Responsible Behaviour Plan For Students

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					    KURABY
      STATE
    SCHOOL

     Responsible
Behaviour Plan for
        Students
                                       RATIONALE

Education Queensland is committed to provisions that ensure all young Queenslanders
have a right to and receive a quality education.

The community of Kuraby State School is committed to providing a school environment
that maximises the social and educational opportunities of all students. This plan was
developed in consultation with all members of the school community.

This code of behaviour supports the aims of creating a safe caring environment for
teaching and learning which emphasises the rights and responsibilities of the members
of our School community. This plan covers students representing the school and
travelling to and from the school.

                                         VALUES

This school is committed to the following values:
     Respect
     Responsibility
     Care and Courtesy
     Fairness
     Honesty and Integrity
     Inclusion and Tolerance

Individual class or year level teachers will be primarily responsible for dealing with minor
behaviours. Generally, the school Administration Team will be responsible for responding
to students who exhibit persistent unacceptable behaviour or extreme unacceptable
behaviour. When applying consequences, they will be:
    Supportive
    Fair
    Logical
    Consistent.

              SCHOOL BELIEFS ABOUT BEHAVIOUR AND LEARNING

Staff and students at Kuraby State School have the right to work to their potential, free
from disruption, abuse or threat in a safe and supportive environment.
To enable this productive learning to occur, we believe different learning styles and
abilities must be catered for and individual behaviours need to be taught, modelled,
encouraged and developed. Ultimately, each individual must be responsible for
his/her own actions. Parental consultation, support and involvement are essential to the
Supportive School Environment at this school.
A Guiding Principle of the National Safe Schools Framework is to ensure that the ‘roles
and responsibilities of the school community in promoting a safe and supportive
environment are explicit, clearly understood and disseminated’. All members of our
school community – students, parents, staff and visitors - are expected to conduct
themselves in a manner which is respectful, responsible, safe and lawful. This is reflected
in the table of rights and responsibilities.
                         RIGHTS                                 RESPONSIBILITIES


                                                    To behave in a safe, responsible way.
                                                    To participate actively in the learning
                                                     program.
           To be safe.                             To behave in a manner that respects
           To be given the opportunity to           the rights of others, including the right
            learn without disruptive behaviours.     to learn.
           To be treated with respect,             To be courteous and considerate of
            courtesy and consideration.
Student




                                                     other students and adults in our
           To be given information and skills       school.
            to develop responsibility and           To    follow    the    classroom     and
            independence.                            playground rules.
           To be treated fairly regardless of      To take responsibility for their own
            gender, ability, race or any other       behaviour and learning.
            factor.                                 To accept logical consequences for
                                                     all behaviours, both positive and
                                                     negative.



                                                    To treat members of the school
                                                     community with respect, courtesy and
                                                     consideration.
                                                    To model and reinforce a positive
                                                     attitude towards school.
           To be treated with respect,             To      engage       in   constructive
            courtesy and consideration.              communication and relationships with
           To be included in all aspects of         school staff regarding their child’s
            their children’s school life.            learning, wellbeing and behaviour.
           To be encouraged to develop a           To encourage and motivate students
Parents




            co-operative attitude to school          to    become      independent      and
            through       co-operation     and       responsible learners.
            education.                              To provide the necessary requisites for
           To expect quality education for          students to take part in all school
            their children.                          activities.
           To expect their child to be safe at     To be familiar with, accept and
            school.                                  support the school’s “Responsible
                                                     Behaviour Plan for Students”.
                                                    To voice concerns openly in an
                                                     appropriate manner.
                                                    To contribute positively to behaviour
                                                     support plans that concerns their child.
                       RIGHTS                                 RESPONSIBILITIES


                                                 To treat others with respect, courtesy
                                                  and consideration
                                                 To initiate and maintain constructive
                                                  communication and relationships with
                                                  students and parent/carers.
                                                 To provide inclusive and engaging
                                                  curriculum and teaching.
                                                 To encourage and motivate students
         To be treated with respect,
                                                  to    become      independent      and
          courtesy and consideration.
                                                  responsible learners
         To be respected as professionals in
                                                 To be consistent in implementation of
          the education of students.
                                                  procedures,        standards       and
         To expect students to be prepared
Staff




