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Whole School
Student Behaviour
Support Plan.
2016
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Contents:

1. Mission Statement
2. Profile of school
3. Consultation and data review.
4. School Action Plan
5. Beliefs about learning and behaviour
6. Rights, roles and responsibilities of school community members
7. Three tiers of behaviour support
8. Universal Behaviour Support and Rewards Tier 1
9. Targeted Behaviour Support Tier 2
10. Intensive Behaviour Support Tier 3
11. Proactive Play Supervision
12. Consequences for inappropriate behaviour flow chart
13. Appeals / grievance process
14. Bullying or repeated oppression
15. Data collection systems
16. Staff professional development opportunities
17. Hotlinks to BCE policies / guidelines
18. Key Document, policy and resource underpinnings

19. Appendixes:
i. School Action Plan
ii. Matrix of Teaching
iii. Blue Referral Form
iv. Responsible Thinking Form (example)
v. Pastoral Care Worker Referral Form
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ST BRENDANS - WHOLE SCHOOL STUDENT BEHAVIOUR SUPPORT PLAN

1. Mission Statement
Animated by the values of equity, forgiveness, hospitality and inclusion, the St Brendan's
community in its diversity and Catholic tradition, is a safe place for people to grow in personal
excellence. With this vision, our mission is to:

align highly effective learning and teaching to students;

create genuine opportunities for ongoing learning;
provide a safe and supportive school environment and build personal resilience;
match human and physical resources to needs;
facilitate participation in the many aspects of Catholic life.

The School Behaviour Support Plan is compiled to fulfil legislative requirements so that all in the
community have a common vision and language for the learning behaviour of our students as well as
their safety.

2. Profile of school
St Brendans is located in Brisbanes south serving its community of learners, expecting high
standards of all stakeholders and provides a caring, nurturing environment for all students within a
Catholic faith tradition.
Comprising 6 general class groupings with 99 students and 31 staff including specialist teachers and
other support staff.
Presently the school is attended by 50% ESL learning population of diverse backgrounds. We are also
inclusive of a significant proportion of students with additional learning needs who are supported
through the skills of specialist teachers and are provided for through strategic resource planning. The
diverse family backgrounds of our families bring a richness to our community as we harmoniously
help learn and grow our young students.
Our school is proud that it provides a safe harbour for all and with this vision our school behaviour
support plan is presented.

3. Consultation and data review

It has been drafted by the St Brendans SWPBP committee, by the school board, staff and wider
community for recommendations and will be reviewed within 5 years It is also made available to the
wider community from the school website and directly via email if requested.

4. School Action Plan

A school action plan and timeline has been outlined and is reviewed each term by the PB4L team
(appendix i). This is to monitor the effectiveness of the Whole School Behaviour Support Plan and
for future planning for behaviour support. The data from the SET and EBS will form the basis for
school improvement data.

5. Beliefs about learning and behaviour:

The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA
2008) recognises that personal and social capability assists students to become successful
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learners, helping to improve their academic learning and enhancing their motivation to
reach their full potential. Personal and social capability supports students in becoming
creative and confident individuals with a sense of self-worth, self-awareness and personal
identity that enables them to manage their emotional, mental, spiritual and physical
wellbeing, with a sense of hope and optimism about their lives and the future. On a
social level, it helps students to form and maintain healthy relationships and prepares
them for their potential life roles as family, community and workforce members
(MCEETYA, p. 9).
Students with well-developed social and emotional skills find it easier to manage
themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict,
engage in teamwork and feel positive about themselves and the world around them. The
development of personal and social capability is a foundation for learning and for
citizenship. (January 2013 www.acara.edu.au)
In partnership with parents, student behaviour support is at the core of business for all teachers so
that children will be able to learn. Effective learning and teaching is supported by a safe, positive, and
productive learning environment, based on principles of consistency, fairness, and engagement. At St
Brendans, we believe that there are 5 conditions for creating successful Life Long Learners:

a. A consistent vision of behavioural expectations;

b. Data informed decision making;
c. A positive, educational response to all behaviour;
d. Collaborative partnerships with parents and students; and
e. Adaptions for student needs.

6. Roles, rights and responsibilities of school community members:

Based around our school rules of:
School is a safe place for all
Take responsibility for our actions, and
Be Respectful to others and our property.
All stakeholders at St Brendans have roles, rights responsibilities to build a healthy learning
community.

