Bass Valley
Bass Valley
Primary School
Student Engagement
Handbook
Table of Contents
1. School Profile 2
2. School expectations, philosophy and vision 3
3. Guiding principles 8
4. Engagement Strategies 9
5. Identifying students in needs of extra support 10
6. Behaviour expectations 11
7. School Actions 17
8. Engaging with families 27
9. Evaluation 28
10. Appendices and Related Policies 29
STUDENT ENGAGEMENT POLICY
1. SCHOOL PROFILE STATEMENT
Bass Valley Primary School is a rural school situated between the Bass Highway and the small Coastal town of Corinella. The school was established mid-way between a number of small communities from which it draws its population.
The school was rebuilt in 2001 and has excellent, well-designed facilities supportive of a sound learning environment. Bass Valley Primary School has a central core building, a separate senior centre together with three relocatable classrooms. One relocatable is used as an Art Room, while the others provide valuable spaces for science and the pre readiness program Ready, Set , Go! The school has a full sized basketball/gymnasium and a 12m heated outdoor swimming pool. In the main building there is an excellent administration area, together with the school and senior staff offices, a first aid area and a spacious staff amenities area.
Currently the student enrolment is organised into eight classes using a composite grade model. Staffing comprises the Principal, an Assistant Principal, 10 Level 2 teachers and 1 level 1 teacher. There is a literacy support teacher (.8) an Art specialist teacher (.4) and a full time PE specialist teacher. From 2015 the school will also provide a Language (French) , beginning with the junior grades. Information Technology (IT) is incorporated in to daily programs to enhance learning opportunities. The school has an Office Manager who receives support for part of the week. Seven ES staff support the classroom and specific learning needs of individual students.
The school encourages community support and involvement. Regular celebration days, family evenings and information sessions operate throughout the school year. Parents are encouraged to be active partners in their children’s education. Activities such as school concert, the fair and activity evenings generally see strong support and participation by families.
Demographics
o Enrolments have been steady around 180 students for the past several years, despite high transiency.
o The SFO (School Family Occupation) density is 0.70
o 70% of families receive the EMA (Educational Maintenance Allowance).
o The school currently has seven Disability and Impairment students currently attending the school.
o There are currently 2 Koorie students attending the school, and 2 students with English as a second language.
Contextual Issues
o The school was rebuilt in 2001 and has excellent, well-designed facilities supportive of a sound learning environment. The large grounds are a feature of the school. There are extensive active and passive play areas for students which include colourful modern junior and senior play equipment, together with well marked surfaces for netball and basketball. There are large grassed areas as well as an oval and a fitness track around the site with several activity stations.
o The school has also developed a large wetlands area with a boardwalk and student/parent constructed bird hides. An Outdoor learning area has also been constructed to support the work in the school vegetable garden, orchard and hothouses.
o Due to the remote rural location of the school, all students are eligible to travel on one of the four buses that transport students to and from school from the various feeder areas.
o The school provides a wide range of curriculum and enrichment activities that include lunchtime activities, camps and excursions, swimming programs, bike education, and inter-school sports. The school is part of the South Gippsland Schools Network which provides a range of activities for teachers and students.
2. SCHOOL EXPECTATIONS, PHILOSOPHY AND VISION
Bass Valley Primary School’s expectations form the basis of all actions and beliefs within the school and broader school community. Bass Valley primary is a Positive School Wide Behaviour school and uses the same expectation language across the whole school.
The school’s expectations are:
*Be a Learner
*Be Respectful
*Be a Friend
*Be Safe
Bass Valley Primary School’s purpose is to provide a quality education in a safe and supportive environment, enabling individuals to develop their potential as lifelong learners and active members of the community in a changing world.
The school’s vision states that our school is a place to be proud of because:
*Quality teaching and learning provides opportunities that enable students to achieve their full potential in a supportive and engaging environment.
*We value the active involvement and support of parents and community members in delivering a broad range of learning experiences.
*We deliver a strong social skills program which promotes resilience, tolerance, respect, empathy towards others and where students feel safe.
*We develop an understanding and appreciation of environmental and sustainable living through interaction with the local environment.
The following critical success factors have been identified to enable Bass Valley Primary School to achieve its purpose and vision
❖ Effective and efficient communication between all key stakeholders
❖ Team ethic and commitment to agreed goals
❖ Relevant, well structured and timely curriculum
❖ Quality learning and teaching and commitment to professional development
❖ Safe and positive working and learning environment
❖ Effective school management
❖ Continuous improvement through reflection and review
Enactment of school philosophy.
In all documents, in all practice by students and teachers, in work with the School Council and the community, in all teaching and learning programs, in all school initiatives, in all internal and external interactions, in all organisational structures and practices the vision of the school will sit at the centre and there will be expectations about all work aligning with the school vision. Regular evaluation processes will be in place to measure performance in all areas of the school with respect to the implementation of the vision and expectations of the school.
The process at our school can be represented as the Vision, Expectations and Purpose at the centre. In an outer ring there will be a set of Critical Success Factors. As a further outer ring will be a set of Processes. A detailed list of school policies will sit within this framework.
In all work in the school, the question “Is this work or process in line with the school vision, expectations and purpose?” This question will be a fundamental part of the practice of all leaders in the school.
Key Outcome Expectations of BVPS Student Engagement Processes
In the implementation of our student engagement process we aim for the following outcomes:
1. Creating a positive school culture;
The creation of a positive school culture that is fair and respectful is a key aim of this policy. A particular focus will be placed on establishing positive and respectful relationships, particularly between teachers and students, and establishing a school community that provides multiple and diverse opportunities for students to experience success. Positive relationships between teachers and students are a key factor in engaging students and meeting both their academic and emotional needs. Students want their teachers to recognise them as individuals, not just as learners. Acknowledging the diversity of the student population is central to creating a positive and inclusive school culture.
