BEHAVIOUR SUPPORT POLICY Rationale: The Church’s mission is to Love One Another. As a Catholic school, St Luke’s Primary School endeavours to foster the values of integrity, respect, responsibility and empathy and resilience. In our relationships with others, we are committed to demonstrating, fairness and cooperation to enhance and support the wellbeing of all in our community. All members of the St Luke’s Primary School community have the right of respect from others, the right to learn or teach, and a right to feel safe and secure in their school environment. Aims: We are a Restorative School. We believe in the language of choice. Where there has been conflict causing a relationship to breakdown, the relationship needs to be restored. The school’s Behaviour Support Plan aims to:
Implementation: 1. At St Luke’s we follow 5 school rules:
2. Management of Appropriate Behaviour: To support behaviour at St Luke’s we use positive reinforcement, Positive reinforcement may be demonstrated in several ways, including:
3. Management of Inappropriate Behaviour: When a student behaves in an unacceptable manner, members of staff need to translate what the behaviour is telling us - gain/avoid, defiance/breakdown. Staff may choose to use corrective actions, or consequences to remind the student of the appropriate way to behave. Minor Behaviours Apply redirective strategies such as using the child’s name, redirective questions, non verbal - the Look, planned ignoring, physical proximity or distraction. NAME you need to ………… (explicit language e.g. stop tapping the table) If the student argues and refuses to follow instructions, simply repeat the assertive statement NAME you need to……… ( Broken Record) If the student argues and refuses to follow instructions, simply repeat the assertive statement. If behaviour continues provide the Language of Choice NAME you need to …………OR ………(consequence) Your choice. (If the student is upset or angry use empathy…. NAME, I can see that you are upset, but you need to ……….. Further Action
(Name the behaviour)
***Severe Clause Criteria: To be used when student wilfully hurts another student, destroys property, overtly refuses to follow directions or engages in any serious misbehaviour that stops the class from functioning. Consequence – student to be sent immediately to the Principal/Deputy Principal. St Luke’s does not use corporal punishment at any time. For severe breaches of school discipline, the principal can evoke exclusion, suspension and negotiated transfer or expulsion procedures. Negotiated transfer will be applied for students in circumstances of a serious nature. In some serious circumstances, a change of school or a move to an alternative setting may be judged the most appropriate means by which a student’s wellbeing can be responsibly supported or restored. Such a change, known as negotiated transfer, offers opportunity for personal growth, and for a fresh start in an environment more suited to the student’s needs and circumstances. Negotiated transfer may also be an appropriate move by which the wellbeing of a school community can be protected (e.g. when a student’s continuing presence poses a threat to that community’s safety). Major Behaviours Restorative Practice and Affective Questions will be used where appropriate when there is a relationship breakdown or conflict between students, staff will use the effective questions to initiate a discussion and help students move forward. Consequences decided by the children can be the outcome of a Restorative discussion. ( Only give consequences for defiant behaviour) Affective questions used to repair a relationship are:
4. Language of Choice: When dealing with relationship breakdowns, the language of choice is used to offer students' choices regarding their behaviour. Use explicit language e.g. POOR choice. It de-escalates inappropriate behaviour and encourages the student to make good choices. A student should always feel that they are part of the community and that their behaviour is not acceptable. If you get the language of interaction right, then you'll be less likely to escalate to a situation requiring restorative questioning. School Community:
Playground Behaviours: Stage 1: Verbal Abuse/Harassment:
Physical Abuse:
Security and Safety Breaches,
Disrespect of Property:
Actions taken - Behaviour dealt with on the yard
Stage 2: Verbal Abuse/Harassment:
Physical Abuse:
Disrespect of Property:
Security and Safety Breaches:
Actions taken -
NB: Restorative conversations should focus on positive problem solving and natural consequences, e.g. cleaning graffiti, replacing damaged property. Parents must be contacted for incidents of bullying/racial comments (repeated & ongoing harassment of a particular person). Stage 3: In extreme cases of verbal abuse, physical abuse, security and safety breaches, repeated sexual and or racial harassment, vandalism, where the teacher on duty may require outside support. Actions taken -
EVALUATION: This policy will be reviewed as part of the school’s review cycle. APPENDIX: Appendix 1: Junior school Behaviour Sheet Appendix 2: Middle/Senior School Behaviour Sheet Appendix 3: Wet/Hot Day Tracking Appendix 4: Yard duty Tracking |