So these expectations are easily remembered, they are shortened to the acronym: STB

STUDENTS:
At St Brendans we expect that students will support the rules of:
1 School is a safe place for all; by responding appropriately to others in class so they feel
safe to participate and by playing safely and following all directions from staff regarding
safety.
2 Taking responsibility for behaviour; by completing their work well, following all
directions from teachers cooperatively, being organised, wearing the correct uniform and
taking care of all property.
3 Being respectful of themselves and others; by speaking nicely, sharing with others when
needed, developing good relationships with other students and honouring their parents
and school through their thoughtful actions.
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A matrix of examples (appendix ii) outlines explicit teaching expected to be conducted in

each classroom each week to support the whole school student behaviour support plan.
Timetabling for this teaching is expected at the class teachers discretion.

STAFF:
At St Brendans we expect the staff will:
1. Provide a safe learning environment for all students;
2. Be responsible in providing evidence of quality teaching for all students that supports these
behaviour expectations; and
3. Remain respectful to student and parent needs by responding appropriately by seeing Jesus
in all we meet.

PARENTS:
At St Brendans we expect that parents and carers will:
1. Encourage safe behaviours with their children as outlined by the WSBSP;
2. Encourage their children to be responsible for their behaviour by supporting staff concerns;
3. Encourage their children to respect themselves and others through their thoughts and
actions.

7. Three Tiers of Behaviour Support.

Tier 1 - Universal Behaviours
Most children operate within a normal range of behaviour every day at school and pose little
disruption to class and play if any. These behaviours are defined as Universal Behaviours that all
children normally exhibit. Minor infractions for example talking and occasional homework
incompletion may occur. Proactive scheduled behaviour teaching is expected for children to
progress in line with the ACARA Personal Social Competence framework.

Tier 2 - Targeted Behaviour Support (Blue Form reporting)

This level applies when children are consistently failing to meet Universal Behaviour expectations.
Examples such as constant talking, social skill difficulties and homework incompletion for example
requires the desired behaviours to be taught explicitly and is supported by the class teacher,
Leadership and may include the Guidance Counsellor or other specialist staff in a proactive
manner. Blue Referral Forms (appendix iii) are attached for the class teacher to formally request
assistance from specialists to support these children. These are available in classrooms, support
teacher folders, clipboards taken on duty and from the office.

Tier 3 - Intensive Behaviour Support. (Blue Form reporting with added details)
Children who engage in anti-social acts, such verbal / non-verbal aggression, that may impact on
their future well-being and of those around them are supported at this level. This requires the
intervention of all available specialised personnel and possible appropriate external agencies. IEP
type goals apply for these children. Medical help is normally requested.
Children who lose control in an isolated incident who are normally well behaved are also dealt with
in this manner without needing to use tier 2 interventions. For example if a child brought a knife of
any kind to school for any purpose and the correct protocol implemented.
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8. Positive Universal Behaviour Support and Rewards Tier 1

The St Brendans approach proven to achieve positive behaviour for all is attainable through
proactive behaviour teaching rather than reactive. Consistency of proactive teaching across the
school flows through to building a positive school culture. Our vision is of a school where students
feel safe, are responsible and show respect for all aspects of their school life as outlined by our school
rules. (YCDI: You Can Do It; Bully Bulldozer- 2015)

As a PB4L school, proactive actions include timetabled explicit behaviour teaching from a matrix of
expectations as developed by the PB4L team (appendix ii), and formally recognises when appropriate
behaviours are attained. Commitment to teaching from the matrix is a proven method to attaining
universal behaviours for all learners. This teaching is supported through the data gathering systems of
the SWPBP to identify whole school trends of behaviour.

Processes for facilitating appropriate standards of behaviour

Quality learning and teaching practices
A relevant and engaging curriculum
Supportive and collaboratively development approaches and procedures
Managed professional learning for all members of the school communitys continuum of whole-
school positive prevention processes for all students
Praise/encourage (verbal/non-verbal/written-Praise note)
Public display of work (classroom, library)
Sharing work to others (Principal, APA, APRE, other year level classes, parents)
Teacher evaluations (marks/comments on work/behaviour reporting)
Celebrations (birthdays, outside achievements)
Articles in newsletters
Token point system

POSTIVE CLASS BEHAVIOUR REWARD SYSTEMS

E.g., Class Dojo
Following the promotion of achieving the expectations of behaviour, the use of www.CLASSDOJO.COM
is one tool available in rewarding students. It immediately feeds back to the children, staff and parents
about how an individual student is performing in achieving focused behaviours. As a trial system, it is
expected that all teachers will use DOJO to gather data on targeted behaviours and to reward children
as often as possible for their success. Awards can be printed from this program if desired to be sent
home each week. From DOJO teachers can also gain feedback on how positive they are re-acting to
student behaviour. Point awarded on DOJO should not be taken away.
Teachers will have in place their own positive behaviour support system.