2. Building a safe and supportive school environment;
Building a safe and supportive school environment is essential to student engagement and wellbeing. Students can only learn effectively in environments in which they feel safe and supported and where their teachers have high expectations for their learning. At Bass Valley PS we believe that respect, friendship and safety are core values in building a safe and supportive school environment for all. We believe well-run, consistent and fair classrooms are central to the establishment of our safe school environment. It is highly important that teachers involve and engage all students, set high expectations, seek feedback from students and send two very clear messages to every child – ‘you can succeed’ and ‘I will help you do that’. The current school based transition programs and practices will minimise anxiety, increase resilience and ensure that students make successful transitions between year levels.
3. Positive, supportive and respectful relationships;
A key element of successful engagement is that all our staff, students, parents/carers and members of the whole-school community exhibit positive relationships and value difference, as this supports both a positive school environment and effective classroom learning. It is our strong expectation that our classrooms are inclusive and cater for the learning needs of all students. Where appropriate it is important to adapt current pedagogical knowledge and
thinking and apply it in different ways, so that each student is engaged in meaningful learning experiences. Positive and supportive relationships between students, their peers and teachers is an important aspect of students taking personal responsibility for their behaviour and in understanding what it is to treat others with respect and tolerance.
4. Promoting pro-social values and behaviours;
Explicitly teaching social values and behaviours helps young people to engage with school, their peers, their teachers and their learning in a positive way. At Bass Valley PS the school staff have clear expectations of individual responsibility and actively foster positive relationships among students. The school’s Expectations of Be a Learner, Be Respectful, Be a Friend and Be Safe are used to model and provide reflection for all behaviours. The Positive School Wide Behaviour approach provides an ‘umbrella’ over school programs such as ‘Bounce Back’ and ‘Restorative Practices’ which aim to develop knowledge and skills necessary to be able develop positive social relationships.
5. Engaging with Parents / Carers;
At Bass Valley PS we believe an important element of engaging students is to develop an environment that openly engages all families in the education of their children. A key aspect we have worked on is the creation of a welcoming culture for parents/carers and families in a non- threatening environment, such as family fun and activity nights. Bass Valley PS has developed strategies to support families to engage in their child’s learning even before they begin their formal education. Being active participants in the Linking Learning project which values an integrated services approach from birth to 12 years has provided an opportunity to work closely with other stakeholders and the parent community to help build a capacity to support students as active learners.
Strategies used in building partnerships with parents/carers and families include:
• ensuring all parents are aware of the school’s Student Engagement Policy
• conducting effective school-to-home and home-to-school communications
• providing volunteer opportunities to enable parents/carers and student to contribute
• involving families with homework and other curriculum-related activities
• involving families as participants in school decision-making
• co-ordinating resources and services from the community for families, students and the school
• providing opportunities to enhance parenting knowledge and skills
• providing a free prep 6 month transition program
6. Implementing preventative and early intervention approaches;
Implementing preventative and early intervention strategies to support student engagement and address individual barriers to learning are a key part of a Student Engagement Policy. Prevention strategies should target the whole school community, and be designed to reduce any risk factors that may contribute to attendance or behavioural issues, while at the same time increasing protective factors in order to support student engagement and positive behaviour. Prevention strategies should be based on a comprehensive knowledge of the community’s and students’ needs and therefore provide a solid platform for inclusive
educational provision. Effective early intervention strategies enable early identification of vulnerable students and those at risk of disengagement from school. Implementation of
these strategies should establish social/emotional and educational support for vulnerable students and monitor and evaluate progress.
7. Responding to individual students;
Bass Valley PS has processes in place to identify and respond to individual students who require additional assistance and support. Where appropriate coordinated early intervention and prevention strategies are utilised and relevant school level or external student wellbeing support services are utilised or engaged in order to identify and address the barriers to learning that individual students may be facing. Our early intervention processes are focused on those groups and individuals that are at higher risk of harm or disengagement from education. Strategies and processes have been developed to support students displaying inappropriate coping skills, stress reactions, depressive symptoms and other personal and social vulnerabilities with the key purpose being to increase the levels of engagement, protection and positive support for these students at school.
Rights, Responsibilities and Expectations
All members of our school community have rights and responsibilities
Rights of all school community members:
▪ to be treated with respect
▪ to be accepted as individuals
▪ to feel safe in the classroom and playground
▪ to be listened to and have our opinions respected
▪ to have their property respected
▪ to an educational environment that cares for and values all its members
Expectations and responsibilities of all school community members:
▪ to respect and care for others and to treat others the way we would like to be treated
▪ to listen to others and respect their opinions
▪ to repair the harm or make things right when things go wrong
▪ to take care of personal and school property
▪ to respect others property
Rights of students:
▪ to be safe and happy at school
▪ to be treated fairly and with tolerance and respect
▪ to be able to participate in all school activities free from disruption, interference and harassment
▪ to be able to engage effectively in their learning and experience success
▪ to have their personal space respected by all other students
Expectations and responsibilities of all students:
▪ to not engage in any form of bullying behaviour of any other student either verbally or physically or through the use of technology
▪ to follow and respect classroom and school rules
▪ to respect and preserve the rights of others to learn and participate in a safe school environment
▪ to accept consequences when they choose to behave inappropriately
▪ to participate fully in the school’s educational program and to attend regularly
▪ to wear school uniform at all times, including a hat during Terms 1 & 4
▪ to display positive behaviours that demonstrate tolerance, consideration and respect for themselves, their peers, their teachers and all other members of the Bass Valley primary school community
Rights of staff:
▪ be treated with respect and courtesy and feel secure as part of a team
▪ to be able to communicate with parents in an atmosphere of mutual respect
▪ to receive professional support and to seek and receive assistance or advice as deemed necessary
▪ to have students whose attendance is both punctual and regular
▪ to be provided with information relevant to any given child whose wellbeing is at risk or where there are special medical or emotional needs
▪ to be treated with consideration and respect by all school community members
▪ to expect strong support from the school community (Principal, staff, school council and parents) in the pupil management and engagement process
▪ teachers have both a right and a duty to ensure the positive functioning of the school environment and to preserve the rights of others through implementation of the school’s pupil management processes
Expectations and responsibilities of all school staff:
▪ to provide an educational environment that ensures all students are valued and cared for
▪ to educate their students within the guidelines of the agreed curriculum, processes and policies of Bass Valley PS
▪ to develop and deliver an appropriate, relevant and challenging curriculum that gives all students the opportunity for success in their learning
▪ to deliver and support the school’s expectations and social development programs
▪ to model and promote positive social behaviours behaviour between all school community members
▪ to maintain respectful and professional communication with parents
▪ to give children recognition as individuals and allow them to put forward their point of view
▪ to provide positive and relevant feedback to students about their behaviour and work
▪ to fairly, reasonably and consistently implement student behaviour management guidelines for all students at Bass Valley PS
▪ to ensure that curriculum provision is inclusive of the needs of all students
Rights of parents/carers:
▪ that their children will be educated in a secure environment in which care, courtesy and respect for the rights of others are expected
▪ that their child will be treated fairly and consistently at all times by school staff
▪ to have access to staff at a mutually arranged time
▪ be informed about the progress of their children through written reports and Parent /teacher interviews.
