly

Characteristics: - Show you care - Express gratitude - Forgive others - Help others in need

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Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour Ipswich Central has many approaches are used within classroom behaviour management. However, one consistent model in all classrooms consisting of a Five Step Approach (This is seen in diagram below). The purpose of this step process is to progressively encourage students back into the classroom learning environment to continue with productive behaviours. Each step increases severity of consequences until administrative intervention is required. When the student reaches Step 4, a record is kept on One School and a consequence will be issued to the student. If a student is consistently engaging in Step 3 behaviour the teacher will communicate with parents with regards to classroom based interventions.

Behaviour

Consequence

Chart

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Proactive Measures Ipswich Central uses a Whole School Approach to managing student behaviour that involves differentiation, focussed teaching and for a small number of students’ intensive intervention. These levels of support are summarised in the following table and are explained in greater detail in the section below on whole school positive reinforcement and consequences.

INTENSIVE SUPPORT (Individuals)

FUNCTIONAL ASSESSMENT LEADING

TO THE DEVELOPMENT OF

INDIVIDUAL BEHAVIOUR PLAN.

STAKEHOLDER MEETINGS HELD

REGULARLY WITH PARENTS.

FOCUSSED TEACHING (Small Groups or Individuals for short term)

Student’s identified through interrogation of behaviour data at Case Management and SEAL

Room Meetings. Short term targeted support delivered by SEAL Room, Support Teachers or

Administration. Short term programs may include; Fun Friends, You Can Do It!, How Does

Your Engine Run, Social Thinking Program and Zones of Regulation. Other targeted

interventions include; Playground plans and games room referral.

UNIVERSAL LEVEL - DIFFERENTIATION

All students receive 30 minutes of explicit instruction in the school behaviour expectations for

half an hour every week in first Term. In Terms 2-4 all students receive social skilling

instruction each week from the STOP, THINK, DO Program

Behaviour Expectations and reminders of these are publicised in all play areas and

classrooms.

All classes have an individual class rewards system and the school has several whole school

rewards systems including; Rewards and Conduct Award days, Gold Card system for the

playground and merit certificates. All of which are recorded on OneSchool.

Essential Skills in Classroom Management

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School Wide System of Positive Reinforcement Each year staff review the Responsible Behaviour Plan and Playground Expectations on Pupil Free Days. New teachers are assigned a teacher mentor to assist them with any questions regarding school policies and procedures. New students are inducted in the Responsible Behaviour plan upon commencing enrolment at the school by the administration person who enrols them and students and students and parents sign to say they understand their obligations. The school has developed specific policies to address

o The Use of Personal Technology Devices at School (Appendix 1) o Procedures for Preventing and Responding to Incidents of Bullying (App 2) o Working Together to Keep Ipswich Central Safe (App3) o Homework (App 6)

Recording Positive Behaviour

Incidences of positive behaviour will be recorded on OneSchool Merit Certificates Gold Cards School Awards

Teacher Determined Class Rewards: Individual class teachers will determine age appropriate classroom rewards for children who exhibit a range of positive behaviours in the classroom.

Merit Certificates School merit certificates are submitted by class teachers to the office and presented weekly on parade to highlight the personal achievement of children in the class or in activities associated with classwork. It is anticipated that where possible all children in each class should receive a merit certificate once per semester.

Gold Cards Gold Cards are presented to children by teachers on playground duty for responsible behaviour in the school playground. This may include random acts of good citizenship, or kindness or displaying school pride in keeping the grounds tidy. Winners are drawn raffle style from the box in the office and awarded by Administration.

Awards presented at end of year awards ceremonies. The following awards are selected by Class Teachers, Sporting Coaches, Specialist Teachers or Administration Team:

o Academic Awards o Citizenship Award (Yrs 4-6) o Most Valuable Player in each sporting team o Sports boy and girl of the year o Service to Music Awards o Principals Award

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Conduct Award Each semester a student from each class is chosen to be the Conduct Award recipient. This is a different person each term that has consistently exemplified the school’s values and behaviour expectations and who deserve recognition for their efforts. The recipients of this award and their families receive an invitation to morning tea with the Principal and other staff. Rewards Day Each term Year level teams organise a reward day for students who have consistently met behaviour expectations or who have shown a marked improvement in working towards their individual behaviour goals. Teachers will decide as a year level which students’ can participate and will communicate with parents if students are ineligible to attend Rewards Day due to not meeting School Behaviour Expectations. It is part of the 5 Step Plan that parents are contacted if student’s are sent to reflection in class, parents will be advised if the teacher deems the number of these time-outs makes them ineligible for Rewards Day. Responding to Unacceptable Behaviour Students come to school to learn. Behaviour support represents an important opportunity for learning how to get along with others. We do this in a range of ways.

Step 1 – Redirection

Ask the student what they are doing – and how does their behaviour reflect the

school rules. Ask if they need help to complete the activity they are doing – ask them what

they should be doing.

This will identify if they are having difficulties in their learning and if they are aware that they are not following classroom expectations.

Allow take up time, but continue to monitor their behaviour.

If they are still not on task move closer to the student or come over and talk about their schoolwork.

Step 2 : Warning

State to the student – Can see you are still having difficulties, so you will have to

move your name…this is your warning. If I have to speak to you again you will have to move to reflection.

State positive – Let’s see if you can focus on …… Can I help with that, would it be better if you moved away from….,

Use strategies to re-engage students in learning activity and defusing strategies, i.e. Essential Skills for Classroom Management

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Classroom Management of Low Level Behaviour

Using Defusing Strategies;

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.

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.

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, use a peaceful body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates if the safety of others is not at risk. 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.

