safe and responsible citizens, respectful and honest
TRANSCRIPT
BARNAWARTHA PRIMARY
SAFE and responsible citizens, RESPECTFUL and
honest individuals and successful and confident
LEARNERS.
Student Wellbeing and
Engagement Manual
2017
Modelled and Adapted from the Melrose
Primary School Student Wellbeing
manual 2010 and Kiewa Valley Primary
School Wellbeing manual 2009.
Our Philosophy
When a student puts on their school uniform and walks through the gates of Barnawartha
Primary School, they must feel a part of a community that is unlike any other. Together the
staff, families and community embrace the opportunity to work together to begin the most
important journey that their child will ever take. It is a journey they only get one chance to
take. One that, together, we should travel every moment with an open heart, a thinking brain
and with guiding hands.
Their journey will be a challenge. Life is a challenge. Our brain insists that we are challenged.
Without challenge we cannot live life to the fullest; we cannot be all that we are meant to be.
We will be challenged to heal, help and care for our self and those around us. We will leave a
legacy of good. We will be SAFE and responsible citizens.
We will be challenged to make choices. We will learn how to know and do what is right. Not
because we’re told to, but because it is what we believe is the right thing to do. We will be
RESPECTFUL and honest individuals.
We will be challenged to find out who we are and why we think, feel and act the way we do
and how this affects us and those around us. We will be successful and confident
LEARNERS.
“The development of emotional intelligence must be seen as the lifeblood of the school
community and as such it must be an integral and constant part of the school’s curriculum. It
must be afforded the right of being a subject in itself as well as a process woven into the
daily fabric of school life and learning.
As human beings we respond emotionally first and rationally second. Emotions have the
greatest influence on our behaviour. Knowing about human emotions and understanding why
and how they occur allows us to take charge of, manage and change our own behaviour.
Self-awareness, self-control, self-motivation, resilience, empathy and the ability to get along
with others are the pillars of emotional intelligence and constitute the pathway to health,
happiness and success.
Frequently, when a student behaves inappropriately it is because emotions have taken over
from reason. They have become a victim of their emotions and there is every likelihood the
predominant emotion was anger or one of its derivatives. At Barnawartha, we teach students
how to be the master of their feelings, rather than a victim of their feelings”.
(M Geogheghan,2005)
Shared Expectations: Our “BARNY STARS”
“We do the right thing, not because we are told to, but because we know it’s the right
thing to do”.
Through the teaching of emotional intelligence we learn to develop our values into virtues. To have
these as virtues means that they (the Barny Stars) become natural, intrinsically motivated thoughts,
feelings and actions.
SAFE and Responsible Citizens RESPECTFUL and Honest Individuals
Successful and Confident LEARNERS
The symbolic 'Star' was chosen because of what it represents. Stars are the building blocks of
galaxies. They are defined as ... "luminous points in the night sky
which produce light, heat and energy through thermonuclear
fusion." Whilst there are billions of stars in the universe, each
star is different. Different in size, in age, in colour and
temperature. Some burn bright, some are full of more heat and
energy, some grow and develop quicker than others, but they are
all constantly shimmering, basking in their own unique glow. Each
star has a purpose. Most importantly, heat, energy and light can
only come from within the star.
At Barnawartha Primary School we believe that stars are
more than something to reach for, they are something to
become. The heat, energy and light we produce comes from
within us to help us shine our brightest and be the best that
we can be.
BARNY STARS: Our students use the agreed upon
identified behaviours of each star to set goals to work
towards, and are acknowledged within our community
through our assemblies, school App and Facebook page.
PRINCIPAL’S AWARDS: Developing a Growth Mindset:
Progressing a ‘level’ academically isn’t as easy as you think. Most times, depending on the content,
it is generally achieved within a term (3 months), 6 months, 1 year or even a two year time frame.
There are generally a number of skills to acquire, failures to experience and a mindset to change.
Students who receive these awards have demonstrated growth in an area at a faster than
expected time frame. An Emotional Intelligence Growth Mindset. Sometimes, it’s not easy
being a kid living in an adult world, so when our students demonstrate growth in their application of
our values and emotional intelligence, we see that as a significant moment in their development
towards them becoming the best that they can be.
Shine your brightest….
Be the best that you can be.
Steps to an EQ Approach
Teaching Emotional Intelligence
Inciting
Event
Reflexive
Thought
Spontaneous
Feeling
Emotional
Reaction
Inappropriate
Outcome M
A
T
U
R
I
T
Y
Self-
Controlling
Thought
Reasoned
Reaction
Appropriate
Outcome
Wilson McCaskill 2005
At Barnawartha Primary School children are taught 5 concepts of Emotional Intelligence. Having a deep
understanding of these concepts ensures that children have the skills to build a safe school environment and
embrace the ups and downs of life and learning. Being emotionally intelligent has the greatest impact on
academic outcomes.
Each concept is taught through guidance of our Life Raft program, developed within Wilson McCaskil’s Play is
the Way Program. This program is a practical methodology for teaching social and emotional learning using
guided play, classroom activities and an empowering language. The following concepts that children learn, then
become our mantras within the school:
1. The Golden Rule: “Treat others as you would like them to treat you” Children learn that if someone
is unlike you we seek to understand them.
2. “Be Brave – Participate to Progress” Children learn that, school is about stepping bravely into the
unknown. The unknown is often uncomfortable. The braver you are, the more you learn.
3. “It takes great strength to be sensible.” Children learn that, we do the right thing because it is the
best thing to do.
4. “Have reasons for the things you say and do.” Children learn that, if you don’t know why you are
doing something then don’t do it because it’s most likely wrong.
5. “Pursue your personal best no matter who you work with.” Children learn that, we do not come to
school to be better than others. We come to school to better ourselves by being able to work with
others.
To support students in mastering these skills they also learn to “Be the master, not the victim of their
feelings.” They do this with the help of a “Self Mastery Checklist.”
o Am I doing the right thing or the wrong thing?
o Am I making strong decision or weak decision?
o Are my feelings in charge of my actions or is my thinking in charge?
o Am I running away from the problem or am I dealing with it?
o Am I being my own boss or am I inviting my teacher to be my boss?
o Is my teacher trying to help me or hurt me?
(see posters)
Rights & Responsibilities
As members of the Barnawartha school community, students, teachers and
families have certain Rights and Responsibilities within our community. The
Right to teach and learn, and the Right to feel safe both physically and
emotionally are governing. Students, teachers and parents all share equal
Responsibility in acting in ways that uphold each of our Rights.