Friday Fun Time

Positive learning behaviour at the end of the week is to be celebrated with Free Time Friday for up to
1hr. Students need to sustain a suitable standard of learning behaviour by the end of the week to
engage in Friday Fun Time. This culminates in a whole school Fun Days at the end of the terms for
consistent effort throughout the term. Reaching level 5 three times the term results in the child not
being able to attend the end of term WSFD. Children who are unable to participate in Friday fun time
will be supervised by Leadership and taken through discussions and responsible thinking processes
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and success planning for the next week. A Blue Referral Form (appendix iii) would be needed to be
completed for these children and possibly their parents notified by Leadership as part of the reporting
process.

Whole School Fun Day

These days commence near the end of the term to congratulate all the children who have worked well
during the term and have consistently exhibited Universal Behaviour expectations. This might be a
whole school excursion to a museum for example.

Assembly Awards
1 student from each class who exemplifies targeted behaviours in attitude or academic effort is to be
awarded on assemblies through the Best Behaviour Boat and Star Student Awards systems
respectively. These children are then eligible to attend the Principals special morning tea at the end of
the term if nominated by the class teacher.

Principals Invitational Morning Tea

Nominated students receive a special invitation to spend an in-school period of time of congratulation
with the Principal for morning tea. These students sit in the staffroom and enjoy each others company
with the Principal to recognise their effort. They are formally invited by mail via their parents to attend.
Children who are able to attend this morning tea regularly throughout this system may be able to
receive Senior School Spirit Awards at the end of their Senior or final primary year.

-Senior School Spirit Awards

Senior students who have consistently shown Universal Behaviours during their time at St Brendans
are eligible for one of two financial awards to be given on the last day of school to a girl and a boy
student. These awards have been presented by Zonta International and from Councillor Steve Griffiths
Office (Moorooka Ward) respectively from the nomination of the class teachers in consultation with the
Principal. The awards are monetary at present.

Teacher Planning
Teachers are expected plan for the success of all and therefore promote positive learning behaviour by
supporting individual students to a reasonable level. Teachers should provide constructive, supportive
feedback at all opportunities to all students and parent or carers. Other initiatives such as stickers,
stamps, are also encouraged. Familiarity with the ACARA Social and Personal Competencies framework
summation document is an excellent springboard to expected standards.

LUNCH BEHAVIOURS - REWARDS

Raffle Smooth Sailing Lunch Time Tickets
Based on the school rules, during lunch times raffle Smooth Sailing ticket awards are given for
exhibited positive behaviours. These allow children to know that teachers are recognising good play
behaviour. Smooth Sailing tickets are drawn at the Best Behaviour Boat Assembly each fortnight. These
can be for exemplary behaviour but for children who are just doing the right thing at lunch.

The first teacher on duty should take their tickets to the play areas and pass them on to the next
teacher. Tickets are then taken to the office by the last duty teacher or senior student and placed in the
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award box at the office. Each teacher has their own tickets and spares are available on the assembly
table located just before the stairs in MacKillop Place. More tickets are available from the office.

Teachers on duty are asked to hand out at 5 tickets or more tickets each per duty.

9. Step It Up Support Program

Children who are at risk of moving into Tier 2 behaviours are to be referred to the Step It Up support
program. This is a step program that details clear consequences when a child is escalating negative
behaviour away from learning.

A blue chart is with the class displaying students names. If a child is clearly not engaging in learning
then the follow steps are to be employed by the teacher present:
Step 1 a discrete warning given and a mark on the chart to correspond with the school rule broken.
Step 2 a discrete warning and a second mark on the chart.
Step 3 15 minutes time out in the class and a mark on the chart. (Tier 1 behaviours)
Step 4 a discrete warning and 30 minutes time out in a neighbouring class with no work. Friday Fun
time will be forfeited by older children. (Tier 2 behaviours)
Step 5 (equal to a blue form) 30 minutes at the office and parents called and no Friday fun time.
(Tier 3 behaviours)
Step 6 (equal to a second blue form) and the child is sent home.
Teachers should escalate quickly at their discretion through these steps.