STEP 3 : Reflection In Class:

In reflection – students will complete a reflection sheet (based on the school rules

and classroom expectations) After 5 minutes reflection time – teacher speaks to student and discusses the

classroom expectations. Student returns to work and is given the chance to implement goals. Statement if behaviour continues – “If you continue to ……. The next step is the

SEAL room. If you continue to not follow the class/school rules and go to the SEAL room, your parents will be informed about your behaviour.”

Relate problem behaviours to expected school behaviours

When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school behaviour. Ask students to complete the SEAL reflection sheet while in reflection. Students will;

articulate the relevant expected school behaviour

explain how their behaviour differs from expected school behaviour

describe the likely consequences if the problem behaviour continues; and

identify what they will do to change their behaviour to align with expected school behaviour.

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Step 4: Social Emotional Assisted Learning Room (SEAL)

Students take their reflection sheet from classroom reflection (with teacher writing a brief note about behaviour on the opposite side of the reflection sheet, refer Step 3) and go to the SEAL room.

If student refuses to attend SEAL Room or refuses to return to their classroom from the SEAL Room the G.O., Deputy or Principal will be notified.

Students and the Teacher Aide will talk through classroom/playground behaviour with the student.

Maximum time in the SEAL room is 10 minutes during learning time, unless student is not settled. (15 minutes) The information from discussion and classroom plan will be entered onto OneSchool.

If a slip arrives at the SEAL room that meets the major classification it will be referred immediately to the office.

If the student is being regularly referred for the same behaviour they will be directed to the office for persistent noncompliance. (Behaviour Case Management Team)

Debrief Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situation.

Ensuring consistent responses to problem behaviour

Ipswich Central staff authorised to issue consequences for problem behaviours are provided with ongoing professional development and/or training. Students also receive advice and guidance about how to respond when other students display problem behaviours, and the courteous way to respond when a staff member redirects their behaviour.

Conflict Resolution As well as the universal and focussed teaching students receive The High Five (3-6) and Tucker Turtle strategy(P-2) for managing disagreements is explicitly taught to students in the first term of every year to assist in developing their conflict resolution skills and to provide a common language for staff and students to discuss strategies. HIGH Five

1. Ignore 2. Talk Friendly 3. Walk Away 4. Talk Firmly 5. Report

Tucker Turtle http://thepositiveclassroom.org/tucker-turtle-help-for-children-who-cant-control-their-anger/

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Making Judgements about a Student’s Behaviour at Ipswich Central State School. Each semester of the school year, students have a judgement made about their school behaviour. The criteria for reporting on these judgements are listed below:

A B C D E

At Ipswich Central State School, we have the following expectations for school behaviour: Be Respectful, Be Safe, Be a Learner. {Name} persists with new and difficult tasks demonstrating {her,his} commitment to {her,his} learning. {She,He} contributes positively to class discussions and is always inclusive of others. {Name} interacts safely and appropriately in the classroom and the playground. {She,He} shows respect and consideration for others in all circumstances. {Name} seeks teacher assistance appropriately and uses feedback to improve the quality and standard of {her,his} work. {She,He} is always punctual and organised for learning tasks. {Name} is continuously respectful of property and encourages others through being a responsible role model.

At Ipswich Central State School, we have the following expectations for school behaviour: Be Respectful, Be Safe, Be a Learner. {Name} applies considerable effort to complete work and seeks teacher assistance and feedback appropriately. {She,He} discourages unsafe and disrespectful behaviours and is generally encouraging to others. {Name} interacts safely and respectfully in the playground and uses conflict resolution skills appropriately. {She,He} interacts respectfully with peers in the playground and is able to develop friendships appropriately. {Name} manages time effectively and adapts to change in a range of settings, demonstrating {her,his} commitment to being a learner. {She,He} is mindful of behaving safely, both within the classroom and playground.

At Ipswich Central State School, we have the following expectations for school behaviour: Be Respectful, Be Safe, Be a Learner. {Name} is able to learn with a range of teaching approaches and works independently without distracting others. {She,He} attempts new and difficult tasks and manages {her,his} time effectively. {Name} usually takes turns and shares with peers, showing respect for peers and staff in most circumstances. {She,He} encourages others and behaves safely and respectfully in the playground. {Name} usually interacts safely and respectfully in the classroom and playground. {She,He} usually seeks teacher assistance and feedback appropriately and attempts new and difficult tasks. {Name} is usually inclusive of others and is able to use appropriate conflict resolution skills.

At Ipswich Central State School, we have the following expectations for school behaviour: Be Respectful, Be Safe, Be a Learner. {Name} requires support to attempt new tasks. {She,He} requires assistance to manage {her,his} time effectively. {Name} is easily distracted and will often seek teacher assistance inappropriately through calling out or disrupting peers. {She,He} does not always behave safely and requires assistance to develop appropriate conflict resolution skills when interacting with others in the playground. {Name} rarely contributes appropriately to class discussions and often uses excuses to avoid new or difficult learning tasks. {She,He} is sometimes unco-operative with staff and can be unsafe with peers. {Name} has an individual behaviour plan to assist developing skills for interacting appropriately in the classroom. {She,He} has an individual playground plan to assist {her,him} to play safely and respectfully in the playground.

At Ipswich Central State School, we have the following expectations for school behaviour: Be Respectful, Be Safe, Be a Learner. {Name} is unable to contribute to class discussions appropriately. {She,He} needs support to start new learning tasks. {Name} is often unsafe with peers and is on an individual playground plan requiring administration check in each day to monitor and promote safe play and behaviour.

