BULLI PUBLIC SCHOOLE: bulli-p.school@det.nsw.edu.au P: 02 4267 1723
W: http://www.bulli-p.schools.nsw.edu.au Reviewed February 2019
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Context Bulli Public School is situated between the Illawarra escarpment and the Princes Highway. For well over a century, Bulli Public School has provided first class educational programs in a supportive, safe and happy learning environment for thousands of school children in the local community. We are proud that this tradition continues today. Our teachers are dedicated, enthusiastic professionals who prepare and deliver relevant and challenging learning experiences that are designed to inspire a lifelong love of learning in our students. Our students are provided with a range of extra-curricular opportunities designed to extend their interests and talents. Our supportive parents/caregivers have high expectations of student achievement academically, creatively, socially and morally.
Audience The Bulli Public School Student Welfare and Discipline Policy applies to students, staff and parents/caregivers. A copy of the Student Welfare and Discipline Policy is available on the school’s website.
Vision Bulli Public School will provide:
a safe and positive environment that is committed to supporting students to develop their social and academic capabilities and to become life-long learners.
an environment where all students are valued and there is a strong commitment to high expectations for all students.
a learning centre that continually seeks to co-operatively and sensitively work in partnership with parents and the local community to achieve the best possible outcomes for our students.
a planning, teaching and learning process that is ‘best practice’ and is informed by the individual needs and strengths of each student. National, state and school based assessment and evaluation practices will be effectively used to monitor student progress and to inform future teaching and learning.
students with an environment that supports the development of effective communication.
At Bulli Public School we value:
working and learning together as a team to achieve the best outcomes for all.
respecting the uniqueness and worth of each member of the school community.
purposefully providing and reviewing learning experiences that nurture and support the individual needs of all students.
providing the commitment, flexibility and persistence required to maximise the learning outcomes achieved by students.
Student Welfare and Discipline Policy
Statement of Purpose Bulli Public School’s purpose is, in partnership with the family and community, to educate students so that they become responsible members of society, who contribute to, and benefit from, the Australian community at large. The staff, students and parents/caregivers at Bulli Public School work collaboratively to create a supportive environment that is safe, positive, encouraging and rewarding.
The support provided by an effective Student Welfare and Discipline Policy will help form the foundation for positive participation in the community in post school life. This Policy aims to guide students towards developing behaviour that is self-monitored and intrinsically controlled.
The core goal of this Policy is to implement a planned system linked to community values that allows all students to progressively develop the skills, understandings and self-discipline required to become a successful part of the Australian community.
At Bulli Public School our Student Welfare and Discipline Policy and associated plans, programs and practices are consistent with the NSW Department of Education’s polices.
Through the implementation of our Student Welfare and Discipline Policy, Bulli Public School aims to:
develop highly professional relationships with students that demonstrate and model interest, empathy, a genuine and positive concern for each other and unconditional acceptance of diversity.
promote the nine core values (to follow) articulated at both State and Federal levels of Government.
encourage accountability for one’s own behaviour.
support appropriate co-operation, courtesy and respect towards others.
encourage students to recognise and respect the feelings, dignity, welfare, property and rights of others.
consistently enhance students’ self-esteem, self-discipline and self-control.
develop a range of social skills through the implementation of the Friendly Kids Friendly Classrooms program (Appendix 2).
develop conflict-resolution skills.
Revision information The 2017 Student Welfare and Discipline is a revision of the 2015 Policy. The revision was undertaken in Term 4, 2016 as part of a community consultation process involving information from the Tell From Me Survey (for students, parents and teachers) and input from the P&C. The Policy is due for revision in 2020.
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Core Values for all students in NSW Public Schools The NSW Government recognises the importance of the following core values to the community. These values represent the aspirations and beliefs of the Australian community as a whole, including its concern for equity, excellence and the promotion of a caring, civil and just society. They are common to a range of secular and religious world- views and are found in most cultures.
