St.

Mary’s Primary School DONALD

School-wide Behaviour Processes for all Students

These processes are based on the Catholic Education Of Ballarat Guidelines for Behaviour Support and Catholic
Education Commission of Victoria Whole-School Approaches to Supporting Positive Behaviour
St.Mary’s School-wide Behaviour Processes for all Students outlines our system for facilitating positive behaviours, preventing problem behaviour and
responding to unacceptable behaviours. Through our school processes, shared expectations for student behaviour are clear to everyone, assisting St Mary’s
to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent
expectations and understandings of their role in the educational process.

Our school community has identified the following school rules to teach and promote high standards of responsible behaviour:
● Be safe
● Be responsible
● Be respectful.

Our school rules have been agreed upon and endorsed by all staff and our School Advisory Council. They are aligned with the values, principles and expected
standards outlined in Catholic Education Office Ballarat Guidelines for Behaviour Support.

1. Processes for Facilitating Standards of Positive Behaviour and Responding to Unacceptable Behaviour.

The first step in facilitating standards of positive behaviour is communicating those standards to all students.
At St Mary’s there is a belief and commitment to explicitly teach all students the behaviours they are expected to demonstrate at school. This strategy aims to
prevent problem behaviours and to provide a framework for responding to unacceptable behaviour.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
 ALL AREAS CLASSROOM ONLINE PLAYGROUND TOILETS Travelling to and from
school.
BE ▪ Use equipment ▪ Walk around the room ▪ Participate in use of ▪ Participate in school ▪ Respect privacy ▪ Use own bike/scooter
appropriately and between rooms approved online sites and approved games of others only
R ▪ Keep hands, feet ▪ Sit still educational games ▪ Wear shoes and socks at all ▪ Walk on footpaths
E and objects to ▪ Enter and exit room in an ▪ Be courteous and polite times showing courtesy to
S yourself orderly manner in all online ▪ Be sun safe; wear a broad other pedestrians.
P ▪ Use polite language communications brimmed hat
E
▪ Speak politely and treat all
C
students fairly during
T
recesses.
F
U
L
B ▪ Ask permission to ▪ Be prepared ▪ Report any unacceptable ▪ Be a problem solver ▪ Use toilets during ▪ Walk bike/scooter in
E leave the classroom ▪ Complete set tasks behaviour to a teacher ▪ Be honest about issues- breaks school grounds
R ▪ Be on time ▪ Take an active role in what occurred and your ▪ Leave the toilets ▪ Place bike or scooter
E ▪ Be in the right place classroom activities ▪ Post only appropriate role. promptly after on the rack
S and ask staff ▪ Keep work space tidy content online ▪ Assist other students to using. appropriately
P permission to be in ▪ Be honest participate in games or ▪ Have your name
O other areas. ▪ Follow commitment of activities by playing fairly marked on/off the
N ▪ Follow instructions document signed by and including all. bus roll
S straight away family and yourself when ▪ Return equipment to ▪ Leave school
I using IT. appropriate place at the end promptly
B of recesses.
L
E
▪ Respect others’ ▪ Respect others’ right to ▪ Respect others’ right to ▪ Play fairly – take turns, ▪ Wash hands after ▪ Wait inside the gate
personal space and learn use online resources free invite others to join in and using the toilet until the bus stops
B property ▪ Talk in turns from interference or follow rules and before eating ▪ Keep your
E ▪ Care for equipment ▪ Be a good listener bullying ▪ Take time out of games or food belongings nearby
▪ Clean up after ▪ Keep any usernames or activities if needed in a ▪ Walk in the toilets ▪ Leave the school
S yourself passwords private quiet area. grounds promptly
A ▪ Wait your turn ▪ Follow all teacher ▪ Allow other students to after school using the
F ▪ Inform staff of instructions about have a quiet time alone. crossing if necessary
E unsafe situations or keeping private ▪ Care for the environment and obey all road
equipment. information off online ▪ Seek teacher assistance if rules.
sites needed to address issues
involving others or yourself
being treated
inappropriately.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
A set of behavioural expectations in specific settings has been attached to each of our three school rules. The School wide Expectations Matrix below outlines
our agreed rules and specific behavioural expectations in all school settings.

