School Policies.

STUDENT WELFARE & DISCIPLINE POLICY

RIGHTS AND RESPONSIBILITIES
Parents enrolling their children at Bowral Public School enter into a partnership between themselves, their children and the school staff. This partnership is based on shared responsibilities, expectations and mutual respect. Rights and responsibilities of each partner are listed below.

Parents
Rights

• To be treated fairly and with respect
• To feel welcome
• To be informed
• To know that their children work, play and learn in a friendly safe and helpful school environment

Responsibilities

• To ensure that children attend school punctually and regularly
• To understand and support Bowral PS Behavioural Management System (see p.6)
• To ensure children are aware of their own responsibilities
• To ensure children wear the school uniform, as agreed by the whole school community
• To enter into a positive partnership with teachers so that together there is support for each child to achieve optimum progress
• To maintain open communications with all partners – children and school staff
• To assume responsibility for getting children to and from school

Staff
Rights

• To be treated fairly and with respect
• To teach in a friendly, safe and co-operative environment which is supported by the whole community.
• To be informed

Responsibilities

• To care for all children
• To provide a learning environment that will allow children to work, play and learn in a friendly, safe and helpful school
• To provide the best possible educational program to meet the needs, capacities and aspirations of each child
• To enter into a positive partnership with parents so that together there is support for each child to achieve optimum progress
• To maintain open communications with all partners – children and parents
• To fully implement and support Bowral PS Behavioural Management System (see p.6)

Visitors
Rights

• To be treated fairly and with respect
  
• To feel welcome
  
• To be treated with good manners
  
• To be informed

Responsibilities

• To care for all children
  
• To interact positively with school staff and children
  
• To maintain open communications
  
• To sign on and off at the front office and to wear a visitor badge at all times while on school grounds
  
• To support a learning environment that will allow children to work, play and learn in a friendly, safe and helpful school environment

Students
Rights

• To be treated fairly and with respect
  
• To achieve to the best of their ability
  
• To be happy
  
• To be treated with understanding
  
• To expect the local community to support, respect and have pride in the school
  
• To work, play and learn in a friendly safe and helpful school environment

To help protect rights, and to follow school rules, the student’s responsibilities are:

• To attend school punctually and regularly
  
• To care for the school environment by keeping it neat and clean
  
• To contribute positively to class meetings
  
• To apply themselves to learning
  
• To strive to establish positive working relationships with adults
  
• To support, respect and take pride in the school and staff
  
• To act thoughtfully in and out of school and aim to bring credit to the school
  
• To avoid being disruptive in the classroom environment

SCHOOL RULES

1. BE SAFE
2. BE FAIR
3. BE KIND
4. BE CO-OPERATIVE
( Click one of the obove rules to go to the begining of the rule)

BE SAFE
At our school “Be Safe” means:

• Move carefully around the school and classroom
• Play safe, sensible, non-contact games
• Play in an area where you can see the teacher
• Sit down while eating
• Remain within the school boundaries
• Only enter a building with a teacher’s permission
• Follow lining up routines
• Sit safely on chairs and seats
• Play by the rules
• Look after school property
• Look after other people’s property
• Wear school uniform
• Cross the road safely
• Don’t talk to strangers
• Always ask teacher for help if you are hurt or unsure of what to do

BE FAIR
At our school “Be fair” means:

• Tell the truth
• Apologise if you do something wrong
• Take turns
• Let others join your game
• Keep hands and feet to yourself
• Share equipment fairly
• Share space fairly
• Share the teacher’s time fairly
• Tell an adult when you can’t solve the problem yourself
• Let others tell their side of the story
• Clean up your own mess
• Care for toilet areas

BE KIND
At our school “Be kind” means:

• Speak politely
• Use good manners
• No swearing
• No put downs
• Consider the feelings of others
• Make people feel welcome
• Pay attention
• Treat people the way you want to be treated
• Listen to others
• Show respect to adults
  
  
  

BE COOPERATIVE
At our school “Be cooperative” means:

• Work together
• Give others a chance to have a go
• Share equipment, time and space in groups
• Take turns in groups
• Help each other
• Follow class rules
• Tell the teacher if you need help
• Listen to and follow teacher instructions
• Listen to and work with visiting adult helpers

Behavioural Management Practices

1. Providing opportunities for students to contribute positively to school/classroom decisions

• SRC
  
• Class meetings
  
• Negotiation of classroom rules and consequences for breaking of group rules

2. Classroom teaching and learning activities designed to promote healthy life choices, self esteem and community spirit

• Teaching of the relevant Content Strands from the Personal Development, Health and   Physical Education K-6 Syllabus:
  
• Active Lifestyle
  
• Growth and Development
  
• Interpersonal Relationships
  
• Personal Health Choices which includes drug education
  
• Safe Living which includes child protection
  
• Buddy class activities
  
• Programs to teach and opportunities to practice such things as social skills, decision   making, problem solving, critical thinking and co-operative learning skills
  
• Self Help Days
  
• Provide a learning environment that values and encourages open communication between all learners – students, teachers, parents and community helpers.

