STAR OF THE SEA CATHOLIC PRIMARY SCHOOL, ROCKINGHAM

BEHAVIOUR MANAGEMENT PLAN

Safe School Policy

Policy Statements on: 1. Behaviour Management 2. Anti-Bullying

Contents Page
Page Numbers

3-4

Section 1 - Preamble and Aim of the Policy Review.

5-9

Code of Conduct A description of how we are expected to conduct ourselves within the school. These are the rights and responsibility of all persons on the school grounds. Consequences For Behaviour General School Rules. Rewarding Positive Behaviour. Playground Behaviour and Duty Procedures. Classroom Rules and Consequences.

10 10 11-12 13

16-19 19 20

Section 2 - Bullying Policy Appendix 1 - Junior Reflection Sheet Appendix 2 - Senior Reflections Sheet

STAR OF THE SEA CATHOLIC PRIMARY SCHOOL, ROCKINGHAM

BEHAVIOUR MANAGEMENT PLAN

[PASTORAL CARE/SAFE SCHOOLS POLICIES] REVIEWED 2004 REVIEWED 2007 REVIEWED 2012 DUE FOR REVIEW 2014

PREAMBLE

Intrinsically, schools are social places and learning is a social process. Students do not learn alone but rather, in collaboration with their teachers, in the company of their peers, and with the support of their families. Emotions can facilitate or hamper their learning and ultimate success in school.
[ZINS ET AL. 2004]

Schools provide a social context which allows students to be supported whilst also being taught how to accept responsibility for their own behaviour. Students need opportunities to develop appropriate behaviours, self control and resiliency through interactions with peers and staff through the curriculum. It is our hope at Star of the Sea Catholic Primary School, to provide a school environment characterised by positive relationships among staff, students, parents, the parish and wider community; an environment that is safe, supportive and respectful of the rights of students to learn, the rights of teachers to teach and the responsibility of all as members of the school community. It is our aim at Star of the Sea Catholic Primary School, to create a positive social climate where there exists a sense of belonging for all members of the school community. It includes demonstrations of respect, inclusivity and care for others to raise and maintain empathy levels in keeping with Christian values. It promotes pro-activity and teachable opportunities. It includes monitoring, action and evaluation of policies, programme and processes. In short, the focus is on prevention, intervention, and commitment to and utilisation of strategies and approaches from numerous theoretical bases. The purpose of this document is to help create a school culture which promotes high standards of achievement and personal conduct and clearly articulates response guidelines and consequences for inappropriate behaviour. The management of student behaviour is a staff, parent and student responsibility. Students behaviour is best managed in ways that promote logical consequences and restorative practices that build and strengthen relationships and are educative in nature. We are committed to providing such opportunities and responding with tolerance and Christ-like compassion. RESPONSIBILITY OF ADULTS: Given that our school, Star of the Sea Catholic Primary School, is a place of learning, and in particular a place of learning Christian values, it is imperative that all adults set a good example for children, so that they can see clearly what Christian values look like in demonstrated behaviours. It is the responsibility of all adults to set a good example to children in the way they relate to and communicate with others. It is the responsibility of all adults to demonstrate to children appropriate ways of dealing effectively with conflict with a focus on resolution and forgiveness. 3

It is the responsibility of all adults to show respect for one another by speaking nicely, acting courteously and using good manners. As a Catholic School, our school should be free of verbal aggression including swearing and physical aggression. All people, children and adults, should respect this expectation whilst on school grounds. We are called to be a place of Evangelisation, a place where the Good News of Jesus is shared with all. We share this Good News most effectively through the way we behave and treat others.