The core values are:
Integrity: Being consistently honest and trustworthy.
Excellence: Striving for the highest personal achievement in all aspects of schooling and individual and community action, work and life-long learning.
Respect: Having regard for yourself and others, lawful and just authority and diversity within Australian society and accepting the right of others to hold different or opposing views.
Responsibility: Being accountable for your individual and community’s actions towards yourself, others and the environment.
Cooperation: Working together to achieve common goals, providing support to others and engaging in peaceful resolution of conflict.
Participation: Being a proactive and productive individual and group member, having pride in and contributing to the social and economic wealth of the community and the nation
Care: Concern for the wellbeing of yourself and others, demonstrating empathy and acting with compassion.
Fairness: Being committed to the principles of social justice and opposing prejudice, dishonesty and injustice.
Democracy: Accepting and promoting the rights, freedoms and responsibilities of being an Australian citizen.
Values in NSW Public Schools March 2004
Core Rules for all students in NSW Public Schools The following rules apply to all students in NSW public schools. All students should:
Attend school every day, unless legally excused. Be in class on time and prepared to learn.
Maintain a neat appearance, including adhering to the requirement of the school’s uniform policy.
Behave safely, considerately and responsibly, including when traveling to and from school.
Show respect at all times for teachers, staff and community members, including speaking courteously and cooperating with instructions and learning activities.
Treat one another with dignity and respect.
Care for property, belonging to the school, self and others.
Behaviour that infringes on the safety of others, such as harassment, bullying and illegal or anti-social behaviour of any kind, will not be tolerated.
Core Rules in NSW Public Schools
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Bulli Public School Pledge The Core Values and Core Rules for all students in NSW Public Schools are reflected in the Bulli Public School Pledge:
Bulli Public School is my school. I respect myself and others. I am polite and honest. I cooperate. I am responsible. I play safely and fairly. I wear my uniform with pride. I aim for excellence in all that I do. I know that if I do these things, Bulli Public School will be a better place.
Bulli Public School Values Achievement Friendship Respect Responsibility Safety
Bulli Public School Rules The Core Values and Core Rules for all students in NSW Public Schools are reflected in the Bulli Public School Rules:
Be respectful Ensure politeness and honesty Help others Act responsibly Value the school’s reputation Enjoy playing fairly and safely
Class Rules Each class has its own individual set of classroom rules displayed clearly in the classroom. Students should be involved in the development of these rules and parents/caregivers should be aware of them. The wording of class rules should be positive statements of acceptable behaviour. They should be based upon the needs and the developmental stage of students and should also reflect the Department’s Core Values and Rules.
Rights and Responsibilities Implicit within the framework of any set of rules are the notions of rights and responsibilities that are discussed with students at the commencement of each academic year when class rules are formulated.
Rights
All students, staff and parents/caregivers have the right to be treated fairly and with dignity in a safe environment free from disruption, intimidation, harassment, violence and discrimination by all members of the school community.
All students have the right to a relevant and appropriate curriculum.
All students have the right to be supported and encouraged in their learning.
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Parents/ Caregivers have the right to be treated with respect by all members of the school community. They have the right to access school staff, at appropriate times, and comment on and contribute to school policies through appropriate channels.
Parents/ Caregivers have the right to be provided with written reports twice each year on the progress of their child. In addition to this, they have a right to request verbal reports on their child’s progress.
Responsibilities
The school and staff members have a responsibility to:
demonstrate a commitment to implement, manage, monitor and regularly review the school’s Student Welfare and Discipline polices including the Anti-bullying Plan.
contribute to the provision of a caring, tolerant, understanding, well- managed and safe learning environment for all students.
ensure quality teaching meets the needs, capabilities and aspirations of each student.
provide opportunities for students to take responsibility for their actions and behaviour.
communicate, at appropriate times, with parents/ caregivers about the educational progress and behaviour of their child.
model and practice calm conflict resolution.
develop effective classroom and playground mechanisms and programs to support students experiencing behavioural difficulties.
establish and maintain a positive school climate that supports students’ access to quality educational programs.
use positive interventions and systems as the guiding framework to achieve and maintain positive behavioural and social development in students.
