BEHAVIOUR SUPPORT PLAN

HOLY SPIRIT SCHOOL BRAY PARK

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1. SCHOOL MISSION STATEMENT

Holy Spirit School, through its Christian values and Catholic tradition, provides a happy, caring, safe and

supportive community in which children will grow to recognize and achieve their full potential.

This Student Behaviour Support Plan is designed to facilitate high standards of behaviour so that the learning and teaching in our school and also during related off-campus activities can be effective, and so that students can participate positively within our school community. Through our school plan, shared expectations for student behaviour are clear for everyone, thereby assisting Holy Spirit School to create and maintain a safe and orderly learning and teaching environment.

2. SCHOOL PROFILE

Holy Spirit School is a Prep to Year 6 school with 610 students currently enrolled. Located in the Moreton

Bay Shire, we have a large cross-cultural mix and respond to that mix by involving parents in our school

community. Our dedicated staff consists of 37 teaching staff (including specialist teachers, support teachers

and the Leadership Team), 12 school officers; a Guidance Counsellor and Student Welfare officer.

Brisbane Catholic Education Student Behaviour Support Policy

Brisbane Catholic Education’s Student Behaviour Support Policy – Rationale & Guidelines, Procedures &

Regulations require that each Catholic school community develop a Student Behaviour Support Plan,

implementing systems and procedures for a whole school approach to support student behaviour in the

school environment, involving all groups in the school community.

The Holy Spirit School Student Behaviour Support Plan will reflect the shared values and expectations

guiding the school’s approach to student behaviour support and to maintaining a supportive Catholic school

environment. Corporal punishment is expressly prohibited in all Brisbane Catholic Education schools.

This Student Behaviour Support plan has been developed as part of the school’s Strategic Renewal Plan and

is consistent with the Brisbane Catholic Education Strategic Renewal Framework 2012-2016.

3. CONSULTATION AND DATA REVIEW

Holy Spirit School developed this plan in consultation with our school community. Consultation occurred in

Behaviour Support committee meetings, staff meetings, meetings with our school board and P&F. A review

of school data relating to school disciplinary absences, behaviour incidents, and attendance also informed

the plan. The plan was endorsed by the Principal, the School board, and the Area Supervisor. It will be

reviewed at least every five years.

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4. BELIEFS ABOUT LEARNING AND BEHAVIOUR Student behaviour support is at the core of business for all teachers. Effective learning and teaching is supported by a safe, positive, and productive learning environment, based on the principles of consistency, fairness, and engagement. This starts in the classroom, with each individual student. At Holy Spirit School, we believe that there are six conditions for quality learning outcomes: 1. There must be a warm, disciplined, safe, inclusive and supportive classroom environment where

students and teachers develop positive relationships. 2. All students have different learning needs. It is the teacher’s role to differentiate the learning to assist

all students to access the expected curriculum. 3. Students should actively engage in the work provided for them by their teachers. It is the teacher’s role

to facilitate an understanding of how learning material would benefit them now and into the future. 4. Students are asked to do their best at all times. The teacher’s role is to facilitate this behaviour. 5. It is our belief that all students can be taught to be self-regulated, self-directed learners. Students are

asked to evaluate their own work and to improve it. The teacher’s role is to provide instructional feedback.

6. Quality work should feel good and learners should have the opportunity to celebrate their learning with peers and others (including parents, buddies, other classes and teachers).

5. STUDENT CODE OF CONDUCT

As a school community, we show the following:

I am safe

Keep my hands and feet to myself. Right place, right time Use equipment safely. Show self-control. Use technology appropriately Move safely through the school Wear a hat outside Use toilets safely Practice safe behaviour

I am responsible

Be responsible for my actions Wear my uniform or other clothing correctly and take care of it. Use technology with care and responsibility. Respond immediately to the school bell. Arrive at school on time, Eat my food responsibly.

I am respectful

Follow staff instructions Be honest Use technology respectfully Use best manners Consider others when moving through the school Play fairly with others Show respect for the environment Be prayerful and allow others to pray Show respect in the toilets

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I am a learner

Be prepared for my day at school Cooperate with others Expect the best of myself Use technology as a learning tool Learn from others

See Related Resources for School Behaviour Matrix.

