Belair Primary School's behaviour support policy guides:

• the behaviour we expect of children and young people
• how staff, parents and carers will support positive behaviour
• the safe inclusion of children and young people.

Belair Primary School's policy aligns with:

• the Department for Education behaviour support policy (PDF 165 KB)

About behaviours

Children and young people's behaviours fall along a continuum. This means behaviour can range from safe to unsafe.

Range of behaviours

• Positive, inclusive and respectful behaviours.
• Developmentally appropriate boundary testing. This behaviour can interrupt learning but can be redirected.
• Behaviours that cause concern due to their severity, frequency and duration. This behaviour significantly interrupts learning and needs consistent guidance and support.
• Complex and unsafe behaviour which can place children, their peers and others in danger.

All along the continuum, the policy and practice approach is proactive, consistent, responsive and tailored to the child or young person's needs.

How we implement the department's policy

We will support the safe inclusion of children and young people in learning with these actions.

Promote

We will promote, model and support productive and positive behaviour.

• We acknowledge and encourage behaviours that support Belair Primary School's values of Respect, Responsibility, Creativity and Achievement. We will work with Governing Council, staff, children and young people, parents and carers to develop, promote and provide a school wide positive behaviour approach
• Display Essential Agreements, code of conduct, school values, IB learner profile attributes and appropriate consequences. Share these with children, young people, parents and carers through learning tasks, newsletters and website.

Teach

We will explicitly teach positive behaviour and expectations about behaviour.

• Throughout the year, teachers and students will continuously revisit and revise classroom and yard behaviour agreements. Student involvement in the development of safe and supportive learning environments with predictable structures, will help guide children and young people in how to positively participate in learning.
• Within classroom lessons and while implementing the Keeping Safe - Child Protection curriculum, staff will teach children and young people self-awareness, self-management, social awareness and social management.

Intervene

We will intervene to prevent, reduce or redirect behaviours of concern. We will use methods that are the least exclusionary possible.

• Staff use proactive strategies to co-regulate children and young people to prevent behaviours of concern, providing opportunities and support for students to experience success.
• Staff use consistent and equitable actions to implement the code of conduct procedures.

Work with others

We will work with children, their families, professionals and other key adults to understand the environmental, social and family context of a child or young person's behaviour. We will draw on these people to support positive behaviour change.

• Value children and young people's perspectives. Negotiate Essential Agreements, develop behaviour supports within classrooms and whole school through class and student council meetings.
• Engage children, young people and families to understand possible reasons for behaviour. This promotes and supports student acceptance of responsibility of their own behaviour and learning.
• Use case management and Team Around the Child approaches to coordinate, assess, plan, monitor and review behaviour interventions.

Respond

We will respond to behaviour visibly and fairly. Responses will help grow confidence and trust.

• Ensure clear understanding by all involved of the processes used for dealing with behaviour issues raised. Inform parent/caregiver if an office step is reached or if there is an ongoing issue as per the code of conduct procedures.
• Through restorative practice discussions investigate concerns about behavioural incidents. Understand the nature of the incident and the experience of the incident by those involved.
• Apply agreed outcomes developed through restorative practice discussions, tailored to children or young people’s circumstances. Ensure special measures for children with disability or additional needs, children in care and Aboriginal and Torres Strait Islander children are considered and acted upon.
• Document planned behaviour support responses in Behaviour Support Plans, Safety and Risk Management Plans, and Safety and Support Plans if required.

Repair and restore relationships

We will repair and restore relationships harmed by behaviours of concern.

• Through restorative discussions, children and young people who have acted inappropriately will recognise the impact their actions have had on others. They have the chance to apologise and express remorse. They have the chance to repair and restore relationships when appropriate, safe and consented to by all parties.
• Implement agreements developed through restorative practice discussions.

Create safety and wellbeing

We will create safety and wellbeing for people involved in behaviour incidents.

• Provide strategies to reduce the risk of harm to children, young people and staff following behavioural incidents.
• Use suspension as a last resort strategy as per the code of conduct procedures.
• Refer children, young people, staff and others who have been harmed by unsafe behaviours to counselling or other support.
• Engage department support when responding to serious incidents. This includes but not restricted to the Social Work Incident Support Service team. Inform parents and carers of those involved or effected by the behaviour or incident.

