Viewbank Primary School

Viewbank Primary School
Love of Learning, Learning for Life

FOLLOWING IS OUR CODE OF COOPERATION
WHICH IS A SHARED RESPONSIBILITY BETWEEN HOME AND SCHOOL

• WE SHOULD TREAT EACH OTHER WITH RESPECT AND VALUE ONE ANOTHER AS INDIVIDUALS.

STUDENTS WILL:

• Listen to others attentively.
• Show tolerance to all.
• Speak in a courteous manner.
• Treat everyone as you’d like to be treated.
• Use appropriate body language.
• Acknowledge and celebrate others’ achievements.
• Be inclusive of others.
• Have equitable access to everything.
• See role models demonstrating this aspect.
• Appreciate and respect difference and diversity.
• Take turns.
• Share.

Experience different situations eg. relating with other students with Special Needs.

• WE SHOULD SOLVE OUR PROBLEMS PEACEFULLY AND SEEK HELP FROM OTHERS WHEN NEEDED.

STUDENTS WILL:

• Use appropriate language.
• Stop, Think and Do.
• Go to an adult, or teacher for help and support.
• Go to Principal and /or Assistant Principal.
• Walk away and ignore.
• Think about the importance of the problem.
• Using your hand in front of the persons’ face

to stop verbal abuse.

• Keep hands and feet to yourself.
• Non- acceptance of inappropriate language.
• Take time out to think things over and give yourself some space.

WE SHOULD COOPERATE WITH OUR PEERS AND TEACHERS, DO OUR BEST AND HELP OTHERS WHEN WE CAN.

 

STUDENTS WILL:

• Follow directions in a positive manner.
• Listen to instructions.
• Respect the opinions of others.
• Need to be flexible and accepting in a variety of situations.
• Be aware of others around them and be willing to assist where appropriate.
• See cooperation as a shared responsibility.
• Help others through support, assisting in the classroom or yard.
• Make efforts to include others.

WE SHOULD USE PROPERTY AND EQUIPMENT THE WAY IT IS MEANT TO BE USED

STUDENTS WILL:

• Take care of school property and other peoples’ belongings.
• Seek permission to use/handle all equipment belonging to the school or other people.
• Use all equipment sensibly.

ACT IN A SAFE AND RESPONSIBLE MANNER AT ALL TIMES

 

STUDENTS WILL:

• Inform a teacher when any equipment goes over the fence.
• Walk in corridors and breezeways at all times.
• Walk around the school during lesson times in a quiet and respectful manner.
• Dismount from scooters, skateboards, bikes etc. when entering and leaving the school and store them in the shelter shed.
• Be mindful of different levels of physical abilities and adjust their games accordingly.

Consequences

Positive J	Response if children won’t follow rules
Verbal praise	Look at the person not following the expectations. (Step 1)
Stickers	Say the persons’ name. (Step 2)
Lucky dips	Remove the person from the situation within the classroom. (Step 3)
Note home to parents	Speak with the child and distribute a yellow card to take with them into another classroom/yard for time out. (Step 4)
Phone call to parents	Speaking with the child to ensure they understand the consequences of his/her actions.
Certificate	Discussing with child options that would be more appropriate
House Points	Discuss with the children involved so that the victim explains how they feel to ensure they understand the negative impact they are having.
Extra Responsibilities	If the behaviour continues or is of a serious nature a red card will be distributed and the parents will be contacted for further discussion about the action to be taken which may include in -school suspension.
Positive reinforcement from Principal/and or the Assistant Principal
Contribution to individual or class ‘Star Chart’
Special award at assembly	See classroom and yard expectations further in this document.

 

Consequences

SCHOOL RESPONSE TO STUDENTS WHO DO NOT COMPLY WITH EXPECTATIONS FOR APPROPRIATE BEHAVIOUR

(NON-SERIOUS OFFENCES)