A child reaching Tier 2 behaviours needs significant support to return to Tier 1 behaviours as soon as
possible. Children who reach level 5 3 or more times in a term will not be able to attend the end of term
excursion as this would equal more than a full day of class already lost.

10. Targeted Behaviour Support Tier 2 (Blue Referral Form)

Targeted strategies are implemented for students who are at risk and may include intervention
programs involving support and specialist staff. Communication between parents/caregivers and
staff will take place before, during and after additional supports are implemented.

Children who have not been ascertained as having additional needs for behaviour support and who
do not follow expectations for safety, responsibility for their learning or who regularly exhibit little
respect for themselves or others will be identified as needing targeted behaviour support. These
children will receive support from class teachers, school leadership and may require specialists to
help them achieve Universal Behaviour expectations.

After reasonable class teacher support has been unable to assist a student with their behaviour and
school rules are not being adhered to, a Blue Referral Form should be filled in by a teacher at the
time of these incidents. These students would be sent to Leadership for further actions to
commence to return the student to successful behavioural expectations. The Blue Referral Form
allows data gathering to commence so that a pattern of behaviour might be identified. From the
Blue Referral Form the data will be entered into the BCE SBS database and reported back to the
teaching staff and, if needed, discussed at the weekly Student Support Meetings for strategic
planning to enable the student to achieve success again in regards to their behaviour.
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If a child receives a Blue Referral Form in any context, they will be unable to attend Friday Fun
Time that week and their parents will be notified by a member of the Leadership Team for the
matter to be supported at home by the parents or carers. If a child receives 3 Blue Referral Forms in
a term then they will be unable to attend the Final Fun Day at the end of the term. They may also
need to be considered for Intensive Behaviour Support.

11. Intensive Behaviour Support Tier 3

Targeted strategies to support individual students may require s3pecialist services and alternative
pathways of care.
This level of support exists to conduct a detailed examination of a students behaviour who is at risk
of hurting themselves or others, is not progressing in their learning due to a negative attitude
towards school or is chronically disrespectful of the well-being of themselves or others by engaging
in anti-social behaviour.
Students who require this level of support become the responsibility of Leadership, specialist staff
from St Brendans and help may also be sort from BCE and external agencies such as medical
professionals and government agencies such as the Queensland Police Service or Childrens
Services depending on the support needed for the student as circumstances dictate.

The school guidance counsellor may ask teachers to support the child by gathering data through a
functional behaviour analysis procedure. This will assist in ascertaining a pattern of circumstances
that may manifest anti-social behaviours exhibited by the student.

A range of strategies and protocols exist to support these students and staff in recurring daily and
critical incident events. Some of these measures are outlined in the Consequences Flow Chart for
teachers (appendix iv).

12. Consequences Flow Chart

Inappropriate behaviours are all decisions that lead us away from achieving the school rules and
therefore, acting properly within Universal Behavioural range. The manner in which these
infractions occur determines the action to be taken, taking into account such factors as the
demeanour of the student, if an IEP is in order, the number of infractions of any kind already
committed and the severity of the event.

In circumstances where behavioural needs have been ascertained with medical confirmation,
IEP goals are paramount and the following guidelines may not apply to particular students.

In most circumstances Universal Behaviour infractions are minor and need only be dealt with the
class teacher and parents. It is important for children to be consistently dealt within an agreed
framework of standards. This Consequences Flow Chart provides examples of behaviours and
options for teachers to deal with negative behaviours.

Children who need support at this level normally would need only be spoken to by the teacher
within the guidelines of the BCE Code of Conduct.
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Behaviour data to evaluate effectiveness of behaviour support strategy and consistency of

implementation.

13. Consequences of Inappropriate Student Behaviour

Consequences Flow Chart (Yellow Copy in classrooms)
Behaviours may include Possible Consequences Managed by

Universal Behaviour Support

Tier 1
Spoken to appropriately by Teacher and Parents
Examples of minor incidents of teacher and correct behaviour
inappropriate behaviour may taught.
include: Parents called by teacher.
Ignoring instructions and BLUE CHART IN CLASS
direction / BLUE FORM AT
Lateness to class LUNCH
Talking in class

Littering
Minor swearing
Uniform/hat/jewellery
Incompletion of homework
(occasional)
Obvious lack of effort in class
(occasional)