6. ROLES, RIGHTS & RESPONSIBILITIES OF SCHOOL COMMUNITY

MEMBERS

All members of the Holy Spirit School, Bray Park, and community are expected to:

Conduct themselves in a lawful, ethical, safe and responsible manner that recognizes and respects the rights of others.

At Holy Spirit School, Bray Park we expect that students will:

Participate actively in the school’s educational program. Take responsibility for own behaviour and learning. Demonstrate respect for themselves, other members of the school community and the school

environment. Behave in a manner that respects the rights of others, including the right to learn. Cooperate with others.

At Holy Spirit School, Bray Park we expect that Parents/Carers will:

Show an active interest in their child’s schooling and progress. Cooperate with the school to achieve the best outcomes for their child. Support school staff in maintaining a safe and respectful learning environment for all students. Initiate and maintain constructive communication and relationships with school staff regarding

their child’s leaning, wellbeing and behaviour. They are to deal directly with the class teacher if there is a problem with their child.

Contribute positively to behaviour support plans that concern their child. Provide adequate care / supervision for child / children when on school property with their child ie

before and after school. At Holy Spirit School, Bray Park we expect that staff will:

Provide safe and supportive learning environments

Provide inclusive and engaging curriculum and teaching

Initiate and maintain constructive communication and relationships with students and parents/carers

Promote the skills of responsible self-management

Maintain student attendance records

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7. UNIVERSAL BEHAVIOUR SUPPORT

At Holy Spirit School, Bray Park, we believe that preventing inappropriate behaviour through the promotion of appropriate behaviour is a more positive and successful method of managing student behaviour than intervening after behaviour incidents occur. The school follows the School Wide Positive Behaviour Support approach and teachers are trained in a variety of programs such as:

Essential Skills for Classroom Management

Bounce Back Program

Active Supervision

Classroom profiling

a. Establishing Behaviour Expectations

At Holy Spirit School, Bray Park there are several ways in which staff establish the behaviour expectations of our students, which include:

Introducing weekly behaviour focus at Assembly. Explicit teaching and consistent follow-up of school rules. Displaying school expectations in all classrooms. Explicit links made from Fruits of the Spirit posters to Behaviour Expectations. Modelling, role play methods and multi-media resources used to teach and learn

behaviours. Reinforcing positive behaviours in the playground. Visual cues to show appropriate consequences for not meeting behaviour expectations. School expectations and Behaviour Management Plan Flowchart are in Relief Teacher

folders. Empowering students to take responsibility for their actions. Being flexible to allow for unforeseen circumstances or children with needs. Maintaining effective communication and sharing a common language about behaviour in

our school community. Transitioning students to new year levels and new teachers at the end of the school year

for the following year.

b. Positive School Culture

Each week, our school community gathers together for Assembly. We create and enrich our positive school culture through celebration and prayer, weekly behaviour focus, awards and by raising awareness of current school events. School Wide Positive Behaviour Support program supports the creation of a positive whole school culture. Staff utilise a wide range of acknowledgment strategies with students, reviewed on an annual basis, to support our positive school culture, which may include:

Feedback/encouragement (verbal/non-verbal/written) Individual classroom rewards (individual/group/whole class goal setting) Public displays of work (classroom) Individual class or year level rewards Whole class rewards Class responsibilities (class leaders, messengers, tuckshop helpers, class jobs)

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Sharing work with others (Principal, AP, APRE, other year levels, buddy class, parents) Teacher feedback (marks/comments/behaviour reporting) Birthday celebrations at assembly Class news in the newsletter Celebrating out of school achievements in the newsletter or at assembly

c. Rewards

We acknowledge student efforts and results in academic, sporting, behavioural and cultural contexts through a variety of awards at Holy Spirit School. The efforts of staff members are acknowledged at weekly staff briefings, during “Celebrating the Moment” at staff meetings, at school assemblies and through “Holy Spirit Angels” wall in the staff room.

Dominique Baxendell Spirit of

Friendship Award

Perpetuation of Dominique’s loving, caring, sharing and comforting behaviour, given freely by her, to all other fellow students, during the time of her enrolment at the Holy Spirit Catholic Primary School, Bray Park.