THE STUDENT/TEACHER RELATIONSHIP: It is recognised that the relationship between the teacher and student is vital to the childs learning. This permeates all that the teachers say and do in their classrooms and playground. Clear expectations need to be set for not only what is learned but also for the behaviour and social skills that are acceptable in the school. Children should be praised for quality work and quality behaviour. The relationship between the teacher and student should be nourished by trust and supported the school community. [John Fleming] MUTUALLY SUPPORTIVE RELATIONSHIPS: It is imperative that adults seek to honour one another and recognise the importance of the combined efforts of the parent and teacher. Care should be taken not to undermine the relationships central in the childs life or to undervalue the contribution that each makes to the childs learning and well-being. It is important that there is a high level of trust between home and school; that it is recognised and appreciated that both are, at the heart, concerned with the learning and well-being of each child and that the efforts of each can and should harmoniously complement and support the other. AIMS OF REVIEW 2011: Strengthen parent/teacher relationships to support teacher/student relationships. Relationships built on good communication, mutual respect and high trust levels. Challenge all adults to set clear examples to students by demonstrating clearly the sort of behaviours we expect from each other. Make explicit the behaviours that are expected of children and be ready to teach and re-teach these behaviours, not just assume all children naturally demonstrate them or have been previously taught them. Make explicit the inappropriate behaviours and be ready to teach and re-teach why they are considered inappropriate and the negative consequences they often cause. Articulate a clear guide to responses to inappropriate behaviour and make explicit the support systems in place to assist children in the development of pro-social skills. Establish a process of clear and fair consequences for inappropriate behaviours designed to support the child in developing appropriate behaviours. Focus on prevention strategies to strengthen social skills and resiliency and develop plans of intervention for students requiring extra support to address social/behavioural concerns. 4

To ensure our school community is a supportive learning community that seeks to help all to behave their best in the best interests of individuals and the community. To clearly promote a Catholic School Community firmly founded on Christian values. Establish a review process in which staff can regularly discuss issues, adapt the process if necessary and work as a team to address behaviour concerns.

CODE OF CONDUCT
[SCHOOL PRIDE; RELATIONSHIPS; RESPONSIBILITIES AND RIGHTS; PROPERTY, WORK HABITS; SAFETY/HYGIENE PHYSICAL AND EMOTIONAL;]

The following code of conduct outline is based on behaviours that the staff, students and parents want to see in our school and outlines the behaviours that the staff, students and parents see as inappropriate.

CODE OF BEHAVIOUR OVERVIEW:

The School Community encourages students to; ! take pride in being a part of the Star of the Sea Catholic Primary School Community [school pride] ! make the most of learning opportunities provided and strive to do their best [work habits] ! demonstrate courtesy, respect and honesty to others [relationships] ! resolve conflicts in a positive and co-operative manner [relationships] ! consider the safety and welfare of themselves and others [safety/hygiene] ! care for their school environment [property/school pride] ! develop their ability to manage their own behaviour appropriately [relationships/work habits]

SCHOOL PRIDE: BEHAVIOURS THAT SHOW WE ARE PROUD OF OUR SCHOOL:

Keep our school grounds clean and litter free Wear school uniform correctly and neatly Shirts tucked in (excused when playing) Polish school shoes No nail polish/make-up permitted

INAPPROPRIATE BEHAVIOURS THAT LOWER SCHOOL PRIDE:

Being messy in appearance Not putting our own rubbish in the bin Not picking up rubbish we see and putting it in the bin Messy desk Not wearing uniform correctly Poor behaviour on excursion/event/function Not speaking politely

RESPONSIBILITIES AND RIGHTS:

RESPONSIBILITIES

RIGHTS

STAFF have the responsibility to; STAFF have the right to; Model respectful, courteous and honest behaviour Respect, courtesy and honesty ! ! Ensure that the school environment is kept neat, tidy ! Teach in a safe, secure and clean environment ! and secure Teach in a purposeful and non-disruptive environment ! Establish positive relationships with students, parents ! Cooperation and support from parents, students and !
Ensure good organisation and planning ! Report student progress and achievement to parents ! Consistently implement school policy ! STUDENTS have the responsibility to; STUDENTS have the right to; Ensure that their behaviour is not disruptive to the Learn in a purposeful and supportive environment ! ! learning of others Work and play in a safe, secure, friendly and clean ! Ensure that the school environment is kept neat, tidy environment ! and secure Be treated with respect ! Ensure that they are punctual, polite, prepared and Given opportunities to develop skills ! ! display a positive manner Be provided with a quality curriculum ! Behave in a way that protects the safety and well! being of others and colleagues. other staff

PARENTS have the responsibility to; Ensure their child attends school regularly and ! ! ! !

punctually Ensure their child is provided with appropriate materials to make effective use of the learning environment Support the school in providing a meaningful and adequate education for their children Support students in developing independent learning skills by supervising the completion of set homework activities

PARENTS have the right to; Be informed of curriculum material, behaviour ! ! ! !

management procedures and decisions affecting their childs health and welfare Be informed of their childs progress Access for their child a meaningful and adequate education Be heard in an appropriate forum on matters related to the right of their child to an appropriate education

PROPERTY: School property is cared for and used appropriately.