Students have a responsibility to:
act in accordance with the school rules and accept responsibility for their own behaviour.
contribute to the provision of a caring, tolerant and safe school environment for fellow students, staff and parents.
allow others to work without being distracted, disturbed or harassed.
respect property, individual differences and diversity in others.
be considerate of, and respectful and courteous to, others at all times.
participate actively in the learning process.
practise peaceful conflict resolution.
attend school every day unless sick or otherwise legally excused.
wear school uniform, including the school hat, to school every day.
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Parents/Caregivers have a responsibility to:
work collaboratively with the school to shape their child's understanding and attitudes about acceptable behaviour.
ensure their child attends school.
in partnership with the school contribute to, and support the implementation of, school policies.
work collaboratively with the school to support their child’s education and learning.
Bulli Public School Beliefs in Relation to Behaviour Learning
Both the Department’s and School’s rules provide a foundation on which to provide students with appropriate social and behavioural learning.
Positive interventions should be implemented before negative based consequences are implemented, wherever possible.
Classroom teaching and learning programs and the manner in which they are presented are fundamentally important to the development of positive student experiences at school.
Students should always be treated in ways that respect and preserve their dignity and, where appropriate, seeks to build their self-esteem.
All students can learn to behave in an acceptable manner.
Student Welfare and Discipline practices should be consistently implemented across the whole school.
Promoting Positive Student Behaviour
Strategies and Practices
Use positive behavioural interventions and systems as the framework to achieve and maintain appropriate behaviour.
Provide an appropriate curriculum to meet the individual needs of each student.
Implement quality teaching and learning practices to promote effective instruction and enhance student learning.
Develop and implement individual management plans (if and when required) that promote self-discipline, communication and problem solving skills.
Integrate curriculum to promote positive engagement with school and the wider community.
Implement positive support and reinforcement systems. For example: peer support program, social skills program and Kindergarten/Year 5 buddies.
Include parents/caregivers in promoting appropriate behaviour eg Newsletter articles.
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Provide positive role models by consistently modeling respectful language and behaviour.
Attend appropriate professional learning activities.
Clearly identify best practice teaching and learning procedures.
Communicate effectively and sensitively with respect to individual differences, gender and cultural background.
Provide opportunities for students to engage in, and develop, self-discipline.
Promote and develop restorative practices and continue to research and implement best practice with respect to behaviour management.
Recognise, encourage and reinforce acceptable behaviours at appropriate occasions. For example: school assemblies, performances, playground and excursions.
Provide opportunities for all students to practise responsible decision-making and engage in student centered problem solving.
Actively encourage students to respect and value their personal dignity and worth and that of others.
Actively encourage students to achieve their personal best.
Provide opportunities for students to value themselves and others.
Actively reinforce student behaviour on a daily basis.
Speak to students in a calm and respectful and manner.
Rigorously and consistently implement policies such as the Department’s Anti- Racism Policy and School’s Anti- Bullying Plan that directly support the Student Welfare and Discipline policy.
Teaching Behavioural Expectations and Positive Behaviours All teachers at Bulli Public School will, at appropriate times, teach behavioural concepts to students, just as they teach other concepts that are prompted by the teaching of curriculum. As well, rules, rights and responsibilities will be consistently adhered to and modeled by the whole school community in all aspects of school life.
Behavioural expectations and behaviours should be taught in real contexts. The goal of this teaching is to take broad expectations and provide specific behavioural examples for students. Class rules should be taught at varying times through the year and be referred to when students make both positive and negative choices.
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Acknowledging Appropriate Behaviours Once appropriate behaviours have been defined and taught, they need to be reinforced and acknowledged on a regular basis. Research indicates that a ratio in which adult interactions with students are “positive” should be four times as often as they are “negative”. This will be most effective in terms of supporting behavioural change in students.
