student wellbeing policy

Merewether Public School – High Flyers

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Merewether Public School

STUDENT WELLBEING POLICY

July 2016


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CORE RULES FOR STUDENTS IN NSW GOVERNMENT SCHOOLS

Students in NSW government schools are provided with a high quality

education so that they may learn to the best of their ability and become self-

disciplined, tolerant, enterprising and contributing members of the school and

community.

Core rules for student behaviour have been developed to establish consistent

expectations in all government schools in support of these aims. These rules

are based on our core values of integrity, excellence, respect, responsibility,

cooperation, participation, care, fairness and democracy.

The critical role of parents and care-givers is recognising as the primary

influence on each child’s character and behaviour as essential partners in

supporting the core rules and the successful education of their children.

THE CORE RULES

All students in NSW government schools are expect to:

Attend every school day, unless they are legally excused, and be in class on

time and prepared to learn.

Maintain a neat appearance, including adhering to the requirements of the

school’s uniform or dress code policy.

Behave safely, considerately and responsibly, including when travelling to

and from school.

Show respect at all times for teachers, others school staff and helpers,

including following class rules, speaking courteously and cooperating with

instructions and learning activities.

Treat one another with dignity and respect.

Care for property belonging to themselves, the school and others.

Behaviour that infringes on the safety of others, such as harassment,

bullying and illegal or anti-social behaviour of any kind, will not be tolerated.


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students and teachers

display

Quality,

Respect and

Responsibility with

“Honour”


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School Values and Beliefs

Merewether Public School’s

Children and Teachers show

Quality, Respect

and

Responsibility

The student welfare procedures and practices that operate at Merewether

Public School are designed to promote quality teaching and effective learning

for all students in a happy and safe environment.

These policies and practices are underpinned by the school values and beliefs

and summarised as the Chips High 5 rules. These values and beliefs were

derived from extensive community consultation and discussion with the entire

school community: students, teachers, parents, and the wider community.


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At Merewether Public School we value:

At Merewether Public School we believe:

Quality in

TEACHING AND LEARNING

We enjoy and value learning.

We have high expectations for all.

We never give up.

Respect of

QUALITY RELATIONSHIPS

We respect ourselves, others and the environment.

We talk and listen respectfully.

We take turns and co-operate.

Responsibility

for QUALITY

CITIZENSHIP

We choose to follow school and class room rules.

We play safely and fairly.

We celebrate our successes.

As a Positive Behaviour for Learning school, we value Quality, Respect and Responsibility. All students demonstrate this through the High 5.


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Roles and Responsibilities for Students, Staff and

Parents

Our school values and beliefs encourage the members of our school

community to contribute in a productive and positive way to realise our values

and school vision. Some roles and responsibilities are as follows:

Quality in Teaching and Learning

We enjoy and value learning. We have high expectations for all. We never give up.

Students should

Try their best at school at all times.

Evaluate and reflect upon their learning.

Be in the right place at the right time.

Aim for personal best.

Set a good example for others to follow

Teachers should

Give lessons that are needs driven and relevant.

Encourage students to be actively involved in their learning.

Be innovative.

Use resources effectively.

Foster positive contact with parents.

Evaluate and reflect upon their teaching.

Parents should

Model positive attitudes to school.

Ensure regular student attendance.

Attend parent/teacher interviews.

Ensure children are well equipped for school.

Encourage and model persistence.

Note: High 5 rules to be displayed in every classroom and around the school.

Note: Responsibility of executive to monitor teaching and learning in the classroom and programs to ensure strategies are implemented.

Note: Regular inclusion in school newsletter, P&C and other parent meetings.


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Respect of Quality Relationships

We respect ourselves, others and the environment. We talk and listen respectfully. We take turns and co-operate

Students should

Be respectful of others, their belongings and their personal space.

Use appropriate language.

Be polite and well mannered.

Listen attentively to others.

Wear correct uniform.

Care for the school environment.

Teachers should

Communicate openly and honestly.

Model positive relationships.

Be aware of and follow the DoE Code of Conduct.

Dress appropriately to set a good example for students.