Staff and Year 7 students nominate students

who display the Spirit of Friendship as set out in

the nomination form.

Leadership Team and Year 7 teachers collate the

data and identify the six finalists, including the

winner.

During the Graduation Mass, the nominations

are read out and the winner announced. Alan

and Antonia Baxendell present the prizes to the

winner and the finalists. The winner’s name in

engraved on the Spirit of Friendship award.

At the End of Year Liturgy, the school is

presented with the finalists and winner.

Fruit of the Spirit Award

The Fruits of the Spirit provide an authentic framework in which our School Wide Positive Behaviour Support can operate. The fruits of Peace, Patience, Kindness, Gentleness, Goodness, Faithfulness and Self-control have been aligned to our school expectations of I am responsible; I am respectful; I am safe and I am a learner. The fruit of Joy aligns with the positive reinforcement and success that comes from achieving and acceptance. The fruit of Love is evident when all of the other fruits are being practiced. The fruits of the Spirit represent who we are and what we believe.

Students are nominated by staff members as

showing the Fruits of the Spirit in their everyday

life.

APRE communicates to the parents that their

child will receive the award at assembly. Secrecy

is maintained.

At Assembly, the nomination is read out and the

student is presented with the Fruit of the Spirit

Medallion.

APRE writes about the student in the newsletter

including a photo.

Student of the Week Award

At Holy Spirit School, we believe that

every child is worthy of receiving a

Student of the Week Award to celebrate

their participation in class and a positive

attitude to their work and learning.

Award a Holy Spirit student from every class

each week on assembly.

School secretary is to be notified of the award

winners each Tuesday for inclusion in the

newsletter on Wednesday

Fill in awards by Monday morning and place in

Assembly folder on AP’s desk

Holy Spirit Hero Chart

Insert picture here

All children need to feel that they are

connected with and belong to their

school community. This reward system

acknowledges the achievements of the

children whose behaviour is exemplary,

relevant to their individual

circumstances.

In-class acknowledgment

Friday afternoon hero (in-class)

Rewards and consequences as the teacher

deems appropriate for their class context

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8. TARGETED BEHAVIOUR SUPPORT

Targeted strategies are implemented for students who are at risk and may include intervention programs involving support and specialist staff. Communication between parents/caregivers and staff will take place before, during and after additional supports are implemented. Some of these interventions may include the following:

Behaviour reflection worksheet Social skills and Emotion Regulation programs Adjustments to the curriculum Check in – check out process

9. INDIVIDUAL BEHAVIOUR SUPPORT

Strategies to support individual students (approximately 2-5% of students) may require specialised services and alternative pathways of care. Individual supports may include:

Individual Education Plans (IEP) Education Adjustment Plans (EAP) Individual behaviour plan based on Functional Behaviour Assessment Risk management plan for unsafe behaviours Teacher, parent and/or student support provided as necessary from our specialist staff (Support

Teacher Inclusive Education, Guidance Counsellor, Leadership team) Regular reviews of student’s behaviour goals with student support team Individual counselling and support from Guidance Counsellor Supported referrals to external services as appropriate Consultation with outside agencies through wrap around meetings We welcome the involvement of other professional personnel who have a vested interested in the

student’s welfare

10. CONSEQUENCES FOR INAPPROPRIATE STUDENT BEHAVIOUR

The following table provides some examples of behaviours that would be dealt with at each Step. It is not an exhaustive list but gives some direction for teacher response.