▪
▪ to timely communication of any needs or issues that may affect their child’s education, safety or when their child displays inappropriate behaviour
Expectations and responsibilities of all parents/carers:
▪ to expect their children to treat other school community members with care courtesy and respect
▪ to expect their children to respect and obey school rules
▪ to support the school in the implementation of its student engagement policy and pupil management programs
▪ to keep sick children at home and to notify this to the school by a phone call or note
▪ to ensure their children get a good night’s sleep so they can engage fully in their learning each day
▪ to ensure the school is informed of their current phone number, address and an emergency contact person or if there are changes to court orders or intervention orders
▪ to collect their child from school when the said child’s behaviour has made them a danger to others or themselves or they are injured or too ill to continue at school
▪ to ensure that children are sent to school clean, rested, healthy and with sufficient food
▪ to ensure their child’s attendance at school is regular and punctual
▪ to be involved in and supportive of their children’s education which includes support in completion of homework
▪ to encourage positive attitudes and support the schools expectations of Be a Learner, Be Respectful, Be a Friend and Be Safe.
▪ direct concerns to the appropriate staff member or Principal/Assistant Principal
▪ to communicate with school staff in an atmosphere of mutual respect
▪ to support the school in its efforts to maintain a positive teaching and learning environment
3. GUIDING PRINCIPLES
• The school will collaboratively develop and implement a fair and respectful whole-school engagement and behaviour management approach.
• The school’s curriculum will include pro-social values and behaviour to enable students to acquire knowledge and skills, value diversity and build a culture of learning, community and engagement.
• The school will promote active student participation and provide students with a sense of ownership of their environment.
• The school will support families to engage in their child’s learning and build their capacity as active learners.
• The school promotes active ‘student participation’ as an avenue for improving student outcomes and facilitating school change.
• The school will establish social/emotional and educational support for vulnerable students and monitor and evaluate progress.
• The school will have processes in place to identify and respond to individual students who require additional assistance and support.
• The school will build strong links with the local community to gain access to an extended network of community members, professionals and educators who can provide expertise and experience that can build the capacity of our school and our teachers to respond to the needs of the students.
4. ENGAGEMENT STRATEGIES
To realise our vision, our school has in place a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in the school. We recognise that some students, as a group or as individuals may need extra social, emotional or educational support to flourish at school, and so we will put in place strategies to identify these students and provide them with the support they need.
The school works collaboratively with students and parents/ carers to establish fair and respectful behaviour policies and practices, based on the school’s values, expected social competencies and positive peer relationships. There are also intervention strategies in place to address inappropriate behaviours which can negatively impact on the learning environment of the self and others.
The whole-school, group-specific and individual engagement strategies used in our school are outlined below.
|Whole School strategies |Group specific strategies |Individual strategies |
|Our school will deliver a broad, interesting and|All students in Out of Home Care will be |Speech Therapy Assistance (STA) will be provided to|
|differentiated curriculum to engage students in |referred to Student Support Services for an |individuals as identified by Speech therapists |
|their learning. |Educational Needs Assessment and an Individual |assessments. |
|Our teachers will adopt a range of teaching and |Learning Plan developed. SSG’s will be held |Positive School Wide Behaviour reward system. |
|assessment approaches to effectively respond to |each term to discuss progress against the plan.|Attendance awards each term. |
|the diverse learning styles, strengths and needs|Intervention groups in literacy will be |Strategies to support attendance and engagement of |
|of our students. |implemented to support students who are below |individual students include: |
|Whole school expectations will be displayed |benchmarks. |Meet with student and their parent/carer to talk |
|around the school. A matrix of desired |Lunch time activities will be targeted at |about how best to help the student engage with |
|behaviours for various areas of the school will|specific groups to provide alternatives to |school. |
|support this. |‘outside’ activities. |Establish a Student Support Group. |
|All students will have the opportunity to | |Seek extra resources under the Program for Students|
|participate in a social and emotional learning | |with Disabilities for eligible students. |
|curriculum program based on the Positive School | |Develop a Behaviour Support Plan and/or Individual |
|Wide Behaviour approach. Bounce Back and | |Education Plan. |
|Restorative Practices will provide children with| |Consider if any environmental changes need to be |
|explicit teaching and reflection opportunities. | |made, for example changing the classroom set up. |
|Our school will regularly acknowledge examples | |Refer to internal support services eg Student |
|of positive behaviour and student achievement, | |Welfare Coordinator or Student Support Services |
|both informally in classroom settings and more | |Refer to external support including Child First, |
|formally in events such as assemblies, Lunches | |DHS, OnPsych services. |
|of Excellence and via communications to parents.| | |
|Our school will develop behavioural expectations| | |
|for all members of the school community in | | |
|consultation with students, staff and | | |
|parents/carers, and these will be taught to all | | |
|students and shared with their families. | | |
|Students will have the opportunity to contribute| | |
|to and provide feedback on decisions about | | |
|school operations both through the Junior School| | |
|Council and other more informal mechanisms such | | |
|as Circle Time. Student Leadership positions | | |
|will provide senior students with the | | |
|opportunity to lead groups within the school to | | |
|achieve outcomes for the school. | | |
IDENTIFYING STUDENTS IN NEED OF EXTRA SUPPORT.