Parents should

Model and encourage respect of peers and adults at school.

Attend parent/teacher interviews.

Care for the school environment and all who are in it.

Treat the school community with respect and fairness.

Note: High 5 rules to be displayed in every classroom and around the school.




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Responsibility for Quality Citizenship

We choose to follow school and class room rules. We play safely and fairly. We celebrate our successes.

Students should

Follow teacher instructions, class and school rules.

Make good choices.

Be in the right place at the right time.

Participate in school activities.

Play safely and fairly.

Wear school uniform including hats.

Report inappropriate behaviour to a teacher.

Teachers should

Follow and support school policies and procedures.

Ensure students feel safe and fairly treated.

Recognise student achievement fairly and consistently.

Participate in extra curricula activities.

Parents should

Support school policies and procedures.

Value safety and fairness within the school

Provide for the physical, medical and emotional needs of their child.

Value school uniforms.

Communicate with school via telephone or electronic media.

Where possible attend P&C meetings, canteen, working bees, assemblies, excursions.

Note: High5 rules to be displayed in every classroom and around the school.




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PROMOTING STUDENT ACHIEVEMENT AND EFFECTIVE

LEARNING

Strategies to promote the realisation of school values:

Appreciation and adherence of the ‘High 5’ Rules.

Explicit teaching of Chips 5 Rules and PBL expectations as per school timeline.

Commendations or recognition at assemblies, supporting PBL, special school occasions

and in structured and semi-formal situations. Special rewards days for children who have

shown exemplary behaviour in the playground and classroom, eg: Principal’s Lunch.

Regular ongoing contact with parents and care givers, in person, by letter or by

telephone.

Use of playground and classroom incentive scheme.

Recognition in the local community by individual; or group participation in special events,

eg:

Starstruck

Hunter Schools Dance Festival

Anzac Day with Adamstown RSL

Stockland performances

PSSA including zone and regional representation (individually and in teams)

Athletics and Swimming Carnivals

Leadership Days

Excursions

Recognition of in-school activities by individual, or group participation eg:

School Concert

Grandparents’ Day

Fathers’ Day Breakfast

Harmony Day

Easter Hat Parade

Literacy and Numeracy Week

Public acknowledgement, through the local media, of school and individual

achievements.

Reporting each semester.

Teachers giving regular and positive feedback to students on an individual needs basis eg:

stickers, awards, high flyers, monitoring bookwork, praise.

Gathering and collecting of school reward data in line with PBL structure and

acknowledgement of those students on the school website.


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High 5

1. I can respect others.

2. I can work to the best of my ability.

3. I can follow instructions.

4. I can wait my turn.

5. I can control what I do and what I say.



Positive Behaviour for

Learning

Merewether Public School’s children

display

Quality, Respect

and

Responsibility


Contents What is Positive Behaviour for Learning (PBL)? .............................................................................................................. 13

Universal Matrix..................................................................................................................................................................

Merewether Public School ‘High 5’ Rules ........................................................................................................................ 15

BEHAVIOUR CONSISTENCY GUIDE ................................................................................................................................... 16

STUDENT INCENTIVES .........................................................................................................................................................

STUDENT MANAGEMENT ...................................................................................................................................................

Calm Down Plan .............................................................................................................................................................. 20

Executive Staff ................................................................................................................................................................. 23

Behaviour and Learning - Information for Parents and Carers ……………………………………………….…………………………………24


What is Positive Behaviour for Learning (PBL)?

Supporting Decision

Making

Supporting Student Behaviour

PBL is a consistent, school-wide system of support that helps define, teach and support appropriate student behaviours, creating a positive school environment

PBL is designed to be responsive to the individual school’s current social and

educational challenges and encourages schools to reflect on their systems and practices to determine if they are having a positive impact on student learning.

PBL creates effective teaching/learning environments where students make

the positive behaviour choices that support academic success. PBL focuses on supporting positive behaviours and explicit teaching of

appropriate behaviour.