We all belong STEP 1 Managed in class Warning /redirect

If continues move to Red

STEP 2 Minor behaviours

Sent to Buddy class Red

STEP 3 Major behaviours

Office referral Black

Low level disruptions

Calling out

Disturbing others

Out of seat

Off task

Answering back

Inappropriate language

Repeated Step 1 behaviour

Verbal threats

Inappropriate language

Physical aggression

Verbal aggression

Non-compliance

Repeated Step 2

Fighting

Physical aggression

Non-compliance

Verbal aggression (threatening)

Bullying

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Making noises

Talking while the teacher is talking

Property misuse

Out of bounds in playground

Minor theft

Minor safety violations

Inappropriate use of technology

Out of bounds away from teacher supervision

Truancy/skip class

Out of bounds away from school grounds

Deliberate property damage and vandalism

Theft

Cyber-bullying / Inappropriate use of social networks

Disregard of school internet policy

Managed by teacher Managed by teacher and parent

Managed by teacher, parent, Principal or other support staff

11. INTERVENTIONS Use of Consequences and Sanctions

Consequences for inappropriate behaviour should be determined by individual need and situation. Consideration needs to be given to the past history of the student, especially in terms of disability, abuse, or trauma. When determining consequences or sanctions, we consider the following points:

Predetermined consequences may be ineffective and incompatible with the inappropriate behaviour.

Does the consequence actually help the person learn an alternative behaviour for the next time a similar situation arises? (see Essential Skills for Classroom Management for further clarification).

Data should be gathered to monitor and assess the antecedent conditions, and nature of, behaviour patterns. The method by which this data is gathered will vary, depending on the seriousness and frequency of the behaviour. See “Data Collection” section.

Minor incident (yellow) – Reminder of expectations; Complete unfinished work; Remove privileges; Time Out in buddy class; verbal negotiation; withdrawal from playground; reflection process with teacher; managed in-class. Data collated on “ongoing form??”

Minor Incident – Increased frequency, increased intensity (red) – Teacher to direct, in consultation with admin staff. Incidents recorded on referral form. Possible courses of action/consequences:

Parent contact;

Removal from playtime (consecutive times, alternative lunchtime activities, as appropriate);

Non-attendance of extra-curricular activities;

Opportunity to reflect on behaviour (learning conversation) with appropriate staff member (possibly teacher, admin member, learning support staff);

Loss of iPad for set amount of time (iPad to remain available for learning activities);

Restorative procedures, as appropriate.

Major Incident (black) – Referral to School Administration, Application of formal sanctions at Principal’s discretion; Referral …..

Time Out

“Time Out” can be defined as giving a student time away from their regular program/routine in a separate area within the classroom or in another supervised room or setting. Its purpose is to assist students to self-regulate and control their behaviour. It must be planned and purposeful and should be considered as a method for students to reflect and regain composure. It should result in a reduction in the behaviour.

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Individual Behaviour Support Plans

An Individual Behaviour Support Plan might be a key intervention required to support students. If that individual behaviour plan is based on the function of the behaviour, it will be more likely to support the needs of the student and support behaviour change. One method of developing an individual behaviour support plan is through the use of Functional Behaviour Assessment (FBA). This is a process of data collection and problem solving to examine and understand challenging behaviours.

12. FORMAL SANCTIONS: DETENTION/SUSPENSION/EXPULSION POLICY

Ongoing Step/Level 3 behaviour may lead to student detention or suspension being recommended. Immediate suspension will occur under certain circumstances. In the case of suspension or exclusion, parents will be notified and a meeting will be held at the school to determine future action. A re-entry process will be determined following suspension. Refer to the BCE – Student Behaviour Support Procedures and Regulations – Formal Sanctions.

Data from the BCE Student Behaviour Support Data Base is collected from all behaviour referrals each term by the Behaviour Support Committee and shared with staff. This data informs the behaviour focus for the next term.

RE-ENTRY PROCESS

A re-entry meeting after detention or suspension will take place to facilitate the student’s return to school. The Principal, Parents/Caregivers, student and the Guidance Counsellor will meet to discuss a successful return to school for the student. The meeting will ensure that the parents and student understand the seriousness of the student’s behaviour and the need for the disciplinary action. The aim is to encourage a mutually supportive plan, outlining the conditions and follow-up evaluation for the child’s re-entry to school. Re-entry is conditional on this meeting taking place.

PROCESS FOR APPEALS

Parents who consider that correct procedures have not been followed, or that an unreasonable decision has been made, may appeal a suspension of less than three days to the Principal. Parents may appeal a suspension of longer than three days to the Area Supervisor. Parents may appeal exclusion to the Executive Director. The fact that an appeal has been lodged does not put on hold the Principal’s decision to suspend attendance. Appeals must be in writing, stating the grounds on which the appeal is being made. A parent or independent student who requires assistance to participate in the inclusive community will have access to help with the appeal process. Please see the Guidance Counsellor for referral to an appropriate person to assist with an appeal. Alternative options for responding will be considered if a written appeal is not possible.

