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Birdwood 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.

Birdwood 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.

• To promote a school wide positive behaviour approach. This approach aligns with academic and behavioural systems to create an emphasis on explicitly teaching, monitoring and rewarding positive and appropriate behaviour. Using the schools values of Respect, Responsibility and Resilience, Birdwood Primary School is committed to using a Site Wide Positive Behaviour Support (PBS) approach which underpins the teaching and learning of children and young people. This PBS approach is comprised of evidence-based behavioural interventions and pracitses. This is implemented by staff to effectively address and support social, emotional and educational needs of children and young people.
• We will work on this and communicate this with our Governing Council, staff, children and young people, parents and carers.

Teach

We will explicitly teach positive behaviour and expectations about behaviour.

• We do this by: -Teaching behaviour expectations developed around the schools values of Responsibility, Respect and Resilience. -Staff explicitly teach School Wide ‘PBS Lessons’ every morning with a weekly focus that allows for student and staff discussion. These lessons are differentiated across the school to meet the individual needs of the learner, promoting student voice. - Implementation of our School Wide PBS Expectations Matrix outlines our values and specific expectations. The Matrix is clearly displayed across all learning environments and is referred to on a regular basis. - Teaching children and young people self-awareness, self-management, social awareness and social management.
• We create predictable structures and routines in the learning environment. This guides children and young people’s in how to positively participate in learning. The physical environment of learning spaces incorporate flexible seating options. Classroom are organised according to design principles which allows children to participate in learning in an inclusive environment. Classroom expectations and rules are clear, visible and understandable to everyone coming into the classroom.

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. We do this through referring to and implementing the School Wide Tiers of Behaviour Responses. These are aligned with the PBS philosophy and have been collaboratively created and discussed with all Birdwood Primary Staff. The Tiers of Behaviour Responses fall into 3 categories: - Tier 1 Classroom response (Teacher and SSO) - Tier 2 Leader response (Leadership team) - Tier 3 Department level response (Leadership team, Behaviour Support Coach, Special Educators, Support Consultants, Education Directors) Please refer to the schools copy of agreed School Wide Tiers of Behaviour Responses.
• Withdrawal spaces are provided for children and young people to use as needed. These spaces are supervised by an educator. The educator supports children and young people to feel safe and calm and return to their learning environment when they are ready.

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. Seek their ideas when developing behaviour supports. Engage children, young people and families to understand possible reasons for behaviour.
• Use case management and Team Around the Child approaches to coordinate, assess, plan, monitor and review behaviour interventions.
• Refer to Birdwood Primary Schools Grievance Resolution Policy and Communications Policy for further information.

Respond

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

• Educators will refer to the PBS School Wide Expectations Behaviour Matrix with students to support in the implementation of proactive practices within the school setting. Using the schools Documentation System, staff are to communicate with other teachers and the leadership team when a Tier 2 and Tier 3 response is required. A Reset Slip is used for students who have had multiple Tier 1 interventions and require time in a supportive environment. This allows time for the student to reflect and have the opportunity to reset their behaviour. Staff are encouraged to repair the relationship through a restorative conversation.
• An Office Slip is used for students demonstrating Tier 3 behaviours that require a leadership response. Staff and the leadership team will investigate concerns about behavioural incidents and the nature of the incident of all parties involved. Students, parents or caregivers who raise behaviour concerns about the process are required to follow Birdwood Primary Schools Grievance Resolution Policy and the Communications Policy.
• Staff will apply accepted and evidence-based behaviour responses such as PBS and Restorative Practice and tailor responses to children or young people’s circumstances. Take special measures for children with disability or additional needs, children in care and Aboriginal children.
• Leadership will provided supportive documentation for planned behaviour support responses in Behaviour Support Plans, Safety and Risk Management Plans, and Safety and Support Plans.

Repair and restore relationships

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

• Children and young people who have acted inappropriately recognise the impact of their actions. 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.
• Students will be given the opportunity to individually reflect on their behavioral choices through provided reflection tasks and/or with support by a staff member. Birdwood Primary School implement restorative approaches. This includes a restorative conversation, which is facilitated by Leaders and Teachers with all parties who have been affected by the behaviour of concern.

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 if immediate safety is required and follow the Department of Education's Suspension, Exclusion and Expulsion procedures, in line with the Behaviour Support Policy.
• Refer children, young people, staff and others who have been harmed by unsafe behaviours to counselling or other support. Staff will continue to support students with strategies to support their own wellbeing such as High Five, deep breathing, grounding techniques, use of the Wellbeing Room, access to sensory tools and support provided by Birdwood Primary Schools Wellbeing Dog 'Toby'.
• Staff and students to engage with department supports when responding to serious incidents. For example the Social Work Incident Support Service. Responses might include telling parents and carers of those involved in or effected by the behaviour. Leadership and staff to liaise with Student Support Services. They can engage with ongoing training and development of best practice of proactive strategies, trauma informed practices, Verbal Interventions/Disengagement (Management Actual and Potential Aggression) and Keeping Safe; Child Protection Curriculum,