These expectations are communicated to students via a number of strategies, including:

● Behaviour lessons conducted by classroom teachers or during Bounceback sessions
● Reinforcement of learning from behaviour lessons at School Assemblies and during active supervision by staff during classroom and non-classroom
activities.

St. Mary’s implements the following proactive and preventative processes and strategies to support student behavior by
 Providing a copy of the Behaviour Policy, School-wide Behaviour Processes for all Students, Child Safety policy, Code of Conduct, Complaints and
Grievance Policy and Pastoral Care Policy on the School Website and School App.
 Include details in the Parent Handbook of where these documents are available.
 Provide a printed copy of all policies in the Office and make a copy available to all families and staff on request.
 The Principal and Child Safety Officer will provide regular information to staff and parents regarding expected behavior at St. Mary’s school by
students, staff and families.
 The Principal and Child Safety Officer will provide or organize professional development to support staff implement behavioral strategies required to
implement the Behaviour Policy.
 Provide an Induction Program in the St. Mary’s Behaviour Processes for new and relief staff.
 Annually teachers participate in session/s to look at Behaviour Policy and Processes to be followed in the classrooms and throughout the school.
 Annually members of the School Advisory Council will review the behavior Policy and processes related to St. Mary’s School – students, staff and
families.
 Individual support profiles be developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these
students consistently across all classroom and non-classroom settings. These students will be provided with an Individual Learning Plan with
appropriate behavioural goals. Each term, or as required, a parent meeting will be held to evaluate goals, provide feedback and set new goals. The
student will attend as agreed by the parent and class teacher.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
Reinforcing Expected School Behaviour
At St. Mary’s communication of our key messages concerning behaviour are backed up through reinforcement, which provides students with feedback for
engaging in expected school behaviour. A formal recognition and monitoring system has been developed. This reinforcement system is designed to increase
the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement
and rewards.
 Staff members will verbally acknowledge the student for expected school behavior.
 Staff members will give an award at Monday Assembly acknowledging students displaying expected school behavior. These awards will be
acknowledged on the Newsletter.
 Staff members will send the student to the Principal for acknowledge of their display of expected school behavior.

Responding to Unacceptable Behavior

Re-directing low-level and infrequent problem behavior

When a student exhibits low-level and infrequent problem behavior

 the first response of school staff members is to remind the student of expected school behavior
 Staff will ask the student to change their behaviour so that it aligns with the school’s expectations.
 Staff may sit a student out to provide time for the student to calm down and reflect on their actions and suitable future choices.
St Mary’s School community’s preferred way of re-directing low-level problem behaviour is to ask them to think of how they might be able to act more safely,
more respectfully or more responsibly. This aims to provide students with an opportunity to reflect on their own behaviour, evaluate it against expected school
behaviour, and consider how their behaviour could be modified so as to align with the expectations of the school community.

Targeted behaviour support:

Each year a small number of students at St. Mary’s may be identified as needing additional targeted behavioural support. In most cases, the problem
behaviours of these students may not be regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk
if not addressed in a timely manner.
These students would be provided with additional support by having an Individual Learning Plan which includes specific goals which support the student in
developing appropriate strategies to manage their inappropriate behaviours. The plan will be developed in consultation with the student, family, class teacher
and appropriate staff. The student will be supported to work towards set goals by their class teacher, all staff and their family.