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Behaviour judgements link to the following processes through the year; a) Leadership Identification School Captains (one boy and one girl) Students entering year 6 will be invited to apply for this position, by completing the Student Leadership Package. This will be used to identify and shortlist students. These shortlisted students will present a speech to the year 3-5 student body, after which a vote will be conducted and then once appointed; these leaders must maintain an A standard of behaviour. Criteria for Selection for School Captain

Demonstrated positive influential leadership in previous years

Capacity to work with a range of students at the school

Capable of encouraging and communicating the ethos of this school

Maintain a high level of behaviour consistent with school rules Sports Captains (one boy and one girl for each house) Students entering year 6 will be invited to apply for this position, by completing the Student Leadership Package. This will be used to identify and shortlist students. These shortlisted students will present a speech to the year 3-5 student body, after which a vote will be conducted and then once appointed; these leaders must maintain an A standard of behaviour. Class Captains (one per class) Students will be invited to apply for this position by their class teacher. Selection criteria will be used to identify the eligible students. A class vote will be conducted and then once appointed; these leaders must maintain an A standard of behaviour. A child is not permitted to be a class captain twice in consecutive years at Ipswich Central. Indigenous School Leaders (one boy and one girl) Indigenous Students will be invited to apply for this position, by completing the Student Leadership Package. This will be used to identify and shortlist students. These shortlisted students will present a speech to the year 3-5 student body, after which a vote will be conducted and then once appointed; these leaders must maintain an A standard of behaviour. Student Councillors (one from each class 5-6) One Students from each class year 5-6 will be elected by popular vote for membership on the Student Council. These students must maintain an A standard of behaviour all year round and demonstrate highly effective role modelling in the project they are conducting. These projects might be short term or long term. It is also an opportunity for some Year 5 students to demonstrate some leadership potential. Cultural /Music Captains Specialist teachers from our Music or cultural program shall choose a Music Captain (1) from the children who participate in these programs. These students must complete the Student Leadership Package. This will be used to identify and shortlist students. These shortlisted students will present a speech to the year 3-5 student body, after which a vote will be conducted and then once appointed; these leaders must maintain an A standard of behaviour.

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Emergency situation or critical incident responses It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe unacceptable behaviour. This consistency ensures that actions taken are responsive to the safety and wellbeing of students and staff. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action. Severe unacceptable behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety and wellbeing of the student or others is likely to be placed at serious risk. Immediate Strategies

Avoid escalating the unacceptable 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.

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.

Approach the student in a non-threatening manner Move slowly and deliberately toward the situation or incident, 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 if the safety of others is not at risk.

Reinforcement and Correction Strategies 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 unacceptable behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour.

Follow Up Strategies Restore normal school operations as soon as possible.

Provide post incident opportunities that include: o Assisting any distressed student/s to access appropriate support, e.g. Guidance

Officer. o Assisting the individual 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.

o Recording a reflection or individual learning plan to assist the student to develop a personal framework of expectations and appropriate actions.

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Physical Intervention Staff may make legitimate the use of physical intervention if all non-physical interventions have been exhausted and a student is:

physically assaulting another student or staff member posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Ipswich Central’s staff demonstrate a duty of care to protect students and staff from foreseeable risks of injury. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury. Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. It is important that all staff understand:

physical intervention cannot be used as a form of punishment physical intervention must not be used when a less severe response can effectively

resolve the situation the underlying function of the behaviour.

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

property destruction school disruption refusal to comply verbal threats leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must:

be reasonable in the particular circumstances be in proportion to the circumstances of the incident always be the minimum force needed to reduce the risk of harm to self or others take into account the age, stature, disability, understanding and gender of the student.

Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:

School Incident Report Student Record of Incident

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Consequences for Unacceptable Behaviour Consequences for unacceptable behaviour are an integral part of behaviour management. Standards and expectations without enforcement make for an ineffective plan for managing behaviour. Formally maintained records for tracking consequences for unacceptable behaviour are recorded online in a system called One School. Any student or parent can request to see a summary of this record. This information contributes to the overall judgement of Behaviour Levels issued to students each term. This information is also used in the selection process for student leaders within our school.

Definition of Consequences

5 Step Approach

Step 1 Redirect Step 2 Formal warning Step3 Reflection in classroom (Recorded on OneSchool) Step 4 Referral to SEAL Room (Recorded on OneSchool and letter to parents/carers sent home) Step 5 Sent to Administration

SEAL Room Social Emotional And Learning Classroom Intervention to assist students to reflect on their own behaviour with support and identify more appropriate behaviour choices. Focus on teaching replacement behaviours that result in meeting school expectations and overall being more successful members of the learning community and to increase academic achievement by minimising time students are not engaged in learning.

Playground Plan

Intervention to assist students to make more positive behaviour choices in the playground by designating a supportive and safe play space for an individual students. A record of student attendance and behaviour will be collected to inform social skilling and determine when a plan is no longer needed.

Individual Behaviour Support Plan

Informed by a Functional Behaviour Assessment this plan may be introduced if a student engages in constant unsafe or non-compliant behaviour. This plan will be reviewed at regular stakeholder meetings with parents, class teacher and administration.

Temporary Removal of Property

A Principal or staff member of Ipswich Central has the power to temporarily remove property from a student, as per the procedure

Temporary Removal of Student Property by School Staff.

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School Disciplinary Absences (SDA)

Suspension A principal may suspend a student from school under the following circumstances: disobedience by the student misconduct by the student other conduct that is prejudicial to the good order and management of the

school.

Behaviour Improvement Condition

A principal may impose a behaviour improvement condition if the principal is reasonably satisfied that the student has engaged in behaviour that warrants the grounds for exclusion or other conduct that is so serious that suspension of the student from school is inadequate to deal with the behaviour. A Behaviour Improvement Condition requires the student to undertake a behaviour management program arranged by the school’s principal. The program must be:

reasonably appropriate to the challenging behaviour conducted by an appropriately qualified person designed to help the student not to re-engage in the challenging behaviour no longer than three months.