Positive reinforcement improves an individual student’s:
motivation.
self-esteem.
behaviour.
attitude towards their environment.
The ultimate aim of a reward system is to lead students towards behavioural autonomy whereby appropriate behaviour may be maintained by intermittent social reinforcement.
Positive behaviour is promoted and encouraged through:
positive classroom and playground interactions.
a focus on recognising positive skills and achievements.
an emphasis on modeling and contextually teaching pro-social behaviours.
Other strategies may include:
positive reinforcement charts displayed prominently in classrooms that tie into class and school rewards.
individual reinforcement schedules for specific students that are located within their personal learning space.
Social reinforcements Social reinforcement includes praise, smiles, attention and friendly remarks. They make students less dependent on other reinforcement. Social reinforcements should be used every time another type of reinforcement is used.
Tangible reinforcements Teachers may use tangible rewards to reinforce appropriate behaviour. These rewards may include stickers and privileges. Tangible rewards should be age appropriate and should always be accompanied with intangible rewards such as praise. It should be noted that some students might require an individual reinforcement schedule to be implemented, while other students may require visual supports to effectively communicate and implement the reinforcement schedule.
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Strategies and Practices to Recognise and Reinforce Student Achievement Whole School Reward Appropriate behaviours need to be acknowledged and reinforced on a regular basis. To complement the value of teamwork, individual students may receive a reward token when a positive display of behaviour or a social skill is observed. Reward tokens are designed by the students and reflect the school’s values and/or social skills. Staff members and student leaders issue tokens on a ‘spot check’ basis. Spot checks may include wearing of school hat or correct uniform, manners, cooperation or demonstrating appropriate listening skills in class or morning assembly. Tokens are deposited into Ross and Shoobert house labelled containers based on which house the student belongs to. An update, on Ross and Shoobert token points is announced at each whole school assembly. At the yearly ‘Presentation Assembly’ the house with the highest points is awarded the ‘Bulli Public School House Competition’ annual trophy. The nature of the reward allows students to work collectively towards a common goal. Presentation Assembly
At the conclusion of each academic year, students have the opportunity to be recognised for their achievements throughout the year at the Presentation Assembly.
One student from each grade receives an award for academic achievement with the Year 6 recipient being named the Academic Scholar.
One student from each class receives an award for Citizenship.
Four additional awards per class are awarded. The categories are determined by the classroom teacher and may include specific academic achievement, application to study, outstanding improvement or all round achievement.
Special awards include:
The William A. Bayley Award for Citizenship is awarded to a Year 6 student who has displayed outstanding citizenship throughout their time at Bulli Public School.
Coleman Writing Competition: one student from each Stage receives a medal in recognition of their excellent writing ability.
The Bitz-Gibson Hook Stage 2 Visual Arts Award is awarded to a student from Year 3 or Year 4 who displays excellence in visual arts.
The Premier’s Sporting Challenge is awarded to a student who demonstrates commitment to the sporting arena and the appropriate values.
The Keira Leadership Award is presented by the local State Member of Parliament to a Year 6 student who exemplifies outstanding leadership qualities.
End of Year Picnic Day Years K - 2
Students in Years K -2 participate in a picnic day in recognition of their achievements throughout the school year. The picnic day is usually held on the school premises.
End of Year Picnic Day Years 3 - 6
Students in Years 3-6, who have demonstrated consistent appropriate behaviour throughout the year, are eligible to participate in the end of year Picnic Day. Generally, the picnic day is conducted off-site. Attendance is at the Principal’s discretion.
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Strategies and Practices to Manage Inappropriate Student Behaviour Empowering students to take responsibility for their own behaviour underpins Bulli Public School’s Student Welfare and Discipline Policy with the specific goal being to assist students to adopt socially meaningful behaviours, avoid inappropriate behaviours and learn functional skills as a replacement for problem behaviour. Where positive behaviour interventions are ineffective at changing behaviour, further consequences for managing inappropriate behaviour may be implemented.
