Logan Village State School is Positive Behaviour for Learning (PBL) school. The school upholds the School Code of Behaviour and the Responsible Behaviour Plan. A summary of the Responsible Behaviour Plan is sent home with the first newsletter and is included in enrolment packs.
Rationale
In the pursuit of life long learning, staff and students at Logan Village State School have the right to work to their potential, free from disruption, abuse or threat in a safe and supportive environment.
Our Values
To assist children in the development of responsible behaviour, teachers need to develop clear expectations and routines with children around their behaviour and to be consistent in these expectations.
Our school values are the foundations to our Responsible Behaviour Plan for Students. We value, respectful, responsible, safe learning behaviours.
RESPECT: To treat others and ourselves with consideration and regard and to respect another person's point of view. To work towards the common good where all people are treated fairly, to respect difference.
(Being aware of other cultures, accepting diversity, being included and including others.)
RESPONSIBILITY: To be accountable for one's actions, to solve differences in constructive, non-violent ways, to contribute to our community as well as our Australian society and to take care of the environment.
SAFE: To ensure that each student is safe in their movement, actions at school and in their interactions with others.
LEARNERS: To come to class prepared and ontime, be willing to focus on the learning required and do one's best.
Processes for facilitating standards of positive behaviour
and responding to unacceptable behaviour
At Logan Village State School we address the behaviour support needs of all students within a whole school context. Our approach considers support from the following perspectives:
1. Whole School Behaviour Support Students respond best to positive reinforcement. Positive behaviours are established through modifying the student's environment and teaching new skills while responding effectively to problematic behaviours.
| - Environmental Strategies – Physical, Instructional and Interpersonal
- Identification of environmental factors that may trigger negative behaviours and make changes to those environments to avoid or address such triggers.
- Positive Programming
- Teach skills and competencies to facilitate behavioural changes for the purpose of social and community integration.
- Focused Support
- Use specific strategies such as differential reinforcement procedures and stimulus-based procedures to bring about rapid changes in problem behaviour.
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2. Targeted (and classroom) Behaviour Support
| - Curriculum Adjustment
- Verbal reinforcement
- Non-verbal reinforcement
- Increased attention
- Communication within the school community
- Added responsibilities – meaningful roles.
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3. Intensive (Individual) Student Support | - Strategies used for intensive behaviour support include:
- Individual Behaviour Manangement Plans (IBMP)
- Additional teacher aide support
- Specific parental involvement
- Guidance Officer Counselling
- Specific support from the Behaviour Adjustment Team (BAT)
- Specific support from other organisations
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Suspension of students
Each of the following is a ground for suspending a student from Logan Village State School:
- Disobedience by the student;
- Misconduct by the student;
- Other conduct of the student that is prejudicial to the good order and management of the school.
The Principal may suspend the student from the school –
- for not more than 5 school days; or
- if the Principal is satisfied the behaviour was so serious that the suspension should be for longer than 5 school days – for not more than 20 school days.
(Refer: Education [General Provisions] Act 2006; sections 284-288)
Exclusion of student by Principal
Each of the following is a ground for excluding a student from Logan Village State School:
- Disobedience by the student;
- Misconduct by the student;
- Other conduct of the student that is prejudicial to the good order and management of the school.
The Principal may –
- recommend to the Principal's supervisor that the student may be excluded for the school for a stated period of not more than 1 year or permanently; and
- suspend the student pending the supervisor's decision about the recommendation.
(Refer: Education [General Provisions] Act 2006; sections 289-322)
Consideration of Individual Circumstances
Through our curriculum, interpersonal relationships and organisational practices, Logan Village State School uses strategies that take into account the different abilities, skills and life experiences of students. A range of significant factors are considered when choosing responses to student behaviour, including context, emotional well-being, culture, gender, race, socioeconomic situation and impairment, all of which can influence the way in which students act and react to adult responses.
ProactiveLogan Village State School Administration and Teachers are proactive in encouraging responsible behaviour by:- providing effective, engaging, needs-based curricula;
- encouraging and supporting effective classroom and playground practices that satisfy the basic needs (fun, freedom, power, survival, love and belonging) of all stakeholders in a responsible manner;
- adopting a whole school approach to the teaching of appropriate behaviour and Social Skills that encourage happy individuals and groups through:
- explicit teaching of Social Skills, and appropriate behaviour across all year levels;
- parade presentations;
- classroom meetings;
- choosing consequences that emphasise responsibility and that will give opportunity to lead towards effective self management and building positive relationships with others
- respond to bullying and harassment
- celebrations of achievements including choices of appropriate behaviours through awards and acknowledgments;
- active reference to building positive relationships rather than perpetuating negativity.
Reactive
In the event that a child makes an inappropriate behavioural choice, it will be dealt with in the least to most intrusive manner. Teachers will encourage students to self evaluate and to take responsibility for their actions, gain an understanding about themselves and others, learn from their mistakes and to develop plans to work towards developing the habits that build relationships. Often all that is needed is a simple, friendly re-direction for the child to choose satisfying behaviour, including a more harmonious relationship with others.
If a child is showing habits of inappropriate behaviour, time will be spent assisting that child to make more effective choices through counselling and consequences that are known by the child and relevant to the behaviour that needs to be evaluated and replaced. Consequences do include time out in its various degrees (eg. timeout in classroom, in another classroom, lunch time detention, afternoon detention, suspension), counselling by the Guidance Officer, referral to the Behaviour Advisory Teacher and the formulation of Individual Behaviour Management Plans.