Proposed exclusion or recommended exclusion

A student may be suspended pending a decision to exclude when the student’s behaviour is so serious that suspension of the student from the school would be inadequate to deal with the behaviour. A student may be suspended or excluded for the following reasons:

disobedience misconduct other conduct that is prejudicial to the good order and management of the

school, or breach of Behaviour Improvement Conditions.

Cancellation of enrolment

The enrolment of a post compulsory school age student may be cancelled if the student’s behaviour amounts to a refusal to participate in the educational program provided at the school.

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School Disciplinary Absences (SDA)

Suspension A principal may suspend a student from school under the following circumstances: disobedience

misbehaviour

conduct that adversely affects, or is likely to adversely affect, other students enrolled at the school

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

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

Discipline improvement plan

A discipline improvement plan is a written agreement that sets out strategies and steps to improve a student’s behaviour. It outlines the expectations for behaviour, the consequences for inappropriate behaviour and the support that will be provided by the school.

Proposed exclusion or recommended exclusion

A student may be suspended pending a decision to exclude when the student’s behaviour is so serious that suspension of the student from the school would be inadequate to deal with the behaviour. A student may be suspended or excluded for the following reasons:

persistent disobedience misbehaviour

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

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

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

the student has been convicted of an offence and the Director-General is

reasonably satisfied it would not be in the best interests of other students or of staff for the student to be enrolled at the school.

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MANAGEMENT CONSEQUENCE ONGOING MANAGEMENT

CLASSROOM MANAGEMENT

Minor classroom misbehaviour is

managed on a daily basis by the

class or specialist teacher. Many of

these low level incidents are not

recorded unless they become

persistent.

“5 Steps” chart approach to

behaviour consequences. This chart

is prominently displayed in every

classroom and clearly articulated to

all staff and children to ensure a

consistency of application.

Class teacher monitors any

persistent and ongoing low level

incidents of poor behaviour

choices. This could result in

reflection with the teacher at lunch

time, phone call home or admin

intervention.

SEAL ROOM

On reaching Step 4 of the 5 Step

Plan.

The child spends some time in

SEAL Room reflecting on their

behaviour and coming up with

goals for improved behaviour. As

part of this process students write a

reflection sheet and then a letter to

parents.

SEAL ROOM referrals are recorded

on OneSchool and the data

monitored at SEAL ROOM

meetings. Flowing onto individual

and small group process followed

by intensive behavioural support if

interventions do not result in

improved behaviour.

REFLECTION IN OFFICE

Behaviour choices that impact on

personal learning or the safety or

learning of others. Or reaching Step

5 on the “5 Step Plan”

The child spends a negotiated

period of the day in the office on

task completing work set by the

teacher. These misdemeanours are

formally recorded by the relevant

Admin person on “ONE SCHOOL”

Class teacher monitors the relative

success of this consequence. If no

noticeable change in the child’s

behaviour is seen then they will

process to the next consequence.

SUSPENSION

Wilful and present disobedience,

significant or gross misconduct will

result in suspension from school.

The child and parent will be

formally notified in person and by

letter of their suspension and the

reasons for this suspension.

The parent and child will be

required to attend a readmission

interview with the school to

determine Behaviour Improvement

Conditions that will be placed upon

the child and for the period of time

this will involve.

PROPOSED EXCLUSION

A decision to exclude may be made

if the child’s behaviour is so serious

that suspension would be an

inadequate response to the

behaviour.

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Major / Minor

Examples of Behaviours Proactive – Strategies to

Re-Direct Reactive –

Consequences M

ino

r –

Cla

ssro

om M

anag

emen

t eg

war

nin

gs

give

n an

d re

flec

tio

n i

n th

e cl

assr

oom

or

wal

k

wit

h m

e in

the

play

grou

nd is

use

d.

Not using manners eg not looking and listening

Not in school uniform

Inappropriate peer relationships

Not ready to start the day

Littering

Inappropriate talking including calling out

Running on the concrete

Late arrival for class or line up after break times.

Not walking in lines

Not tidying up properly or poor self-control

Disobedience and negative attitude

Low level lying/cheating

Spitting eg on the football field

Retrieving equipment from out of bounds area without asking first

Tackling during a game or playing too rough

Redirect with visual cues

Diversion/alternate activity g student with ASD

Verbal reminder of correct behaviour

Planning ignoring

Re-direct using class reward system for other children showing correct behaviour

Discuss in transition time at the start of next session

Remind of safety concerns

Offer help for off task behaviour

Warning

Quiet word with individual about behaviour

Re-direction using class reward system, specifically instructing child how to earn a reward

Remind of option to access break space and take some time to calm down

Use Reflection

Minor consequences to Major consequences

Working with Redirection

Warning

Reflection or Walk With Me

SEAL Room

Office

Suspension

Exclusion *These steps can be fast tracked at the Principal’s discretion.

Min

or

– S

EA

L R

oo

m R

efer

ral –

Fol

low

ed u

p by

a

lett

er h

om

e.

Persistent calling out and poor self-control.