Reflection Sheets (Appendix 1)
A reflection sheet is a tool that enables a student to reflect on their inappropriate behaviour before entering into a conference with a staff member or the mediation process with other students involved. Reflection sheets outline the behaviour, its purpose and strategies to avoid the behaviour in the future. The teacher writes a comment with an executive teacher having the option to write a comment. Parents / Caregivers, upon receipt of the reflection are invited to comment but must sign and return the sheet with their child on the following day. If the sheet is not returned, the student is reminded with a subsequent failure to return the sheet resulting in direct communication with the parent/caregiver.
Classroom reminder system
This system provides a framework for implementing a student self-monitoring and self- regulating form of intrinsic behaviour control for students. However, its rigid application would not necessarily achieve positive outcomes for some very exceptional students. Class teachers need to be considerate of the individual needs and emotional functioning of their students. In any cohort of students, there will always be students with exceptional needs and, in these instances, teachers should implement the framework in a judicious, flexible and thoughtful manner.
A reminder system is used when a teacher has exhausted positive behaviour interventions. It is used to provide a self-checking system for students and also provides a fixed boundary of the number of times a student will be warned before a consequence will be given. The reminder system should be supported by visuals that are appropriate to the class, teacher and/or individual students. A dedicated behaviour monitoring display is used to issue visual ‘reminders’ to students. The reminder system will operate ‘anew’ each day.
The following flow chart outlines the hierarchy of strategies that may be used to manage inappropriate student behaviour in the classroom. It should be noted that this is not an exhaustive list of strategies.
Positive behaviour interventions
Continued inappropriate behaviour will receive a visual reminder 3 visual reminders in one session – consequence as deemed appropriate by the
classroom teacher eg time out, interview with teacher during following break, completion of reflection sheet
Repetitive, persistent and/or major behavioural episodes – immediate referral to relevant executive staff member with work and reflection sheet
Referral to executive staff member may result in lunchtime detention supervised as per duty roster
Students may be issued with a reflection sheet
Repetitive, persistent and/or major behavioural episodes may result in in-school suspension and student / parent/caregiver school conference
Meeting with Principal / Executive / class teacher / school counsellor / Learning and Support Coordinator to develop behaviour support plan
Short suspension (1 - 4 days)
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Expulsion
When a student demonstrates inappropriate behaviour, the teacher issues a verbal warning.
If the student continues to demonstrate the behaviour, the teacher uses a visual reminder.
A student may receive two more visual reminders before a consequence as determined by the classroom teacher is implemented. A consequence may include time out within the classroom, time out in an executive staff member’s classroom (a written message will be issued to inform the executive staff member of the reason and duration of the time out) or an interview with the classroom teacher to complete a reflection sheet.
At the teacher’s discretion, repetitive, persistent and/or major behavioural episodes will result in the student being referred to the relevant executive staff member with work and reflection sheet.
The executive staff member may place the student on a lunchtime detention where the duty teacher (either an executive staff member or an experienced teacher) will implement appropriate interventions. Records will be maintained in the ‘Detention Register’.
It is the responsibility of the classroom teacher to communicate relevant information to the appropriate executive staff member.
N.B. In accordance with Guidelines for the Use of Time-out Strategies Including Dedicated Time-out Rooms (PD 2006 0316 2011), time-out strategies are not to be used as punishment or removing students from the classroom indefinitely (3.2) and should be used only for the minimum amount of time necessary for the student to regain enough composure to be able to return safely to class (3.3). Bulli Public School does not use a dedicated time-out room. If a student requires a time-out, this occurs in a ‘buddy’ classroom or in the classroom of an executive staff member.
