BULLI PUBLIC SCHOOLE: [email protected]
P: 02 4267
W: http://www.bulli-p.schools.nsw.edu.au Reviewed February
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
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
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
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
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
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
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
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
encourage students to recognise and respect the feelings, dignity,
welfare, property and rights of others.
consistently enhance students’ self-esteem, self-discipline and
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.
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
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
Cooperation: Working together to achieve common goals, providing
support to others and engaging in peaceful resolution of
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
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
Bulli Public School Pledge The Core Values and Core Rules for all
students in NSW Public Schools are reflected in the Bulli Public
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
Bulli Public School Rules The Core Values and Core Rules for all
students in NSW Public Schools are reflected in the Bulli Public
Be respectful Ensure politeness and honesty Help others Act
responsibly Value the school’s reputation Enjoy playing fairly and
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.
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
All students have the right to be supported and encouraged in their
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
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 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
respect property, individual differences and diversity in
be considerate of, and respectful and courteous to, others at all
participate actively in the learning process.
practise peaceful conflict resolution.
attend school every day unless sick or otherwise legally
wear school uniform, including the school hat, to school every
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
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
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
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
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
Include parents/caregivers in promoting appropriate behaviour eg
Provide positive role models by consistently modeling respectful
language and behaviour.
Attend appropriate professional learning activities.
Clearly identify best practice teaching and learning
Communicate effectively and sensitively with respect to individual
differences, gender and cultural background.
Provide opportunities for students to engage in, and develop,
Promote and develop restorative practices and continue to research
and implement best practice with respect to behaviour
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
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
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
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
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.
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
Positive reinforcement improves an individual student’s:
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
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.
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
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
One student from each class receives an award for
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
The Premier’s Sporting Challenge is awarded to a student who
demonstrates commitment to the sporting arena and the appropriate
The Keira Leadership Award is presented by the local State Member
of Parliament to a Year 6 student who exemplifies outstanding
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.
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’
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
Positive behaviour interventions
Continued inappropriate behaviour will receive a visual reminder 3
visual reminders in one session – consequence as deemed appropriate
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
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
Meeting with Principal / Executive / class teacher / school
counsellor / Learning and Support Coordinator to develop behaviour
Short suspension (1 - 4 days)
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
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
It is the responsibility of the classroom teacher to communicate
relevant information to the appropriate executive staff
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.
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
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
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
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
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
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
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
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.
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.
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
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.)
Request immediate assistance. Except in extenuating circumstances
do not attempt physical intervention in a one-to-one
Continually attempt to calm the student using de-escalation
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
What additional professional learning needs to be undertaken?
What other personnel could have been involved?
Crisis counseling for students / staff (where applicable)
Reviewing these Serious Incident Management procedures if
Report to Employee Performance and Conduct Directorate if student
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
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
E: [email protected]
P: 02 4267 1723
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
What is my explanation
Executive staff member 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
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
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