Rules & Consequences
Rules and Consequences are used to support our Rights & Responsibilities.
When a student is unable to use self-controlling thoughts to manage their
emotions and begins to act in a way that threatens our Rights and
Responsibilities, then specific consequences are used to assist that student to
retake charge of themselves.
Individual Behaviour Management Plans
Some students may find it hard to control their behaviour and behave in an
unacceptable manner. These students may require an Individual Behaviour
Management Plan (BMP) that is developed in consultation with Principal, parents,
class teacher and student support workers (if relevant).
All staff receive a copy of the BMP, so they can reinforce and support
behavioural expectations and consequences. Consistency is then maintained for
that student across the school.
Searching School Bags and Locker Tubs
In the event that a student, parent or teacher has suspicion of any
inappropriate/dangerous/illegal activity or behaviour involving a student’s bag
or locker tub, they are to inform the Principal or classroom teacher
immediately. Teachers have the right to search a student’s bag and locker tub,
in the presence of the student who owns the bag or with another staff member.
Barnawartha Primary School Student Rights & Responsibilities
Through consultation with staff, students and parents, we believe that: Students have the right: Students are responsible for:
To be a SAFE and responsible citizen. To work and play in a clean
environment.
Eating lunch and snack in the classroom/or “Snake Seat” and putting all
rubbish in the bin before leaving. No wrappers are taken outside.
Keeping their desk and working areas tidy.
Cleaning up after themselves.
Offering to help others.
Helping to clean up if asked.
To know their belongings are safe. Asking for permission to borrow or use someone else’s property.
Labelling all clothing and personal equipment.
Being responsible for personal items brought to school. The school will
not replace or pay for any lost or broken items that the child brings to
school.
Caring for their own and other people’s property.
To feel safe in the classroom and
playground.
Being in control of their own thoughts and feelings and making strong
choices.
Being accountable for their actions and accept consequences when given
without blaming others for their decisions.
Using the appropriate voice level.
Making steps to repair any harm caused either emotionally or physically
to another person and restore relationships.
To be a RESPECTFUL and honest individual. To ask questions and share ideas Respecting the opinions of others.
Asking questions or making statements that are relevant and respectful
to the discussion.
To be respected by their teachers,
students, parents and visitors.
Talking to teachers, students, parents and visitors to the school with
respect.
Using their manners (“Please, thank you and may I”).
Welcoming visitors to the school.
Listening with your whole body, heart and mind.
To be a successful and confident LEARNER. To participate in school activities and
be given reasonable adjustments to
their education to allow them to
achieve and experience success in the
same opportunities as their peers.
Working independently.
Doing their best, having a go and trying again.
Accepting support and/or constructive criticism and then applying
strategies given to them to complete their task independently.
Using their initiative by using the environmental print and supports provided
within the classroom.
To learn & achieve to a high standard
and be acknowledged for hard work
and effort.
To know their goals and pathways to
achieve success both academically and
emotionally.
Completing work that is of a high standard (bold, best and beautiful).
Completing homework or assigned tasks.
Fulfilling the high expectations and responsibilities placed on them from
their families.
To be supported by their family to
learn organisational and responsibility
skills.
Have access to the school App at
home and/ or school.
Being prepared for upcoming events.
Coming to school on time.
Wearing correct school uniform every day.
Having the things they need for the day (eg hat, drink bottle, lunch, snack).
Carrying their bag by themselves.
Supporting school and community events that the school is involved in.
Barnawartha Primary School Staff (teaching and non-teaching) Rights & Responsibilities.
Through consultation with staff, students and parents, we believe that: Staff have the right to: Staff are responsible for:
To be a SAFE and responsible citizen.
TRUST
Be trusted to undertake their role to the best of
their ability.
Have their privacy protected.
Being aware of the legal responsibilities and obligations
set out in the DET as to their Duty of Care, Child Safe
Standards, Child Protection and Mandatory Reporting.
Maintain the privacy of others as per the relevant DET
and school policies on privacy.
RESILIENCE
Undertake new and challenging situations with the
support and backing of colleagues and leaders.
Being prepared to take on new and challenging situations
and initiatives with the support, advice and assistance of
colleagues when required.
To be a RESPECTFUL and honest individual.
Expect that they will be treated as a professional
and with respect in their interactions with all
members of the school community.
Expect that positive relationships will form the
basis for daily interactions.
Be valued for their contribution to the wider
school.
Treating others in a respectful and fair manner in all
interactions. Ensure that issues are dealt with calmly and
in a non- emotive, non-confrontational way.
Actively contribute to creating a positive work
environment.
Valuing the work of others within the school environment.
Encourage achievement and celebrate success.
HONESTY
Work in an environment which is open and honest.
Ensuring that all interaction is based on open and honest
communication.
Undertaking their role in a highly professional, organised
and honest manner to never put the school in disrepute.
To be a successful and confident LEARNER.
TEAMWORK
Work in an environment that actively supports and
facilitates teamwork.
To engage in cooperative teamwork, which utilises
outstanding skills in communication, collaboration
and tolerance.
Acting as a committed and professional member of the
teams to which individual staff may belong.
Engaging in cooperative teamwork, which utilises
outstanding skills in communication, collaboration and
tolerance.
PROFESSIONAL LEARNING
Be part of the Performance and Development
recognition and appraisal process that involves
receiving feedback from colleagues and leaders to
enhance teaching pedagogy and/or work practices.
Access targeted Professional Learning which is
agreed upon to further develop teaching and
learning practices and/or work practices.
Taking an active part in recognition and appraisal
processes. To set personal goals, collect evidence, attend
meetings and to be prepared to discuss personal progress.
Maintaining standards in relation to hours of Professional
Learning undertaken over the required period. (VIT
registration).
BEING YOUR BEST
Expect the school to constantly strive to
operate in a way which reflects high
standards. To strive for continuous
improvement and to be the best.
Supporting the school to be the very best. To continue to provide
constructive feedback and to be supportive of efforts to improve
processes and procedures.
Being a positive and proactive advocate of the school and its
students.
Barnawartha Primary School
Parent’s Rights & Responsibilities Through consultation with staff, students and parents, we believe that:
Parents have the right to: Parents are responsible for: To be a SAFE and Responsible citizen.
Know their child is safe and is
ensuring the safety of others.