The school may provide additional staff support by employing an additional Learning Support Officer whose role will be to support the student participate more
fully in school activities. This role will assist the student manage his/ her inappropriate behaviours and to support the class teacher in providing a positive and
safe learning environment for all students.
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Adapted from the Queensland Government Responsible Behaviour Plan Template
The school will provide opportunities for the student and his/ her family to access individual support from the School Welfare Officer in addition to the weekly
‘Bounceback’ sessions.
The school will provide information to the family regarding community services available which will assist and support the student and his/her family.
Staff will be provided with opportunities to attend professional development which will assist them implement appropriate strategies to support students with
difficulty in behaving appropriately.

Intensive Behaviour Support:

St. Mary’s is committed to educating all students, including those with high behavioural support needs. We recognise that students with highly complex and
challenging behaviours need comprehensive systems of support.
The Intensive Behaviour Support Team will include Principal, class teacher and other members as agreed and appropriate.
The roles of the Intensive Behaviour Support Team will include
● facilitating a Functional Behaviour Assessment for the student
● work with the students, family and staff to develop appropriate behaviour support strategies
● monitor the impact of support for individual students through ongoing data collection;
● makes adjustments as required for the student
● works with the School Staff to achieve continuity and consistency.

When identifying the need of a student to have intensive behavioral support the Principal will speak to the family and complete a referral to Ballarat Catholic
Education Office Student Services for assessment.
Following referral, a support group will be formed including parents, class teacher, principal and other members are deemed appropriate by the family and
principal. This group will develop agreed strategies to support the student.

Consequences for Unacceptable Behavior

St. Mary’s makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis.
When unacceptable behaviour occurs, students experience predictable consequences.
Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour.

Minor and Major Behaviours

When responding to problem behaviour, the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:
● Minor problem behaviour is handled by staff members at the time it happens.
● Major problem behaviour is referred directly to the Principal or Lead Teacher.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
Minor Behaviours are those that:
● are minor breeches of the school rules
● do not seriously harm others or cause you to suspect that the student may be harmed
● do not violate the rights of others in any other serious way
● are not part of a pattern of problem behaviours
● do not require involvement of specialist support staff, Principal or Lead Teacher

Minor problem behaviours may result in the following consequences:

 a minor consequence that is logically connected to the problem behavior such as complete removal from an activity or event for a specified period of
time, partial removal or time away, individual meeting with the student, apology, restorative conversation or detention for work completion.
Staff are to consider the action, age of student when setting a time. Maximum time 10 minutes.
 a re-direction procedure. The staff member takes the student aside and: names the behaviour that the student is displaying; asks the student to name
expected school behaviour; states and explains expected school behaviour if necessary; and gives positive verbal acknowledgement for expected
school behaviour.

Major Behaviours are those that:

● significantly violate the rights of others
● put others / self at risk of harm
● require the involvement of the Principal or Lead Teacher.

Major behaviours result in an immediate referral to Principal or Lead Teacher because of their seriousness.
When major problem behaviour occurs, staff members calmly state the major problem behaviour to the student and remind them of the expected school
behaviour.
The staff member escorts the student to the Office or requests the Principal or Lead Teacher to come to the area the incident occurred.

Major problem behaviours may result in the following consequences:

● Level One: Time in office, alternate lunchtime activities, loss of privilege, restorative process, loss of break times, warning regarding future consequence
for repeated offence. Principal contacts the family and discusses the issue and consequence. Incident is documented.
● Level Two: Parent contact, referral to Education Officer: Psychologist or Special Education, in school suspension.
● Level Three: Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons or drugs
can expect to be recommended for exclusion from school following an immediate period of suspension.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
 The following table outlines examples of minor and major problem behaviours:

Area Minor Major

B Movement ● Running on concrete or around buildings ● Not following teacher directions after being
e around school ● Not walking bike in school grounds reminded.
i ● Not following teacher directions ● Verbally abusing another student or staff
member
n
● Physically hurting another student or staff
g member

S Play ● Incorrect use of equipment ● Hurting another student physically deliberately

a ● Not playing school approved games ● Verbally abusing another student or staff member
f ● Not playing fairly ● Throwing objects
e ● Playing in toilets ● Possession of weapons
● Not speaking politely to other students or staff ● Not following staff directions after being reminded
● Not following staff directions by the staff member

Physical contact ● Minor physical contact (for example, pushing and ● Serious physical aggression
shoving) ● Fighting

Correct Attire ● Not wearing a hat in playground

● Not wearing shoes outside

Other ● Not caring for technology devices. ● Inappropriate contact with other students or staff
● Using IT devices without teacher permission. on school sites.
● ● Bringing to school inappropriate items which
could injure self, other students, staff or school
property.
● Deliberate damage to school grounds or
property.