Targeted Behaviour Support

Tier 2
Blue form recorded by the
Blue Form teacher and action determined Teacher, Leadership &
Examples of inappropriate by Leadership. Parents
behaviours at this level m a y Parent / Carer contacted by
include: phone by Leadership. Specialist Teachers
Inability to attain 10 points on Loss of Friday Fun Time (1/2
DOJO for the week. hr for Preps) Pastoral Care Worker
Incident recorded on SBS (appendix vii)
Continued minor behaviours
database.
above
Work completed in office. Guidance Counsellor
Repeated defiance
A monitoring program
Disrespect for school resources developed and implemented SBS Database recorded
Disruption of teaching and between teacher, student and
learning parent (e.g., Check in check
(calling out, interrupting to and connect system).
disrupt) Restorative justice meeting
Staff support
Stealing Exclusion from extra-curricula
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Offensive swearing
Obstinate / Disrespectful
Behaviour
Sexual Behaviour (Age
Inappropriate)
Minor incident
Level 3 Intensive Behaviour
Support
Strong verbal or physical abuse action
towards students and staff.
All forms of bullying (Repeated
oppression) such as repeated
name-calling, teasing,
ostracising, derogatory
comments (including through
the use of technology: emails,
social pages, while at school or
home)
Inappropriate use of technology
(including school internet, mobile
phones, and other electronic
devices)
Repeated apathy towards work
after meetings with parents.
Vandalism (severe)
Truancy
Possession of a weapon
Possession of / or supply of drugs
Sexual Behaviour (Age
Inappropriate)
Support plan
Small group intervention (e.g.,
social skills, anger
management)
Homework Club attendance.
Debriefing of incidents through
cartooning, drawing,
discussions, oral or written
self-reflection of behaviours)
Social skills teaching in small
groups during co-operative
reward time as needed.
Strategies for identifying
students at risk.
Adjustments to curriculum
Work completed in office from Teacher, Leadership &
class with no playground time Parents
with other students.
Parents interviewed for Guidance Councillor
support with student present
Restorative Justice. SBS Database
Functional Behavioural
Analysis QLD Police
Suspension up to 3 days.
(Principal Discretion) Child Protection Services
Suspension for more than 3
days (Area Supervisor Area Supervisor
Discretion)
Exclusion from school BCE Leadership
(Expulsion / Executive
Directors Discretion)
Police notification
Child Services Notification
Crisis response system e.g.,
Nonviolent crisis intervention
Individual Education Plan
(IEP)
Education Adjustment Plan
(EAP)
Individual Behaviour
Management Plan (IBMP)
based on Functional Behaviour
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Analysis (FBA)
Support from specialist staff
(ST:IE, GC)
Wrap around meetings with
outside agencies (e.g. Autism
QLD)
Referral to external support
services
Student Support Team (SST)
meetings
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Positive Behaviour 4 Learning Support for class time only.

Reward Systems and Support
Universal Normal Childish Behaviour
Positive Behaviour taught from matrix in classrooms.
Positive behaviour support system in class.
e.g. class dojo / star rewards /
Points gained in this area should not be reversed.
3 Tiers of Negative Behaviours
Universal Behaviour Support 1st Tier
Normal Childish Behaviour
Talking to peers
Unintended rude reply to teacher
running with scissors
overly rough play
Step It Up Blue Chart Support Structure
(renewed each day)
Universal Normal Childish Behaviour
S for SAFETY PROBLEM
T for TAKING RESPONSIBILITY PROBLEM
B for BEING RESPECTFUL PROBLEM
Step 1
a warning then a letter on chart

Positive Feedback to children and parents. Etc Step 2

Friday Fun Time. (80 90 % of children)
BBB awards
SS awards
Targeted behaviour support 2nd Tier
choosing not to settle
yelling in anger
moving furniture in anger
throwing things in anger
Aggressive play
(10 15 % of children)
rd
Intensive behaviour support 3 Tier
choosing not to settle
physical aggression
aggressive swearing
severe unsafe behaviour
(5% of children)
warning then a letter on chart
Step 3
warning then 15 minutes time out
in class with no work
Step 4
warning then
30 minutes time out in buddy class
with no Friday fun time -
behaviours taught
on Friday.
Step 5 -
warning then 30 minutes in office
with some class work.
Parents contacted same day.
Step 6 -
warning then
parents required to take children home
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14. Pro-active Play Supervision

While on duty it is important for teachers to engage with students play through active supervision,
show them how to play, create rules to prevent problems before they might occur and support children
who find play difficult. Children who find play difficult should be discussed at the student support
meetings and at staff meetings for their support. For severe behaviour problems at lunch, a Blue
Referral Form should be filled in and forwarded to the office. Children requiring a Blue Referral Form
would also be sent to the office for responsible thinking time.

