- 1.1 To provide clear guidelines for dealing with members of the Holy Trinity School Community so that equity, dignity and responsibility are nurtured and that all actions reflect the school's Beliefs Statement.
- 2.1 To identify shared beliefs of the Holy Trinity School Community concerning the way everyone should be treated.
- 2.2 To ensure that all members of the Holy Trinity School Community are aware of expectations regarding behaviour and the accepted processes used to deal with behaviour management.
- 2.3 To be rehabilitative rather than punitive with all dealings with children.
3. Framework For Action
- 3.1 Every member of the school community knows the school rule and school code. See support document 7.3
- 3.2 Support document 7.3 is to be displayed in every classroom.
- 3.3 Teachers must not resort to name calling or allude to physical characteristics of children.
- 3.4 Behaviour management strategies should be discussed with the Team Leader and also parents (when necessary) and appropriate support given.
- 3.5 All children and teachers are treated with respect and problems dealt with in a positive way.
- 3.6 Positive behaviour should be recognised and praised through the Student Merit Awards and other affirmations. ‘Merit / star’ charts should not be publicly displayed in classrooms.
- 3.7 No form of physical punishment is acceptable. Detention is not permitted.
- 3.8 Teachers will seek assistance with major behaviour incidents by referring to the Behaviour Support Time Table for that term. This timetable is placed on display beside the class phone for quick reference.
- 3.9 Behaviour / Reflection reports may be used as a part of the framework for behaviour management. These can vary for the age of the child. See support documents 7.4; 7.5.
- 3.10 Behaviour reports and any written communication must be copied and brought to the attention of the Team Leader before they are sent home.
- 3.11 Team Leaders will keep a record of all incidents regarding behaviours which have been referred to them and file all Behaviour Reports at the end of each year.
- 3.12 No form of humiliating punishment is acceptable. Children should not be directed to stand or sit in awkward, embarrassing, ungraceful, ungainly or dangerous positions or stand in doorways or outside classrooms.
- 3.13 At the start of every school year, each teacher and class should compile and display a set of class rules so that children are responsible for their own actions.
- 3.14 A copy of If I choose to Break the Rules (Support Document 7.1) should be displayed and discussed in relation to consequences in every classroom.
- 3.15 Children should not be asked to write lines or repeated number tables etc as a source of punishment.
- 3.16 A behaviour management book is distributed to each class and special purpose teacher. It should be kept to record classroom misbehaviours, behaviour reports etc., outlining the date, people involved and action taken. This is to be sighted by the Team leader at least once a term or as required. The Assistant Principal will then file the book at the end of each year.
- 3.17 Special Purpose Program Teachers e.g. Library, Music, Learning Support and Literacy should have regular contact with the class teacher if behaviour problems occur.
- 3.18 Any and all incidents of a sexual nature including children exposing themselves and or touching others etc MUST be reported to a Team Leader as well as the Principal/Assistant Principal immediately.
- 3.19 Playground Behaviour Books are kept in the PA Box. Teachers on playground duty should record inappropriate behaviour - outlining the date, people involved and action taken. The classroom teacher should always be notified. Team Leaders should also be notified of serious behaviour problems. This book is reviewed by the School Leadership Team and appropriate action taken. Duty teachers should familiarise themselves with Suggested Playground Strategies - (Support Document 7.2)
- 3.20 Parent complaints - verbal or written - need to be accepted with tact and in the spirit of Procedural Fairness (See Support document 7.7). Consultation with a Team Leader is mandatory. After discussion and consideration, action will then be taken regarding the issue.
- 3.21 Minor complaints from parents should be dealt with by the teacher concerned.
- 3.22 More serious parent complaints will be dealt through an interview situation (where possible). The parent, teacher and the Team Leader will attend the meeting, dealing with the matter professionally and sensitively. The rights of the teacher are to be protected at all times. The Principal or Assistant Principal may be involved as necessary and all matters will be treated with procedural fairness (ie the right to an unbiased decision (Support Document 7.7)
- 3.23 If at any time a parent complains about the teaching ability of a staff member - present or past - the conversation is to be terminated tactfully and the incident reported to the Team Leader & or Principal/Assistant Principal.
4. Basis of Discretion
- 4.1 A Behaviour Book for the classroom should be sighted by the Team Leader as required.
- 4.2 Various circumstances may require a different approach depending on age and cognisence of the child.
- 4.3 Consequences required for behaviour are at the discretion of the teacher in accordance with policy guidelines. Team Leaders should be consulted when suitability is in question. The main forms of consequences include: Supervised time out; Loss of privilege and 'Community Service'. Refer to Support Document 7.6
- 4.4 Behaviour Reports are used within classroom but can also be used for playground behaviour if required. It should be carefully noted that they are not a consequence.
- 4.5 Behaviour Reports will be sent home at the teacher's discretion after advising a Team Leader. Copies of these MUST be retained for reference with the Team Leader.
- 4.6 The individuality and confidentiality of each child is to be respected when using the Playground Behaviour Book.
