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
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Positive J
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Response if children won’t follow rules
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- Look at the person not following the expectations. (Step 1)
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- Say the persons’ name. (Step 2)
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- Remove the person from the situation within the classroom. (Step 3)
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- Speak with the child and distribute a yellow card to take with them into another classroom/yard for time out. (Step 4)
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- Speaking with the child to ensure they understand the consequences of his/her actions.
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- Discussing with child options that would be more appropriate
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- Discuss with the children involved so that the victim explains how they feel to ensure they understand the negative impact they are having.
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- 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.
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- Positive reinforcement from Principal/and or the Assistant Principal
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- Contribution to individual or class ‘Star Chart’
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- Special award at assembly
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See classroom and yard expectations further in this document.
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Consequences
SCHOOL RESPONSE TO STUDENTS WHO DO NOT COMPLY WITH EXPECTATIONS FOR APPROPRIATE BEHAVIOUR
(NON-SERIOUS OFFENCES)
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CLASSROOM
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PLAYGROUND
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STEP 1
First Occurrence
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Verbal warning issued by teacher.
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Verbal warning issued by yard duty teacher
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STEP 2
Second Occurrence
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Name on board √
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Name in Yard Duty record book.
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STEP 3
Third Occurrence
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Two √√ next to name
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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)
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STEP 4
Fourth Occurrence
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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)
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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.)
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STEP 5
Fifth Occurrence
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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.
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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.
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STEP 6
Sixth Occurrence
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Letter home to parents to be signed and returned the next day. If not returned classroom teacher makes a phone call to the parent.
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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.
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STEP 7
After three letters have been sent home
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Class teacher makes phone call to the parents and student given a formal lunchtime detention letter for the next day.
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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.
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STEP 8
After three lunchtime detentions
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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.
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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.
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STEP 9
If contract is broken on more than three occasions
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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.
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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.
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STEP 10
If contract is broken after step above
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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.
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*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)
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CLASSROOM
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PLAYGROUND
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STEP 1
First Occurrence
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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
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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.
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STEP 2
Second Occurrence
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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.
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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.
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STEP 3
Third Occurrence
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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.
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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.
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STEP 4
Fourth Occurrence or for an extremely serious incident
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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.
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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.
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STEP 5
Repeated suspensions
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Expulsion processes may be instigated by the Principal as per DE&T guidelines.
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Expulsion processes may be instigated by the Principal as per DE&T guidelines.
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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.
Back to Code of Co-Operation
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November 2009 |
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Our School 