15. Appeals process/ Grievance process

Parents / Carers who believe practices as outlined have not been followed correctly may:
1. Contact the teacher in the first instance.
2. Contact the Leadership of St Brendans. If a teacher is found to have acted inappropriately
with disregard for student welfare a level 1 harm repost is to be submitted to BCE. If the
claim is more serious, Level 2 or 3.
3. Contact Brisbane Catholic Education Office and ask to speak with the Area Supervisor for the
school in the case of suspension for more than 3 days.
A suspension does not stop while a decision is being discussed with the parents /
carers.
4. Contact the Executive Director in the case of an expulsion or negotiated change of school
process.

16. Bullying or repeated oppression

Definition
Bullying is the repeated oppression, psychological or physical of a less powerful person by a more
powerful person or group of persons (Rigby, 1996).

Bullying is when someone gains power over another person by hurting or harming that person,
more than just once. Bullying is intentional, and involves an imbalance of power. Bullying is
continuing to pick on someone, torment, them or exclude them, so that the person feels helpless.
Cyber bullying is another form of bullying using technology, such as a computer or mobile phone
via text messaging, MSM, social networking, photographs, and web pages.

A Bystander is a person who witnesses a bullying incident as an onlooker. At St Brendans Primary

School, we agree that, if you are a bystander who encourages bullying behaviours, or if you witness
bullying and do not report the incident, your behaviour is considered to be bullying.
Bullying may include:
Physical: hitting, kicking, any form of violence, threat or intimidation that could cause
physical harm
Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying
about someone
Emotional: excluding, tormenting, ridiculing, humiliating, intimidating
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Racist: taunts, graffiti, gestures, intimidation

Sexual: unwanted physical contact, abusive comments, intimidation
Cyber: unwanted text messages, emails, information technology, intimidation

Response
1. If bullying is identified, leadership team members may choose to use the following
methods with the children involved:
Mediation
Individual counselling

Parents of both the perpetrator (the child exhibiting the bullying behaviour) and the
target will be notified of the level and severity of the incident and its consequences. A
record of the incident is kept on the students office file.

2. Continued bullying would result in a further action plan being devised, appropriate
consequences for the child and further dialogue with the parents. The Guidance Counsellor
and /or Learning Support would be involved in formulating this action plan. This may also
incur responses from Tier 3 options if the consequences from actions have caused harm to
other students, such as online bullying perpetrated at school or home.

School wide prosocial behaviours program (anti-bullying)

School wide implementation of Bully Bulldozer program- more to follow)

Support for the target and perpetrator

We support the target in the following ways:
1. Offering them an immediate opportunity to talk about the experience with their class
teacher, or another teacher, or member of administration;
2. Informing the childs parents;
3. Suggesting and role playing appropriate, positive anti-bullying behaviours with the child;
4. Offering continuing support when they feel they need it, and encouraging
immediate reporting of incidents; and
5. Taking necessary actions to prevent more bullying.
6. Positive proactive anti-bullying approaches at St Brendans

We support the perpetrator in the following ways:

1. Talking immediately with their class teacher, another teacher, or member of
administration about what has happened and the behaviours the child has been
displaying;
2. Informing the childs parents;
3. Continuing to monitor the childs behaviour and offering appropriate support; and
4. Enforcing appropriate consequences that are directly linked to the childs bullying
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behaviour.
17. Data collection and dissemination
St Brendans is a SWPBP school and has developed systems to inform decision making around
behaviour management. These decisions are guided by the school vision statement and Gospel
values. Data collection systems include:
Universal Behaviour data is collected by ClassDojo and weekly results recorded by class
teachers. This data helps inform school reporting procedures such as parent interviews and
report cards. This data can be privately viewed by parents at home via a password.
Blue Referral Forms to office forms will be recorded on the BCE SBS Database.
Students on Targeted Behaviour Tier 2 support have their circumstances and strategies
shared at staff meetings so all might support children in the same way.
SET and EBS surveys are conducted yearly and results made available to staff and parent
community.
IEPs are discussed in staff meetings so that all staff support students in the same way. Supply
teachers are also made aware of agreed management of the behaviours of these children
when new to the school.
The Guidance Counsellor is responsible for the design of IEPs in consultation with parents
and students.
Minutes of SWPBP team meetings are distributed to staff and discussed at staff meetings if
business arises from these deliberations.