- 5.1 Teachers will be given the opportunity to attend inservices where appropriate to assist them in management strategies.
- 5.2 DVD’s and books will be purchased on a needs basis and housed in the library using appropriate borrowing procedures.
- 6.1 The policy will be reviewed through discussion at staff meetings and will be introduced to all staff at the beginning of the year.
7. List of Support Documents
- 7.1 If I Choose to break the Class Rules.
- 7.2 Suggested Playground Strategies.
- 7.3 School Rule and Code.
- 7.6 Time Out - What Works and What Doesn't?
- 7.7 Procedural Fairness.
If I Choose To Break the Class Rules
(Support Document 7.1)
- I get a gentle reminder about my actions.
- I am asked about my actions.
- I have 'time out' to think about my actions.
- I work by myself away from others.
- I complete a 'Behaviour Report' that will be sent home for my parents to read and sign.
- I work out what I need to do to fix things up.
- I lose a privilege.
- I talk to the Principal or Assistant Principal about my plans to fix things up so I can get back to class.
- My parents are rung and I may have to go home to think about my actions.
Suggested Playground Strategies (Support Document 7.2)
- Encourage children to work out the rules of their game before they start to play. This could ideally be done during grade sports times.
- Encourage children to choose a referee before the game begins.
- Time Out consequences need to be well thought out - eg walking with a teacher on duty; sitting in a designated position while in good view of the supervising teacher etc. Refer to Support Document 7.6
- Children may be isolated or barred from a particular section of the playground (eg grassed areas).
- A discussion with a group of children and the teacher on duty may be required.
- A Behaviour Report may be applicable.
Our School Rule (Support Document 7.3)
“Never take the happiness away from anyone else"
Holy Trinity Code
- Love our God
- Respect ourselves
- Respect others
- Respect our environment
- Respect our learning
'Time Out' (Support Document 7.6)
- Community Service - collecting rubbish while being supervised with a teacher.
- Withdrawing children from a situation.
- Stopping or suspending a game to reinforce the rules or fair play.
- Setting clear guidelines and expectations to abide by.
- Sitting children in a supervised / line of sight time out area. This could be nearly anywhere.
- Getting children to write down why they are having time out - thinking / cooling off time.
- Time to cool off and refocus away from the situation.
- Reflective time.
- 5 minutes "sin bin".
- Walking with the teacher.
- Getting children to read the 'Bullying' signs.
- Communication to the child's teacher.
- Have a hierarchy of time out - eg. your own class; next door; Team Leader etc.
- Be proactive – look for children who are known to have challenging behaviours and be aware if they are in your yard.
- The individual situation needs to be assessed whether time out is the best consequence.
- Children shouldn't miss out on instructional time.
- An unsupervised time out area.
- Time out which allows for attention-seeking behaviour.
- Isolations that provides distractions.
- Length of time - the child needs to know how long the time out is for.
- Take care with the number of children that need to be 'handled'. This may not be suitable for larger groups.
- Always being reactive rather than looking for potential issues and preventing these before they begin.
Procedural Fairness (Support Document 7.7)
A registered non-government school must have policies relating to discipline of students attending the school that are based on principles of procedural fairness.
The Act requires that policies related to the discipline of students be based on procedural fairness. It is the responsibility of the school to determine incidents that may require disciplinary action and the nature of any penalties that may apply. The process that leads to the imposition of such penalties, particularly but not exclusively in relation to suspension, expulsion and exclusion, must be procedurally fair.
Suspension is a temporary debarment of a student from all of the classes that a student would normally attend at a school.
Expulsion is the permanent removal of a student from one particular school.
Exclusion is the act of preventing a student’s admission to a number of schools. In extreme circumstances, the principal of a school may make a submission to an appropriate authority, or to other schools, recommending the permanent exclusion of a student from the registration system that the school is a member, of or from other schools.
Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness refers to what are sometimes described as the ‘hearing rule’ and the ‘right to an unbiased decision’.
The ‘hearing rule’ includes the right of the person against whom an allegation has been made to:-
- Know the allegations related to a specific matter and any other information which will be taken into account in considering the matter.
- Know the process by which the matter will be considered
- Respond to the allegations
- Know how to seek a review of the decision made in response to the allegations.
The ‘right to an unbiased decision’ includes the right to:-
- Impartiality in an investigation and decision-making
- An absence of bias by a decision-maker
Procedural fairness includes making available to students and parents or caregivers policies and procedures under which disciplinary action is taken. It also includes providing details of an allegation relating to a specific matter or incident. This will usually involve providing an outline of the allegations made in witness statements and consideration of witness protection. As part of ensuring the right to be heard, schools could establish any need for parents/caregivers to be provided with interpreter services and, if required, make arrangements for such services to be available.
While it is generally preferable that different people carry out the investigation and decision-making, in the school setting this may not always be possible. If the principal is conducting both the investigative and decision-making stages, he or she must be reasonable and objective. To be procedurally fair, the principal must act justly and be seen to act justly. While it is difficult to combine the roles of investigator and adjudicator, it is acceptable to do so given the nature of the principal’s responsibilities.