	CLASSROOM	PLAYGROUND
STEP 1 First Occurrence	Verbal warning issued by teacher.	Verbal warning issued by yard duty teacher
STEP 2 Second Occurrence	Name on board ?	Name in Yard Duty record book.
STEP 3 Third Occurrence	Two ?? next to name	Yellow ‘Time Out’ card issued by teacher. Five minutes ‘time out’ in designated area (Prep – Year 2) 15 minutes ‘time out’ in designated area (Years 3 – 6)
STEP 4 Fourth Occurrence	Yellow ‘Time Out’ card issued by teacher. Five minutes ‘time out’ in classroom (Prep – Year 2) 15 minutes ‘time out’ in classroom (Years 3 – 6)	Red ‘Time Out’ card issued by yard duty teacher. 15 minutes ‘time out’ inside for Prep –Year 2. 25 minutes ‘time out’ inside for Years 3 – 6. (If recess finishes before time out completed it will be held over to the next day and taken during the first 15 minutes of morning recess and then lunchtime if required.)
STEP 5 Fifth Occurrence	Red ‘Time Out’ card issued by teacher. 15 minutes ‘time out’ in other classroom (collegiate arrangement) for Prep – Year 2. 30 minutes ‘time out’ in other classroom (collegiate arrangement) for Years 3 – 6 Students complete a ‘Think About your Behaviour’ sheet.	Letter home to parents to be signed and returned the next day. If not returned yard duty teacher makes a phone call to the parent.
STEP 6 Sixth Occurrence	Letter home to parents to be signed and returned the next day. If not returned classroom teacher makes a phone call to the parent.	Student welfare coordinator makes phone call to the parents and student given a formal lunchtime detention letter. Students complete a ‘Think About your Behaviour’ sheet.
STEP 7 After three letters have been sent home	Class teacher makes phone call to the parents and student given a formal lunchtime detention letter for the next day.	Meeting called between class teacher, team leader, parent and student. Development of individual behavioural contract, with consequences for breaking the contract clearly described. Support processes and referrals made if appropriate.
STEP 8 After three lunchtime detentions	Meeting called between class teacher, parent and student. Development of individual behavioural contract, with consequences for breaking the contract clearly described. Support processes and referrals made if appropriate.	Meeting held between teacher, student welfare coordinator, parent and student (if applicable). May lead to internal suspension from certain, or all, school activities for a length of time decided by the Support Group.
STEP 9 If contract is broken on more than three occasions	Meeting held between teacher, student welfare coordinator, parent and student (if applicable). May lead to internal suspension from certain, or all, school activities for a length of time decided by the Support Group.	Referral to the Principal, which may lead to suspension from school. Student not to return to school until a post-suspension meeting has been held between the teacher, principal, parent and welfare coordinator to determine the student’s readiness to return to school.
STEP 10 If contract is broken after step above	Referral to the Principal, which may lead to suspension from school. Student not to return to school until a post-suspension meeting has been held between the teacher, principal, parent and welfare coordinator to determine the student’s readiness to return to school.

*If student refuses to go into ‘time out’ in the classroom the teacher is to call for collegiate support (teacher on APT or Office). Teacher removes the class for the allocated period of ‘time out’ and the support teacher supervises the student in the classroom. There is to be no interaction between the student and the teacher during this time.

*If a student refuses to go into the ‘time out’ area in the playground, or leaves the area prematurely, the yard duty teacher is to call for support from the staffroom or Office using the ‘Help Needed’ card in the yard duty bag. Step 6 will now apply.

*If a student leaves a classroom, or teaching area (inside or outside) without permission and refuses to return when requested, parents will be contacted and requested to immediately collect the student as we cannot guarantee their safety.

SCHOOL RESPONSE TO STUDENTS WHO DO NOT COMPLY WITH EXPECTATIONS FOR APPROPRIATE BEHAVIOUR

(SERIOUS OFFENCES)

	CLASSROOM	PLAYGROUND
STEP 1 First Occurrence	Child immediately removed from the classroom to another classroom for the remainder of the day. Class teacher makes phone call to the parents and student given a formal lunchtime detention letter for the next day. Students complete a ‘Think About your Behaviour’ sheet. Inform Principal or Assistant Principal	Child immediately removed from the playground and sent to the Office to be supervised for the remainder of the recess break. Student welfare coordinator makes phone call to the parents and student given a formal lunchtime detention letter. Students complete a ‘Think About your Behaviour’ sheet. Inform Principal or Assistant Principal.
STEP 2 Second Occurrence	Child immediately removed from the classroom to another classroom for the remainder of the day. Meeting called between class teacher, parent and student. Development of individual behavioural contract, with consequences for breaking the contract clearly described. Support processes and referrals made if appropriate.	Child immediately removed from the playground and sent to the Office to be supervised for the remainder of the recess break. Meeting called between class teacher, student welfare coordinator, parent and student. Development of individual behavioural contract, with consequences for breaking the contract clearly described. Support processes and referrals made if appropriate.
STEP 3 Third Occurrence	Child immediately removed from the classroom to another classroom for the remainder of the day. Meeting held between teacher, student welfare coordinator, parent and student (if applicable). May lead to internal suspension from certain, or all, school activities for a length of time decided by the Support Group.	Child immediately removed from the playground and sent to the Office to be supervised for the remainder of the recess break. Meeting held between teacher, student welfare coordinator, parent and student (if applicable). May lead to internal suspension from certain, or all, school activities for a length of time decided by the Support Group.
STEP 4 Fourth Occurrence or for an extremely serious incident	Referral to the Principal, which may lead to suspension from school. Student not to return to school until a post-suspension meeting has been held between the teacher, principal, parent and welfare coordinator to determine the student’s readiness to return to school.	Referral to the Principal, which may lead to suspension from school. Student not to return to school until a post-suspension meeting has been held between the teacher, principal, parent and welfare coordinator to determine the student’s readiness to return to school.
STEP 5 Repeated suspensions	Expulsion processes may be instigated by the Principal as per DE&T guidelines.	Expulsion processes may be instigated by the Principal as per DE&T guidelines.

