Landsdale Primary School Positive Education Policy

School Vison StatmentWe focus on innovation and creativity to produce students who are engaged and strive to be successful. We work together to develop students who are respectful, resilient, honest and embrace the strength in diversity.

Positive Education at Landsdale Primary School aims to establish and maintain high quality, positive relationships between staff, students and the school community.

Focus 1: Values and School RulesFocus 2: Student EngagementFocus 3: Staff and Student Well Being

Focus 1: Values and School Rules

Landsdale Primary School as a whole school categorised the values from the Western Australian Curriculum and linked the virtues and strengths from positive psychology sources, to sit under the following six I-Value statements:

Ethical Behaviour: I make good choicesCritical Thinking: I think clearlyCreative Thinking: I think creativelyPersonal capability: I am responsibleSocial capability: I work well with othersIntercultural Understanding: I am a global citizen

The I-Value statements provide a common language for all staff and students to refer to for academic and social behaviours.

The school rules (Appendix A) are based on:- Being safe,- Being respectful and - Being ready to learn

Teachers are expected to follow the ‘Behavior Management Plan’ flowcharts (Appendix B) in the classroom and in the playground when responding to unexpected behaviour. Students need to know what to expect in order to feel happy, safe and secure. At Landsdale Primary School we promote the I-Values and school rules across the school in a variety of ways:- posters - displays - multimedia presentations - through the use of consistent language - achievement awards - I-Value tokens when dealing with breaches of common understandings

Social Skills Scope and Sequence: It is expected that explicit teaching of the I-Values will occur and the social skills scope and sequence will be used to outline strategies, skills and resources for staff to support children’s social and emotional development.

Focus 2: Student EngagementLandsdale Primary School aims to create a safe, inclusive and positive environment where staff and students are valued and respected.

Whole school practices: Reflective practices by staff and students. Eg. Feedback surveys, team plans, goal setting,

appropriate feedback, self reflection, self reporting, daily “positives”, Explicit teaching of school rules (Be Safe, Be Respectful, Be Ready to Learn) and engage the

students in outlining rights, responsibilities and consequences. Explicit use of the I-Value statements (posters to be displayed in each classroom). Least to most intrusive resolution to breaches of our school rules. Model the I-Values to promote positive social and thinking skills.

Positive Behaviour Letters:At the end of each term a “positive behaviour” letter is sent to all the students the teacher decides have displayed consistent positive behaviour.

Focus 3: Staff and Student Well Being

Student Well BeingLandsdale Primary School promotes the wellbeing of students through positive, safe and engaging learning environments that link with supportive community programs. Depending on their individual needs and interests students at Landsdale PS are provided with opportunities to participate in engaging programs such as:

1-1 Laptop Program Choir Faction CaptainsExtension Programs Sporting Challenges STEMLunchtime Clubs Student Council CodingGlobal Education Challenge Based Learning Digital CitizenshipMusic Programs Art Displays Daily Fitness ESL Support Programs Special Needs Support Programs Buddy Programs

Specific Student Support ProgramsSchool Chaplain: The Ashdale Cluster provides a chaplaincy program to further support student well being. The school chaplain is available to provide support to classes and individuals two days per week. Ed-Connect: Through the Ed-Connect program identified students are provided with adult mentors who they spend one-on-one time with on a regular basis to provide them with educational and or emotional support in an aim to aid education and social success and wellbeing.

Staff Well BeingWe value the wellbeing of our staff by providing them with a safe, healthy and supportive environment in which to work. We achieve this through the implementation of:

Term Social Teams Weekly Staff AcknowledgementsHealth and Fitness Programs Special Occasion CelebrationsFriday Social Networking: Extra Time for Extra ResponsibilitiesWeekly Staff Newsletter (The Loop) Common DOTTProfessional Learning Opportunities Professional Learning CommunitiesInduction of New Staff Members Staff Mentor ProgramsProfessional Partnerships Staff Lunch Rosters

Appendix A

Low Level Examples:

No hatOut of areaOut of bounds

Appendix B

Student makes a good choice – complies with instructions

Continued Behaviour- Walk with the teacher- Community service

Mid LevelExamples:Rough playBad languageAntisocial playDisrespectful to teacher

Return to playWalk with the teacherCommunity service

Time out in view of duty teacher

Continued Behaviour

High LevelExamples:ViolenceBullyingHarassmentDangerous BehaviourIntimidation

Consequence to be determined by admin:- withdrawal - in school suspen-

sion- out of school sus-

pension.

Red Card to admin for assistance

Special Needs Students:Behaviour Support Plans (‘playground section’) to be followed and copies placed in duty bags.

Return to play

Playground Behaviour Management Plan

1st IncidentNot following school rules:Be safeBe responsibleBe ready to learn

ResponseReminder - positive low key responses e.g. proximity, praise for following rules, pausing.

ResolutionLearning continues, praise for displaying desirable be-haviours

ResponseWarning given directly to stu-dent. (Move closer to student and let them know what they are “expected” to do. Ask stu-dent to identify next step if behaviour continues. Visual cues given (e.g. move peg down or record name).

Behaviour continues

ResponseApproach student to remind them that they have already re-ceived a warning. Implement Step 1 ( e.g. move peg down or record name), give then a choice (e.g. would you like to move to prevent progressing to the next step). Ask student to identify next step (e.g. cross next to name, time out in class).

Behaviour continues

ResponseApproach student to remind them that they have already re-ceived a Step 1. Implement Step 2 (cross next to name, 5mins time out), give then a choice (would you like to move to prevent progressing to the next step). Ask student to identify next step (e.g. second cross, time out in another class).

Behaviour continues

Behaviour continues

ResponseTime out in another class: Approach student again in a neutral tone to let them know that because they are still not following the school rules they need to go to time out for 15mins to complete a reflection sheet. (Another student to de-liver student to designated class with a note)

Behaviour continues

ResponseSend to admin with a responsible stu-dent and a note. If they won’t go, send a responsible student with a note to be collected by an admin member.Admin to determine consequence to be implemented, enter on SIS and confer-ence with Teacher.

Returns to classConference with teacher. Send reflection sheet home to be signed.

Serious Behaviours – Straight to admin• Violence• Swearing

Behaviour Support Plan (BSP) to be followed for individual children

Classroom Behaviour Management Plan