Our school will utilise the following to identify students in need of extra support using the following strategies.
• Personal information gathered upon pre- enrolment interview.
• Information supplied by previous school ( if applicable)
• Observations in pre- prep program ( Ready, Set, Go!)
• Information from kindergartens
• School Entry Health Questionnaire
• Assessments by Student Support Services
• Attendance rates
• Academic performance, particularly in literacy and numeracy assessments
• Academic performance as identified in Professional Learning Teams (PLT’s)
• Behaviour observed by classroom teachers
• Behaviour observed by yard duty teachers
• Student mapping tool - Grade Xpert
• Engagement with student families
5. BEHAVIOURAL EXPECTATIONS
STUDENT CODE OF CONDUCT
Bass Valley Primary School aims to provide a purposeful, safe and orderly learning environment which meets the needs of its children. We believe that a positive approach to pupil welfare and behaviour management will promote the development of personal responsibility and individual self-discipline.
The Student Code of Conduct is based upon the following principles:
➢ Students have the right to be safe.
➢ Students have the right to work and play without interference or harassment.
➢ Students are expected to be well mannered.
➢ Students are encouraged to take pride in themselves and their school.
➢ Students respect the rights of teachers, peers and others to be able to work in an atmosphere of order and co-operation.
➢ Students are encouraged to share responsibility for their learning.
Strategies to Encourage Appropriate Behaviour will include:
➢ Constant positive reinforcement.
➢ Development of respect for individual differences.
➢ Fostering sharing, tolerance and compassionate behaviour amongst all children.
➢ Inclusive teaching practices.
➢ Fairness and consistency in applying discipline procedures.
➢ Engendering in students an understanding of the consequences of their own actions.
➢ Development of responsible, co-operative play.
➢ Teaching and implementing social skills and relationship programs.
➢ Encouraging parent / teacher communication.
School Expectations:
Students should:
Be a Learner
➢ Develop and exercise self-discipline and act in an appropriate and safe manner.
➢ Accept consequences when they choose to behave inappropriately.
➢ Be an active participant in learning
Be Respectful
➢ Respect and take care of themselves and others.
➢ Wear approved school uniform, including school hats in terms 1 and 4.
➢ Take care of their property and that of others including the school environment.
Be a Friend
➢ Consider others
➢ Treat everyone with respect
Be Safe
➢ Behave in a safe manner.
➢ Resolve problems calmly, fairly and sensibly.
Breaches of the Code of Conduct:
The procedures followed arising from a breach of this code of conduct may include:
1. An explanation or reminder of the school rules and behavioural expectations
2. Logical consequences
3. Restorative Conferences with teacher
4. Classroom warning procedures
5. Making up work time
6. Withdrawal from the classroom or playground
7. Counselling
8. Case conference with teacher, parent/s and the principal
9. Development of individual management plans
10. Detention / Lunch time detention
11. In-school suspension
12. Out of School Suspension for one or more days
13. Expulsion in accordance with Ministerial Order 625 ( March 2014)
Shared Behaviour Expectations
| |Students |Parents/Carers |Principals/Teachers/Staff |
|Engagement |Demonstrate: |Promote positive outcomes by valuing the |The school will comply with its duty of |
|(participation in the |preparedness to engage in and take full|importance of education and liaising with the |care obligations and have a responsibility |
|classroom and other |advantage of the school program |school on their child’s progress/needs |to provide an educational environment that |
|school activities) |effort to do their very best |Support their child in their preparedness for |can effectively engage all students |
| |self-discipline to ensure a cooperative|the school day and in the provision of a |The school will provide appropriate, |
| |learning environment and model the |supportive home environment |relevant and challenging curriculum that |
| |school values |Monitor their child’s school involvement and |gives students the opportunity to have |
| |team work |progress and communicate with the school when |input into their learning and experience |
| | |necessary |success |
| | |Are informed and supportive of school programs | |
| | |and actively participate in school events/parent| |
| | |groups | |
|Attendance |All students are expected to: |Parents/Carers are expected to: |In accordance with legislation released |
| |attend and be punctual for all classes |ensure that their child’s enrolment details are |March 1, 2014 the school will: |
| |every day that the school is open to |correct |In accordance with DEECD procedures the |
| |students |ensure their child attends regularly |school will: |
| |be prepared to participate fully in |ensure their child arrives at school before the |Proactively promote regular attendance |
| |lessons |first bell |mark rolls accurately in the morning and |
| |bring a note from their parents/carers |advise the school as soon as possible when a |afternoon session. |
| |explaining an absence/lateness |child is absent |follow up on any unexplained absences |
| | |account for all student absences |promptly and consistently |
| | |keep family holidays within scheduled school |Identify trends via data analysis |
| | |holidays |Report attendance data in the school’s |
| | |Support their child’s learning during absences |Annual Report |
| | |and work with the school to reintegrate |Support students whose attendance is |
| | |students after prolonged absences |problematic by developing ‘Return to |
| | | |School’ plans and working with families to |
| | | |implement individual strategies |
|Behaviour |Students are expected to: |Parents/Carers are expected to : |The school will deliver an inclusive and |
| |model the schools core values of |have high expectations of their child’s |comprehensive curriculum which promotes |
| |diversity, achievement, responsibility |behaviour and an understanding of the schools |positive behaviours and emphasises the well|
| |and endeavour |behavioural expectations |being of every child |
| |always treat others with respect. |Communicate with the school regarding their |The school will employ whole school and |
| |never physically or verbally abuse |child’s circumstances |classroom practices to establish a climate |
| |others. |Cooperate with the school by assisting in the |in which appropriate behaviour is the norm |