PBL Key Elements Social Competence and Academic

Achievement

Outcomes

Supporting Staff

Behaviour

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Universal Matrix

In all settings “we play our part”

Quality Quality looks like:

Being ready to learn

Having all I need for my lessons

Doing my best always

Making sure I finish my work

Following the “High 5”

Being in the Right Place at the Right Time

Respect Respect looks like:

Listening attentively

Being kind to others

Speaking politely to all at all times

Looking after our whole school environment


Responsibility Being Responsible looks like:

Always making good choices

Being prepared

Always doing my best

Taking care of my school


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High 5

I can respect others

I can work to the best of my ability

I can follow instructions

I can wait my turn

I can control what I do and say

MEREWETHER PUBLIC SCHOOL

BEHAVIOUR CONSISTENCY GUIDE

R

E S

P O

N S

I B

I L

I T Y

Physical Violence and Aggressive Play

Unintentional Contact

Careless contact in an allowed game

Intentional striking/hitting/pushing

Pursuing to strike

R

E S

P O

N S

I B

I L

I T Y

Disrespectful Communication

Indistinct mutterings/backchat

Intentional distraction from request

Challenging backchat

Challenging manners

Sustained aggressive talk Verbally aggressive Inappropriate use of technology

R E

S P

O N

S I

B I

L I T

Y

Teasing and Intimidation

Isolated name calling

Isolated putdown/gestures

Repeated name calling or putdown/gestures

Threatening harm Sustained putdown

R E

S P

O N

S I

B I

L I T

Y

Inappropriate use of Property

Careless use or accidental breakage

Reckless misuse of equipment

Intentional destruction of property Stealing

R

E S

P E

C T

Swearing

Swearing as an exclamation

Swearing among peers

Swearing at peers

Swearing directed aggressively Swearing abusively at adult

R

E S

P E

C T

Defiance

Lack of respect in manner

Slow to comply with requests

Out of class without permission Repeatedly refusing to comply with requests

Removal of self without compliance

Refusing completion of request

Deliberately late to class/Assembly lines

R E

S P

E C

T

Out of Bounds/Absconding

Careless wandering

Climbing trees or structures

Out of bounds

Climbing poles or trees after warning Intentional climbing of trees or structures Leaving the school grounds

R

E S

P E

C T

Personal Privacy

Playing in the toilets

Invading privacy

Invading personal space and belongings Inappropriate touching Inappropriate sexual behaviour

Key: BLUE = Teacher to correct behaviour ORANGE = Teacher apply immediate consequence, record on Sentral – Level 1, supervisor informed RED = Teacher apply immediate consequence Teacher record on Sentral – Level 2. 3 X Level 2 Planning Room in a term (or a term’s duration) = Warning for suspension; parents contacted 4th Planning Room = suspension


Awards Structure An opportunity to celebrate the students’ achievements!

At each weekly assembly, four students from each class are awarded a merit card for their great class work, their fabulous behaviour or their efforts toward making the school a great place to be. I would suggest that all school awards achieved by students be kept in a special folder.

Once a student has attained the required merits to be traded for the next higher award, they hand them back to their teacher to be stamped and returned and they will be presented with the highter award at the next school assembly.

Note, for the Blue and Gold Principals award, the student needs to also have a Citizenship Award to be able claim the Principal’s Award. The school staff and I keep a keen eye out for students who have shown to be true citizens of our wonderful school and will be presenting the Citizenship Award at assembly! Only those who show true Citizenship will get these awards

5 Merit Awards

= 1 Gold Award

5 Gold Awards and 1 Citizenship Award

= BLUE Principal’s Award

2 Principal’s and 1 Citizenship Award

= Gold Principal’s Award

MEREWETHER PUBLIC SCHOOL AWARDS

Classroom teachers are responsible for collating all Positive Behaviour Data and entering the information

onto the Sentral.

CLASSROOM REWARD SYSTEM

Merewether High Flyer Chart

Each student has a High Flyer Chart in their classroom as a reward incentive.

Students earn a stamp on their chart by displaying positive behaviour and demonstrating QUALITY, RESPECT and RESPONSIBILITY at school.

The teacher will give out High Flyer token to any student who displays the PBL value that is currently being taught; they will initial it, date it and write the students name on it.