Modelling positive behaviours of problem solving and conflict resolution
to their children to teach them how to solve problems peacefully.
Know where their child is at all times.
Making sure their child arrives to school on time (8:50am) and is
collected at 3:30pm.
Ensuring their child has a safety plan when travelling to and from
school.
Ensure their child knows how they are getting home from school and
who is collecting them.
Ensuring their child is aware of any intervention or court orders
regarding custody and who can or cannot collect them from school.
Know their child has access to a
healthy menu on school canteen days.
Know that any prescribed medication
will be administered as per
prescription and stored securely.
Making sure their child has enough sleep at night, a clean/dry uniform
appropriate to the climate, appropriate footwear and a healthy lunch
and snack every day.
To ensure that their child takes prescribed medication as directed,
provides it to school if applicable and informs staff of any changes.
Know the school’s values and Codes of
Conduct set out in the Student
Wellbeing and Engagement Manual.
Reinforcing the school’s philosophies and Rights and Responsibilites
with their child set out in the Student Wellbeing and Engagement
Manual.
To be a RESPECTFUL and honest individual. Be welcomed to join the many
opportunities to be involved in as a
proactive and contributing member of
our school.
Being a proactive advocate of their child’s school, education and
wellbeing.
Establishing a partnership to participate in school functions, community
events and education (eg committees, social/family events, excursions,
classroom helper, volunteer, working bees, playgroup, car-pooling,
raffles, cake stalls, promotion).
Be part of a school community which is
open, inclusive and honest with strong
family values that underpin our
philosophy that “It takes a village to
raise a child.”
Ensuring that all interaction is based on open and honest communication.
Undertaking their role as a community member of Barnawartha Primary
School in an honest and respectful manner to never put the school in
disrepute.
Interacts with all families in a respectful manner, regardless of
education/socio economic/religious/marital status/gender/disability.
To be a successful and confident LEARNER. Know their child is getting an
excellent education.
Reasonable adjustments are being
made for students with disabilities to
allow them to achieve success through
the same opportunities provided to
them as their peers.
Instilling high expectations of academic and behaviour achievement and
responsibilities on their child whilst at school and when in the
community.
Supporting the school and their child to be independent, confident
learners.
Be kept informed of their child’s
learning progress and behaviour at
school.
Supporting their child with homework or assigned tasks.
Attending SSG meetings, parent teacher interviews/student led
conferences.
Be aware of additional external
support, networks or agencies
available for their child that can be
provided by external agencies,
services, and/or medical practitioners
(eg paediatricians, therapists,
counselling, disabilities support
groups, books and websites)
Being proactive in seeking, utilising and linking into additional advice,
support networks or agencies to support their child through external
agencies, services, and/or medical practitioners (eg paediatricians,
therapists, counselling, disabilities support groups, books and websites)
being accountable for the additional costs and time needed to support
their child.
Making appointments – eg hairdressers/dentist/medical, after school
hours if possible.
OUTSIDE
In consultation with staff, students and parents, we believe that:
Rights Rules Positive
Acknowledgement
Negative
Consequences
Students,
Teachers and
Visitors have
the Right to
learn and play in
a clean
environment.
Food must be eaten in the
designated area.
We do not walk around with food.
Lunch and snack must be eaten in the
designated classroom or area and
rubbish put in the bin before
leaving/playing.
Chewing gum is not permitted at
school.
Barny Star for being
respectful of our
school grounds.
Verbal praise.
Reminder to eat in the
designated area.
(Yard duty) picking up
rubbish/tidying the school.
Chewing gum put in bin, any
unused gum/packets removed
and will be collected by
parents at end of day.
Students,
Teachers and
Visitors have
the Right to be
safe in the
playground.
We play in our designated play
areas.
We do not play in or outside the
toilet areas.
We must have permission from a
teacher to come inside.
We play all large ball games or
kicking batting games such as
football, tennis, cricket, soccer
and basketball/ netball on the
oval or basketball courts.
Barny Star for
playing safely in our
playground.
Showing initiative,
knowing the
guidelines and
expectations
Verbal praise
Minimum 15 minutes time-
out on the Snake Seat.
(If this occurs at the end of a
break then it is carried onto
the next break.)
We walk our bikes, scooters and
skateboards in and out of school
through the Historic Gates.
We always wear a helmet when
riding our bikes, scooters and
skateboards to and from school.
When riding to and from school
we follow all road rules and keep
ourselves and others safe.
Barny Star for being
safe to and from
school.
Verbal praise
Parents notified.
Student issued with
warning that they may not
be allowed to ride their
bike to school until
assurance of safety is
demonstrated.
We wear a school approved broad
brimmed hat from the 1st of
September till end of Term 1.
Barny Star for being
SunSmart.
Verbal praise
No Hat = Play undercover
Snake Seat and Junior
Undercover.
Shade sails and trees are
out of bounds.
We do not use sticks as a weapon,
to threaten, intimidate or
physically harm others.
Barny Star for
playing safely in our
playground.
For using equipment
productively.
Verbal praise
Warning to put stick down.
If still refusing then child
is removed from yard (15
minutes).
Suspension if child refuses to
follow instructions or has
damaged property or
physically harmed another
person.
Students,
Teachers and
Visitors have
the Right to be
treated with
respect by their
peers. Assault
either verbal or
physical is a
serious criminal
offence.
Students,
Teachers and
Visitors have
the Right to be
treated with
respect by their
peers.
Stealing is a
criminal
offence.
We solve problems peacefully. We
do not assault others with intent to
harm physically or emotionally
(immediate suspension). For
example:
We do not spit at others.
We do not swear or make racial
comments at others.
We do not push, pinch or trip
others.
We do not slap, hit, punch or kick
others.
We do not threaten to harm
another person.
We do not damage another
person’s property.
We do not
mistreat/damage/graffiti school
property.
We do not throw objects (eg
sticks, stones, rocks)
Barny Star for being
an Active bystander
or Peacemaker.
Verbal praise
1. Immediate Removal.
2. Parents notified: child
suspended.
(Maximum of 5 days
suspension). Apology letter to
person assaulted including
steps to restore trust.
(NOTE: Depending on the
circumstances of the
incident/assault, the student
may face immediate expulsion.)
The assaulted person (or their
parent/guardian) has the legal
right to take this matter further
with police.
Any damaged items will be
replaced by families at their cost.