                                                  consequences of behaviour.
          and ready for work.
                                                 To model and reinforce a positive
         To teach in a supportive and
                                                  attitude towards the school and the
          caring environment.
                                                  school’s Code of Behaviour.
         To work in a healthy and safe
                                                 To be punctual for duties, start of the
          environment.
                                                  school day and returning from breaks.
                                                  Teachers must be supervising their
                                                  class by the second bell in the
                                                  mornings and at the end of each
                                                  break.
                                                 To report to administration any
                                                  reportable    offences    (per    Child
                                                  Protection Act).




         PROCESSES FOR FACILITATING STANDARDS OF BEHAVIOUR AND
                RESPONDING TO UNACCEPTABLE BEHAVIOUR

At Kuraby State School behaviour support ranges from positive preventive action for all
students, through to intensive intervention for specific individuals or groups, as required.

                 CONSIDERATION OF INDIVIDUAL CIRCUMSTANCES

Kuraby State School uses strategies to take into account the individual circumstances
of children – gender, disability, socio-economic status, race and culture and support
from significant adults when enacting the Responsible Behaviour Plan for Students.
                      WHOLE-SCHOOL BEHAVIOUR SUPPORT

Effective behaviour support requires the creation of a positive whole school culture. This
is developed through a shared understanding of all stakeholders of what is required,
and consistent effort. There is a strong focus on a range of proactive and preventive
strategies including:

 Quality learning and teaching practices
 Relevant and engaging curriculum
 Consistent “whole of school” team approach to managing behaviour in the
  classrooms and in the playground
 Regular professional development, dialogue, review and collaboration by staff with
  regard to all aspects of the school behaviour plan.
 Timetabling of the school day and other processes to achieve consistency in the
  effectiveness of behaviour support across the school
 Anti-Bullying program-implemented in all classes – common understandings,
  language and approaches to dealing with bullying shared by whole school
  community- staff, students and parents
 Playground Rangers Program – playground support
 Regular sharing of all aspects of our whole school behaviour support with parents via
  the school newsletter
 Regular direct communication from teachers and/or Administration with specific
  parents, as necessary, to gain their support for specific proactive and reactive
  behaviour support strategies
 Whole School behaviour rating and Reward system – School Reward Day every
  term.

Behaviour Management Overview

The Behaviour Management Plan outlines four levels of behaviour and a leadership
level. The Standard Level, Top Level and Top Level – Leadership indicate satisfactory to
excellent behaviour while levels Four to Five indicate behaviour that is less than
satisfactory. There is a final action – School Disciplinary Absences that can be enacted.
It is hoped that the rewards and consequences taken at each level will encourage
students to strive to reach the Top Level of Behaviour.

All students will enter Kuraby State School on the Standard Level and it is through their
actions that any change to their level is made. Generally children in the middle and
upper school will apply to be upgraded by filling out an upgrade form and listing the
behaviours appropriate to the level they are applying for. Students applying to be
upgraded to the Top Level - Leadership are required to display the appropriate
behaviour and leadership skills for one full term before any change occurs. Students
can seek the advice and assistance of their teacher when attempting to improve their
level. Teachers in the lower school will encourage the younger students to apply for an
upgrade, which may not involve the teacher filling out the upgrade form.

The school staff initiates any downward movement of behaviour levels based on the
choices and actions made by the individual student. The matter will be discussed with
the school admin and student. All parents will be notified of any level changes, and the
reasons for the change occurring.
While good behaviour should be its own reward, the school has introduced a system of
recognition for satisfactory behaviour. These may include a variety strategies and
events for outstanding behaviour over long periods.

                                TOP LEVEL - LEADERSHIP

Students at this level display all of the behaviours of the Top Level but are in Year 6 or 7
and also demonstrate leadership qualities.