Continual teasing or disobedience

Continual negative attitude, disrupting others or work refusal

Regularly late for class after break time

Continually not following direction

Stealing eg pencil rubber and minor graffiti

Swearing not directed at others

Using school equipment irresponsibly

Hurting other – minor

Riding bikes and scooters in school grounds

In an out of bounds area consistently and/or after a warning

Playing in the toilet

Minor IT misconduct

Spitting eg into the garden

Retrieving equipment after a warning

Constant rough play eg tackling/pushing

Maj

or

– O

ffic

e R

efer

ral –

May

be

sent

to th

e

SE

AL

Roo

m fo

r pr

oces

sing

but

stil

l rec

orde

d

as a

n O

ffice

Ref

erra

l

Sexual harassment – verbal and physical

Consistent wilful disobedience

Inappropriate IT use

Graffiti, vandalism, theft (major),

Illegal entry, extortion, forgery, arson

Exposing self

Verbal aggression eg swearing and threatening others

Bullying/harassment

Endangering behaviour, smoking, weapons, assault

Truancy from classroom

Possessing and/or using illegal substances/drugs

Severe aggression

Spitting at others

Office Referral

Calmly remind the child of safety issues and where they need to be so we can work out the problem

Calmly re-directing child to a safe area, communicating concern regarding their problem rather than focusing on consequences

Direct to office referral for dangerous behaviour

20

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Individual Behaviour Plans/ Playground PLANS There are a small number of students who require specific and individualised behaviour management in the playground. These students have individual behaviour management plans managed by the Deputy Principals in liaison with relevant stakeholders and communicated with staff as needed. Response to Playground Behaviour If a student is not playing appropriately, the supervising staff member to use least intrusive strategies to de-escalate behaviour.

Step 1: Verbal Redirection

Step 2: Walk with teacher

Step 3: Complete Slip and take to the SEAL Room

Step 4: Emergency Card from Area sent to the office Games Room The school operates an alternate play area during first lunch breaks from 11.15am – 11.45am every day. This Alternate program is for children from P-6 who upon teacher/admin referral attend this designated room (library courtyard). Children considered for this program include:

Those returning from suspension

Children injured or for safety reasons who need to be withdrawn from the playground

Children with friendship/social issues. Visitors to the games room are reviewed every 5 weeks or half term. Suspension There are two types of suspensions that may be approved by the Principal. 1. Severe breaches of the code of behaviour

Harassment (verbal, sexual, racism, bullying –verbal)

Leaving class without permission resulting in significant resourcing and time management to rectify

Throwing objects with intent to injure or damage.

Inappropriate use of social network sites that impact on the good order and management of the school

Non provoked physical violence causing harm (punching and/or causing injury)

Severe defiance and wilful and persistent disobedience

Ongoing persistent bullying of students and staff

Possession of an object with the intention to injure

Possession of a weapon with the intention to injure

Major vandalism and graffiti

Substantiated theft of items

Possession of unsafe substances (including illegal drugs)

A severe problem resulting in a critical incident

Severe cyber bullying

Significant property damage

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2. Ongoing deterioration of behaviour This is reserved for students that have been removed from Behaviour Levels and a suspension notice is imminent. A student receiving further disciplinary measures while on an Individual Behaviour Plan will be subject to further disciplinary action which may include a suspension from school. When this suspension is pending there must be clear evidence that ongoing intervention is being requested or is being accessed. There is a requirement for the class teacher and school Principal to keep detailed records on OneSchool and to maintain regular contact with the parents concerned. Suspension and/or Proposal/Recommendation for Exclusion A student may be suspended pending a decision to exclude when the student’s behaviour is so serious that suspension of the student from the school would be an inadequate response to the behaviour. A student may be suspended or excluded for the following reasons:

Wilful and persistent disobedience Significant misconduct Other conduct that is prejudicial to the good order and management of the school, or Breach of Behaviour Improvement Conditions.

Items identified in the section above “Severe Breaches of the Code of Behaviour” are an indication of the types of behaviour that may result in exclusion from school. Relating Inappropriate or Unacceptable Behaviour to Expected School Behaviours When responding to inappropriate or unacceptable behaviours, staff members ensure that students understand the relationship of the behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students:

Articulate the relevant expected school behaviour Explain how their behaviour differs from expected school behaviour Describe the likely consequences if the problem behaviour continues; and Identify what they will do to change their behaviour in line with expected school

behaviour. Should an inappropriate or unacceptable behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their problem behaviour. Ensuring Consistent Responses to Inappropriate or Unacceptable Behaviour At Ipswich Central, staff members authorised to issue consequences for behaviour incidents are provided with appropriate professional development and/or training. Through training activities, we work to ensure consistent responses to behaviour incidents across the school. Students also receive training about how to respond when other students display inappropriate or unacceptable behaviour. The courteous way to respond when a staff member redirects a student’s behaviour is taught and rehearsed to reduce the impact of peer engagement in the behaviour incident.

23

Student disciplinary absences (suspension and exclusion) may be considered: in the event of a serious, one-off behaviour incident or after consideration has been given to all other responses.

Network of student support Students at Ipswich Central are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by:

Parents Teachers Support Staff Administration Staff Guidance Officer

Advisory Visiting Teachers SEAL Room Staff Senior Guidance Officer School Chaplain

Support is also available through the following government and community agencies:

Disability Services Queensland Child and Youth Mental Health Queensland Health Department of Communities (Child Safety Services) Police Local Council

Consideration of individual circumstances

To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times. Ipswich Central considers the individual circumstances of students when applying support and consequences by:

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

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

recognising and taking into account information relevant to the students' age, gender, disability, cultural background, socioeconomic situation, mental health and wellbeing, emotional state (such as individualised learning plan or individual education plan), and

recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate

time o work and learn in a safe environment regardless of their age, gender,

disability, cultural background or socio-economic situation o receive adjustments appropriate to their learning and/or impairment

needs o provide written or verbal statements that will be taken into

consideration in the decision making processes o ensure that processes maintain the dignity, respect, privacy and

confidentiality of the student, consistent with the rights of the rest of the community