Behaviours of concern

Behaviours of concern:

• are challenging, complex or unsafe behaviours
• are more serious, happen more often or last a long time
• significantly interrupt learning for the child or others
• could put the child or others in danger
• need consistent guidance and support.

Behaviours that disrupt learning or safety will always receive a response that considers:

• the needs of the child or young person with behaviours of concern
• other people's rights to learning and safety.

How we respond to behaviours of concern

At we use specific responses to behaviours of concern.

Educator responses

• Provide quality differentiated teaching practice. This is a way to meet each child and young person's learning styles and needs. For example, the teacher plans ahead to clearly teach values and safe and inclusive behaviours.
• Create plans that support positive behaviour change. Partner with parents, carers and others to do this.
• Provide time and space for students to self-regulate with appropriate support and supervision. This might include sitting quietly, talking quietly, doing calming activities (for example breathing and yoga) or physical activity (for example running, shooting hoops or bouncing a ball).
• Interrupt behaviours of concern. Name and describe behaviours to help students understand what they are doing that is problematic. Redirect students to the preferred behaviour. Support students to develop and practice the skills required to maintain the preferred behaviour.
• Offer students choices that allow them to stay regulated and participate. For example offering to finish their work now or during recess and to do their work sitting down or standing up.
• Use natural consequences related to the behaviour. Use them if a student is unable to engage in the preferred behaviour with support matched to the student’s individual needs. For example cleaning graffiti off the wall at recess instead of going outside to play.

Leader responses

• Monitor behaviour. Act on any reports about behaviour of concern. This includes incidents that happen out of hours or off-site that impact relationships at ${name}.
• Consider the use of suspension and exclusion from school to support safety. This is after we consider all other options to reduce danger.
• Report criminal offences to the police.
• Work with the Education Director and Department for Education staff to plan whole of site communications about serious behavioural incidents.
• Provide leadership and / or external assistance to facilitate restorative processes (including re-entry meetings) where staff and children or young people directly involved require impartial assistance to resolve the issues.
• See Belair Primary School code of conduct procedures and yard behaviour common understandings.

Department level responses

• Negotiate other learning options away from school to make sure the school community is safe. This is after we consider other options to reduce danger.
• Support staff and local leadership in how they respond to a child or young person.

Responsibilities

Children and young people

• Treat others with kindness, respect and inclusiveness.
• Make sure their actions are safe, respectful and inclusive. This includes verbal, physical and online actions.
• Seek help from adults to intervene when they see behaviours of concern in person or online.
• Report behaviours of concern to a teacher or adult (SSO) (classroom, specialist or yard) in the first instance. If the behaviour is ongoing and consistent report to a leader.
• Respect themselves and stay safe. Respect other students, staff, parents and the community. Respect our school and school property. Demonstrate our IB Learner Profile Attributes.
• See Belair Primary School code of conduct procedures and yard behaviour and common understandings.

Parent and carer

• Report any child or young person's concerning or unsafe behaviour to classroom teacher in the first instance. If it is ongoing and consistent report the behaviour to a leader.
• If an incident happens, work collaboratively with us to resolve concerns.
• Follow the complaint resolution process to deal with concerns. A copy of the complaint resolution process is on our website or in our front office.
• Show and encourage safe, respectful and inclusive relationships with: their own children; other children and young people; other parents and carers and staff.
• Support their children to develop safe behaviours at home. Check on and supervise their children’s social interactions, including online. Seek external professional support for their children when needed.
• Seek support from school staff to create consistent responses to behaviours of concern. This includes at home and at school.
• Take part in learning opportunities about safe and inclusive behaviour. Find out how the school work with parents, carers, children and young people.
• Know about the school behaviour support policy and procedure. Support the school behaviour code. Know how to identify and report behaviours that are concerning or unsafe.
• Talk and listen to their children about safety issues, including unsafe behaviours. Help them understand what it is, why it is harmful and how to respond. Use the same messages that Belair Primary School promotes.
• Recognise children as learners; with academic, social and behaviour skills.
• Do not approach other children or parents about behaviours of concern. Report this to the school for follow up.
• Understand that, because of confidentiality, the school cannot share information about other children.
• Support their children to stay off-site during suspension, exclusion or expulsion. A child can still come on-site if they have the leader’s written approval.
• See Belair Primary School code of conduct procedures and yard behaviour and common understandings.