Appeals should be made to:

The Principal, about a decision to suspend a student for less than three days

The Area Supervisor, about a decision to suspend a student for more than three days from a particular school

The Executive Director, about a recommendation to exclude a student from a Brisbane Catholic Education school (Executive Director, Brisbane Catholic Education, GPO Box 1201, Brisbane, QLD 4001).

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13. BULLYING AND CYBERBULLYING a. DEFINITION

Bullying is the “repeated oppression, psychological or physical of a less powerful person by a more powerful person or group of persons” (Rigby, 1996).

Bullying is when someone gains power over another person by hurting or harming that person, more than just once. Bullying is intentional, and involves an imbalance of power. Bullying is continuing to ‘pick on’ someone, torment them or exclude them, so that the person feels helpless. Cyber bullying is another form of bullying using technology, such as a computer or mobile phone via text messaging, MSM, social networking, photographs, and web pages. A Bystander is a person who witnesses a bullying incident as an onlooker. At Holy Spirit School, we agree that, if you are a bystander who encourages bullying behaviours, or if you witness bullying and do not report the incident, your behaviour is considered to be contributing to that bullying. Bullying may include ongoing incidents of:

• Physical: hitting, kicking, any form of violence, threat or intimidation that could cause physical harm • Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about someone • Emotional: excluding, tormenting, ridiculing, humiliating, intimidating • Racist: taunts, graffiti, gestures, intimidation • Sexual: unwanted physical contact, abusive comments, intimidation • Cyber: unwanted text messages, emails, information technology, intimidation

b. RESPONSE

Investigating Potential Bullying

When an investigation about bullying is required, the following procedures will be followed:

Holy Spirit School adopts a ‘no blame’ approach and process in the first instance. Those involved will be interviewed and made aware of the suspected bullying and the school’s anti-bullying position. At this stage, there might not be any consequences, and parents might not be notified. The incident, if deemed not to be bullying, will be referred back to the classroom teacher so that the incident can be tracked according to the Behaviour Support Plan.

If bullying is found to be occurring, leadership team members may choose to use the following methods with the children involved:

Method of shared concern

Mediation

Individual counselling

Parents of both the perpetrator (the child exhibiting the bullying behaviour) and the target will be notified of the level and severity of the incident and its consequences. A record of the incident is kept on file.

Continued bullying would result in a further action plan being devised. This would entail appropriate consequences for the bully and further dialogue with the parents. The Guidance

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Counsellor, Learning Support team and/or BCE behaviour specialist team may be involved in formulating this action plan.

Support for the target and perpetrator We support the target in the following ways:

Offering them an immediate opportunity to talk about the experience with their class teacher, another teacher, or member of the Leadership team;

Informing the child’s parents;

Suggesting and role playing appropriate, positive anti-bullying behaviours with the child;

Offering continuing support when they feel they need it, and encouraging immediate reporting of incidents; and

Taking necessary actions to prevent more bullying.

We support the perpetrator in the following ways:

Talking immediately with their class teacher, another teacher, or member of the Leadership team about what has happened and the behaviours the child has been displaying;

Informing the child’s parents;

Continuing to monitor the child’s behaviour and offering appropriate support; and

Enforcing appropriate consequences that are directly linked to the child’s bullying behaviour.

d. Positive, Pro-active Anti-bullying Approaches at Holy Spirit School

At Holy Spirit School, we have introduced the Bounce Back Wellbeing and Resiliency Program, which teaches positive mental health, wellbeing and resilience for students and promotes safe and supportive class and school learning environments. Bounce Back offers practical strategies to help children and young people function well at school and in life. This is a universal program taught to all students in-class to ensure Holy Spirit School students have a shared understanding of the underlying wellbeing and resiliency concepts and skills. Two core units of the Bounce Back program, Relationships and Bullying, are particularly important to proactively supporting anti-bullying practices amongst students. Other ways that Bullying is addressed or awareness is raised in the school community include: Assembly, “Recognise, React, Report” Child Safety, National Day of Action Against Violence and Bullying celebrated each year, Child Protection Week.