If these interventions do not modify the inappropriate behaviours, the student will be placed on in-school suspension under the direct supervision of the Principal. Parents/Caregivers will be advised and the student’s in-school suspension will be recorded in the ‘In-School Suspension Register’. A behaviour support plan will be developed and implemented.
Executive support should be requested immediately when behaviour begins to escalate in the classroom, or when the student refuses to go to time out.
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Playground Reminder System The following flow chart outlines the hierarchy of strategies that may be used to manage inappropriate student behaviour in the playground. It should be noted that this is not an exhaustive list of strategies. More serious behaviours may require immediate executive support and should be called for using the walkie-talkie.
Student receives one verbal ‘reminder’ (warning) for inappropriate behaviour
If the student continues to behave inappropriately, the student is withdrawn from other students and placed in full view of the duty teacher for a designated time.
Incident recorded in playground folder and reflection sheet may be issued, if warranted.
If the student continues to behave inappropriately after return to playground, the student will be directed to the Principal for the remainder of recess / lunch.
Incident recorded in playground folder and a reflection sheet issued. Verbal communication to the parents/caregivers is an alternative to the reflection sheet.
Executive staff members monitor playground folders on a weekly basis, noting patterns of behaviour in order to apply appropriate interventions and communicate with parents as necessary.
The reflection sheet must be returned the following school day to the issuing executive staff member.
Non-return of the reflection sheet will result in a verbal reminder with subsequent failure to return the sheet resulting in verbal communication with the parent/caregiver.
(Where a student refuses to comply with a staff member’s instructions, the matter should be referred to an executive staff member. Under no circumstances should a staff member allow the matter to go unreported.)
Higher Level Consequences Repetitive, persistent and/or major behavioural episodes within the classroom, playground or wider community are managed using a variety of interventions. Professional judgement is used in determining what behaviours are considered for this level of intervention. Care is taken in managing the timing of such interventions. Some student’s specific needs require different approaches to manage their high level behaviours. Such students may need diversionary strategies to manage them until they are settled or until alternative arrangements can be made.
When executive support is needed to manage an incident, the Principal is usually called first. If the Principal is unavailable, teachers then seek assistance from the Assistant Principals. Where urgent assistance is required in a classroom the following message should be calmly given over the walkie-talkie system – ‘May I have some assistance in ………. ‘ indicating the room where assistance is needed. If medical assistance is required, ‘medical’ is specified.
It should be noted that in almost all circumstances where a student has engaged in a repetitive, persistent and/or major acting-out type behavioural episode, a negative consequence will be implemented.
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Additional Interventions for Managing Inappropriate Behaviour
Referral to Principal / Executive / School Counsellor In addition to the behaviours described above, students may be referred to the Principal or executive staff member when positive behaviour interventions and low level consequences have failed to support the demonstration of appropriate behaviour. It may be necessary to involve the school counsellor but only with parental permission. Referrals might result from a high-risk incident or several medium/low risk incidents. A range of consequences may result from a referral. In each instance, possible consequences include the following:
Parent/Caregiver conference It may be decided that a parent/caregiver conference is needed to discuss the student’s behaviour support needs. Parents/Caregivers will be made aware of current inappropriate behaviours and may have valuable insights into future planning to support the development of more appropriate behaviours. As an alternative, the reflection sheet may also be used to communicate with the parents/caregivers. That is, the s h e e t / card is sent home indicating the student’s behaviour and requests the parent/caregiver to respond in writing to the information on the sheet/card.
In-school suspension The Principal or executive staff member may decide that a behaviour or series of behaviours is sufficiently serious to warrant giving a student an in-school suspension. If a student incurs an in-school suspension parents/caregivers will be notified by phone and it will be recorded in the ‘In-School Suspension Register’.
It should be noted, that while in-school suspension provides a useful management strategy to further support and strengthen the whole school discipline framework, its rigid application would not necessarily achieve positive outcomes for some very exceptional students. In any cohort of students there will always be students with very exceptional needs and, in these instances, only the Principal and executive staff members should implement this strategy in a judicious, flexible and thoughtful manner with due regard for the Behaviour Support Plan that may be already supporting the student.
