Driver Primary School Behaviour Management
At Driver Primary School our school community works in a partnership to
We offer high quality programs catering for individual differences
School is a positive and productive working environment that prepares
students for a rapidly changing world as lifelong learners
We receive positive feedback and involvement of the community.
All stakeholders work together to achieve our agreed outcomes
We measure each students‟ literacy and numeracy development and set
goals for progression
Students enjoy coming to school where there is a positive environment
for all stakeholders
Driver Primary School community is committed to achieving our vision to be a
community based school recognised for the excellence of its student service. One
of our strategic outcomes for 2003 is to review school Behaviour Management
policy in line with system directions.
This behaviour management policy fits within the overarching Behaviour
Management Framework for NT Government Schools (March 2001) and NT
DEET‟s Schools Policy Handbook. Teachers and staff also abide by the NT Public
Sector‟s Code of Conduct.
SCHOOL COMMUNITY RESPONSIBILITIES
To achieve our vision and abide by our principles our whole school community
must accept the following responsibilities:
Respect for ourselves
Respect for others
Respect for property
while maintaining a safe and positive learning environment which considers
others and values consistency utilizing a whole school approach.
BEHAVIOUR MANAGEMENT POLICY
At Driver Primary School there are three key policy components:
General Behaviour Individual Emergency Plan
The majority of behaviour management falls within the General Behaviour
Management Plan. Individual plans and emergency plans are implemented
when circumstances require. Professional Assault Response Training (PART)
trained staff have a major role in implementing Emergency Plans.
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1. PRIMARY BEHAVIOUR MANAGEMENT PLAN
1.1 PROMOTING POSITIVE BEHAVIOUR
Rewarding positive behaviour is the key component to establishing and
maintaining a safe, respectful community of learners. Everyone at Driver not
only accepts responsibility for their behaviour and its effect on others, they also
reward and congratulate those members that display positive and caring
behaviours, in their classroom and the playground.
“Classroom reward system”
Teachers are encouraged to include a positive reward system, for positive
behaviours within their classroom eg. sticker rewards, money book etc.
5 mini merits = 1 maxi merits
5 maxi merits = a principles award
“Letter of Recognition”
When student have been consistently displaying appropriate behaviours,
teachers may give that student a Letter of Recognition. This letter will be a
personal acknowledgement that the student consistently displays appropriate
Whole School Program:
“Caught Being Good” raffle tickets, are given out during recess and lunch
times by duty teachers for positive behaviours eg. helping others, picking up
rubbish, walking on concrete, resolving a conflict etc.
Daily before lunch, announced over the PA system with a small prize
from the canteen going to the winning name. This initiative not only
rewards but also reminds students of positive behaviours.
Announcement will therefore also outline positive behaviours being
focused on for the week; these will link to school values eg. respect = use
manners at the canteen, share the playground and your games etc.
Weekly at assembly, name drawn for each area; Early Childhood and
Middle/Upper Primary. These are all the tickets from the daily draws
and any others collected throughout the week. Slightly larger prize,
again announcement includes the positive behaviours being focused on.
Students, who have not been reported to the front office 3 times or more, during
recess and lunch times, for inappropriate behaviour, will be rewarded once per
term with an organised whole school sports afternoon. Those students who do
not participate in the reward will be supervised within a classroom and
continue set work.
The “Golden Bin” is held within the classroom of the cleanest classroom, both
in the room and the outside areas, for one week. The Bin is awarded at
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“Best Class Trophy”
During assemblies, senior staff will observe the class that moves into the
assembly hall the quietest and sits attentively during the assembly procedure.
This class will be awarded the Best Class Trophy, to be proudly displayed
within their classroom until the next Assembly, when the banner will be passed
on to the next Best Class.
1.2 TRACKING BEHAVIOUR
„Promoting Positive Behaviour‟ will be tracked by classroom teachers using the
Student Administration Management System (SAMS). The behaviour of all
students (both considerate and inconsiderate) is monitored using the DPS file
1.3 REWARDING BEHAVIOUR AND LEADERSHIP
School student leaders who display inconsiderate behaviour will need to
relinquish their position.
1.4 INAPPROPRIATE BEHAVIOUR
Driver Primary uses a 1-2-3 magic approach with a reminder, warning and
logical consequence approach to behaviour incidents. High level inconsiderate
behaviour results in immediate level 2 consequences and parental involvement.
BEHAVIOUR FEEDBACK 5:1
1,2,3 Time Out
LEVEL 1 MINOR
INCIDENTS Repeat of Incident
Buddy Class Offenders:
directions Isolation Executive Team
will deal with
students in this
LEVEL 2 MAJOR Parents Notified
INCIDENTS 3rd Repeat
damage,stealing IMMEDIATE Internal
Violence SENIOR STAFF Take Home
Consistent non INVOLVEMENT Departmental
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2. INDIVIDUAL BEHAVIOUR PLANS
These are developed to support students in targeting specific behaviour/s which
detract from their learning. Individual Behaviour Plans (IBP) need to be in
teacher programs to ensure continuity of strategies with relief staff. Key
components of these individual plans are:
Only one or two key behaviours targeted
High emphasis on positive reinforcement and acknowledgement of
Clear consequences for re-offending
Development of achievable targets with parental, staff and student input
Fixed time period review
Students who display high level inconsiderate behaviour may receive support
from Student Services Behaviour Support Team.
3. EMERGENCY PLANS
Includes all plans connected with behaviour that cannot be contained by the
General Behaviour Management Plan and Individual Behaviour Plans as
established e.g. Code 1, Code Red, Assault Plan, Special Contingency Plan for
crisis situations. Code 1 and Code Red involve all staff, however the assault and
special contingency plans will be led by PART trained staff.
3.1 WHAT CONSTITUTES A CRISIS?
A crisis exists when the person‟s behaviour escalates to the extent that there is
a real or perceived risk of serious injury to students, staff or parents, to self
or others or serious damage to property.
At Driver Primary all school members are responsible for supporting each other
in a crisis or stressful situation. No one should feel unsupported or
endangered. Therefore each room will display a red card with their room
number on it. The card will be displayed within easy reach of all school
members on the School Emergency Procedures poster. This card is to be sent to
the front office with a student (not in crisis). The crisis will be attended by the
Senior Management team immediately. This card is an alternative to phoning
the front office, if that action is unavailable or potentially hazardous at that
3.2 MANAGING THE CRISIS
Staff involved in managing the crisis should be conscious primarily of their own
safety and the safety of those in their care. A general strategy is to be aware of
where a person is along their „stress cycle‟ (attachment 1). Is the situation
escalating or calming down? Knowing this will often determine an appropriate
course of action or in some cases non-action. More detail for staff is available in
the PART manual.
It is not the policy at Driver Primary School to restrain people unless in a crisis
situation where people‟s safety is at risk and only utilizing PART techniques.
The primary focus is to use evasive methods to avoid personal injury consistent
with PART. However, actual or imminent property damage is not viewed as
warranting any physical response.
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3.4 PROCESS OVERVIEW
1. Getting Help – Principal or Senior Staff “We have a crisis here with …”
2. Establish Leadership – classroom teacher or playground duty teacher
or senior staff member (stay with the student crisis and direct others).
3. Directing Other Students - the responsibility of other staff members
(preserve the dignity of the person in crisis)
4. Documentation – once at baseline
5. Debriefing – opportunity made available after the crisis to evaluate
and amend procedures. Made available to all people impacted upon.
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