B Class tasks ● Not completing set tasks that are at an appropriate ● Ongoing disrespectful language to students
e level and staff.
i ● Refusing to work ● Ongoing non compliance to participating in
● Speaking inappropriately to students / staff class activities .
n
● Ongoing non completion of set tasks.
g

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Adapted from the Queensland Government Responsible Behaviour Plan Template
 Being in the right ● Not being punctual (eg: lateness after breaks) ● Leaving class without permission (out of sight)
place ● Leaving school without permission

Follow ● Low intensity failure to respond to adult request ● Regular refusal, after reminder of expected
instructions ● Non compliance behavior, to respond to an adult’s request.
● Unco-operative behavior ● Continual non compliance
● Continual uncooperative behavior

Accept ● Minor dishonesty (lying about involvement in a low- ● Major dishonesty that has a negative impact on
outcomes for level incident) others
behaviour
Rubbish ● Littering

Mobile Phone or ● Bring Mobile Phone or other Technology Device to ● Use personal IT device while at school
Personal School - PLACED IN OFFICE for the day and inappropriately.
Technology requested to not bring to school again.
Devices
B Language ● Inappropriate language (written/verbal) ● Offensive language
e (including while ● Calling out ● Aggressive language
i online) ● Poor attitude ● Verbal abuse / directed profanity
● Disrespectful tone
n
●
g
Property ● Petty theft ● Stealing / major theft
● Lack of care for the environment ● Wilful property damage
R ● Vandalism
e ●
s Others ● Not playing fairly ● Bullying / victimisation /harassment
p ● Minor disruption to class ● Major disruption to class
e ● Minor defiance ● Blatant disrespect
c ● Major defiance
t
f
u
l

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Adapted from the Queensland Government Responsible Behaviour Plan Template
Relate Problem Behaviours to Expected School Behaviours
When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school
behaviour. Staff members are expected to have students:
● articulate the relevant expected school behavior
● if a student is unable or unwilling to articulate the expected behavior the staff member is to calmly and clearly articulate the relevant expected behavior.
● explain how their behaviour differs from expected school behaviour
● describe the likely consequences if the problem behaviour continues
● identify what they will do to change their behaviour in line with expected school behaviour.

Should a problem behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the
consequences of their problem behaviour.

Ensuring consistent responses to problem behaviour

At St. Mary’s staff members authorised to issue consequences for problem behaviour are provided with appropriate professional development and/or training.
Through training activities, staff work to ensure consistent responses to problem behaviour across the school.

Students also receive training in how to respond appropriately when other students display problem behaviour, and the courteous way to respond when a staff
member re-directs their behaviour or consequences are applied for problem behaviour.

Emergency or Critical Incident Responses

It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour.
This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe.
An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate
action.
Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be
placed in serious jeopardy.

Basic defusing strategies

1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden
responses, inappropriate verbal comments, becoming defensive, communicating anger and frustration through body language.
2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone,
choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem situation, speak privately to the student/s where
possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda,
acknowledge cooperation, withdraw if the situation escalates.
4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards
their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify
consequences of continued unacceptable behaviour).
5. Debrief: Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of
events, evaluate decisions made, and identify acceptable decision options for future situations.

Physical Intervention
Staff may make legitimate use of physical intervention only if all non-physical interventions have been exhausted and a student is:
● physically assaulting another student or staff member
● posing an immediate danger to him/herself or to others.
Appropriate physical intervention may be used to ensure that St. Mary’s duty of care to protect students and staff from foreseeable risks of injury is met.
The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.
Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a
hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint.