| |take responsibility for their behaviour|development and enforcement of strategies to |for all students and focus on the |
| |and its impact on others |address individual needs |implementation of preventative and early |
| |obey all reasonable requests of staff. | |intervention strategies to deal with |
| |respect the rights of others to learn. | |attendance and behavioural issues |
| |No student has the right to impact | |The school will consistently apply its |
| |negatively on the learning of others. | |Behavioural Policy through a shared |
| |respect the property of others. | |collegiate understanding and only exclude |
| |comply with the school’s policies and | |students in extreme circumstances. |
| |work with teachers and parents in | |The school recognises that for some |
| |developing strategies to improve | |students additional support may be needed |
| |outcomes | |in the form of staged responses and is |
| | | |committed to working with families to |
| | | |reintegrate students after exclusion. |
STUDENT POSITIVE BEHAVIOUR MATRIX
| |BE A LEARNER |BE RESPECTFUL |BE A FRIEND |BE SAFE |
|PLAY AREAS |Explain the rules. |Cooperate with others. |Help people. |Play your game in the correct area.|
| |Listen to others. |Follow game rules. |Take turns. |Use equipment safely. |
| |Problem solve. |Wait your turn. |Include others. |Stop! Think! Choose! |
| |Try new games and activities. |Share equipment. |Invite others to join in. |Wear your hat when required. |
| |Be creative. |Play in the correct areas. |Cooperate with others. |Be respectful of others personal |
| |Help others learn a game. |Use equipment for the right purpose. |Play fairly. |space. |
| | |Pick up rubbish if you see it. |Show others. | |
|LEARNING SPACES |Be organised. |Listen when others are speaking. |Encourage others. |Use equipment correctly. |
| |Keep bookwork neat. |Follow instructions. |Give helpful feedback. |Sit on chairs correctly. |
| |Listen to directions. |Return equipment after use. |Share ideas. |Stop! Think! Choose! |
| |Participate. |Keep the area neat and tidy. |Include others in work groups. |Walk in the classroom. |
| |Listen to Stay on task. |Respond considerately. |Listen to others. | |
| |Have a go, keep trying. | |Share the workload. | |
| |Be curious. | | | |
| |Try a new idea. | | | |
|QUIET AREAS |Help others learn a quiet game.|Keep noise at a low level. |Invite others to join in Be a |Walk quietly. |
| |Be peaceful. |Cooperate with others. |listener. |Play with toys carefully. |
| | |Listen. |Remind others politely to be | |
| | |Quiet activities. |quiet. | |
| | |Remain calm. | | |
| | |Be respectful of others personal | | |
| | |space. | | |
|CANTEEN |Know what you want before you |Wait your turn. |Know what you want. |Line up carefully. |
| |get there. |Say please/thank you. |Have your money ready. |Only eat your food. |
| |Have your money ready. |Move to the eating area with food. |Be patient. |Be patient. |
| | |Place rubbish in a bin. |Help others. |Stay off the bars. |
| | | | |Return to the eating area. |
|WALKWAYS AND |Look and enjoy the displays |Open doors for others. |Look out for others. |Walk. |
|HALLWAYS | |Walk quietly. | |Put bags close to the walls |
| | |Leave displays alone. | |Tell a teacher if there is a |
| | |Line up quietly. | |problem. |
| | |Keep bag areas tidy. | | |
| | |Zip up your bag. | | |
|TOILETS AND TAPS |Help others to use the area |Use water wisely. |Leave the doors unlocked for |Toilets and taps are not play |
| |appropriately. |Wash your hands after toilet. |others. |areas. |
| | |Leave the toilets clean . | |Wash your hands. |
| | |Respect others privacy. | |Turn off the taps. |
|BUS TRAVEL |Pay attention to road signs and|Talk quietly. |Chat quietly. |Stay in your seat. |
| |your local area. |Line up and board the bus sensibly. |Set a good example for others. |Bags on the floor. |
| |Learn the bus rules. |Greet the bus driver politely. |Look after each other. |Stand back from the road at the bus|
| | |Follow the bus driver and captain’s | |stop. |
| | |instructions. | |Wait for bus to move off before you|
| | | | |cross the road. |
| | | | |Follow the bus rules. |
|EATING AREAS |Use manners. |Put your rubbish in the bin. |Sit with your friends |Eat own food. |
| | |Sit when eating. |Sit with others. |Sit down when eating. |
| | |Chew with your mouth closed. | |Wash hands before/after eating. |
| | |Stay in the eating area. | | |
|ASSEMBLY |Listen. |Listen. |Clap/applause. |Keep your hands and feet to |
| |Learn the words to Advance |Join in. |Sing birthday song. |yourself. |
| |Australia Fair. |Stand quietly for the National |Give a hint to someone if |Walk to the stage and use the steps|
| | |Anthem. |they’re not doing the right |at the side. |
| | |Look at the speakers. |thing. |Line up with your class. |
| | |Stay still, keep in your seat. |Ignore people not doing the |Walk with your class/group. |
| | | |right thing. | |
|CAMPS AND EXCURSIONS |Understand the different rules.|Follow instructions. |Look out for each other. |Wear uniform as required. |
| |Try new games and activities. |Listen carefully when others are | |Follow the school/camp rules. |
| |Participate. |speaking. | |Stay with your group. |
| | |Respect surroundings. | | |
BUS RULES AND CODE OF CONDUCT
Please be aware that free bus travel is a privilege, not a right. Conduct on the bus is a safety issue which needs the cooperation of students, parents, drivers and teachers.
BUS SAFETY REQUIREMENTS - GIPPSLAND REGION CONDITIONS OF BUS TRAVEL
The safety of all travellers on school buses must be ensured at all times. The following conditions apply to all travellers on school buses. Seating is at discretion of coordinator.
1. All students must:
• Wait at bus stop in an orderly fashion and not approach the bus until it has stopped
• Be punctual at the pick up (morning and night) - be at the stop 5 minutes early.
• Enter and leave a bus in an orderly manner
• Not move around the bus in transit and remain seated properly at all times.
2. No part of any passenger or object in their possession is to protrude out of windows or doors.
3. Boisterous conduct including the use of bad language or any action which may cause distress to other students or distract the driver will not be tolerated.
4. Students must converse quietly and not call out to fellow students or passing traffic.
5. Storage of bags will be in accordance with advice from the driver.
6. Students have access to their allocated bus. This will not be changed to meet sporting or social arrangements.
7. Throwing of objects either within or out of the bus is prohibited.
8. Vandalism will not be tolerated in any form.
9. Students travelling to school by bus who intend not using the bus for the return trip should supply a written note to their teacher from parent or contact school office.