3. Making expectations explicit

• Teaching and displaying school rules and procedures
  
• Role playing
  
• Discussing 7W’s form and participating in ‘what if’ rule breaking examples that involve negotiating consequences.
  
• Teacher provides clear instructions, explains why (the purpose), provides support and gives constructive feedback to student/s. 
  
• Consistent and fair teacher response to a student making poor behavioural choice

4. Ensuring all relevant people are familiar with school rules and the processes and procedures to guide and support positive student behavioural choices

• Educating casual teachers
  
• Educating parents
  
• Ongoing monitoring of the system
  
• Regular class meetings, Student Representative and Student Welfare Committee meetings
  

Feedback on meetings tp teachers students and parents through relevant channel.  For example, teacher communication meetings, class meetings and newsletters.

Practices Recognising and Reinforcing Student Achievement

Encouraging and assisting students to realise their potential is the main purpose of education. Each student is an individual and each individual has different abilities and interests. Schools should recognise these differences and encourage students in these areas.

At Bowral Public School we:

• motivate children to achieve their best
  
• acknowledge children’s achievements
  
• encourage children to take responsibility for their own learning and behaviour

in:

• classroom
  
• playground
  
• any aspect of school life

so that each child’s good behaviour, work and application is recognised and acknowledged.

Practices to recognise and reinforce student achievement

Practices that recognise and reinforce student achievement are an essential part of good discipline and effective learning. Practices can be formal or informal and adapted by the teacher according to the situation and to what is appropriate for the individual student. The following practices are part of the school policy and should be used when appropriate to reinforce achievement

1. Awards

• Class awards, stickers, certificates, classroom privileges
  
• Praise and display of good work
• 2. Contact with parents to advise and commend student achievement
• Letters sent home to parents
• Use of parent/teacher interviews to report on achievement
• Recognition through weekly newsletter
• Informal meetings with parents
• Commendable work, including student portfolios, sent home to be shared with parents

3. Commendations at assemblies and special school occasions

• Verbal recognition and commendation at assemblies – individual, group and class
  
• Presentation of awards, certificates, etc.
  
• Display of work at assemblies, MPO, special school events and at venues outside the school.
  
• Annual awards at Presentation Night

4. Local Media

• Utilisation of local media to recognise student achievement

5. Modelling of consistent and caring behaviour by staff

Procedures for dealing with students who make poor behavioural choices

Students are encouraged to take responsibility for their own actions. They choose how they will respond in any given circumstance. If a student chooses to neglect a responsibility or break a school rule then he/she knows there will be negotiated consequences for that action. Bowral PS behavioural management system is based on “choice and reality theory”. 
Dealing with students who make poor behavioural choices is a whole school community responsibility. The school and its community explicitly teach students their rights, their responsibilities and the school rules. Students learn that they are responsible for their own choices of behaviour and that there are consequences for poor behavioural choices. Students are also taught the systems procedures, and how to fill out a “7W” form. The system supports the learning of more effective ways of behaving in any given circumstance. Completed “7W “ forms are posted home to parents so they are in a position to support their child to make better future choices.
To enable the system to function in an effective, planned way there are set procedures which are activated after a student’s poor choice of behaviour has been identified through the classroom, the playground or from the school community.
To understand the mechanics of the Bowral PS Behavioural Management System please refer to the flow charts, the appendices and the glossary on the following pages.

FLOW CHART

1. School Community
2. Classroom
3. Playground

APPENDICES

Appendix 1 – Time Out letter of Notification to Parent
Appendix 2 – Reflective Behaviour sheet – 7W Form
Appendix 3 – A sample page from a Playground Behaviour Book
Appendix 4 – Playground Red Card
Appendix 5 – Crisis Card
Appendix 6 -  Anti-Bullying Policy
( Click one of the above appendices to go to the begining of that appendice.)

Student Welfare Policy

Includes the following school developed policies:

Discipline policy: 

• Anti-bullying policy                  
  
• Playground Policy  
  
• Child protection policy                                          
  
• Sunsafe Policy
  
• Drugs in schools policy
  
• School Uniforms
  
• Internet usage policy
  
• Bus procedures
  
• Peer support program
  
• Gender equity
  
• After hours ‘duty of care’ policy

• Aboriginal education
• Anti-discrimination
• Critical incidents
• School attendance
• Management guidelines
• Health related issues policies

Glossary (Explanation of terms)

Crisis

A situation involving student bahaviour which the teacher is unable to deal with single handedly.

Green Crisis Card

A distinctive card which immediately alerts the recipient of a crisis and planned management procedures commence.

Individual Strategies

When student behaviour shows no positive responses through the initial steps of the process, a range of individual strategies may be discussed by the LST and implemented to manage the student’s behaviour at school.

LST

The Learning Support Team consists of the Support Teacher Learning Difficulties, School Counsellor, staff members involved with special student support programmes and executive staff.

Negotiated  Consequences

After completing the 7W’s form students discuss their behavioural choices and possible consequences with teacher on timeout duty.