It is important that all staff understand:

● physical intervention cannot be used as a form of punishment;
● physical intervention must not be used when a less severe response can effectively resolve the situation and the underlying function of the behaviour.

Physical intervention is not to be used as a response to:

● property destruction;
● school disruption;
● refusal to comply;
● verbal threats; and
● leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must:

● be reasonable in the particular circumstances;
● be in proportion to the circumstances of the incident;
● always be the minimum force needed to achieve the desired result
● take into account the age, stature, disability, understanding and gender of the student.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
Record keeping
Each instance involving the use of physical intervention must be formally documented.

Network of Student Support

Students at St. Mary’s School are supported through positive reinforcement, targeted and intensive behaviour support by:
● Parents
● Teachers
● Principal and Lead Teacher
● All Staff
● Catholic Education Office Ballarat Education Officers
● School Based Chaplains

External support is also available through the following government and community agencies:
● East Wimmera Health Services
● Child and Youth Mental Health
● Headspace
● Department of Human Services
● Police
● Buloke Shire Council

Consideration of Individual Circumstances

To ensure alignment with the Catholic Educaton Office Ballarat Guidelines for Behaviour Support when applying consequences, the individual circumstances
and actions of the student and the needs and rights of school community members are considered at all times.

St. Mary’s School considers the individual circumstances of students when applying support and consequences by:
● promoting an environment which is responsive to the diverse needs of its students
● establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code ranging from the least intrusive sanctions to
the most stringent
● recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state
● recognising the rights of all students to:
- express opinions in an appropriate manner and at the appropriate time
- work and learn in a safe environment regardless of their age, gender, disability, cultural background or socio-
economic situation
- receive adjustments appropriate to their learning and/or impairment needs.

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Adapted from the Queensland Government Responsible Behaviour Plan Template
Related Legislation
● Commonwealth Disability Discrimination Act 1992
● Commonwealth Disability Standards for Education 2005
● Australian and Victorian legislation:
Education and Training Reform Act 2006 (Vic.) – Education and Training Reform Regulations 2007 (Vic.)
Equal Opportunity Act 2010 (Vic.)– Occupational Health and Safety Act 2004 (Vic.)
● Child Safe Standard Requirements - http://www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelines-and-
legislation/child-safe-standards
● Victorian Registration and Qualifications Authority (VRQA) policy requirements
● The Australian Privacy Principles, in effect as of March 2014
● Criminal Code Act 1995 (Cth)
● Commonwealth Privacy Act 1988

Related Policies and Procedures

● All Diocesan Policy and Regulations

Some Related Resources:

Schools should list any related resources they have identified. This could include:
● National Safe Schools Framework
● Working Together resources for schools
● ESmart
● Kids Helpline
● Bullying. No way!
● Bounceback Program
● Safe Schools Hub
● Health Promoting Schools Framework
● CECV Intervention Framework 2015
● Safe and Sound Practice Guidelines (Occupational Violence)
● Healthy Relationships Framework 2017

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Adapted from the Queensland Government Responsible Behaviour Plan Template
Endorsement
This document has been extensively discussed with Staff and members of the School Advisory Council.
Upon endorsement the School commit to providing opportunities for the students to understand its contents.
This will be an ongoing process.

The Advisory Council and Principal undertake to inform the families of the Behaviour Policy and Processes and provide access to these
documents.

The Behaviour Policy and Behaviour Processes will be revisited annually by students, staff and the School Advisory Council.

____________________________
Canonical Administrator Principal Chairman of School Advisory Council

Effective Date:

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Adapted from the Queensland Government Responsible Behaviour Plan Template
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Adapted from the Queensland Government Responsible Behaviour Plan Template
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Adapted from the Queensland Government Responsible Behaviour Plan Template