LINKS TO RELATED BCE POLICIES • Student Behaviour Support Policy • Student Behaviour Support Regulations and Procedures

RELATED RESOURCES • School Wide Positive Behaviour Support (www.pbis.org) • Bounce Back (http://www.bounceback.com.au/) • Holy Spirit School Behaviour Matrix

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14. DATA COLLECTION There are two main forms which capture data around behaviour.

1. Classroom Behaviour Tracking Form For compliance purposes, teachers will record minor behaviours on the classroom behaviour

tracking form. This form will be used to collect data over a long period and will allow the teacher

to monitor for patterns that may require further investigation.

2. Student Behaviour Support Incident Report For major and/or ongoing minor behaviours (red and black behaviour), a referral will be made

using the incident report form. This form will be used by admin to determine appropriate courses

of action at this level.

3. Data Collection – playground and specialist lessons Simplified versions of the two main forms will be used in these contexts. Spare playground duty

forms will be available at any time. When an incident is noted in the playground, the classroom

teacher will receive the completed form and will action accordingly.

15. HOLY SPIRIT HEROES Holy Spirit Hero Chart

All children need to feel that they are connected with and belong to their school community. No child

will be made to feel that they are not welcome in their classroom and school community. The Holy Spirit

Hero Chart is a tool by which teachers can:

Enhance the connectedness within their classrooms;

Acknowledge the efforts of those children who demonstrate excellent and consistent behaviour;

Make the behaviour expectations of the school clear (at an age appropriate level);

Define the behaviour characteristics of students at merit (silver) and honour (gold) standards (at an age appropriate level);

Establish expectations at an age appropriate level (P-2; 3-6 charts).

Procedure:

At the start of each week, all students are on “We all belong”. Teacher establishes behaviour expectations for the students, including reinforcing the weekly behaviour focus.

Over the course of the week, if a child is exhibiting the behaviours detailed regarding merit and honour behaviour, they will be moved up to these levels. Teacher will explicitly state the behaviour that is the reason for the move.

If a child is exhibiting inappropriate behaviour, data will be collected and processes will be followed, as per consequences section of this document. At no stage is a child to be moved to the yellow, red or black spaces of the chart. All students belong, regardless of their behaviour.

On Friday afternoon at approximately 2:40pm, a member of admin will announce that it is time to acknowledge the Holy Spirit Heroes for the week. At this time, the classroom teacher will call the merit and honour students to come forward. The classroom teacher may acknowledge the student’s behaviour in any of the following suggested ways, ensuring that the child’s behaviour is the focus of the acknowledgement.

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o Stickers o Round of applause o Stamp o Any reward that is considered appropriate for that classroom context.

Student of the Week Academic Award

The Student of the Week award will be given at each assembly to those students who have demonstrated

positive attitudes and application to their learning. This is an academic award that is explicitly linked to

the child’s learning goals, as per the Visible Learning strategy. This award recognises effort, resilience,

focus and other positive learning attributes.

The SOW is available to all students, regardless of behaviour.

Holy Spirit Hero System

Honour Students follow the school rules and classroom rules

Students are helpful and considerate, respectful of the rights of others.

Students display exemplary conduct and provide support for the teacher with classroom

management.

Students’ exemplary behaviour provides a positive role model for other students and offers

assistance across the whole school.

Students can be relied on to represent a Christian ethos at all times

Merit Students follow the standards of conduct expected of students at Holy Spirit School.

Students are helpful and considerate, respectful of the rights of others in the school.

Students display commendable conduct and provide support for the teacher with classroom

management.

Students are seen to influence fellow classmates in a positive manner.

Students are assisted to develop personal behaviours; strength and leadership skills in order to

become a positive role model and assist others throughout the whole school.

Students strive to show a Christian ethos at all times

We all

belong

Students follow the standards of conduct expected of students at Holy Spirit Primary School.

Students are helpful and considerate, respectful of the rights of others in the school.