BEHAVIOURS THAT LOOK AFTER PROPERTY: INAPPROPRIATE BEHAVIOURS THAT DAMAGE PROPERTY:

! ! ! ! ! ! ! ! ! ! ! ! ! !

Look after school property carefully (it costs money) Only take what is yours Put things back in the correct place Use toilets appropriately Dont take the property of others Dont damage the property of others Take care of library and lexile books Return library books and lexile books on time Clean up after yourself Be responsible for and return sports equipment that you borrow Keep sand in the sandpit Use things for their intended use Not wasting resources (paper, paint etc..) recycling

! ! ! ! ! ! ! !

Using equipment inappropriately Breaking things Being rough with equipment Being wasteful (paper, paint etc.) Scribbling on books Taking someone elses equipment without asking Not taking care with equipment Destructive behaviours in the toilets

RELATIONSHIPS: Promote good, open and honest relationships between staff, students and parents.
BEHAVIOURS THAT HELP BUILD GOOD RELATIONSHIPS INAPPROPRIATE BEHAVIOURS THAT HARM RELATIONSHIPS

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Use good manners (please; thankyou; excuse me; good morning/afternoon) Make all people feel welcome in our school Take turns and share Be respectful to all others Tolerate and value differences Dont tolerate bullying Be friendly to others so they will want to be friendly to you Obey teachers Include others when playing Speak truthfully about others Speak in polite and friendly tones Be respectful of others personal space Play games fairly Say sorry if you hurt someone (including if you hurt their feelings) Be aware of the appropriateness of time and place Be a Cobber look out for others Be a Cobber and report incidents that cause concern Smile and make eye-contact when addressing people Listen to others Take responsibility for your actions Have courage to own up to things Have empathy to see things from anothers perspective Do what is right and good Notice the good in others Compliment others on their efforts and achievements Think of the needs and wants of others Making people feel special/valued Standing up for people Sharing as appropriate Encouraging others Caring for others

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Swearing (incidental/conversational/directed/ verbal aggression) Teasing Fighting Tantrums Being unfair Insolence Defiance Disobedience Property damage Lying (with evidence or admission) Acting selfishly Being unfriendly Thinking only about your own needs and wants Not minding own business Not playing games fairly by the rules Bossing others around Rude gestures such as rolling eyes Ignoring others Not sharing or taking turns Speaking rudely to peers/others Telling tales Rude gestures Back-chatting to teachers Not taking/admitting responsibility for actions Disrespectful tone Poor sportsmanship (including booing) Ostracising others from a group Bullying (all forms verbal, physical, cyber and all levels in fun to malicious) Excluding people Putting people down Making others feel bad about themselves Showing off Playing unfairly Playing aggressively Not speaking nicely Mean and disrespectful facial expressions Passing rude notes around Whispering/talking about others behind their backs Threatening others Over-reacting to situations

WORK HABITS: Students need to make the most of learning opportunities provided and strive to do their best.
BEHAVIOURS THAT HELP LEARNING: INAPPROPRIATE BEHAVIOURS THAT DISRUPT LEARNING:

! ! ! ! ! !

! ! ! ! ! !

! ! ! ! ! ! ! ! ! ! ! !

