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Keller Road 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.

Keller Road 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.

• Keller Road School is committed to providing a safe, respectful and cooperative learning environment for all students and staff. Berry Street is a whole of school trauma-informed model supporting student engagement and wellbeing. We use a whole school consistent approach; which recognises that students need nurture and care whilst learning in a culture of high expectations that support and best meet their individual goals. Staff will provide and promote a safe, engaging and relationship based environment to ensure students learn within a supportive framework.
• At the beginning of the school year all classes develop class behaviour agreements based on The Berry Street Model. These will be developed in consultation with the students and be clearly displayed in their classroom, communicated to parents and reviewed during the year. we don’t take a ‘one size fits all’ approach when responding to behaviours. Responses are differentiated dependent on a range of factors, including the developmental and emotional needs of each student and their capacity to independently manage their behaviour.

Teach

We will explicitly teach positive behaviour and expectations about behaviour.

• Create predictable structures and routines in the learning environment. This guides children and young people’s in how to positively participate in learning.
• Teach children and young people self-awareness, self-management, social awareness and social management. We support young people by teaching explicit skills in interoception and giving time to practice when they are calm and open to learning new skills.

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. All staff are trained in The Berry Street Education Model. This program and belief underpins our whole school approach to supporting behaviour and engagement.
• Reset 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. All students have ready to learn strategies and spaces they prefer to go to reset and be ready to learn. This is embedded in our school practice.

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. We aim to develop students’ skills so they are self-managing their behaviour naturally and independently rather than through externally applied rewards and consequences. Using The Berry Street Education Model we support students to recognise behaviour to heal and grow as individuals.
• Engage children, young people and families to understand possible reasons for behaviour. We must always be asking ourselves why a child is making a particular choice as this will inform the way we respond to the behaviour, e.g. learning task too hard/too easy/not engaging; not knowing what is expected/hasn’t understood or heard instructions; feeling anxious, worried or threatened (at home or school); unwell; classroom environment too hot/cold/noisy/’busy’; has special needs, what is their history? Are there background/ relationship issues at play?
• At Keller Road we use individual case management and Team Around the Child approaches to coordinate, assess, plan, monitor and review behaviour interventions. Staff work closely with outside agencies to support the individual needs of our students.

Respond

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

• Staff are well informed of the procedures to follow for individuals. Staff work alongside leadership and parents to best support the young people in their care. Teachers use professional judgement and their knowledge of the child when they respond to behaviour, with the aim of de-escalation and the child returning to being present, centred and ready to learn. All classrooms have a reset area that students can access to self-regulate. Teachers use a range of processes to record/respond to behaviour, e.g. discussion, behaviour charts, restorative justice practices, calling for support from member of leadership team.
• Investigate concerns about behavioural incidents. Understand the nature of the incident and the experience of the incident by those involved.
• staff and Leaders apply accepted and evidence-based behaviour responses. Tailor to children or young people’s circumstances. Take special measures for children with disability or additional needs, children in care and Aboriginal children. Staff and Leadership will communicate with parents/ caregivers when required. Staff will acknowledge positive and appropriate behaviour and communicate this to parents. Successful behaviour change is enhanced through effective and respectful school, family, community and interagency partnerships.
• As a site we document planned behaviour support responses in Behaviour Support Plans, Safety and Risk Management Plans, and Safety and Support Plans. These are done in partnership with teachers, inter-agency support and parents/ carers.

Repair and restore relationships

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

• As a site we follow a restorative justice approach.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. This is done with the support of leadership and/ or class teachers.
• Implement restorative approaches. This includes the Method of Shared Concern or Support Group Method when appropriate.

Create safety and wellbeing

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

• Our site provides strategies to reduce the risk of harm to children, young people and staff following behavioural incidents. All parties involved have opportunity to talk through the incident with a member of the leadership team. Consequences, if necessary, reflect the severity and if the behaviour is of ongoing concern. There may be times when working away from the class and peers is an appropriate response. This will be communicated to parents/ carers.
• Keller Road follows the Department for Education Suspension and Exclusion guidelines. Suspension is always a last resort where possible. Internal suspension is used as a reminder that a student’s behaviour is unacceptable or the Principal feels that external suspension may not be the best method to support change. Students will have at level, individual work to complete in an office area, supervised by a member of leadership.If external suspension is used a member of the leadership team will contact parents and complete paperwork. As part of the re-entry process a Student Development Plan will be completed.
• The school will refer children, young people, staff and others who have been harmed by unsafe behaviours to counselling or other support. As a site we will provide ongoing support to engage all involved in any incident of concern to feel safe and ready to learn.
• Engage 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.

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.
• Explicitly teach interoception skills. Support students to self regulate using a safe space, interoception activities, or both.
• Provide time and space for students to self-regulate with appropriate support and supervision. All students create a 'Ready to Learn' plan. These plans include suitable activities to regulate and re-centre ready to learn.
• 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.

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.
• The site will work with students and their families to recognise and respond to internal and external triggers that impact on their engagement , readiness to learn and their ability to work with others. Support plans and learning design will reflect their individual needs, and be monitored and modified as required.

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 your class teacher or a member of the Leadership team.
• Support their friends and peers to seek help from trusted adults.
• Support their friends to behave in safe, respectful and inclusive ways. Do this if their friends are engaging in behaviours of concern.

Parent and carer

• Report any child or young person's concerning or unsafe behaviour to a member of the Leadership Team.
• 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.
• 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 Keller Road 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.