We care for others and behave in a
friendly manner at all times.
We do not tease, name call, bully or
harass others.
We do not yell or scream at others.
We do not tell others to “shut-up”.
We do not exclude others as an act of
power over the group.
We do not steal.
Barny Star for being:
respectful/safe;
Making others feel
welcome and
included;
Being an active
bystander or
peacemaker.
Always respecting
other people’s
property.
Verbal Praise
1. Removal from the yard.
2. Parents notified of incident.
(property returned if stolen).
3. After school Detention and
an apology letter to person
affected including steps to
restore trust.
We follow adult instructions at all
times.
Overt refusal to follow adult
instructions by either verbal (eg
saying, spelling, miming, or
abbreviating or writing, saying
“no” “shut up” “whatever”), or
body language (walking away,
turning away, grunting or making
inappropriate/offensive
gestures).
Barny Star for
following instructions
or showing initiative.
Verbal Praise
1. Warning issued to follow
adult instruction.
2. Removal from yard (15
mins).
3. Complete “Student
Reflection”. (verbal/
written/drawn) when
returned to class.
4. Parents notified.
5. After school detention
may be issued.
NOTE: If student refuses to
follow instruction/return to
teacher/class then parents
are contacted and child is
collected and suspended for
following day for overtly
refusing teacher instruction.
We do not leave the school
grounds without permission.
We do not refuse to return to
class/group/adult.
Barny Star for
always following
teacher instruction.
Being trustworthy
and reliable.
Verbal praise.
Leaving school grounds –
Police will be contacted.
NOTE: If student refuses to
follow instruction/return to
teacher/class then parents
are contacted and child is
collected and suspended for
following day for overtly
refusing teacher instruction.
INSIDE
In consultation with staff, students and parents, we believe that:
Rights Rules Positive
Acknowledgment
Negative
Consequences
Students have the
Right to learn and
achieve.
We follow all adult instructions.
We do not distract other students
or classes.
We respect each other’s property.
We complete our work quietly and to
the best of our ability.
Active Learners:
Barny Star for always
following instructions
or showing initiative.
Being an active
learner, pursuing your
personal best, supporting
the learning of others.
Verbal praise
1. Verbal/non verbal
reminder.
2. Time-out in classroom.
3. Removal to table outside
classroom (withdrawal
area).
4. Lunch or after school
detention (15 minutes).
Phone call home student to be
collected. Suspended for
following day for overtly
refusing teacher instruction.
Students and
Teachers have
the Right to feel
safe- emotionally
and physically.
Assault either
verbal or physical
or threatened is
a serious an act
of violence and a
criminal offence.
We solve problems peacefully. We
do not assault others with intent
to harm physically or emotionally
(immediate suspension).
We do not spit at others.
We do not swear or make racial
comments at others.
We do not push, pinch or trip
others.
We do not slap, hit or punch
others.
We do not threaten to harm
another student.
We do not damage another
person’s property.
We do not mistreat/damage
school property (eg throwing
furniture).
We do not throw objects.
Active Bystanders and
Peacemakers:
Barny Star for being
an active bystander
or peacemaker.
Barny star for using
soothing
thoughts/catastrophe
scale. Following the
Golden Rule.
Barny star for being
respectful to others,
including others and
making others feel
welcome.
Barny Star for always
respecting the
property of others.
Barny star for
respecting the work
space of others.
Verbal praise
1. Immediate Removal.
2. Parents notified: child
suspended.
(Maximum of 5 days
suspension). Apology letter to
person assaulted including
steps to restore trust.
The assaulted person (or their
parent/guardian has the legal
right to take this matter
further with police).
Teachers have
the Right to teach
without
interruptions.
We follow all teacher instructions.
We complete all tasks to the
best of our abilities.
We do not leave the classroom
without permission.
We go to the toilet and get a
drink when the music is playing
before we come inside.
Overt refusal to follow adult
instructions by either verbal (eg
saying, spelling, miming, or
abbreviating or writing, saying
“no” “shut up” “whatever”), or
body language (walking away,
turning away, grunting or making
inappropriate/offensive
gestures).
Active Learners:
Barny Star for being
an active learner.
For being trusted and
respectful.
For knowing the
expectations and
guidelines.
For always following
instructions and
showing initiatives.
Verbal praise
1. Verbal/non-verbal
reminder.
2. Time-out in classroom.
3. Removal to table outside
classroom (withdrawal
area).
4. Lunch or After School
detention.
5. NOTE: If student refuses
to follow
instruction/return to
teacher/class then
parents are contacted and
child is collected and
Suspended for following
day for overtly refusing
teacher instruction.
We do not leave the school
grounds without permission.
We do not refuse to return
to class/group/adult
Leaving school grounds –
Police will be contacted.
Students,
Teachers and
Visitors have the
Right to be
treated with
respect by their
peers.
Stealing is a
criminal offence.
We use manners at all times-
We say please, thank you, may I
and excuse me.
We do not interrupt.
We do not make offensive
comments/ statements or ask
questions that are irrelevant
and disrespectful to the
discussion.
We do not yell or scream.
We do not run in the
classroom.
We do not take other people’s
property.
We do not steal.
Barny Star for always
using manners.
Barny star for making
others feel welcome,
respected and valued.
Verbal praise
1. Verbal/non-verbal
reminder
2. Time-out in classroom.
3. Removal to table outside
classroom (withdrawal
area).
4. Lunch or After School
detention.
NOTE: If student refuses to
follow instruction/return to
teacher/class then parents
are contacted and child is
collected and Suspended for
following day for overtly
refusing teacher instruction.
Students have the
Right to be part
of the
Barnawartha
community.
We wear correct school uniform
every day, adhering to the rules
set out in the Uniform Policy.
We do not wear any jewellery,
other than: watch, earrings
(sleepers/studs).
We don’t not wear facial
piercings or tattoos.
We do not wear coloured nail
polish.
We do not have Mohawks or
extreme hair colouring.
Hair that is longer than
shoulder length, or covers eyes
(both genders) is required to be
tied/pinned back. Extremely
long hair (waist length) is
expected to be plaited or tied in
a neat and tidy manner that is
not longer than shoulder length.
Barny Star for
wearing your uniform
with pride.
Barny Star for school
pride.
Verbal praise
Inappropriate clothing is
removed and student is
given a “spare” uniform to
wear for the duration of
the day. Their clothing is
returned at the end of
the day.