The teacher puts a stamp on the students High Flyer Chart.

The aim to earn stamps to receive a Merewether High Flyer reward.

When students earn a total 9 stamps (3 stamps for each PBL value) on their High Flyer Chart

they will have receive a BLUE Merewether High Flyer wrist band and a Level 1 High Flyers

award.

Earning a total of 27 stamps (9 stamps for each PBL value) on their High Flyer Chart they will

receive a second GOLD Merewether High Flyer wrist band and a Level 2 High Flyers award.

Earning a total of 54 stamps (18 stamps for each PBL value) on their High Flyer Chart they will

receive a Merewether High Flyer Gull Wings pin and a Level 3 High Flyers award.

And earning a total 90 stamps (30 stamps for each PBL value) on their High Flyer Chart they

will receive a Merewether High Flyer ‘Chips’ pin and a High Flyer GOLD award.

PBL Chippy token

The duty teacher will give out Chippy token to any student during school break sessions who

display PBL values; they will initial it, date it and write the students name on it.

The student will place these tokens into the Playground Chippy box. Three tickets will

be drawn from the box each week for

NOTE: IT IS THE STUDENT’S RESPONSIBILITY TO GIVE THEIR CLASS TEACHER ANY

EARNT PLAYGROUNDTOKENS ON THE DAY IT WAS ISSUED.

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HIGH FLYER chart

PLAYGROUND REWARD SYSTEM

PBL High Flyer token

I’m a HIGH FLYER

because I have displayed

Teacher to circle the correct value then sign and date please.

QUALITY RESPECT

RESPONSIBILITY

I’m a HIGH FLYER


Teacher to circle the correct value then sign and date please.

QUALITY RESPECT

RESPONSIBILITY

I’m a HIGH FLYER


Teacher to circle the correct value then sign and date please..

QUALITY RESPECT

RESPONSIBILITY

I’m a HIGH FLYER


Teacher to circle the correct value then sign and date please..

QUALITY RESPECT

RESPONSIBILITY

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Quality

Respect

Responsibility

1 3 1 6 1 8 9 1 8 9 12

PBL rewards log

MEREWETHER PUBLIC SCHOOL Quality, Respect

and Responsibility

CLASSROOM MANAGEMENT

What will my behaviour look like in the classroom?

Repeated

o stopping others from learning o calling out o ignoring staff instructions o use of inappropriate language

Push, shove, tripping of other students

Name calling, teasing of other students

MANAGEMENT / CONSEQUENCES:

Entered on Sentral

Inform executive

Teacher consequences

Parent notified

What will my behaviour look like in the classroom

Absconding supervision

Constant

o stopping others from learning o calling out o ignoring staff instructions o use of inappropriate language o getting out of my seat

Physical aggression/violence towards others

Verbal abuse to others

Property damage


Immediate suspension

Assistant Principal & Principal involved

Removal from class & or school

Parent notified of Action

Principal Caution / Principal Warning / Suspension

Formal planning meeting with parents to discuss management

Behaviour Management

Learning Support Team

Quality, Respect and Responsibility

‘s Restitution Plan

What ‘High 5’ did I break? I

When I did this I felt?

Mean

Happy

Sad Worried

Angry

My friend and teacher felt?

Mean

Happy

Sad Worried

Angry

To fix the problem I will?

Student Signature Teacher Signature Date _


QUALITY, Respect and Responsibility

PLAYGROUND MANAGEMENT

What will my behaviour look like on the playground?

Following ‘High 5’ Playing in the right area

Sharing and playing fairly

Helping others

Feeling positive and happy at school

What will my behaviour look like on the playground? Repeated

Not following the ‘High 5’ Continued Out of Bounds

Bullying

Inappropriate language

Not sharing equipment

Contact with another body Push, shove, tripping of other students Name calling and teasing of other students Dangerous Play


Principal/Assistant Principal notified & suggestions provided

Blue Spot

Apology to affected students

Off playground

Parent notified

What will my behaviour look like on the playground? Constant

Absconding supervision

Serious non compliance

Bullying and intimidation


Contact with another body Physical aggression/violence towards others Verbal abuse to others Property damage Leaving area without staff permission

POSITIVE REINFORCEMENT:

Rewards- playground CHIPPY High Flyer

Feeling good

Having friends

Enjoying school

What will my behaviour look like on the playground?