18. Staff Professional Development.

To support children, teachers must be supported in their needs to reach universal behaviour
standards for all children. Professional development opportunities will be made available if
funding is identified within strategic planning of the SRP to staff. Further training in SWPBP will
be organised if required by staff members and peer mentoring for new teacher induction will be
utilised in collaboration with the SWPBP coach and BCE staff.

19. Links to BCE policies/guidelines and possible PD Opportunities include attendance at

BCE Student Behaviour Support Policy Home Page

Student Behaviour Support Guidelines, Regulations and Procedures

Student Behaviour Support Database

School-Wide Positive Behaviour Support is used by many of our schools at present. SWPBS is a
broad range of systemic and individualised strategies for achieving important social and learning
outcomes while preventing problem behaviour with all students.
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Restorative Approaches to behaviour management have the capacity to transform the way school
communities respond to wrongdoing whilst teaching concepts of accountability, responsibility and
empathy.

Responsible Thinking Classroom was developed by Edward E. Ford and is called the Responsible
Thinking Process (RTP). It is based on Perceptual Control Theory (PCT).

Functional Behaviour Analysis (Level 3 Behaviours)

Non Violent Crisis Intervention.

Mindfields of Behaviour is a whole school program, written by John McArdle, a previous BCE
Guidance Counsellor. John is available to conduct training. Contact the Education Officers Student
Behaviour Support.

Kids Matter Primary is the first national mental health promotion, prevention and early
intervention initiative specifically developed for primary schools. Many BCE schools have taken on
this initiative.

Management of Weapons in Schools

Management of Police Investigations in Schools
Management of Drug related Incidents in Schools
Management of Social media in schools
Management of Bullying

20. Key Document, policy and resource underpinnings include:

www.classdojo.com

Education (General Provisions) Act 2006 (QLD) Chapter 12

Education (General Provisions) Regulation 2006 (QLD) Part 4

Disability Standards for Education 2005 (Cth)

Disability Discrimination and Other Human Rights Legislation Amendment Act 2009 (Cth)

Disability Discrimination Act 1992 (QLD)

Anti-Discrimination Act 1991 (QLD) Chapter 2

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Child Protection Act 1999 (QLD) Chapter 5A Part 4

Commission for Children and Young People and Child Guardian Act 2000 (QLD)

Criminal Code Act 1995 (QLD)

Right to Information Act 2009 (QLD)

Information Privacy Act 2009 (QLD)

Weapons Act 1990

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Appendix
DRAFT ONLY i School Action Plan

Setting Focus/ Goal Strategic Strategies Who is When will it When will it When will we Budget
Plan Link responsible? be started? be completed? evaluate it?
Personnel?
Maintain current Consideration at upcoming Steve October October 2013 ?
allocation of funds for budget workshop.
SWPBs and look into
increasing this
responsibly.
Distinctions between A PD Staff Meeting to be set Led by Term 4, 2013 Ongoing End 2013 N/A
office v. classroom aside for discussion SWPBS team
managed problem concerning SWPB Staff
behaviours are clear
Patterns of student Other than inputting the Mel to report Term 4, 2013 Ongoing 2014 Perhaps funding
problem behaviour are data, is Mel aware of how to to Steve. Steve for Mels
School Wide reported to teams and assess patterns of behaviour? then to discuss release to attend
faculty for active (Training necessary?) with staff some training.
decision-making on a Time allocated during Staff
regular basis (eg. Meetings for this reporting
monthly)
Consequences for Survey Staff and have Teaching staff Term 4, 2013 Early 2014 2014 N/A
problem behaviours are discussion to gain clear
defined clearly definitions and actions
A PD Staff Meeting to be set
aside for results of survey to
be discussed concerning
SWPB
Staff receives regular Investigate if PD is available, SWPB team Term 4, 2013 Ongoing 2014 N/A
opportunities for either through face to face or
developing & improving professional reading.
Non- active supervision skills Perhaps consider inviting
BCE personnel to present at
PD staff meeting.
Classroom
Status of student Staff survey/discussion Staff Term 4,2013 Ongoing 2014 N/A
behaviour & management during Staff Meeting
practices are evaluated
quarterly from data
School-wide expected Timetable to be adjusted to Staff 2013 once Ongoing 2014 N/A
student behaviours are accommodate for time to Matrix is re-
teach expected student visited and re-
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taught in non-classroom behaviours in non-classroom written to match