10. After exiting from the bus, the student must remain on the side of the road and should only across the road when it is safe to do so.
11. All students must treat others with courtesy and consideration
12. No food or drink is to be consumed on school buses.
13. School bus travel is a privilege and not a right and consequences will apply for breach of these conditions, including suspension from bus travel for a period of time.
14. Parent supervision at bus stops is an important element of child safety and behaviour.
Behaviour Expectations on Buses
1. Students must abide by all bus safety requirements and rules.
2. Students must sit where directed by the Bus Captain or Bus Driver.
3. Students are not to argue with or dispute Bus Captains directions.
4. Students are to refrain from swearing and the use of inappropriate language on the bus.
5. Students are not to tease, bully or harass other students while travelling on the bus.
6. Students are to remain seated at all times and wear seat belts where fitted.
6. SCHOOL ACTIONS
Behaviour Management
At Bass Valley Primary School we desire to create an environment in which children may develop a spirit of cooperation, a sense of responsibility and empathy towards others’ problems and needs, self- control and the ability to make and implement fair and appropriate choices. Bass Valley Primary School has as a key objective the development of positive social interaction skills amongst its students.
The following are regarded as essential features of a positive and successful behaviour management approach:
• The underlying purpose of pupil behaviour management is to create an atmosphere wherein learning takes place in a secure, predictable and affirming school environment. Learning and teaching is both enjoyable and captivating and is underpinned by the development of healthy and positive relationships.
• That a key element of pupil behaviour management is to restore the situation between parties and to refrain from apportioning blame. A restorative practices approach creates a school environment that is conducive to restoration and rehabilitation, and where the development of positive relationships is of paramount importance.
• The school environment itself, particularly staff – student relationships, will be characterised by mutual respect and understanding. It is important that the staff model the very qualities and values they seek to nurture in the students. It is important the pupil management approach is heavily relationship based rather than coercive.
• It is believed that by creating opportunities for students to engage in active listening, recognition of other’s situation, empowerment, and genuine apology and forgiveness, we are assisting students to develop social skills so vitally needed for them to grow into responsible human beings who are equipped to make a positive contribution to society.
• Effective teaching and proper operation of the school as a whole depends on the maintenance of a certain level of order, respect for and conformity to the rules of the school and classroom.
• The teacher and school will create opportunities (in the classroom and through school programs) for students to exercise responsibility, initiative, self-reliance and self-discipline. This facilitates the involvement of students in what goes on at school through discussion, explanation and the occupancy of positions of responsibility.
• That behaviour management plans are important tools in focussing on the needs of individual students who struggle with the rules and social requirements of functioning in a large group situation like Bass Valley Primary School. These need to be reviewed regularly.
• That the key focus of any behaviour management approach is to focus on the behaviour of the student, not the student. Thus the behaviour management language of the teacher must be appropriate to dealing with the situation and to restoring and rehabilitating relationships between aggrieved students.
• That consistency of approach is important and that all staff need to implement and follow the same restorative approach with all students.
• That a core element of any pupil management approach is the teaching and reinforcement of key social skills and values. For Bass Valley Primary School this will be undertaken using the “Bounce Back” resiliency program.
• That it is important for students to understand what they have done wrong and they are given the chance to fix things.
EFFECTIVE AND FAIR PUPIL MANAGEMENT INTERVENTIONS
Disciplinary measures may be used as part of a staged response to challenging behaviour in combination with other engagement and support strategies to address the range of factors that may have contributed to the student's behaviour.
Where a student acts in breach of the behaviour standards of our school community, we will institute a staged response, as outlined in the Department of Education and Early Childhood Development Student Engagement and Inclusion Guidance. See appendix 1.
Disciplinary measures that may be applied include:
• Restorative approach (eg repairing damage caused)
• Withdrawal of privileges
• Withdrawal from class activities for a specified period. Where appropriate, parents/carers will be informed of such withdrawals
• Detention
• Suspension (in-school and out of school)
• Expulsion
Corporal Punishment is prohibited in all Victorian schools. Corporal punishment must NOT be used at the School under any circumstances.
Suspension and expulsion are measures of last resort and may only be applied when the grounds for suspension and expulsion set out in the Engagement and Inclusion Guidance have been met.
Suspension and expulsion can only be approved by the principal and our school will follow the processes for applying these disciplinary measures set out in the Student Engagement and Inclusion Guidance.
Information on grounds and processes for suspension and expulsion that our school will follow are available here:
Social connectedness underpins effective pupil management. Key to this is that in any pupil management situation appropriate time is given to dealing with the situation (to its conclusion) and that appropriate interpersonal contact is maintained. It is important that the teacher’s approach is conducive to the restoration and rehabilitation of relationships that have been strained during any given incident.
Working restoratively does five things that punishment cannot do:
• Allows students to understand what they have done wrong.
• Gives students ownership of the problem created.
• Presents a desirable way to solve problems
• Gives students the chance to fix things with support.
• Leaves student dignity intact and respects them as people.
What constitutes a fair pupil management process is:
• A chance to be heard
• An opportunity to right the wrongs that have happened
• Support for those affected through use of restorative conferences
• A chance to learn from experiences
• Shared accountability and responsibility
• Engagement and empowerment for all parties.
Language of Restoration:
Individual Conference (Teacher and One Student)
• What were you thinking about when ………………………..?
• What have you thought about since it happened?
• How were you feeling at the time?
• Did you do the right thing or the wrong thing?
• Who has been affected by what you did, in what ways?
• How can you fix things up?
• What can I do to help you?
Core Communication Skills during Follow-up.
Opening Up the Discussion
• Tell me your side of the story?
• What rule did you break?
• What happened when you did that?
• What would ______________________________ say about that?
• What do you think should happen now?
• What would you do next time this happened?
• What do you think is a fair thing that should happen now?
• Have you got any ideas about how this should be fixed up?
• What have you done other times to stop this happening?
Acknowledging the Student’s position and perspective.
• I know that you think _____________________________?
• You’re saying that “X” was doing it as well?