                       REASON FOR BEING PLACED ON THIS LEVEL


Their behaviour will include the following:

    Speak confidently, including public speaking at assemblies
    Ability to greet guests to the school and to do impromptu vote of thanks
    Organise school events both within the class and whole school. These may
     include organising assemblies for special events, e.g. ANZAC Day.
    Assist all staff in the running of the school, including informing staff of the actions
     of others
    Encouraging the appropriate behaviour of other students
    All Top Level behaviours


               POSSIBLE CONSEQUENCES FOR APPROPRIATE BEHAVIOUR

    Students will be required to demonstrate their commitment to and involvement
     in their school including attending and helping at school functions that are held
     outside of school hours, e.g. Fundraisers, school BBQs, fetes etc.
    Students at this level will be eligible for election to the Office of School
     Captain*.
    Students will also receive all of the Top Level entitlements.


*Please note that it is an expectation of Kuraby State School that all children wishing to
nominate for School Captain have been on Top Level- Leadership for at least one term
before they are eligible to nominate for School Captain. Year 6 students will only be
able to nominate if the elections are held the year before the students take office or
there are insufficient Year 7 students on the appropriate Behaviour Level.
                                        TOP LEVEL

Students at this level display strong commitment to their education, are very actively
involved in their school and accept their responsibilities.


                       REASON FOR BEING PLACED ON THIS LEVEL


Their behaviour will include the following:
    Is a role model for other students
    Consistently works to potential
    Always wears uniform to the school standard
    Displays a genuine commitment to their schooling, including regular
       attendance and punctuality.
    Always co-operates with all members of the school
    Helps and encourages others
    Completes homework and class work
    Always follows instructions
    Respects others to a high standard
    Active participation in the education program
    Participates in and / or supports school and regional events, e.g. swimming
       carnival, sports days, cross country, camps, Arts Council and Life Education etc.


                POSSIBLE CONSEQUENCES FOR APPROPRIATE BEHAVIOUR


      Students will receive school recognition and parents will be notified in writing.
      All students at this level are eligible to be elected to Student Council.
      Year 6/7 students at this level will be eligible for election to School Vice-
       Captain, House Captain and Vice-Captain*.
      Students at this level will be eligible to represent the school at special events if
       selected.
      Entitlements as per Standard Level.
      Receive End-of-Term Rewards for Top Level.


* Year 6 students will only be able to nominate for these positions if there are insufficient
Year 7 students on the appropriate Behaviour Level or elections are held the year
before the students take office.
                                   STANDARD LEVEL

Students at this level accept their responsibilities.
All students are assigned to this level when they come to Kuraby State School.


                       REASON FOR BEING PLACED ON THIS LEVEL


Their behaviour should include the following:

      Being considerate and respecting others.
      Being courteous towards others.
      Co-operates with all members of the school.
      Caring for others and their property.
      Using common sense at all times.
      Displays commitment to their schooling.
      Completes assessment requirements including class and homework.
      Displays all of the responsibilities listed in The Code of Behaviour.
      Follows instructions
      Wears school uniform to the school standard.


               POSSIBLE CONSEQUENCES FOR APPROPRIATE BEHAVIOUR


    Year 7 students at this level will be eligible to receive Senior badges.
    Students on this level will be eligible to be involved in school sporting and social
     events including excursions and camps.
    Students at this level will be eligible to be involved in the choir and school
     band.
    Students at this level will be eligible to represent the school at inter-school
     carnivals.
    Receive End-of-Term rewards for Standard Level.
                           TARGETED BEHAVIOUR SUPPORT

Students who make inappropriate behaviour choices may be downgraded and
placed on a monitored individual behaviour plan and/or referred to the Choices Room.
(See Appendix A)

                                          LEVEL 4

Students at this level have not accepted their responsibilities and have made choices
that are not appropriate in the school community. These choices have been made in
spite of teacher support


                       REASON FOR BEING PLACED ON THIS LEVEL


Their behaviour COULD include the following:

      Not following directions
      Inappropriate behaviour in classroom or on school ground.
      Persistent disruption
      Absenting themselves from particular classes / activities.
      Use of inappropriate language.
      Not keeping hands and feet to themselves.
      Disregard for the property of others.
      Verbal put downs.
      Bullying
      Not following the school dress code
      Inappropriate use of computers, internet, mobile phones, cameras and other
       electronic equipment.