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Related legislation Commonwealth Disability Discrimination Act 1992 Commonwealth Disability Standards for Education 2005 Education (General Provisions) Act 2006 Education (General Provisions) Regulation 2006 Criminal Code Act 1899 Anti-Discrimination Act 1991 Commission for Children and Young People and Child Guardian Act 2000 Judicial Review Act 1991 Workplace Health and Safety Act 2011 Workplace Health and Safety Regulation 2011 Right to Information Act 2009 Information Privacy (IP) Act 2009

10. Related procedures

Statement of expectations for a disciplined school environment policy Safe, Supportive and Disciplined School Environment

Inclusive Education Enrolment in State Primary, Secondary and Special Schools Student Dress Code

Student Protection Hostile People on School Premises, Wilful Disturbance and Trespass Police and Child Safety Officer Interviews with Students, and Police Searches

at State Educational Institutions

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

Managing Electronic Identities and Identity Management Appropriate Use of Mobile Telephones and other Electronic Equipment by

Students Temporary Removal of Student Property by School Staff

11. Some related resources

National Safe Schools Framework

Working Together resources for schools Cybersafety and schools resources

Bullying. No way!

Take a Stand Together

Safe Schools Hub

12. Endorsement …………………….. ………………………. ……………………………….. Principal P&C President Assistant Regional Director

Effective Date:

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Appendix 1

The Use of Personal Technology Devices* at School

This policy reflects the importance the school places on students displaying courtesy,

consideration and respect for others whenever they are using personal technology

devices.

Certain Personal Technology Devices Banned From School

Unless it is part of the school’s Bring Your Own Device Program or a student’s individual

curriculum, students must not bring valuable personal technology devices like cameras,

digital video cameras, MP3 players, IPod, IPad, PSP etc to school as there is a risk of

damage or theft. Such devices will be confiscated by school staff and may be collected

at the end of the day from the school office. Breaches of this prohibition may result in

disciplinary consequences.

Confiscation

Permitted personal technology devices used contrary to this policy on school premises

will be confiscated by school staff. They will be made available for collection from the

school office at the end of the school day unless required to be kept for purposes of

disciplinary investigation, when it will only be returned in the presence of a parent.

Devices potentially containing evidence of criminal offences may be reported to the

police. In such cases police may take possession of such devices for investigation

purposes and students and parents will be advised to contact Queensland Police Service

(QPS) directly.

Students who have a personal technology device confiscated regularly will not be

permitted to have a personal technology device at school indefinitely.

Personal Technology Device Etiquette

Bringing personal technology devices to school is not encouraged by the school because

of the potential for theft and general distraction and/or disruption associated with them.

However, if they are brought to school, they must be turned off and out of sight during

assemblies or classes. Personal technology devices may be used at morning tea and

lunch breaks and before and after school.

Recording voice and Images

Every member of the school community should feel confident about participating fully

and frankly in all aspects of school life without concern that their personal privacy is being

invaded by them being recorded without their knowledge or consent.

We uphold the value of trust and the right to privacy at Ipswich Central, students using

personal technology devices to record inappropriate behaviours or incidents (such as

vandalism, fighting, bullying, staged fighting or pranks etc) to disseminate to others

(including distribution by phone or internet posting) build a culture of distrust and

disharmony.

Students must not record images anywhere that recording would not reasonably be

considered appropriate (e.g. in change rooms, toilets or any other place where a

reasonable person would expect to be afforded privacy).

26

Recording of events in class is not permitted unless express consent is provided by the

class teacher.

A school student who uses a personal technology device to record private conversations,

ordinary school activities (apart from social functions like graduation ceremonies) or

violent, illegal or embarrassing matter capable of bringing the school into public disrepute

is considered to be in breach of this policy.

Even where consent is obtained for such recording, the school will not tolerate images

or sound captured by personal technology devices on the school premises or elsewhere

being disseminated to others, if it is done for the purpose of causing embarrassment to

individuals or the school, for the purpose of bullying1, including racial and sexual

harassment, or where without such intent a reasonable person would conclude that such

outcomes may have or will occur.

Students involved in:

recording; and/or

disseminating material (through text messaging, display, internet uploading etc);

and/or,

knowingly being a subject of a recording

breach this policy and may be subject to discipline (including suspension and

proposal/recommendation for exclusion).

Students should note that the recording or dissemination of images that are considered

indecent (such as nudity or sexual acts involving children), is against the law and if

detected by the school will result in a referral to the Queensland Police Service.

Text communication

The sending of text messages that contain obscene language and/or threats of violence

may amount to bullying and/or harassment or even stalking, and will subject the sender

to discipline and possible referral to QPS. Students receiving such text messages at

school should ensure they keep the message as evidence and bring the matter to the

attention of the school office.

Assumption of cheating

Personal technology devices may not be taken into or used by students at exams or

during class assessment unless expressly permitted by staff. Staff will assume students

in possession of such devices during exams or assessments are cheating. Disciplinary

action will be taken against any student who is caught using a personal technology

device to cheat during exams or assessments.

Recording Private Conversations and the Invasion of Privacy Act 1971

It is important that all members of the school community understand that under the

Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person

uses a listening device to overhear, record, monitor or listen to a private conversation’.

It is also an offence under the Act for a person who has overheard, recorded, monitored

1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

27

or listened to a conversation to which s/he is not a party to publish or communicate the

substance or meaning of the conversation to others.

Students need to understand that some conversations are private and therefore to

overhear, record, monitor or listen to such private conversations may be in breach of this

Act, unless consent to the recording is appropriately obtained.