Dont disrupt your own learning or the learning of others Let teachers teach Be responsible and cooperative Move around the school quietly to not disturb classes at work Be punctual to class at the beginning of the day and at the end of each break Use break times to go to the toilet (going to the toilet during class time should be for emergencies only and the exception rather than the rule) Enter and exit rooms in an orderly manner Be organised and prepared (stationery, workbooks, homework etc.) Complete set tasks to the best of your ability Take pride in the presentation of your work Keep your workspace tidy Aim to develop your skills, knowledge and abilities so you can learn and be the best you can be Follow class protocols for speaking/listening Help others in their learning in appropriate ways Believe in yourself Working quickly and efficiently Develop skills of independence Ask for clarification/assistance when needed Have a go first Learn from others Teach others Aims for high level of school attendance Sleep well/eat well Be responsible for your own learning

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Not following teacher instructions Losing concentration Interrupting others Not listening carefully Not caring about your work Being tired/hungry Calling out Making silly noises that disrupt others Walking around classroom when not appropriate Pulling silly faces Slow to start work Off task Not having items needed for the day Answering for others Disturbing others Talking in class when asked not to Speaking when a teacher is speaking

SAFETY/HYGIENE: Students, staff and parents have the right to feel physically and emotionally safe at all times.
BEHAVIOURS THAT ARE SAFE AND HYGIENIC: INAPPROPRIATE BEHAVIOURS THAT ARE UNSAFE AND UNHYGIENIC:

! !

! ! ! ! !

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Follow the No hat/No play policy Wear school hat for all outside activities to provide protection from the suns damaging rays Walking on paths No playing, carrying, poking, throwing or hitting with sticks Play non-contact games (no tackling) No rough play Children need to be supervised by their parents or caregivers before 8.00am and after 3.30pm on school days Tie shoulder length hair back to deter transfer of head lice Tie up shoe laces Use equipment appropriately Participate in school approved games Wear shoes and socks at all times Be careful on play equipment Allow others to play on play equipment Wash your hands after going to the toilet Use toilets appropriately If you ride a bike to or from school you must wear a bike helmet Line up in an orderly manner at the end of recess and lunch breaks Report incidents that you feel are unsafe behaviour Report things around the school that you feel are unsafe Cover your mouth/nose when coughing and sneezing Wash hands often Only play on and use school equipment during supervised play times Congregate only in under-covered area on arrival to school (8.00-8.25am) No playing after school in any part of the school grounds Congregate on grassed area near car park gates to await collection after school

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

! ! ! ! !

Children being dropped off and unsupervised on school days before 8.00am Children not being collected or supervised (after school care) after 3.30pm Running around the school on the paths Playing with, throwing, poking with sticks Unhygienic toilet practices Taking shoes off at play/before going home Not sitting on chairs properly Not lining up orderly and quietly Not wearing a hat for outside activities Drawing on self/tattoos Littering (accidental/deliberate) Chewing gum Pushing others Grabbing others by clothing when playing Poor behaviour on excursion/event/function Spitting Playing on or using school equipment outside supervised play times (i.e. before and after school) Being out of bounds at any time during the school day Bullying (all forms verbal, physical, cyber and all levels in fun to malicious) Silly dangerous acts No food/drink or stationery on the oval without permission Chewing gum

Consequences For Behaviour

INVESTIGATION:
Allegations of unacceptable behaviour will be investigated either by the classroom, specialist teacher or the duty teacher (for all more serious behaviours inform the classroom teacher and then record the incident in the Behaviour Management folder on the T-share/Public Domain [refer to Communication and Record Keeping in this document page 17) Incident investigation forms are used to gather information from the students involved when deemed necessary. These are found in the red Behaviour Management folder. This may be done as part of establishing an Individual Behaviour Plan. Observations of student behaviour will assist in understanding the context of behaviours and triggers and in developing an action plan to modify inappropriate behaviours. Cluster Leaders, Line Manager Assistant Principals and the Social Worker can be utilised in the observation of student behaviour. All allegations of bullying need to be investigated. Bullying surveys provide timely and informative data on identifying bullying behaviours and effectiveness of strategies to keep children safe from bullying. Use student reflection sheets to assist children see the bigger picture of their behaviour and the impact on others. They also provide a context for the child, with support, to take responsibility for and be involved in the plan to modify their behaviour. Refer to the Behaviour Management folder in the public domain (refer to Communication and Record Keeping in this document page 19)

GENERAL SCHOOL RULES:

1. Make the most of your learning opportunities and dont disrupt the learning of others.

(work habits) 2. Look after property and use it appropriately. (property) 3. Make our school a place that is safe for you and others. (safety/hygiene) 4. Be responsible and respect the rights of others. (rights and responsibilities) REWARDING POSITIVE BEHAVIOUR
! ! ! ! ! ! ! ! ! ! ! ! Expectation of good behaviour as being the norm not the exception. Intrinsic rewards for behaving well, working hard, being proud, developing good relationships and keeping safe. Verbal praise and acknowledgement of good behaviour. Raffle tickets for school house points. Message to parents (diaries, email, note, phone call) Class based individual and group rewards Merit certificates Aussie of the Month awards Stickers Special helpers School Student Leadership opportunities Regular Behaviour Reports (i.e. a note in the diary to congratulate students on great behaviour..