              POSSIBLE CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR


Parents will be notified of a level change by letter.

For matters which relate to classroom behaviour, the student MAY be required:
    To give up any office of responsibility and MAY be counselled by the Guidance
     Counsellor or Behaviour Management team.
    Students MAY be placed on a Behaviour Plan. Behaviour Plans may also
     include direction of the student to the Choices Room and / or Restricted Play
    The length of time will be at the discretion of the Admin and Teacher.
    The student MAY excluded from extracurricular activities, e.g. disco, sporting
     teams, graduation, concerts etc.
    Students MAY have their time on this level increased by continued or additional
     inappropriate behaviour.
    Failure to improve behaviour COULD result in the student being placed on
      Level 5.
PLAN OF ACTION:

The following action MAY be taken:

Step 1:
After Admin and teacher discussion, the teacher and pupil will meet and discuss the
problem. From this meeting a written plan of action will be developed focusing on
developing better choices of behaviour from the student. The student’s behaviour will
be monitored and recorded by the teacher.

Step 2:
Pupil and class teacher will confer and revise the plan, set new goals and expectations
and revise consequences. After continuous appropriate behaviour the child’s
behaviour level will be considered for upgraded.

Step 3:
Teacher, parent and student participate in round table discussion, if applicable.
Present parent with documented behaviour and goals; re-establish expected
behaviour and goals.
                         INTENSIVE BEHAVIOUR SUPPORT

                                      LEVEL 5

Students at this level have committed a significant breach of the Students’ Rights and
Responsibilities.
Their behaviour is a more serious or persistent discipline problem.


                      REASON FOR BEING PLACED ON THIS LEVEL


Their behaviour COULD include:
    Being abusive or offensive to members of the school community.
    Continued failure to comply with acceptable standards and disciplinary
       measures.
    Verbal assault, including put downs, racial comments, sexual harassment.
    Physical assault.
    Disregard of the property of others.
    Possession of contraband goods.
    Theft of school or personal property.
    Dangerous behaviour which could lead to others being hurt.
    Repetition of Level 4 behaviour.
    Absenting themselves from the classroom or school grounds.
    Repeated bullying.
    Inappropriate use (of a severe nature) of computers, internet, mobile phones,
       cameras and other electronic equipment.
    Significant breach of school dress code.



              POSSIBLE CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR


Parents will be notified of a level change.
    All consequences of Level 4
    Students MAY on restricted play
    Students MAY be required to receive counselling from the Guidance Counsellor
      or Behaviour Management Team.
    MAY be placed on a daily or weekly behaviour sheet by admin and teacher for
      a minimum of two weeks.
    Students MAY be excluded from all non-compulsory activities.
    Students MAY their time on this level increased by continued or additional
      inappropriate behaviour.
    An in-school intensive social skill training programme MAY be put in place.
    MAY be placed on a B.I.C. (Behaviour Improvement Condition)



ADMIN PLAN OF ACTION:
The admin MAY take the following steps

Step 1:
Admin and pupil will meet and discuss the problem. From this meeting a written plan of
action will be developed focusing on developing better choices of behaviour from the
student. The student’s behaviour will be monitored and recorded by the teacher for a
minimum of two weeks.

Step 2:
Pupil, class teacher and Admin will confer and revise the plan, set new goals and
expectations and revise consequences. After continuous appropriate behaviour the
child’s behaviour level will be considered for a regrade.

Step 3:
Admin, parent and student participate in round table discussion, if applicable.

Present parent with documented behaviour and goals; re-establish expected
behaviour and goals.

Step 4:
Parent is advised of possibility of suspension if instances continue.




                          SCHOOL DISCPLINARY ABSENCES
Students at this level have shown major disregard for the Students’ Rights and
Responsibilities. These consequences will be used after consideration has been given to
all other responses and options.
They have continued to ignore the rights of other people within the school community.
Students at this level have resisted efforts to help improve their behaviour.
Alternatively, they have been guilty of a very serious breach of the Students’ Rights and
Responsibilities.