• You think that the teachers are picking on you?
• You think that maths is really dumb and boring?
• Your side of the story is ___________________________
• I can see that you’re _______________________ about this.
• It looks like this is very _________________________ for you.
• It sounds like this was very tough for you.
Restraint
In this policy, restraint means the use of physical force to prevent, restrict or subdue movement of a person’s body or part of their body for the primary purpose of behavioural control.
Regulation 15 of the Education and Training Reform Regulations 2007 provides that:
“A member of staff of a Government school may take any reasonable action that is immediately required to restrain a student of the school from acts or behaviour dangerous to the member of staff, the student, or any other person.”
When restraint may be used
School staff may only use restraint on a student when all of the following conditions are met:
• the situation is an emergency and the danger of harm to the student and/or others is imminent;
• the restraint is used to prevent the student from inflicting harm on him/herself and/or others;
• there is no reasonable alternative that can be taken to avoid the danger.
When restraint should not be used
Restraint should not be used unless alternative measures to avoid the danger of harm have been exhausted.
Restraint should never be used in the following circumstances:
• to intentionally provoke or punish a student
• cause harm or injury to the student.
Restraint should not be used on a student in any of the following circumstances:
• to maintain good order or respond to a class/school disruption
• to respond to: a student’s refusal to comply
● verbal threats from a student
● a student leaving the classroom /school without permission
● property destruction caused by the student.
Restraint should not be used unless all of the following conditions are met:
• the situation is an emergency and the danger of harm to the student and/or others is imminent;
• the restraint is used to prevent the student from inflicting harm on him/herself and/or others;
• there is no reasonable alternative that can be taken to avoid the danger.
How to Restrain
If applying restraint, staff should only:
• use the minimum force required to avoid the danger of harm
• apply restraint for the minimum duration required and remove the restraint once the danger has passed.
It is also important for staff to consider the following factors:
• the age of the student
• the stature and weight of the student
• any impairment of the student e.g. physical, intellectual, neurological, behavioural, sensory (visual or hearing), or communication
• any mental or psychological conditions of the student
• any other medical conditions of the student
• the likely response of the student
• the environment in which the restraint is taking place.
Staff should talk to the student throughout the incident. Staff should make it clear to the student when and why the restraint is to be applied. Staff should also calmly explain that the restraint will stop once it is no longer necessary to protect the student and/or others.
It is also advisable that whenever possible:
• At least one other staff member is present to witness the restraint being used (this will lessen the opportunity for staff actions to be misconstrued).
• Only staff trained in using restraint should use restraint on a student.
• Parents/guardians are made aware of the Department’s restraint policy.
Actions after restraint has been used
This table explains the follow up actions that must be undertaken after a student has been restrained.
|Action |Description |
|Reporting of the |The staff member(s) involved in the restraint must immediately notify the principal of the incident. |
|restraint |A staff member should contact the student’s parents and provide them with details of the incident as soon as possible. |
| |The incident may need to be reported to: |
| |the Security Services Unit (previously known as the Emergency Management Unit), see: Reporting (emergency and incidents) |
| |WorkSafe, see: WorkSafe Notification. |
|Providing |Following the use of restraint on a student, appropriate supports must be offered to following people: |
|supports for |The student who has been restrained and their parents/guardians. This may include participation in decisions involving the|
|those involved |student’s behaviour management, student support group meetings, the development of a student behaviour management plan, |
| |and involvement of Student Support Services. |
| |Other students and staff members who were involved in or witnessed the incident. This may include a debriefing in relation|
| |to the incident, and counselling support. |
|Maintain records |A written record of the incident and the restraint used must be made by the principal as soon as practicable. This record |
|of the incident |should detail: |
| |the name of the student involved |
| |date, time and location of the incident |
| |names of witnesses (staff and other students) |
| |the behaviour of concern that necessitated the action |
| |any other strategies used or attempted |
| |an outline of the physical restraint used |
| |the student’s response and the outcome |
| |any injuries or damage to property |
| |actions taken after the incident. |
| |The principal should also arrange for all staff who were involved/present at the incident to prepare a statement / record |
| |of their involvement or observations of the incident. |
CLASSROOM MANAGEMENT: FLOW CHART
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Following 2 lunchtime detentions in a term, the 3rd detention will be an after school detention ( 3.20-4.00pm). Two after school detentions will result in loss of privileges (excursions/camps etc) for the term. A subsequent detention will be an automatic in -school suspension.
It is important to treat the child with dignity and respect in the process of dealing with behaviour issues.
Negative Behaviour Outcomes
Make the negative behaviour outcome fit the negative behaviour.
These outcomes are implemented and followed through by individual teachers or teams.
• Cool down seat for any minor inappropriate behaviour during recess or lunch times.
• Picking up papers (set a number e.g. 50-100) at recess or lunchtime.
• Loss of all of recess or lunchtime play outside. (Child sits in a designated area to have lunch break) (Multiples of this if necessary).
• Repairing damage caused to the school. Example, if school property is written on or defaced it is cleaned by the student.
• Walking around with the teacher on duty.
• Removal to Buddy Rooms for continued classroom disruption and misbehaviour.
• Loss of relevant privileges depending on extent of behaviour.
• Work not finished child stays in and completes at recess or lunchtime.
• Detention for any bullying, physical or hurtful behaviour.
• Development of a behaviour management plan for student.
• Implement a communication book with parents (teacher / parent determine time frame).
Continued Negative Behaviour Outcomes
Parent liaison at this point is critical to start management of behaviour process.
Principal or AP to be involved in the development of a behaviour plan and to be kept informed of parent contact re behaviour.
• Removal from classroom to office area.
• Detention
• Contact parents to discuss child’s behaviour and work out support from home.
• Letter to parents in regard to continual behaviour problems. ..
• Non-attendance at excursions, camps or interschool sport if continual unsuitable behaviour in school warrants this outcome.
• Alternative recess and lunch times.
• Designated play areas.
Serious Negative Behaviour Outcomes
For serious negative behaviour referred to the Principal or Assistant Principal.