EXAMPLES OF SERIOUS INCIDENTS

• Throwing furniture, or other objects, which endangers fellow students or staff.
• Using extremely offensive language which is directed at a staff member or child and is degrading, threatening or malicious.
• Placing self at risk.
• Causing significant injury to self or another child requiring first aid and parent notification.
• Leaving the classroom, or outside teaching area, without permission.
• Major theft of property from another child, staff or from the school.
• Lighting matches/fires, smoking cigarettes.
• Possession of drugs/illegal substances.
• Significant deliberate act of violence to another child causing injury e.g. biting, hitting with a rock or stick.
• Significant damage to school property e.g. graffiti, vandalism.
• Consistent bullying and harassment.

Extreme behaviour will be immediately referred to the Principal who will then decide the appropriate action to take.

Welfare at Viewbank Primary School

During the past two weeks I have been visiting classrooms to teach assertive skills to our students to empower them to be proactive when dealing with bullies rather than just relying on adults. As outlined below the approach is called High Five and is a strategy modelled from Rochedale State School in Queensland.

Below outlines what it is and how you use it.  Please reinforce this approach with your child/ren in order to encourage an assertive approach to problem solving.

Suzanne Kot (Welfare Coordinator)

What is Hi 5?

• It is an effective strategy to develop problem–solving strategies for our students.
• A whole school approach that can also eradicate bullying.
• It is a 5 step problem solving strategy that can be used in the classroom, in the playground and for perceived bullying incidents.

Values and Hi 5

• Values - used to foster better relationships, personal achievement and improved student well being.
• Hi 5- used to build student’s social skills and resilience.
• Together positive impact and shape School Code of Cooperation.

Core Beliefs

• No "put downs”

• Use of “build ups”

"Put Downs"

• Can be a habit, a quick reply without thinking or a conscious mean, nasty response.
• Verbal/ Non verbal

"Build Ups"

Positive, supportive words you can say about people and their behaviour: Contribute to:

• Positive behaviour
• Establishment of positive relationships
• Positive self image

Do the Hi 5:-

• Ignore
• Talk Friendly
• Walk Away
• Talk Firmly
• Report

Ignore

• Pretend you didn’t hear it.
• Do not make eye contact.
• Maintain positive body posture (calm, confident).
• Think positive self-esteem statements.
• Count to five in your head slowly.
• Take deep breaths.
• USE ROLE PLAY TO SHOW WHAT IGNORING LOOKS LIKE, SOUNDS LIKE AND MAY FEEL LIKE.

Talk Friendly

• Use a calm voice.
• Maintain eye contact.
• Confident body language.
• Maintain relatively close body proximity.
• Use "I" statements – I feel . . . . when you . . . . . because….

Walk Away

• Stand tall, head up high.
• Mouth closed.
• Look confident
• Do not use eye contact.
• Walk somewhere, preferably towards a congested area or to a safety zone (teacher).
• Do not look back. Walk confidently, don’t run.

Talk Firmly

• As per Talk Friendly.
• Use an assertive voice, slightly raised.
• Tell them to stop it.
• Re-state your “I” statement. eg. I said . . . .
• State the consequences of continued bullying.

Report

• Walk away and tell a staff member.
• Go to a safety zone.
• Bystanders - support and report.
• Report, report, report until somebody listens.

 

Reporting Vs Dobbing:

• Children need to know the difference between reporting and dobbing.
• Reporting is helping/getting yourself out of trouble.
• Dobbing is trying to get someone in trouble using a whiny voice.

Reporting:

• Children should in most circumstances attempt to problem- solve themselves first.
• Unsuccessful after doing Hi 5 steps- see teacher.

Asking the teacher for support:

Teacher dialogue should take the following format:

- Is this a serious problem?

- Is this your problem?

- What have you tried already to solve it? (Have you tried the Hi 5?)

- Do you want a solution?

- What sort of solution do you want?

Reporting straight away

• If the issue involves

health or safety- children to report straight  away to a teacher.

• They are not to solve problem themselves. e.g. Incidents of physical danger - Child running out of school gates

Reporting Phase

Role of Teacher :

• Investigate and discuss incident with child.
• Refer to detention/advise Class Teacher
• Serious refer to Administration

Success occurs when children can not only talk the talk but walk the walk.