              POSSIBLE CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR


Their behaviour COULD include the following:

    Persistent failure to co-operate as a student of this school and showing no effort
     to improve.
    Gross disobedience.
    Repeated insolence.
    Dangerous behaviour.
    Violence
    Immoral behaviour
    Inappropriate sexual conduct
    Illegal behaviour
    Serious vandalism.
    Repetition of Level 5 behaviour.
    Extreme negative behaviour.
    Serious inappropriate use of computers, internet, mobile phone, cameras and
     other electronic equipment.
    Failure to comply with B.I.C. (Behaviour Improvement Condition).


PRINCIPAL’S PLAN:
The principal MAY take the following steps
    Students will be interviewed by a member of the Administration.
    The administration will inform parents, who may contact the school in order to
      discuss the child’s behaviour.
    Prior to suspension student MAY be placed on a B.I.C. (Behaviour Improvement
      Condition)
    The principal will officially suspend the student from school.
    Students and parents may be required to attend an interview to discuss
      recommendations for the student’s future.
    Further action could result, including exclusion.
    MAY involve referral to Police and/or interagencies.

Admin, parent and pupil may meet before return to school and class to discuss and
formulate a re-entry plan. From this meeting a written plan of action may be
developed focusing on developing better choices of behaviour from the student. The
student’s behaviour may be monitored.
                   The Network of Student Support


    Teachers            Parents/Guardians
                                                    Student Leaders




 Administration                                          AVTs


                          STUDENT
Learning Support                                    Guidance Officer



                                                       Medical
AVT – Behaviour                                       Personnel


                                                     Teacher Aides
    Police                External Agencies
Related Legislation


      Education (General Provisions) Act 2006
      Education (General Provisions) Regulation 2006
      Criminal Code Act 1899
      Anti-Discrimination Act 1991
      Commission for Children and Young People and Child Guardian Act 2000
      Judicial Review Act 1991
      Workplace Health and Safety Act 1995
      Workplace Health and Safety Regulation 1997
      Freedom of Information Act 1992

Related LegislationRelated Legislation
Related Policies

   SMS- PR-021: Safe, Supportive and Disciplined School Environment
   CRP-PR-009: Inclusive Education
   SMS-PR-022: Student Dress Code
   SMS-PR-012: Student Protection
   SMS-PR-018: Information Sharing under Child Protection Act 1999
   SMS-PR-008: Family Law Matters Affecting State Educational Institutions
   SMS-PR-019: Mature Age Students
   SMS-PR-017: Enforcement of Compulsory Education Provisions
   SMS-PR-031: flexible Arrangements
   SCM-PR-005: School Security
   SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass
   HLS-PR-012: Curriculum Activity Risk Management
   GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational
        Institutions
   CRP-PR-005: Drug Education and Intervention in Schools
   HLS-PR-009: Administration of Routine and Emergency Medication and
     Management of Health Conditions
   CMR-PR-001: Complaints Management
   LGS-PR-002: Freedom of Information
   SMS-PR-001: Publishing Student and Staff Information on School Web Sites
   IFM-PR-004: Managing Student Identities
   SCM-PR-003: Appropriate Use of Mobile Phones and other Electronic Equipment
     by Students
   SMS-PR—024: Internet – Student Usage
   WFR-PR-005: Code of Conduct
   SDV-PR-001: Employee Professional Development


Some Related Policies

   National Safe Schools Framework
     www.ncab.nssfbestpractice.org.au/resources/resources.shtml
   National Framework for Values Education in Australian Schools
     www.valueseducation.edu.au
   National Framework for Values Education in Australian Schools – Queensland
     www.education.qld.gov.au/curriculum/values/
   National Safe Schools Week www.safeschoolsweek.dest.gov.au
   Bullying. No Way! www.bullyingnoway.com.au
   MindMatters www.curriculum.edu.au/mindmatters
   School Wide Positive Behaviour Support
     www.learningplace.com.au/deliver/content.asp?pid=24668
   Code of Conduct for School Students Travelling on Buses
     http://www.transport.qld.gov.au/qt/PubTrans.nsf/index/cochome

				
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