Short suspension The Principal may impose a short suspension of up to four school days. The Principal, at the conclusion of the suspension, will convene a suspension resolution meeting with the student and parents/caregivers.
Long suspension If a series of short suspensions has not resolved the problem, or the misbehaviour is of a sufficiently serious nature to warrant a long suspension, the Principal may impose a long suspension from five days up to twenty school days. The Principal will convene a suspension resolution meeting with the student and parents/caregivers during or at the conclusion of the suspension.
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In both instances, if the Principal determines that a suspension is warranted, he/she is guided and bound by the NSW Department of Education’s ‘Suspension and Expulsion of School Students Procedures 2011’. Parents have the right to appeal if they believe the Principal has not followed procedural fairness.
It should be noted that any form of drug or weapon related incident will result in an immediate suspension and, if required, the involvement of police as per t h e Department’s Suspension Policy guidelines and procedures. Physical violence may also result in immediate suspension if the circumstances warrant this consequence.
Expulsion In very extreme circumstances the Principal may expel a student from the school or may make a submission to the Director-General recommending the expulsion of a student from the government school system.
Managing Serious Incidents A serious incident is one where a student is displaying behaviours that may put themselves or others at serious risk of harm.
Procedure
Teachers will evacuate other students to a safe location such as another classroom or area of the playground.
Immediate request for Principal or executive assistance through the most accessible source eg School Learning Support Officer, phone or sending a responsible student to office.
Talk calmly to the student using de-escalation strategies. De-escalation strategies are those procedures and strategies that are implemented when a situation that has the immediate potential to cause harm or injury to students, staff or others, occurs. De- escalation strategies include the following:
Remain CALM at all times.
Be mindful of the safety and security of all, have students exit to a safe area immediately.
Request immediate assistance - avoid creating an audience.
Acknowledge the student’s feelings / power.
Acknowledge the student’s different perception.
Avoid using a physically threatening stance (eg standing between student and exit, hands on hips, inappropriate eye contact).
Ensure there is an exit for yourself.
Avoid becoming an accessible target in any situation and, where a weapon is involved, position a ‘shield’ (chair etc.) between student and self.
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Use a slow, monotone, low voice.
Use of words such as ‘we’ and ‘us’ to give a sense of cooperative support to ‘fix the problem’.
Care should be taken not to use threatening language (eg “I am going to call the police.” or “You are in big trouble now.”)
Consequences must not be discussed at this time; allow for recovery time – do not demand immediate compliance.
Gain the support of a staff member who has a good rapport with the student if needed.
Once the student has regained sufficient control, walk with the student, if appropriate, to the Principal’s office where the student will be safely supervised while regaining composure. It is appropriate to offer the student a drink of water at this time.
Physical restraint of a school student Any Physical Restraint used must follow the principles and guidelines set out in the The Physical Restraint of School Students - NSW Department Legal Issues Bulletin No 9, March 2000. A summary is found below.
The Department of Education and Training and its staff owe a duty of care to students to take reasonable care to protect them against risks of injury that are reasonably foreseeable.
‘Any decision taken by staff member to physically restrain a student should be exercised only in those circumstances where there is a real and immediate threat of injury to a person or serious damage to property and there is no practical way of preventing the likely injury or damage from occurring.’
It should be noted that the Department directs staff not to attempt to physically restrain a student if, in their professional judgement, that individual believes that to do so would place their own safety at risk. They must, however, use all other possible means to prevent the student from suffering injury or harm.
Guidelines for physical restraint
Absolute last resort procedure
Staff must at all times be extremely careful to ensure the safety of the student being restrained as well as that of others. Be aware of loose clothing, jewellery, ties, long hair and other targets that a distressed student may be able to grasp. Be aware of items that may cause harm to yourself or the student (eg watches, jewellery, keys, furniture etc.)