10

PLAYGROUND RULES
DUTY PROCEDURES Duty pouches are distributed each day to designated areas before each duty. 1st lunch duty teacher hands to 2nd lunch duty person. Each pouch contains: behaviour book, pen, medical alert certificates and raffle tickets for rewarding positive behaviour.. 1st lunch teacher must pass on information to 2nd lunch teachers regarding individuals who have broken the rules so that there is consistent management of this behaviour. 1st lunch teacher must pass on information to 2nd lunch duty teachers regarding individuals who have broken the rules so that there is consistent management of this behaviour. CONSEQUENCES If the child breaks a school rule follow the steps below: i) First occasion - Step 1: Verbal warning: Ask child what was the rule he/she broke? What is the correct behaviour? Ask child what will be the consequences if this occurs again? ii) Second occasion - Step 2: Time out 10 minutes on time out seat. iii) Third occasion - Step 3: Sent to timeout for remainder of break time. Detention will be organised by the duty teacher to be carried out by rostered detention staff. (Please note that this is considered a serious misbehaviour by the time it reaches this stage.) Unacceptable behaviour is recorded in the Behaviour Management folder on the T:share /public domain by the duty teacher. The duty teacher must also notify the classroom teacher with a slip from the duty pouch outlining the incident and that detention has been organised. All behaviour slips from the duty pouch are to be stored by the classroom teacher. TIME-OUT AREA All class teachers need to educate all students of acceptable behaviour while on a time-out seat. Duty teachers should ensure students are directed to a safe and accessible location away from other groups of children playing.
i) ii) iii) iv)

Teachers on duty have a small booklet inside the pouch. This is where the childrens names are recorded and a copy is sent to classroom teacher. Each day is treated as new chance. Warnings are not carried over from the previous day. Pouches are collected before each duty. A designated teacher (4B teacher) will check the pouches have all the contents needed. The teacher responsible for issuing time out must periodically check on the child and give permission to the child when it is time to return to play.

Depending on the severity of the incident the teacher may need to skip the first step and send the child straight to the office to the Assistant Principal for the remainder of the break i.e. deliberately breaking school rules injuring another person by hitting or punching etc. (See next page)

11

SERIOUS MISBEHAVIOUR/INCIDENTS e.g. Violence towards another person, injury to another person, wilful property damage.
i) ii) iii)

First occasion Step 1: Time out for 15 minutes on time-out seat. Second occasion Step 2: Automatic removal from the yard and sent to Assistant Principal for remainder of the break. This is recorded on t:share and the teacher should be notified via a slip from the duty pouch.

Detention will be scheduled to take place twice per week from 3.15pm until 3.45pm. The student will be given the next available detention as soon as possible after their parents have been given twenty four hours notice. The student will sit silently reecting during detention. DETENTION (Yr 4-6 Others at the discretion of Principal) A teacher, with the approval of their Line Manager Assistant Principal, has the authority to detain a student after school once they have implemented the steps as outlined in the table above. Detentions can be given for such reasons as: Disobedience Acts of aggression Incidents of bullying: physical or verbal Vandalising the property of others or the school On-going, persistent, inappropriate behaviours that have not ceased after following the steps for intervention Any other similar fault, other than inability to learn. Where a teacher detains a student at the school for a period of half an hour, she/he shall enter the circumstances of the detention in the Behaviour Management folder on the T-share/Public Domain. In general, a teacher may not detain a child during certain times, except in exceptional circumstances. These times include lunch and recess times. Detention after school should be in accord with stated school policy. (Ref: School Education Regulations 42)