• In-school suspension
• Suspension from school (days as required). A suspension from school automatically disqualifies a student from attendance at any camps, excursions or interschool sports for the remainder of that term.
• Expulsion (as required)
Behaviour for Replacement Teachers:
Expectations
1. Students must abide by all class rules when a replacement teacher is in the classroom.
2. Students are expected to follow all directions given to them by the replacement teacher.
3. Students must not argue with or be disrespectful to the replacement teacher in any way.
Consequences (If a student is exited from the classroom)
Exited from Class
1. First exit will result in a lunchtime detention and/or removal to office area.
2. Second exit will result in a lunchtime detention and removal from classroom to foyer for
remainder of day.
3. Third exit will result in a 1 day suspension and non- attendance at an upcoming excursion
or interschool sports event .
4. Any continued breaches of the rules will result in an individual Behaviour Management
Plan being developed for the student in consultation by the Principal /Assistant Principal.
Positive Behaviour Outcomes
• Raffle tickets to earn Positive School Wide Behaviour rewards
• Stickers
• Certificates
• Positive encouragement and verbal reinforcement of desired behaviours.
• Term attendance award.
• Highlighting positive behaviour of children at assembly, in front of class, in weekly newssheet or newsletter.
• Grades 3-6 computer pass for students with outstanding behaviour.
• Whole class activity or game outside or free time
• Individual privileges: free time, extra use of computer.
• Lunch time pool pass
| Behaviour Management in the School Yard |
MINOR OFFENCES: CONSEQUENCES:
• Playing in the wrong area
• Running under covered ways & around corners
• Playing cricket/football on basketball courts
• Ball games, skipping etc. in quiet areas
• Failure to wear a hat in Terms 1 & 4 Hat note to be issued by the
Principal/Assistant Principal.
Students to stay under cover.
• Littering
• Repeated minor offences
• Not eating in the allocated eating area (seated area of
courtyard)
_________________________________________________________________________________
MAJOR OFFENCES: CONSEQUENCES:
• Violence/Unsafe Behaviours: intentional fighting,
kicking, hitting, spitting and throwing objects.
• Leaving the school grounds without permission
• Intentional dangerous play which is intended to result in
injury to self or others (i.e. rock throwing)
• Swearing at a student
• Destroying or attempting to destroy school equipment,
property or the property of others
• Inside classrooms without teacher supervision
• Being rude or not obeying a staff member
• Swearing at a teacher
8.ENGAGING WITH FAMILIES
The school values parent / carer input into its operations and curriculum offerings and seeks feedback through the Parent Opinion survey, and from parent representatives on School Council. The School Council works with members of the Parents’ Association in our efforts to build a sense of community.
The school will support families to engage in their child’s learning and build their capacity as active learners. It provides an environment that welcomes all parents/carers and is responsive to them as partners in learning.
The school will create successful partnerships with parents/carers and families by:
• ensuring all parents/carers are aware of the school’s Student Engagement Policy
• conducting effective school-to-home and home-to-school communications
• providing volunteer opportunities to enable parents/carers and students to contribute
• involving families with homework and other curriculum-related activities
• involving families as participants in school decision-making
• coordinating resources and services from the community for families, students and the school
• involving families in Student Support Groups
Parents responsibilities for supporting their child’s attendance and engagement are outlined on pages 12-14. Furthermore, parents are expected to act in a respectful and constructive manner when dealing with our school as outlined on page 8.
9. EVALUATION
Data collection and analysis
Data will be collected regarding frequency and types of wellbeing issues, so as to measure the success or otherwise of school-based strategies and approaches.
Some of the sources of data used are:
• the Attitudes to School Survey data
• Staff Opinion Survey
• School Portal data
• Parent Opinion Survey data
• data from case management work with students
• data from GradeXpert
• data extracted from SOCS
Review of this policy
This policy will be reviewed annually or more often if necessary due to changes in regulations or circumstances.
This policy is informed by the Department of Education and Early Childhood Development Student Engagement and inclusion Guidance available at
10.APPENDICES
Appendix 1: Staged response to behaviour issues
Appendix 2:Procedures for Suspension
Appendix 3: Notice of Suspension
Appendix 4: Student Absence Plan
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General Guidelines
* Violent behaving students need to be fast tracked through the system to step 4.
* Teachers need to supervise the time-outs given to the students in their class.
*Teams and staff need to deal with incidents as they occur.
* Restorative practices are to be used to deal with misbehaviour.
* The Principal /Assistant Principal may fast track these steps at any time as deemed necessary.
Student Misbehaviour
1. Student Is Warned
Warning is given.
Consequence outlined for next occurrence of misbehaviour.
2. Student is Cautioned & Initial Consequence
Student is moved to internal time-out or alternative seat in classroom. Restorative conference is undertaken.
3. Student is Cautioned and Exited to Buddy Classroom or Calm Down area.
This can take place for up to a one hour block and on entering back into the classroom either a written or verbal apology must be given to the classroom teacher and class for disruptive behaviour. If student displays unsuitable behaviour in buddy room they are to be exited to the office. Parents are contacted and informed of student misbehaviour and asked to follow through at home. Restorative conference is undertaken with the exiting teacher.to be used to deal with misbehaviour.conference is undertaken
4a. Detention
(lunchtime)
Staff member on detention duty to supervise.
4. Student is Cautioned and Exited to the Office (1)
Students are exited to the office with appropriate work to complete. Students will remain at office for min 60 mins. Restorative conference will be undertaken by principal or AP. Parent will be contacted and notified of behaviour and consequence and asked to follow through at home.
Continued Student Misbehaviour
Continued student misbehaviour between step 2 and 4 will require the development and implementation of a student management plan. This plan needs to be developed at a class and team level.
5a. Suspension
A behaviour management plan will be developed and implemented a copy will be sent to parents.
5. Student is Cautioned and Sent to the Office (2)
Parent contacted and asked to remove student from school for remainder of day. One full day in school or out of school suspension enacted for next day.
Teacher Re-Direction
Community Service
1. Restorative discussion and/or lunchtime in Conference or appropriate room will take place. Parents to be informed with a letter as deemed appropriate under the Student Code of Conduct.
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