Special Circumstances Arrangement

Students who require the use of a personal assistive technology device in circumstances

that would contravene this policy (for example to assist with a medical condition or other

disability or for a special project) should negotiate a special circumstances arrangement

with the Deputy Principal or Principal.

Inappropriate behaviour outside of school hours

Students may receive disciplinary consequences for bullying or cyberbullying or other

inappropriate online behaviour that occurs out of school hours, and affects the good

order and management of the school.

* Personal Technology Devices include, but are not limited to the following devices;

portable gaming devices, the IPhone, IPod, IPod Touch or IPad, Tamagotchi® and

similar games, laptop computers, PDAs, Blackberries®, cameras and/or voice recording

devices (whether or not integrated with a mobile phone or MP3 player), mobile

telephones and devices of a similar nature.

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Appendix 2

Procedures for Preventing and Responding to Incidents of Bullying

(including Cyberbullying)

Purpose

1. Ipswich Central strives to create positive, predictable environments for all

students at all times of the day. The disciplined teaching environment that we

are creating is essential to:

achieving overall school improvement, including the effectiveness and

efficiency of our student support procedures

raising achievement and attendance

promoting equality and diversity and

ensuring the safety and wellbeing of all members of the school

community.

2. There is no place for bullying in Ipswich Central. Research indicates that both

those being bullied and those who bully are at risk for behavioural, emotional and

academic problems. These outcomes are in direct contradiction to our school

community’s goals and efforts for supporting all students.

3. Bullying behaviours that will not be tolerated at Ipswich Central include name-

calling, taunting, mocking, making offensive comments, kicking, hitting, pushing,

taking belongings, inappropriate text messaging, sending offensive or degrading

images by phone or internet, producing offensive graffiti, gossiping, excluding

people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to:

race, religion or culture

disability

appearance or health conditions

sexual orientation

sexist or sexual language

young carers or children in care

5. At Ipswich Central there is broad agreement among students, staff and parents

that bullying is observable and measurable behaviour. When considering

whether or not bullying has occurred, we will therefore avoid speculation on the

intent of the behaviour, the power of individuals involved, or the frequency of its

occurrence. Whether bullying behaviour is observed between students of equal

or unequal power, whether it occurs once or several times, and whether or not

the persons involved cite intimidation, revenge, or self-defence as a motive, the

behaviour will be responded to in similar fashion, that is, as categorically

unacceptable in the school community.

29

Rationale

6. Research indicates that many problem behaviours are peer-maintained. That is,

peers react to bullying in ways that may increase the likelihood of it occurring

again in the future. Reactions include joining in, laughing, or simply standing and

watching, rather than intervening to help the person being bullied. Whilst our

school would never encourage students to place themselves at risk, our anti-

bullying procedures involve teaching the entire school a set of safe and effective

responses to all problem behaviour, including bullying, in such a way that those

who bully are not socially reinforced for demonstrating it.

7. The anti-bullying procedures at Ipswich Central are an addition to our already

research validated school wide positive behaviour support processes. This

means that all students are being explicitly taught the expected school

behaviours and receiving high levels of social acknowledgement for doing so.

Adding lessons on bullying and how to prevent and respond to it is a subset of

procedures that our students are already accustomed to.

Prevention

8. Attempting to address specific problem behaviours will not be successful if the

general level of disruptive behaviour in all areas of our school is not kept to a low

level. Therefore, our school-wide universal behaviour support practices will be

maintained at all times. This will ensure that:

Our universal behaviour support processes will always remain the primary

strategy for preventing problem behaviour, including preventing the

subset of bullying behaviour

All students know the school rights and responsibilities and have been

taught the expected behaviours attached to each rule in all areas of the

school

All students have been or are being taught the specific routines in the

non-classroom areas, from exiting the classroom, conducting themselves

in accordance with the school expectations in the playground and other

areas, to re-entering their classrooms

All students are receiving high levels of positive reinforcement for

demonstrating expected behaviours, including those associated with

following our routines, from all staff in the non-classroom areas of the

school

A high level of quality active supervision is a permanent staff routine in

the non-classroom areas. This means that duty staff members are easily

identifiable and are constantly moving, scanning and positively interacting

as they move through the designated supervision sectors of the non-

classroom areas.

9. Cyberbullying often does not occur at school. Students are explicitly taught

Cybersafety. For example how to safely conduct and internet search, what

cyberbullying is and what they should do if they receive unwanted messages

including:

30

Not to respond to messages but keep them to report to parents and/or

teachers immediately

Report any instances they see as a bystander of cyberbullying to parents

and/or teachers immediately.

Ipswich Central will then investigate and respond to any incident of cyberbullying.

10. The student curriculum modules of the anti-bullying process consist of lessons

taught by all teachers in all classrooms to a school wide schedule of instruction.

At all times simultaneous instruction is our goal, in order to maintain consistency

of skill acquisition across the school.

11. An initial introductory lesson is delivered, which teaches the High Five to be used

by all students when experiencing bullying behaviour either as a person being

bullied, the person bullying or bystander.

12. The introductory lesson is followed by several shorter lessons, each of which

focuses on one of the bullying behaviours that the school has identified and

defined. These lessons include instruction on how to approach adults and also

on what reactions and systemic responses they should expect from adults.

13. Research indicates that a common outcome of anti-bullying programming is an

improvement in understanding of bullying but little change in the frequency or

nature of actual bullying behaviour. One of the reasons cited for this outcome is

the lack of behavioural rehearsal in the programming. The anti-bullying process

at Ipswich Central takes care to combine knowledge with practice in a process of

active learning, so that students understand by ‘doing’ as much as by ‘knowing’.