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Request immediate assistance. Except in extenuating circumstances do not attempt physical intervention in a one-to-one situation.
Continually attempt to calm the student using de-escalation strategies.
The restraint is to be applied for no longer a period of time than is absolutely necessary.
As soon as is practicable but on the same day, the Principal will contact the parents of the student being restrained by phone to provide them with full details of the restraint and the behaviour that led to that restraint.
The Principal will ensure that all details of the restraint are fully documented and filed.
The Principal will ensure the lodgement of all required Department documentation such as a Serious Incident Report.
Post serious incident procedures It is the Principal’s responsibility to ensure and manage the following post crisis issues:
Health check
Debriefing
What additional professional learning needs to be undertaken?
What other personnel could have been involved?
Crisis counseling for students / staff (where applicable)
Documentation
Reviewing these Serious Incident Management procedures if appropriate.
Report to Employee Performance and Conduct Directorate if student restrained.
Professional Learning Staff members undertake annual professional learning with regards to the Department’s Code of Conduct. Other professional learning associated with student welfare and discipline is undertaken as determined by a review of practices and incidents. This may include: Non-violent Crisis Intervention Training, managing students with special needs (eg autism) and medical training as required by the Department (eg asthma, CPR, anaphylaxis, emergency care and administration of prescribed medication).
The Bulli Public School Student Welfare and Discipline Policy is reviewed regularly and is supported by the Bulli Public School’s Anti- Bullying Plan and the Department’s Anti- racism Policy.
All new staff members, support and relief teachers should be familiar with the content of this document to ensure consistent and effective implementation of the strategies and processes articulated.
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E: bulli-p.school@det.nsw.edu.au P: 02 4267 1723
W: http://www.bulli-p.schools.nsw.edu.au
What rules did I break (please circle all that apply)
Be respectful Ensure politeness and honesty Help others Act responsibly Value the school’s reputation Enjoy playing fairly and safely
What is my explanation
Student signature
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Executive staff member signature
Parent/Caregiver signature
Please return this reflection sheet to the issuing executive staff member on the next school day. This will enable the staff member to follow through with your child. Thank you for your co-operation.
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Weeks Term 1 Term 2 Term 3 Term 4
1 & 2 Whole body listening Saying ‘No’ (Standing up for Yourself Ch 9)
Including others (Co-operating Ch 7)
Positive tracking (Being Positive Ch 5)
3 & 4 Listening and asking good questions
(Being Interesting Ch 8)
(Standing up for Yourself Ch 9)
Respecting other people’s opinions (Co-operating Ch 7)
Giving and receiving Compliments (Being Positive Ch 5)
5 & 6 Approaching and joining in (Taking Risks Ch 6)
Telling someone to stop annoying you
(Standing up for Yourself Ch 9)
Negotiating (Co-operating Ch 7)
(Taking Risks Ch 6)
7 & 8 Playing Fairly (Playing Games Well Ch 4)
Asking an adult for support (Standing up for Yourself Ch 9)
Making decisions in a group (Co-operating Ch 7)
Suggesting and persuading (instead of bossing)
(Co-operating Ch 7)
9 & 10 Being a Good winner Week 9 Being a good loser Week 10 (Playing Games Well Ch 4)
Sharing (Co-operating Ch 7)
Revision and Reinforcement
Having an interesting conversation (Being Interesting Ch 8)
Telling an interesting story (Being Interesting Ch 8)
Skills will be reinforced / rewarded through the issuing of tokens that contribute to house points as per the Student Welfare and Discipline Policy (2014 revision). Teachers may also reward students with in-class house points that will be collected weekly by the House Captains. The House with the highest number of House points in each five week period will be entitled to an additional 15 minutes play time supervised by their House patrons. The other House will hold a meeting to discuss strategies for the next period.
Please Note: While these skills will be introduced, taught and reinforced on a whole school basis, teachers may select skills from the scope and sequence to address class or individual student needs.
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