Jewellery removed &
returned at home time.
Nail polish removed.
Parents called to remove
hairspray or gel/colouring
from child’s hair.
Intervention Approaches
Barnawartha Primary School employs a constructive discipline approach in responding to
inappropriate behaviour with emphasis on emotional intelligence training where students
are taught how to improve social relations and solve problems, instead of how not to
behave. Undesirable behaviours present problems for schools as they interfere with optimal
learning conditions and endanger the safety of others. Barnawartha Primary School implement
an Emotional Intelligence (EQ) approach through “Barny Stars” as a way to focus on student
strengths and capabilities, supporting students efforts and accomplishments thus maximising
student learning and appropriate social behaviours.
In addition to teaching EQ, the following 4 intervention strategies are used to address
inappropriate behaviour and are drawn from several key psychological theories.
The Education Training and Reform Act (2006) prohibits the use of corporal punishment in
any Victorian Government school.
1). Rational Emotive Behaviour Theory (REBT).
REBT is a directive in challenging irrational beliefs and is aimed at changing maladaptive
thinking and behaviour. R.E.B.T is based on the A-B-C theory of emotion, where A is an
activating event, B is an irrational belief and C is an emotional consequence.
In using R.E.B.T, school staff may choose to engage a student in a warm empathic relationship
approach or alternatively utilise a more assertive approach.
After identifying the student's irrational beliefs, the staff member challenges the student to
provide evidence supporting their belief. The staff member contradicts any irrational
evidence, almost demanding that the student agree with them.
2). Solution Focused Approach.
An effective tool in challenging students to reflect on their behaviour is a solution focused
approach. Ask the student to;
a) define the problem central to the situation;
b) generate as many solutions to the problem as possible;
c) reflect on the solutions and choose the best one;
d) put the chosen solution into action, and;
e) evaluate the effectiveness of the chosen solution.
(continued)
3). Behavioural Approach.
A behavioural approach to discipline stresses the importance of consequences of behaviour
rather than the environmental stimuli.
a) Discipline for undesirable behaviour is to be immediate so that the student will associate
the consequences with the behaviour.
b) The consequences are to be strong enough to stop the undesirable behaviour and
appropriate to the situation.
c) Discipline is to be consistent.
d) Discipline is aimed at the undesirable target behaviour, not at the student.
e) Positive reinforcement of desirable behaviour will promote new appropriate behavioural
responses in the student.
f) Discipline is private discipline as opposed to public discipline. The behaviour is targeted,
rather than the ego, therefore reducing the likelihood of escalating the situation by trying
to save face.
4). Vulnerable Students: A Do No Harm Approach.
Caution is taken when dealing with a student who may have past experiences of abuse,
violence and/or trauma or who experience a mental health issue. When such students are
experiencing a heightened emotional state certain behaviour management strategies may
cause the student further emotional harm and/or trauma, resulting in an escalation of
undesirable behaviour.
In such situations staff must seek assistance from the Principal. An appropriate intervention
may include removing the stimuli (other student/s, staff member, potential weapon) rather
than authoritatively challenging or physically restraining the student. The student is given
time to calm down in order that they may process information more appropriately and think
more rationally.
Students with Disabilities
Under section 32 of the Disability Discrimination Act 1992, education providers must comply
with the Disability Standards for Education 2005. The Disability Standards for Education
2005 set standards for education and training providers, including Victorian government
schools. To comply with the Standards education providers must make ‘reasonable
adjustments’ to accommodate a student with a disability.
Student Wellbeing and Discipline Policy
Rationale:
We believe that all students have the right to learn and feel safe whilst at school. Everyone deserves to be treated
with respect and dignity. Students can learn how to be in control of their behaviour and be masters of their feelings,
rather than victims to them. Students need to be taught how to manage their emotions, behaviour and relationships
and be given opportunities to learn these skills. We base student wellbeing on agreed upon Rights & Responsibilities.
School rules are used to uphold these. Suitable consequences are used to promote our Rights, and reinforce student
Responsibilities. Corporal punishment is not permitted at the school.
Aims:
To uphold the Rights and Responsibilities of all students to learn and feel safe, both physically and emotionally at school.
To put students in control of themselves by teaching the skills, language and emotional literacy of emotional intelligence.
Implementation:
All teachers are given a copy of Barnawartha Primary Student Engagement and Wellbeing Manual, and are familiar with its content and processes.
New students/families receive a copy of the Barnawartha Student Engagement and Wellbeing Handbook.
New teachers receive induction and a copy of the manual when they begin employment.
Consistency is maintained across the school by a whole school approach to wellbeing and discipline (see Student Wellbeing Handbook).
Collegiate and structural support processes are in place, are monitored frequently and revised as necessary.
Student wellbeing and discipline is approached from the seat of compassion.
The teaching of emotional intelligence during the EQ Hour is the cornerstone of student wellbeing.
Communication with parents is an integral part of promoting student wellbeing.
All classrooms have a class management plan with core values and consequences, both positive and negative.
Consequences involve assisting students to reflect on their behaviour in a way that respects the Rights of others in the school community.
Casual Relief Teachers (CRT’s) receive a copy of the class student management procedures and are expected to implement them.
All students complete a Digital Portfolio as part of the eSmart education of acceptable use of technology and internet usage.
Evaluation:
This policy will be reviewed as part of the school’s three-year review cycle, or at any time that DE&T policy changes influence reporting practices in schools.
This policy was last ratified by School Council in...…………..2015
School Council President………B. Kelly……….(signature)
Bullying and Cyber Bullying
“Bullying is a repeated verbal, physical, social or psychological aggressive behaviour by a person or
group directed towards a less powerful person or group that is intended to cause harm, distress or
fear (Department of Education 2015). It can involve such things as:
Direct Physical Bullying.
Grabbing, aggressive staring, hitting, pinching, kicking, pushing & shoving, damaging property.
Taking or knocking a person’s books or belongings out of their hands or off their desk.
Direct Verbal Bullying. Publicly excluding a person from your group.
Teasing and name calling.
Homophobic or racist remarks.
Indirect Bullying
An action designed to harm someone’s social reputation and/or cause humiliation.
Lying and spreading rumours. Playing nasty jokes to embarrass and humiliate. Mimicking. Encouraging others to socially exclude someone. Damaging someone’s social reputation or social acceptance.