14. Ipswich Central uses behavioural data for decision making. This data is entered

into our database on a daily basis and can be recalled as summary reports at any

time. This facility allows the school to track the effectiveness of its anti-bullying

process, to make any necessary adjustments, and to identify specific bullying

behaviours that may need to be revisited or revised in the instructional process.

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Appendix 3

WORKING TOGETHER TO KEEP IPSWICH CENTRAL SAFE

We can work together to keep knives out of school. At Ipswich Central:

Every student has the right to feel safe and be safe at school.

No knives are allowed to be taken to school by students.

There is no reason for a student to have a knife at school, and it is against the

law for a student to have a knife at school.

If a student has a knife a school, they can expect serious consequences, such as fines

and possibly jail. Longer jail sentences can be given to young people if someone is

injured with a knife during an assault.

What kinds of knife are banned?

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 Principal can take action against a student who brings a knife to school.

If a student has a knife at school, principals can inform the police.

Possessing a knife at school may result in serious disciplinary consequences

Police can search a student and their property at school if they suspect a student

has a knife.

A student may be charged with a criminal offence and may face serious

consequences if convicted, including a fine or jail.

School property such as desks or lockers may be searched if the principal

suspects that a student has a knife on or in school property.

If the principal suspects the student has a knife in their bag, the bag may be

temporarily confiscated until police arrive.

If the student does have a knife at school, it can be confiscated by the principal

and given to the police.

How can parents help to keep Ipswich Central safe?

Make sure your child knows what the laws and rules are about knives.

Do not include knives or knife tools in children’s lunch boxes, pencil cases or craft

kits.

Contact your school principal if you believe your child is being bullied or threatened

at school.

If you want to talk about students and knives at school, please contact the

Principal.

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Appendix 4

33

Appendix 5

Incident Report

(optional)

Name: ………………………………………………… Date: ……………………… Person Completing Form: ……………………………………………………………..

Name PROBLEM BEHAVIOUR

Date of incident Time incident started Time incident ended

Where was the student when the incident occurred?

Who was working with the student when the incident occurred?

Where was staff when the incident occurred?

Who was next to the student when the incident occurred?

Who else was in the immediate area when the incident occurred?

What was the general atmosphere like at the time of the incident?

What was the student doing at the time of the incident?

What occurred immediately before the incident? Describe the activity, task, event.

Describe what the student did during the incident.

Describe the level of severity of the incident. (e.g. damage, injury to self/others)

Describe who or what the incident was directed at.

What action was taken to de-escalate or re-direct the problem?

Briefly give your impression of why the student engaged in the above-described incident. (e.g. was angry because I asked him/her to stop teasing).

34

Appendix 6

Ipswich Central State School Homework Policy Ipswich Central State School has developed this policy in consultation with the school community with reference to guidelines from the Department of Education, Training and Employment. Homework provides students with opportunities to consolidate their classroom learning, pattern behaviour for lifelong learning beyond the classroom and involve family members in their learning. The setting of homework takes into account the need for students to have a balanced lifestyle. This includes sufficient time for family, recreation and cultural pursuits. The ICSS homework policy provides a guide in determining the amount of set homework that students might be expected to undertake. It is of course open to parents to consult with a student’s teacher about modifications, exemptions, additional materials or practice exercised with which parents can assist their children at home. ICSS acknowledges that certain situations may arise resulting in difficulty for students to complete set homework. When this occurs, changes will be made to the homework expectations in consultation with the student, parent and teacher.

Homework that enhances student learning: Homework is most effective when it:

is clearly related to class work

is appropriate to particular years of schooling

is varied and differentiated to individual learning needs

consolidates, revises and/or applies students’ classroom learning

develops students’ independence as a learner through extension activities such as investigating, researching, writing, designing, making

assists students to prepare for upcoming classroom learning, such as collecting relevant materials and information, completing surveys and audits

is monitored by the teacher.

As a guide to the amount of time students should spend on homework

each week, we recommend the following maximum homework hours: Year Level Hour(s) Per Week

Prep 5-10 minutes per day

Years 1-3 Up to but generally not more than 1 hour per week

Years 4-6 Up to but generally not more than 2-3 hours per week

Parents and caregivers can help their children by:

35

reading to them, talking with them and involving them in tasks at home including shopping, playing games and physical activity

helping them to complete tasks by discussing key questions or directing them to resources

encouraging them to organise their time and take responsibility for their learning

encouraging them to read and to take an interest in and discuss current local, national and international events

helping them to balance the amount of time spent completing homework, watching television, playing computer

games, playing sport and engaging in other recreational activities

contacting the relevant teacher to discuss any concerns about the nature of homework and their children’s approach to the homework

Students can take responsibility for their own learning by:

being aware of the school’s homework policy

discussing with their parents or caregivers homework expectations

accepting responsibility for the completion of homework tasks within set time frames

following up on comments made by teachers

seeking assistance when difficulties arise

organising their time to manage home obligations, participation in

physical activity and sports, recreational and cultural activities

36

Ipswich Central State School Homework Policy Whole Staff Implementation Agreement

Homework at Ipswich Central State School will consist of activities revising and reinforcing current classroom activities

Each week homework will reflect numeracy and literacy

Homework is communicated by written sheet and will either be weekly or part weekly

Homework sheets will include a feedback opportunity section where parent/s can indicate if the child/ren required a lot of help, a

little help or no help

Homework should require minimal parental involvement

Homework can be marked by individual children, but will be thoroughly checked and signed off by teacher weekly

Consequences for non completion of homework are the responsibility of the classroom teacher in and subject to parent agreement. Exemption to this is if the homework is dependent on parental help (eg: Early Years Readers)

In some cases individualised homework arrangements are made with specific children