IN SCHOOL SUSPENSION After three detentions in one term a suspension will occur. This will be held at the school in a secluded room for half a day (the room will be decided on the day). The child will sit in the room alone and may be required to complete work. There is to be no contact with other people. One teacher will be allocated to check up on the child and supervise. Recess and lunch breaks will be taken at different times to the rest of the school.
OUT OF SCHOOL DETENTION

Star of the Seas policy on Out Of School Suspension is guided by the policy of the Catholic Education Commission of WA, which states: Suspension means temporary withdrawal of a students rights of attendance at school. It is a disciplinary measure which may be invoked by the Principal, where a students conduct and behaviour are deemed prejudicial to the good order or reputation of the school. (Catholic Education Commission WA Policy, July 2001) 12

Parents will be notified of a pending or proposed suspension so that steps can be taken to avoid this course of action. The Principal will take into account all previous circumstances and will consult with key staff prior to invoking an out of school suspension. EXCLUSION Exclusion means total withdrawal of a students right to attend a particular school. Exclusion is an extreme disciplinary step reserved for cases of gross misconduct, serious breaches of school rules or behaviour that is persistently disruptive or contrary to the mission statement of the school. Exclusion is a sanction to be applied only as a last resort normally after all other measures have failed. The Principal will refer to the CECWA Policy Statement Exclusion for Students for Disciplinary Reasons 2-C7 in the Handbook for Catholic Schools, if exclusion is being considered.

CLASSROOM RULES
Classroom Rules 1. Follow directions
1. 2.

Examples

3. 2. Respect others
1. 2. 3.

4.
3. Respect property
1. 2. 3. 4.

5. 4. Think Safety!
1. 2.

3.

Listen to the teacher. Ask questions if youre not sure. Ask for permission to leave the room. Speak politely and use good manners. Wait for your turn to speak. No physical, verbal or emotional bullying. Give eye contact when speaking or listening to other people. Taking care of other peoples property. Return borrowed items in same condition. Keep desks and chairs clean. Look after and return sports equipment. Look after computers. Move around the room carefully. Pass objects to others. Only enter the room when a teacher is present.

POSITIVE REINFORCEMENT All teachers strive to create a positive, rewarding and enriching learning environment. Each teacher may have their own incentive and consequence procedures that best suit their students and style. However these are all created around the rules stated above.

13

CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR IN THE CLASSROOM K-Yr 3 (1, 2, 3 Magic. For behaviours occurring in one day)
1. Warning - verbal reminder. 2. Warning - verbal reminder. 3. Time out (in own classroom) !!!!!!!! Recess 1. Warning 2. Warning 3. Time out (neighboring classroom) !!!!!!!! Lunch 1. Warning 2. Warning 3. Think sheet (to be signed by parent - recorded on t-share)

YR 4-6 (For behaviours occurring in one day)

1st occasion- Step 1 : Verbal warning 2nd occasion- Step 2 : Name is written on the board or through a more private method e.g. record book. 3rd occasion - Step 3 : X beside name. The child completes a reflection sheet. 4th occasion - Step 4 : XX beside the name. Parents are notified and detention is organised. 5th occasion Step 5 : Meeting between parent, teacher, principal and child. Depending on the severity of the incident the teacher may omit some of the steps. This is at the discretion of the teacher but only when deemed necessary. Detention will be scheduled to take place twice per week from 3.15pm until 3.45pm. The student will be given the next available detention as soon as possible after their parents have been given twenty four hours notice. The student will sit silently reecting during detention.

DETENTION: YR 4-6 (Others at the discretion of the principal)

A teacher, with the approval of their Line Manager Assistant Principal, has the authority to detain a student after school once they have implemented the steps as outlined in the table above. Detentions can be given for such reasons as: Disobedience Acts of aggression Incidents of bullying: physical or verbal Vandalising the property of others or the school On-going, persistent, inappropriate behaviours that have not ceased after following the steps for intervention Any other similar fault, other than inability to learn.