Cyber bullying:
Is direct verbal or indirect bullying behaviours using digital technologies. This includes
harassment via a mobile phone, setting up a defamatory personal website or deliberately
excluding someone from social networking spaces. Being involved in online spaces – either at home or at school requires students to behave responsibly.
This includes:
The language you use and the things you say.
How you treat others & respecting people’s property (copyright).
Visiting appropriate online places/chatrooms/sites and social media outlets.
Behaving safely online means:
Protecting your own privacy and personal information (formerly stranger danger)
Selecting appropriate spaces to work and network
Protecting the privacy of others (sharing personal information or images)
Being proactive in letting someone know if there is ‘something not quite right’. At home this
would be a parent/carer, at school a teacher.
If you are being bullied you should:
Tell the person you don’t like what they are doing and you want them to stop.
Seek support from bystanders.
Discuss the matter with a student leader, teacher, parent, Principal or adult.
Find ways that you can “Bully- Proof” yourself with strategies and a support network.
Our Emotional Intelligence (EQ) Curriculum and The Bully Stoppers Program.
At Barnawartha Primary School, bullying in any form is not tolerated. We teach students
about the Golden Rule, “To Treat Others The Way You Want To Be Treated.” Through the
EQ hour our students learn skills, strategies and language to be masters of their feelings
rather than victims. This is reinforced through the Bully Stoppers Program where all
students are educated with combined support from their families to identify the bullying
behaviours, how they can be an active bystander and then strategies as to ways they can
“Bully-proof” themselves. Our students learn about the power of the group to stand up to an
individual. Often it only takes one voice or action from an active bystander to help empower
victims to stand together to address and put a stop to bullying behaviours.
Note: Knowing the difference, can make a difference.
Many distressing behaviours are not examples of bullying even though they are unpleasant
and often require teacher intervention and management. It’s important to unpack any anti-
social situations and look for answers as to why relationships breakdown, or actions have
occurred. Often it can be a misunderstanding, jealousy, paranoia or miscommunication that it
stems from. Always confirm with your child about their role in the situation. Did they use the
catastrophe scale? Did they confirm their feelings with the other person? Did they ask
questions to make sure they had all the information before making any assumptions?
Mutual conflict: involves an argument or disagreement between people but not an imbalance
of power. Both parties are upset and usually both want a resolution, or their own way.
Unresolved mutual conflict can develop into bullying if one of the parties targets the other
repeatedly in retaliation.
Social rejection or dislike: It’s normal that throughout your child’s schooling and lifetime
that they will come across people with differences of opinion, interests and personalities
that will make it difficult for some friendships to develop or maintain at the same level.
Friendships can be cyclical and will often break down, rebuild or change entirely in the
intensity, especially if there is someone new in the social group. It is not bullying unless it
involves deliberate and repeated attempts to cause distress, exclude or create dislike by
others.
Single-episode acts: of nastiness, name calling or physical aggression are not the same as
bullying. If someone is verbally abused or pushed on one occasion they are not being bullied.
Nastiness or physical aggression that is directed towards many different people is not the
same as bullying. However, this does not mean that single episodes of nastiness or physical
aggression should be ignored or condoned as these are unacceptable behaviours.
Procedures
School Detention………………………………
Removal to Withdrawal Area…………
Removal to Principal…………………………
Suspension………………………………………….
Expulsion……………………………………………
School Detention Procedure.
Detention is used only when a student’s behaviour in the playground and/or classroom
undermines the Rights of other students and/or teachers (see Rights and Responsibilities).
Sending a Child to Detention:
1. Send them to the table outside the staff room.
2. If needed, take him/her there yourself.
3. If student refuses, refer to Principal. Student can be suspended for not following
teacher instructions (overt refusal of teacher instruction).
DETENTION
The teacher or Principal will help the student take charge of themselves by using the
following process:
1. Student completes the DIY Behaviour Improvement pro-forma or class work.
2. If a child refuses to begin the task within a minute the supervising adult clarifies the
task with the student and the support needed. The student is also warned that they can
be suspended for not following teacher instructions as this is considered overt refusal of
teacher instruction.
3. If child still refuses to begin. A phone call is made to parents to collect child. Child is
suspended for the following day for overtly refusing teacher instructions.
By the end of the detention, the teacher will:
1. Record the incident in the tracking book.
2. Fill out a parent notification for parents.
3. Collect paperwork and take to the front office (notification, DIY or completed work)
Office Follow-up:
1. Photocopy detention notification and the students DIY Plan.
2. Place a copy of the DIY and Parent Notification in an envelope and send home.
3. Give a copy of the DIY Behaviour Plan to the class teacher and Student Engagement
Staff.
Class Teacher
1. Check paperwork comes back from home (if not, make a phone call home)
2. Record incident in student file.
Repeat Offenders: Loss of privileges and loss of access to excursions and
incursions.
Children who continue to display inappropriate behaviour will risk loss of privileges and/or
access to excursions and incursions. These may include; completing tasks or having
lunch/snack break in a withdrawal area, not being included in extra-curricular activities,
visiting performances, camps, excursions, incursions or sporting activities. It is expected
that students are in control of their behaviour at all times. If they are unable to
demonstrate the acceptable behaviour required, then the Behavioural Approach is applied to
enforce natural consequences relevant to the situation.
Removal to Withdrawal Area: Procedure
When:
If a student behaves in a way that undermines the Rights of other Students or Teachers
(see Classroom rules), in the classroom, they may be removed to a withdrawal area
determined by the classroom teachers for that session.
How:
Teacher works through the stages of class management plan-
1. Verbal/non-verbal reminder.
2. Time-out in classroom.
3. Removal to withdrawal area.
4. Lunch or after school detention.
5. Suspension
Procedure:
1. The student is sent to the Withdrawal Area.
2. Student is informed how long they will be in the area for.
3. While at the Withdrawal Area the student completes their task while sitting at the desk.
4. The teacher will discuss the student’s behaviour with them.
5. A copy of the parent notification is sent home with the child to inform parents.
6. Parents sign and return copy to class teacher.
7. Teacher records incident in student file.
Removal to Principal
Sending a student to the Principal is an extreme clause that can be done if a student displays
complete, non-compliant behaviour that results in the inability to teach/learn/or feel safe
physically and emotionally.
Process
1. Teacher sends for the Principal.
2. Principal will come to the classroom and remove student.
3. Student sent to the withdrawal area for 15 minutes to calm down.
4. They will be issued with a lunch or after school detention to complete any uncompleted
work or write an apology letter.