settings settings new Rules
Strongly encourage
classroom teachers to include
as part of their teaching
Opportunity for Steve to
work with classes
Problem behaviours are A PD Staff Meeting to be set SWPB team Term 4,2013 Early 2014 2014 N/A
defined clearly aside for discussion Staff
concerning SWPB
Before meeting, SWPB team
to set an agenda/ consider
inviting BCE personnel to
Classroom
present
Procedures for expected SWPB team to set up school- SWPB team Early 2014 Term 1, 2014 2014 N/A
& problem behaviours are wide procedures Staff
consistent with school- To be discussed at a PD Staff
wide procedures Meeting

School includes formal Investigation to made into Brendan Early 2014 2014 2014 Depends on
opportunities for families what is available whether a
to receive training on Perhaps consider inviting presenter is to
Individual behavioural BCE personnel to present at be paid
support/positive parenting a Parent meeting
strategies
Students Behaviour is monitored & SWPB team to meet monthly SWPB team Term 4, 2013 Ongoing 2014 N/A
feedback provided to discuss
regularly to the behaviour Steve, Brendan or Nicole to
support team & relevant meet with relevant class
staff teachers
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Appendix ii Matrix of Teaching Green Copy in classrooms

School is a safe place Take responsibility Be respectful

Classroom and I walk in class. I complete my work I speak respectfully
learning I will use gentle as the teacher asks. with everyone.
hands and feet. I apologise if I upset I respect all answers.
I use equipment others. I listen to the teacher.
properly. I complete my I listen to my friends
I put my chair in. homework on my and take turns to speak.
I will listen well and own if I can. I speak quietly to each
follow instructions. Keep trying. other.
I am where I should Look after your I wear the correct
be.. belongings. uniform.
Be neat and tidy. I ask to leave my desk /
room.

Tuckshop I walk to the I collect my lunch I say please and thank

tuckshop. before I play. you.
I line up as requested. I put my rubbish in I speak quietly while
I keep my hands and the bin. waiting.
feet to myself. I tell my parents if I
get too much food.
Playground I play in the right When I hurt I know the score is not
areas. someones feelings I important.
I use equipment go and look after I do not boast if I
correctly. them. score.
I play safely and I follow the rules of I ask others to play if
consider others the game. they are by themselves.
abilities. I dont change the I suggest to change the
I keep my hands and rules to suit me. rules to make it easier
feet to myself. I speak up and help for other players.
I wear my hat when make fair teams. I follow the teachers
playing outside. I talk to a teacher ideas straight away.
straight away if there I say nice words and
is a problem. include everyone.
I take hurt people to
the office.
I look after and return
equipment.
Walkways & I walk quietly. I wont pass others I stay quiet when
MacKillop Place I hold the rail on unfairly. moving around the
stairs. school.
I know there is to be I use soft steps on the
no jumping at stairs. stairs.
I keep to the left side. I stay quiet when
passing other classes
and respect their
learning.
Toilets I keep food out of this I dont waste water. I help keep this area
area. I flush the toilet. clean.
I wash hands with I use toilets quietly I play outside only.
soap.
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I walk sensibly in the and appropriately.

toilet area.

Assembly I walk quietly to I sit quietly in your I stand quietly for the
assembly in my line. own area. Anthem.
I listen to the speaker. I look at speaker.
I stay in my place in I act in a controlled
the line. manner.

Eating time I sit while eating. I put rubbish in the I talk quietly to others.
bin. I line up slowly when
I only eat my food. the bell goes.
I tell teachers if others
are doing the wrong
thing.
Before and after I arrive on time when I wont play with I keep my voice quiet
school the teachers are at others or equipment. because staff are
school. I check and bring all getting ready for the
I sit and wait for play my belongings I need day.
time. for the day.
Church I walk carefully into I will only listen to Fr I remain quiet.
the church. Henry or the teachers I listen carefully.
I walk to the church. during church. I join in with my best
I will join in the singing and responses.
prayers and singing.
After school I leave school slowly I pack my bag by I follow the teachers
and quietly. myself and zip it up. directions.
I wait for my parents I remember my I say hello to my
at school. homework. parents respectfully.
I know theres no I do my homework by
games after school. myself or go to
homework club.
I take all of my
belongings home.
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Appendix iii
Blue Behaviour Referral form
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Appendix iv Responsible thinking time

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(Appendix vii) Pastoral Worker Referral Form

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