In general, a teacher may not detain a child during certain times, except in exceptional circumstances. These times include lunch and recess times. Detention after school should be in accord with stated school policy. (Ref: School Education Regulations 42) 14

Where a teacher detains a student at the school for a period of half an hour, she/he shall enter the circumstances of the detention in the Behaviour Management folder on the T-share/Public Domain. In general, a teacher may not detain a child during certain times, except in exceptional circumstances. These times include lunch and recess times. Detention after school should be in accord with stated school policy. (Ref: School Education Regulations 42) IN SCHOOL SUSPENSION After three detentions in one term, an in-school suspension will occur. The duration of this will be decided at the time of organising the suspension It will be held at the school in a room in the admin block. The room will be decided on the day. Staff will be check on the child and supervise. Recess and lunch breaks will be taken at different times to the rest of the school.

OUT OF SCHOOL SUSPENSION Star of the Seas policy on Out Of School Suspension is guided by the policy of the Catholic Education Commission of WA, which states: Suspension means temporary withdrawal of a students rights of attendance at school. It is a disciplinary measure which may be invoked by the Principal, where a students conduct and behaviour are deemed prejudicial to the good order or reputation of the school. (Catholic Education Commission WA Policy, July 2001) Parents will be notified of a pending or proposed suspension so that steps can be taken to avoid this course of action. The Principal will take into account all previous circumstances and will consult with key staff prior to invoking an out of school suspension. EXCLUSION Exclusion means total withdrawal of a students right to attend a particular school. Exclusion is an extreme disciplinary step reserved for cases of gross misconduct, serious breaches of school rules or behaviour that is persistently disruptive or contrary to the mission statement of the school. Exclusion is a sanction to be applied only as a last resort normally after all other measures have failed. The Principal will refer to the CECWA Policy Statement Exclusion for Students for Disciplinary Reasons 2-C7 in the Handbook for Catholic Schools, if exclusion is being considered.

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SECTION 2
1. Rationale

ANTI- BULLYING POLICY

Star of the Sea Catholic Primary School believes that all members of the school community deserve respect. A safe school environment allows everyone to maximize learning and growth to become contributing members of Gods creation. Star of the Sea believes that every student has a right to feel safe; therefore bullying will not be tolerated. At Star of the Sea it is recognised that we have a responsibility to address issues related to both those who experience and are engaged in bullying behaviour. Short-term and long-term effects on mental health and well-being are significant. If unresolved, anti-social behaviour, both aggressive and submissive, can perpetuate throughout a persons life affecting future relationships and their ongoing contributions to society.

2.

Definition of Bullying Bullying occurs when somebody who is less powerful than another person or a group is deliberately and (typically) repeatedly hurt without in anyway deserving that treatment (Rigby, 2003). The behaviours are maintained by secrecy that develops resulting from threats and fear. According to Professor Ken Rigby bullying includes: i) A desire to hurt and this desire is acted on; ii) The action is hurtful; iii) There is an imbalance of power; iv) There is no justification for the action; v) It is (typically) repeated; vi) The person engaged in the bullying behaviour gains satisfaction from it. Bullying can be: i) Physical - Hitting, punching, pushing or kicking. ii) Verbal - Name calling, laughing and joking about someone, using hurtful and racist names, teasing or threatening someone. iii) Emotional/Psychological - Excluding someone from play, hiding or breaking someones belongings, ignoring someone.

3.

Bullying vs. Conflict Bullying is different from other forms of aggression as it has the following unique characteristics: i) a power imbalance must be present; ii) the aggressive act is unprovoked by the victim or perceived as unjustified by others; and iii) the action is repeated between the same individuals. Is fighting bullying? 16

While fighting between two students of equal power is of concern, it is not bullying. It is the presence of a power imbalance that distinguishes bullying from fighting, conflict, violence and disagreement. It is this imbalance that makes mistreatment of the victim possible. Is teasing bullying? Teasing, done in mutual fun and jest, where all individuals are involved and feel capable of responding, is not bullying. However, teasing that is done in a mean and hurtful way, that involves a power imbalance whereby one individual feels powerless to respond or to stop what is happening is bullying. 4. Rights of Students

Students have a right to be happy and to be treated with kindness. Students have a right to be treated fairly by all members of the school community. Students have the right to feel safe. Students have the right to learn without harassment. Students have a right to a system that deals effectively with harassment and bullying. Students have a right to be exposed to prevention strategies initiated by the school through class programs i.e. values teaching, anti-bullying strategies.