Consequence
1. If the student’s behaviour does not change and they continue to display non-compliant
behaviour/unable to manage self-control to calm down, that results in the inability to
teach/learn/or feel safe physically and emotionally then the Principal will contact
parents/caregiver or emergency contact and the child will be collected immediately and
suspended for the following day.
2. Behaviour recorded in their file.
Before returning to school/classroom:
1. Student completes the Repair and Restitution pro-forma.
2. Student completes the Safe Schools Agreement.
3. If the child is suspended a re-entry meeting must be held before the student can return.
This is held with the student, parent/s, classroom teacher and Principal, Student
Engagement Staff and Student Support Officer (if available).
4. Re- entry meeting is arranged to establish an Individual Behaviour Management Plan
(BMP) for that student (class teacher, Principal, Parent, Support Worker – if relevant).
Suspension Procedure
When: Under Ministerial Order no 625 – Procedures for Suspension and Expulsion; grounds for
Suspension.
A principal may suspend a student if, whilst attending school, travelling to or from school or engaged in any school
activity away from the school (including travel to and from that activity), the student;
a) Behaves in such a way as to pose danger, whether actual, perceived or threatened, to the health
safety or wellbeing of any person.
b) Causes significant damage or destruction of property.
c) Commits or attempts to commit or is knowingly involved in the theft of property.
d) Possesses uses or sells or deliberately assists another person to possess, use or illicit
substances or weapons.
e) Fails to comply with any clear and reasonable instruction of a staff member so as to pose a
danger, whether actual, perceived or threatened, to the health, safety or wellbeing of any
person.
f) Consistently engages in behaviour that vilifies, defames, degrades or humiliates another person
based on age, breastfeeding, gender, identity, disability, impairment, industrial activity, lawful
sexual activity, marital status, parental status or status as a carer, physical features, political
belief or activity, pregnancy, race, religious belief or activity, sex, sexual orientation, personal
association (whether as a relative or otherwise) with a person who is identified by reference to
any of the above attributes.
g) Consistently behaves in an unproductive manner that interferes with the wellbeing, safety or
educational opportunities of any other student.
How:
1. The Principal will initiate the suspension of a student.
2. Work is sent home with the student to complete.
Returning to School:
No student can return to class/school before a Re-Entry meeting is held between student,
parent, class teacher and Principal and SSSO (if available).
Formal discipline meeting to consider students future at school that involves: student, class
teacher, Principal, Parent, Support worker (if relevant)
a. Repair and Restitution plan established
b. Safe School Agreement established
c. Individual Behaviour Management Plan is developed to protect the Rights of all
Students and Teachers, and assist the student to control his/her behaviour
Frequent Suspensions:
1. Departmental Senior Advisor contacted (conference at the highest level)
2. Modified Timetable:
3. Behaviour Review Conference: to advise the student and their family that the Principal is
considering expulsion.
Expulsion Procedure
When:
Under Ministerial Order no 625 – Procedures for Suspension and Expulsion; grounds for Suspension.
A principal may expel a student if, whilst attending school, travelling to or from school or engaged in any school activity
away from the school (including travel to and from that activity), the student;
Does anything mentioned in the Grounds for Suspension (a) to (g) and
The student’s behaviour is of such magnitude, that having regard to the need of
the student to receive an education compared to the need to maintain the health,
safety and wellbeing of other students and staff at the school and the need to
maintain the effectiveness of the school’s educational programs, expulsion is the
only mechanism.
How:
The Principal will initiate the expulsion of a student.
Work is sent home with the student to complete.
A Behaviour Review Conference will be held to advise the student and family that the
principal is considering whether to expel the student.
Pro-formas
Parent Notifications
1. Good News from School …………………………………… …………………………..
2. Parent Notification Form ………………………………………………………………
Student Reflection pro-formas
1. Written Apology: Saying Sorry………………………………………………………
2. Safe School Agreement………………………………………………………….…….
3. Repair & Restitution………………………………………………………………….…..
4. DIY Behaviour Improvement…………………………………………….…………
5. Repairing the harm…………………………………………………………………………
6. Reflection…………………………………………………………………………………………
7. Student Contract …………………………………………………………………..
Teacher Pro-formas
1. Class Behaviour Overview: Barny Stars Tracker……………………………………
2. Class Behaviour Overview: Incidents Tracker………………………………………
Good News from
Barnawartha Primary School
Dear _____________________________ ,
This is a short note to inform you that__________________ ______
has been acknowledge with _______________ Barny Stars today for being a …..
Safe and responsible
citizen:
Respectful and honest
individual:
Successful and confident
learner:
___________________________________
Congratulations and thank you for displaying behaviours that build trust and respect and uphold the values of our school. We know
that these small actions contribute to increasing your responsibility to gain more freedom of opportunities within the school.
Most importantly you are building a positive reputation amongst staff, students and the community. I’m sure this not only makes
your family proud, but you should be proud of yourself too.
Class Teacher ________________________ DATE: _____/_____/2017
Please ensure the section below is signed and returned the next day to school.
………………………………………………………………………………………………………………………………………………….
Good News From School
Child’s Name_________________________________
I have received your note to congratulate my child and I have also spoken to my child
about it.
Parent’s signature ____________________________ Date ____/___/2017
PARENT NOTIFICATION FORM:
Dear _________________________ Date ___/____/2017
Today your child _______________________ was not in control of their behaviour and did
not make strong choices. As a result they were required to reflect on their behaviour by
being:
Kept in at break to complete unfinished work
Removed to a withdrawal area for time out
Given a lunch detention
Given an after school detention time from 3.30-4.00 on …………………………..………
Reason for this action being taken (specific behaviour) ………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………..…….
Your child was required to make a Verbal Apology Written Apology Safe School
Agreement Repair & Restitution DIY Behaviour Improvement
We seek your support with the implementation of our school’s Wellbeing policy and our
Rights & Responsibilities policy.
If you have any concerns regarding this matter, kindly contact the school to arrange an
appointment.
Thank you. __________________________________ (Teacher issuing action)
Confirmation Reply Slip: Please sign and return to school
Child’s Name_____________________________________________
I agree to the above arrangements and have spoken to my child
I will phone to discuss this matter further
Parent’s signature ____________________________ Date ____/_____/2017
SAYING SORRY
Write a sincere apology to each person affected by your inappropriate behaviour. Choose your
words carefully. It is important they accept your apology. Write your name at the end.