Not following the ‘High 5’ Out of Bounds

Bullying


Not sharing equipment

Contact with another body

No hat


Redirection of behaviour

Choice provided (This or That?)

Blue Spot

Apology to affected students

Counselling or discussion

Restitution Plan


Immediate suspension

Assistant Principal & Principal involved

Removal from playground & or school

Parent notified of Action

Formal planning meeting with parents to discuss management

DoE involvement

In school withdrawal

Suspension

Expulsion


Quality, Respect and Responsibility

PLANNING ROOM MANAGEMENT

MANAGEMENT of CONSEQUENCES:

Letter home to parent.

Copy of restitution plan home to parent.

Sentral comment by Assistant Principal.

Teachers / staff escort student to planning room.

Suspension warning.

What will my behaviour look like in the planning room?

I will talk and listen to the teacher about our High 5.

I will discuss a new plan to improve my behaviour.

I will complete my restitution sheet.

1 refusal to attend planning room.

2 incidences of planning room in one week.

MANAGEMENT of CONSEQUENCES:

Teachers / staff escort student to planning room.

Letter home to parent.

Copy of restitution plan home to parent.

Principal, Assistant Principal involved.

Suspension.

What will my behaviour look like in the planning room?

I will complete my restitution sheet.

I will talk and listen with respect.

2 refusal to attend planning room

MEREWETHER PUBLIC SCHOOL Quality, Respect

and Responsibility

PBL Team

2016

Team role Team member Responsibility

Team Leader John Prigg

Stage 3 AP Attend PBL Network Meetings Chair PBL Team

PBL School Support AP T&L Support MPS PBL Team

Secretary

Stage 1/2 CT Meeting Minutes Circulate Minutes

Communications

parent Staff Communication School Logo and Signage Newsletter Communication

Data AP Stage 2

AP Stage K-1 Collate data to drive best practice

Time-keeper LaST Ensure meetings run to time

Resource Manager CT Resources (communication e.g. tokens)

Highly valued team members

Greg Culhane John Prigg

Principal

AP stage 3

SAO

Parent

P&C

Support PBL Team


Behaviour and Learning – Information for Parents and Carers

Merewether PS has invited you to this interview to inform you of our current policy on learning and behaviour.

Our role is to provide the opportunity for your child to take part in a learning program that is designed for them to continue to improve. This is supported by our student welfare policy and Positive Behaviour for Learning PBL system. Programs are prepared with the learning needs of students at the centre and they are delivered in classrooms that are stimulating and well resourced.

The classroom is the place where learning happens.

It has been noted that has left the classroom, against the directions of his/her teacher, and that this has:

Limited his/her access to the learning program.

Placed himself/herself in unsupervised situations.

Withdrawn support staff, who have been engaged to assist in the class learning, from those classrooms.

Interfered with the learning of others.

Resulted in negative behaviours that have impacted on other students and staff. Your child’s Literacy and Numeracy tracking shows that their learning is currently assessed as follows:

(PLAN tracking of student report shared)

In order to communicate the serious nature of this behaviour and the impact it is having on and others, clear consequences are required.

There is a need for to rethink this behaviour and therefore we are informing you directly of our current policy on leaving the classroom without permission. (Absconding)

Absconding from the classroom or remaining outside the classroom without permission will attract a one day suspension from school. This suspension will take affect on the day of absconding and will include the next school day. This consequence is intended so that understands:

Classroom learning is their job at school. Absconding from classroom programs places them and others at risk.

Absconding from classroom programs reduces the teaching and learning quality of others.

Principal Greg Culhane

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Return this portion to school.

Dear [referring teacher]

I have received the letter concerning ’s suspension on [date].

I have discussed the matter with .

Comments (if applicable):

Signature:

(Parent / Guardian) Date

student wellbeing policy

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