5.

Responsibilities
It is an expectation that all adults within the school community, behave in a socially

responsible manner.
Staff/parents must show courtesy in all interactions with each other. Everyone is aware of the correct procedures that must be followed in relation to our behavioural

management plan and school curriculum.

The school community must be observant to signs of bullying. All signs of bullying must be reported. Reports of bullying will be treated seriously. Any intervention of bullying incidents endeavours to shift the power balance away from the

individual/s bullying.
When bullying is a workplace issue, it must be acknowledged and managed.

6.

School Response to Incidents of Bullying Children are not expected to tolerate bullying or suffer in silence. They will be encouraged to disclose problems in an environment in which they feel safe and have the confidence to speak up. Early intervention is important if behaviour is to be changed. The management of all incidents of bullying will use a team approach i.e. child, parent, teacher. The following Procedure for Intervention explains the actions the school will take in response to incidents of bullying. Support materials and detailed information about the interventions strategies are available on T:share in the Bullying Resources file and in teachers Anti-Bullying Support Materials. Although this approach is not based on consequences or punishments, there is a range of measures available, up to and including suspension or exclusion that are in accord with the Behaviour Management Policy, and which may be used in response to bullying. 17

7.
A. B. C.

Procedure for Intervention: Respond - Any staff member observing a bullying incident or approached by a child must respond. Remove the child/ren from harm and attend to them if required. Is this Bullying? A decision needs to be made about whether or not this is an incident of bullying by speaking to the student who appears or alleges to be bullied. Definition: i) A desire to hurt and this desire is acted on; ii) The action is hurtful; iii) There is an imbalance of power; iv) There is no justification for the action; v) It is (typically) repeated; vi) The person engaged in the bullying behaviour gets satisfaction from it. Not Bullying - If the incident is not bullying (eg. conflict) the teacher can assist with conflict resolution, friendship strategies or refer to the Behaviour Management Policy for appropriate action. If Bullying, Investigate - If it is deemed to be bullying, the relevant classroom teacher needs to be informed and then investigate the incident by: i) Gathering reports from all parties as soon as possible after the event. ii) Interviewing carried out using the No-Blame approach. iii) Checking the behaviour managementstudent files on T:share for any history. iv) Carrying out enquiries discretely. v) If necessary, asking for assistance from the relevant AP. Resolution This may include the following: 1. Using a No Blame approach with all parties to develop strategies for the incident to not occur again. 2. A clear statement reinforcing that bullying is unacceptable at Star of the Sea School. 3. Obtaining a commitment for pro-social behaviour for children involved. 4. Encouraging children to ask for help if further issues occur. Contact parents This can be done via phone or letter and a meeting may be organised.. Consequences In some cases when a serious bullying incident occurs, where a school rule has been broken or previous resolutions have been unsuccessful, consequences may need to be applied. A decision to apply consequences will be at the discretion of the teacher or AP involved and the principal will be informed. Consequences will be applied in accordance with the schools Behaviour Management Policy and will increase in severity in cases of repeat offending. Counselling and consultation is available from the assistant principals and/or school psychologist (with parental consent) in cases where bullying is not resolved. Follow-up - The staff member involved must undertake the following: i) Intervention will be reviewed within 7 days and again thereafter as necessary. ii) Parents will be notified about the progress of the intervention via phone or letter.

D.

E.

F.

G. H.

I.

J.

18

K.

Record - Each incident must be recorded in the schools Behaviour Management student files on T:share. Records to be in green font to differentiate from behaviour incidents.

BEHAVIOUR Journal (Junior)

19

Student name:

Date: ________________

This is the rule I broke: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ____________________

This is what I could have done instead: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ____________________

Student Signature:

Date:________________

Parent Signature:

P a r e n t Comment:_____________________________________________________________________________ ______________________________________________________________________________________ ___________________________________________________________________________ Appendix 2 20

BEHAVIOUR Journal (Senior)

Student name: Date:________________

This is the rule I broke: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ____________________

I chose to break this rule because: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ____________________ This is what I could have done instead: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ____________________

Student Signature:

Date:________________

Parent Signature:

Parent Comment:_____________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ _______________________________________________________________________ 21

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