Playground Books

Each playground area has a designated book carried by the teacher on duty in that area.  Teacher records behaviour of a targeted minor nature that if repeated over time would result in TIMEOUT.

Red Card

When a student exhibits behaviour that is considered to warrant immediate removal from playground they are sent or escorted to the time out room with a red card.  The card indicates this to the teacher on duty.

Referral to School Counsellor

When student behaviour shows little or no response to initial strategies they may be referred to the School Counsellor for assessment and assistance.  Parent permission is necessary and sought in these instances.

7W Form

This is a standard form completed by the students which requires them to reflect on their behaviour and the choices they have made.  It encourages them to consider alternative choices.  The completed form is sent home to parent/s or guardians.

• Suspension
• In-School Suspension
• Short Suspension:  - up to and including four days
• Long Suspension:  - up to and including twenty days

Teacher Strategies

Teachers have individual behaviour management strategies which are implemented in their classroom.  These are usually explained to parents at parent/teacher information night and in various ways throughout the year.

Timeout Room

Timeout Room is a designated classroom that is supervised at recess and lunch time by executive teachers.  No eating or talking is allowed.  It is quiet thinking time.  Students complete a 7W form (Reflective Behaviour Sheet)  which they discuss with the teacher on duty.  They also undertake other appropriate activities such as writing school rules or apology letters.

APPENDIX

Appendix 1
Date : __________ TIME OUT NOTIFICATION TO PARENT Dear Parent,
The school community is not prepared to accept any behaviour which breaks the school's rules : BE KIND, BE FAIR, BE CO-OPERATIVE, BE SAFE Your son/daughter was in the 'Time Out' room for _________ day/s.
During :
Recess: .....
First half lunch: .....
Second half lunch: .....
NB . After time for eating and toilet needs.

While in 'Time Out'  _________________ has thought about, discussed and if capable, written about, his/her poor behaviour choices. See 7W's sheet attached.

The teacher on 'Time Out' duty has worked with your child. Together they have decided on the appropriate consequences for the poor behaviour choice/s.

Please work with us. Talk to your child and help him/her understand the importance of making good behaviour choices. Let your child know that you love him/her but that you did not like their behaviour choice/s.

We don't consider it necessary to speak with you at present but we will request an interview if and when it is needed.

You are welcome to arrange an interview if you desire.

---------------------------------------
Executive Teacher


Appendix 2
INSERT DIAGRAM 4

Appendix 3
INSERT DIAGRAM 5

Appendix 4
INSERT DIAGRAM 6

Appendix 5

Green Crisis Card

Teacher ____________ Class ________ Playground _____________

• COME QUICKLY
• THEN IMMEDIATELY SEND THIS
• CARD TO OFFICE
• EXTRA HELP WILL ARRIVE

Appendix 6

BOWRAL PUBLIC SCHOOL
ANTI-BULLYING POLICY

Bullying

Bullying is a pattern of behaviour by one person towards another, which is designed to hurt, injure, embarrass, upset or discomfort that person. The behaviour is intentional, selective and uninvited. It can be:

• physical aggression
• the use of putdown comments or insults
• name calling
• damage to the person’s property
• deliberate exclusion from activities
• the setting up of humiliating experiences

1. For staff, students and parents to recognize bullying as it exists in the school
2. To minimize bullying behaviour by using a whole school approach.
3. To use the school’s current behavioural management system as the framework for supporting bullies and victims. A framework that encourages victims and observers to report bullies without fear of further aggression or retaliation and supports bullies to change their bullying behaviour.
4. To teach students in an explicit and systematic manner both in the content of what is taught and the manner in which learning is encouraged
5. To encourage parents to support the school’s approach to bullying.

Dealing with bullying behaviour.

Bowral Public School will:
Gather information about bullying behaviours through surveys, class meetings, parent interviews, teacher observation, student reports and SRC meetings. Analyse and use information to support identified bullies and victims.
Use the current Behavioural Management system to:

• protect and support victims
• assist bullies to change their bullying behaviours
• Keep adequate records
• Use a range of teaching and learning strategies designed to reduce bullying behaviours.
• teaching of social skills and cooperative learning skills
• promoting moral values and social sensitivity
• explicitly teaching school rules and how the behavioral management system works 
• providing all parents with a copy of the school discipline policy (bullying policy is only one component of this policy)
• including regular articles re bullying in the weekly newsletter
• teaching of playground games to students
• conducting a safe and happy playground day
• implementing the Peer Support Foundation Program
• raising Staff awareness and knowledge of “Procedures for Resolving Complaints about Discrimination Against Students”
• providing Staff ‘Restitution’ training
• promoting a school culture that values cooperation, learning and participation
• class meetings, stage and whole school assemblies and SRC meetings
• buddy classes

• information gathered through surveys, observation and reporting
• feedback from class and SRC meetings
• declining reports of bullying and other incidents through the playground book, parent and staff meetings
• general school ethos
• evaluation of specific programs