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.
• Introduce, model and reinforce positive social behaviour through explicitly teaching Birdwood Primary Schools site wide behavioural expectations. This is based on the PBS Expectation Matrix and Tiers of Behaviour and Response document which outlines Student Behaviour of Concern and expected Staff Responses .
• Tier 1 Educator Responses as per the the PBS Expectation Matrix and Tiers of Behaviour and Response: •Minimal verbal (e.g. saying name or “I’m noticing ________ happening, we are aiming for ________”) • Proximity • Non-verbal redirection (pointing, STOP hand) • Tactful ignorance • Reminder of expectations • Speak to student outside of room • In class reset time • Teacher or SSO 1:1 work • Positively flipped corrections (e.g. ‘walking’ rather than ‘stop running’) • Change seat / alternative seating (sit spot, wobble seat, kick band etc) • Redirection • Modelling • Listen to music • Healthy snack • Fidget/sensory tool • Movement break If multiple Tier 1 responses are not effective in correcting behaviour, give 2 minutes and 2(positive) choices. If choice not made, or not effective, use blue Reset Slip.
• Tier 2 Educator Responses as per the the PBS Expectation Matrix and Tiers of Behaviour and Response: • After providing multiple Tier 1 interventions teacher to complete and send a Reset Slip as well as a reflection or apology sheet with the student to a neighbouring classroom. • If a student is resetting in a staff members classroom, the teacher or SSO are to connect with the student in a restorative and reflective manner. • Student and class teacher are to repair the relationship and discuss why a reset was required and return positively into the classroom Additional Tier 2 Educator Responses: • Current classroom teacher to complete and send Office Slip to Front Office where escalation has occurred after a reset or the behaviour of concern is an immediate Tier 2 or Tier 3 behaviour. • Teacher to contact parent/ caregivers when required • Timer/ Structured break • Helping another teacher • SSO small group work • Check In, Check Out system with identified students (either in a mentor capacity or an implementation/tracking capacity), with regular communication and collaboration with parents and caregivers.
• Tier 3 Educator Responses as per the the PBS Expectation Matrix and Tiers of Behaviour and Response: • Teacher to be involved in Reconnection Meetings if a Suspension has occurred • Data collection to assist in creating/monitoring a behaviour plan to establish the function of the behaviour or patterns in behaviour • Educators to liaise with Student Support Services (Behaviour Support Coach/Special Educators) • Have a Team Around the Child approach regularly to support the student • Develop a Safety and Risk Assessment in consultation with leadership • Schedule movement or sensory breaks as part of a behaviour plan • Maintain strong communication with parents/caregivers

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.
• Tier 2 and Tier 3 Leadership Responses as per the the PBS Expectation Matrix and Tiers of Behaviour and Response: • If a student's behaviour of concern is an immediate Tier 2 or Tier 3 behaviour, or has re-escalated after a reset, Leadership team will receive an Office Slip. • Leadership team to receive Office Slip that has been completed by teacher and immediately provide required support. • Leadership team to speak to student/s involved and follow up with the incident and behaviour of concern. • Leadership team to provide admin staff with information required to enter onto EDSAS. • Where needed, Leadership team to notify teacher of outcome. • At Leadership discretion contact parents/caregivers of all parties involved (CC: teachers in where possible).
• Provide leadership and / or external assistance to facilitate restorative processes (including Reconnection Meetings) where staff and children or young people directly involved require impartial assistance to resolve the issues. Leadership to follow Suspension, Exclusion and Expulsion Procedure in line with the Department of Education's Behaviour Policy when required. Support staff in the completion and facilitation of Behaviour Support Plans, data collection and Safety and Risk Assessments.

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 teachers and the leadership team.
• Students are expected to follow the Birdwood Primary School Behaviour Matrix, which outlines the school values of Responsibility, Resilience and Respect. This Matrix outlines behavioural expectations that should be demonstrated in learning time, break times and all the time. Additionally, students will: • Use the High Five strategy for managing conflict, including bullying (Ignore, Talk Friendly, Walk Away, Talk Firmly, Report) • Engage and participate in School Wide PBS lessons. This will allow them to explicitly learn behavioural expectations and their associated corrections/consequences.
• Students acknowledge and understand that: • All behaviour is a result of the choices they make. • All actions have a response (consequences or corrections). • Positive behaviour is supported, recognised and celebrated.

Parent and carer

• Report any child or young person's concerning or unsafe behaviour to firstly to their classroom teacher via Seesaw. Classroom teachers will notify Leadership staff if the concern can not be addressed in class.
• 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 support from our staff to create consistent responses to behaviours of concern. This includes at home and at our site.
• Take part in learning opportunities about safe and inclusive behaviour. Find out how we work with parents, carers, children and young people.
• Know about our behaviour support policy and procedure. Know how to identify and report behaviours that are concerning or unsafe. Please refer to the Birdwood Primary schools Communications Policy and Grievance Resolution Policy.
• Talk to their children about safety issues, including unsafe behaviours. Help them understand what it is, why it’s harmful and how to respond. Use the same messages that Birdwood Primary School promotes.
• Make sure their children keep coming to our site while a behaviour issue is being resolved. This is in a child or young person’s best interest. If you feel that your children coming to our site is not in their best interest, talk to us.
• Seek external professional support for their children when needed.
• Do not approach other children or parents about behaviours of concern. Report this to us for follow up.
• Understand that, because of confidentiality, we 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.