Dear …………………………………………………………… ,
I’m sorry for ……………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
I was feeling ……………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………because
…………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
It would have been better if I ………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
Signed ……………………………………………. Date ………………………………………………..
Earning Back Respect & Trust
What will you do, for others, to show them that making things better between you is
important and necessary? Find something to do that is worthwhile, helpful and takes time and
effort on your part.
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………….(Wilson McCaskill 2005)
SAFE SCHOOL AGREEMENT
I __________________________________ , agree to contribute to the physical
and emotional safety of the people in my school and class each and every day by all the
things I say and do.
If I fail to keep my agreement I will accept the consequences as outlined in the
Student Engagement and Wellbeing Manual, as well as the following consequence that I
have thought of and which I believe will help me to behave in a responsible and
appropriate way.
CONSEQUENCE
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Signed: …………………………………………………………..
Teacher:………………………………………………………..
Date:………………………………………………………………
Wilson McCaskill 2005
REPAIR AND RESTITUTION: Making things better, paying back and moving on
AWARENESS OF OTHERS
A. Write down the names of people
affected by your inappropriate behaviour.
B. Write down 2 things about each
person that makes them a valuable
member of your class and our school.
1 .…………………………………………………………..…….
1 …………………………………………………………………
2 ………………………………………………………………..
2 ……………………………………………………………………
1 ………………………………………………………………..
2 ………………………………………………………………..
3 ……………………………………………………………………
1 ……………………………………………………………………
2 …………………………………………………………………..
UNDERSTANDING & AGREEMENT
A. What school rule/s did you break with
your inappropriate behaviour?
B. Explain why each rule is necessary.
1 .…………………………………………………………..…….
1 …………………………………………………………………
2 ……………………………………………………………………
2 ………………………………………………………………..
3 ……………………………………………………………………
3 …………………………………………………………………..
ACCEPTING RESPONSIBILITY
What rights of the other person/s were abused by your inappropriate behaviour?
The right to …………………………………………………………………………………………………………………………………………
DIY: Behaviour Improvement Plan
NAME ______________________________ DATE _________________
REFLECTION REASON & RIGHT ACTION
WHAT
HAPPENED? List in order the
things that happened
which led to your
inappropriate
behaviour.
YOUR THOUGHTS &
FEELINGS List your spontaneous feelings
and the reflexive thoughts that
you had at each step.
SELF
CONTROLLING/
(soothing)
THOUGHTS Look at your list of
feelings. What self
controlling thoughts
would have given you the
power to control your
feelings?
APPROPRIATE
ACTIONS Look at your list of
self controlling
thoughts. Describe
the behaviour you
could have used if
your thoughts had
been powerful.
I felt
………………………………………………….……….
……………………………………………………………
….
……………………………………………………………
……………………………………………………………
…
…………………………………………………..………
………….…………………………………………………
..
…………………………………..………………….…….
………………………………………………….…………
……….……………………………………………………
……………………………………………………………
I thought
………………………………………………….……….
…
……………………………………………………………
…
…………………………………………………..………
…
…………………………………..………………….…….
………………………………………………….…………
……….…………………………………………………..
……………………………………………………………
……….……………………………………………………
…
………………………………………………….……….
……………………………………………………………
…..
DIY Behaviour Improvement Plan.
By__________ What did I do? What school value did I break and what
did I do? (safe and responsible citizen/respectful and honest
individual/successful and confident learner)
Why did I do it?
I was feeling…. (eg..jealous, over excited, angry, confused, anxious,
embarrassed, wanted my own way, bored, selfish, annoyed,
upset, spiteful, frustrated, silly…) BECAUSE….
I wasn’t being a ...
When I……
I put my emotions on a ______/10 on the Catastrophe Scale
and reacted as if it was _________________________.
___________________
I was feeling……
Because…..
What should I have done?____
I should have ……………
A Soothing Thought I could have use would be……
AND/OR
I could have asked _________________for help.
I would have asked them to help me by…
It was really a _____/10 on the Catastrophe Scale
and I should have reacted as if it was ….
How can I fix it to make things
better? What action can I do to earn back trust and respect? (eg. Write an apology letter, do a job for them, help them,
make something for them…). I will apologise for …..
To earn back trust and respect I will….
Barnawartha Primary School Student Contract
I understand that Barnawartha is a community that values the academic and emotional
wellbeing of each other. We believe that being a member of our school is a privilege
and something to be proud of. At all times we place high expectations on ourselves to
be the best that we can be in everything we think, say and do. Our school is a
community much like a family, in which everyone cares, supports and encourages each
other no matter what age or gender. We acknowledge that we have differences but we
are always friendly and respectful to everyone in our community. It’s the Barnawartha
way.
I have read the Barnawartha Student Engagement and Wellbeing Manual with my
family and I agree to fulfil my obligation to contribute to the social-emotional and
physical wellbeing of this community from the moment I walk through the school gates
and at all times that I represent my school.
I also agree to fulfill my obligations to myself and my family to learn and participate
to the best of my ability, always upholding the values of our school to be a Safe and
responsible citizen, a Respectful and honest individual and a successful and confident
Learner.
If I do not make strong choices and have a weak moment, in which I don’t uphold the
values of our school, then I agree to accept the consequences of my actions as written
in the Student Engagement and Wellbeing Manual.
Signed (student) ____________________________________________
Witnessed and supported by (parents/guardians) ___________________________
Date: _________
YEAR: 2017
Week _______
Term ________
Class Behaviour Overview: Barny
Stars - Three or more Barny Stars in the same day:
Teacher to complete a Good News From School letter.
Students collate the number of stars for the week and these
are recorded below. Star tickets are pasted into their Barny
Stars Book. Date:
Term and
week
Name SAFE and responsible
citizen
RESPECTFUL and
honest individual
Successful and
Confident LEARNER
“Good News
From School”
Letter sent.
Y/N
Alyssa
Y
YEAR: 2017
Term _____
Class Behaviour Overview: Incidents
Three Incidents recorded in the week: Teacher to
notify Principal and contact parents to arrange
Student Support Group meeting. Date
Eg: 28/1/17
T1W1 thurs
Name Removal
from
classroom
to
Withdrawal
area.
Removal
from
yard.
Break catch
up/detention
After
school
detention.
Parents
contacted.
Suspension Parent
notification
form
completed
(and parent
response
returned?)