Pacific Pines Primary SchoolResponsible Behaviour Plan for Students

1. PurposeEducation Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. At Pacific Pines Primary School our aim is to provide quality educational experiences that will equip each of our students to be self-managing confident citizens who can adapt to meet the challenges of tomorrow.

Pacific Pines Primary School’s core business is learning. It is our purpose to provide engaging, quality and inclusive curriculum that stimulates students’ motivation. Our staff is enthusiastic and positive about teaching and construct learning environments around meaningful experiences that are worthwhile, challenging and appropriate to individual student individual student abilities and skills.

This school endeavours to foster a confidence in our students that allows them to problem solve, to understand their own rights and responsibilities and to respect those of others, to be enthusiastic and positive about learning and to accept responsibility for their choices and to manage their own behaviour.

The Pacific Pines Primary School’s community collaborates to provide and maintain a supportive school environment. The success of our community partnerships is paramount to developing an environment of shared responsibility, self- management, mutual respect and cooperation.

We are committed to creating a supportive school environment where all members of the community feel safe and happy and able to learn and teach. Within our supportive environment, we aim to prepare confident and competent individuals who are responsible, motivated and respectful life long learners.

The “Pacific Pines Primary School Responsible Behaviour Plan for Students” has been developed and reviewed by staff, parents and student representatives. The plan is consistent with the relevant legislation and policy by which Qld State Schools operate including “The Code of School Behaviour”

2. Consultation and data reviewStaff, students and parents consistently rate this school as an excellent school and rate student behaviour consistently well above 80% in the School Opinion Surveys each year. Data collected each year show

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minimal numbers of suspensions both short and long term and there have been no exclusions since 2004. This plan has been developed in consultation with the school community and has had a significant input from staff and students.

3.Learning and behaviour statementAt Pacific Pines Primary School we believe in the responsible thinking process. The aim of this process is to guide and assist students to realise their potential and to provide them with the knowledge, confidence, esteem and self- discipline necessary to approach all of life’s challenges with a positive outlook. This school aims to incorporate values, attitudes and behavioural expectations within the curriculum and these are taught, modelled and practised.

Learning Beliefs

Everyone has the right to learn, teach and participate in education

This school is developing life -long learners Students learn best in a supportive and nurturing environment

where they feel safe and happy Teachers are responsible for developing and delivering engaging

curriculum to promote learning Student learning outcomes improve within stimulating

classrooms where students are engaged in the learning process Students are encouraged to be creative, problem solving and

decision making learners Students are actively involved in their own learning Self- worth is directly related to improved learning outcomes Teacher and student relationships directly impact upon learning

effectiveness and student engagement

Behaviour Beliefs

Everyone has rights that are connected to responsibilities Everyone has the right to feel safe and happy Behaviour is a choice Self- management is achievable in a supportive environment A supportive environment is an environment that is fair and just Staff and parents should model appropriate behaviour choices Positive choices should be acknowledged and recognised

Positive behaviour is to be taught, modelled, acknowledged and rewarded

Support of behaviour choices should move from least intrusive to most intrusive

Clear expectations and guidelines are to be set Proactive and reactive processes are to be employed Problem solving assists in better behaviour choices Conflict resolution should be part of the behaviour process

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Pacific Pines Primary School’s beliefs about behaviour and learning are underpinned by:

Mutual respect for oneself and others Safety for all Recognition for individual similarities and differences Effective student, staff and parent relationships Cooperation between all community members The school community accepts responsibility for encouraging

students to be self managing

The Pacific Pines primary school community actively promote:

CHILDREN ARE ENCOURAGED TO BECOME SELF-MANAGED STUDENTS

Each child should feel secure in the knowledge that his/her needs as an individual are understood and catered for and that this school community will provide emotional, physical and educational support.

NO STUDENT SHOULD BE DENIED THE OPPORTUNITY TO LEARN BECAUSE OF THE ACTIONS OF ANY OTHER STUDENTS

Our Beliefs:

Everyone makes choices about how they act/behave Everyone is responsible for their own actions Everyone will accept the consequences for their actions Everyone can choose to change their behaviour

EVERYONE AT PACIFIC PINES PRIMARY SCHOOL HAS THE RIGHT TO FEEL SAFE BE TREATED WITH RESPECT AND DIGNITY WORK AND LEARN IN AN UNDISRUPTED ENVIRONMENT

RIGHTS RESPONSIBILITIES WAYS TO ENSURE THEY ARE UPHELD

Children have the right toBe listened to

Be treated with understanding, equity, respect, courtesy, honesty and trust

Learn

Feel safe, and be safe both emotionally and physically

Children have the responsibility toListen to others

Treat others with understanding, respect, courtesy, honesty and trust, not to steal, damage or destroy the property of others and report any such acts

Not inhibit the learning of others. Co-operate with staff and other students, feel confident that learning will take place in a stimulating environment

Help in making sure that the school is a safe place to be. This means acting against bullying, intimidation and harassment

TALK TOyour classroom teacher

a teacher

the Principal

a Deputy Principal

the Student Council

your parent/s

Parents have the right Parents have a responsibility to talk to your

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toBe listened to, to be able to express opinion

Be treated with understanding, courtesy, honesty, trust and respect

Expect that due care and attention is provided for each child whilst at school

Listen to others and to follow school procedures and to have access to school personnel

Treat others politely with equity and to respect individuality and their position within the school community

Ensure that they co-operate with school procedures and requirements

child’s teacher

make an appointment with administration

contact the P&C President

attend a P&C meeting

Staff have the right toBe listened to, to be able to express opinion and to have access to school personnel

Be treated with understanding, equity, courtesy, honesty, trust and respect

Obtain maximum benefit from all new teaching procedures and educational initiatives

Receive support from administration and senior teachers and other support staff available

Feel safe both physically and emotionally

Work in a clean and healthy environment

Be treated in a professional manner

Staff have a responsibility toListen to others and to follow school procedures in accessing personnel

Treat others politely with equity to respect their individuality and their position in the school community

Co-operate with administration and staff, to keep up to date with required work and to participate in all activities where possible

Ask for direction and to accept guidance/support where necessary

Follow the school’s health and safety requirements

Care for the school environment, assist in clean-up when required, report any damages and to develop an awareness of those responsibilities in studentsTreat others professionally

talk to a fellow teacher

talk to your team leader

discuss with administration

talk to the staff QTU reps

address a staff meeting

4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

At Pacific Pines Primary School, we follow a least to most intrusive approach and we are always in search of positives. This school has an overriding Code of Conduct and Code of Courtesy which provides a framework for the school’s Behaviour Management Policy. This encourages children to learn within a supportive school environment. All staff members are regularly in-serviced on the school’s Behaviour Management Policy to ensure that it is consistently applied throughout all areas of the school.

Our Classroom Management Plan

Our Playground Management Plan

Positive behaviour is recognised, modelled and encouraged in many ways within our classroom settings. A whole school approach to encouraging children to become self-managed has been developed through the use of Program Achieve (ASG’s You Can Do It! Education

“Caught Being good” cards are distributed as recognition of positive behaviour in the playground. These are then placed by the student in the appropriate box in the office foyer. On each assembly, a lucky draw is made and the winning student receives a tuckshop

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Program).

“Program Achieve is designed to provide all children with the foundations for achievement and social/emotional well being in school, work and the world of tomorrow.”

Staff are encouraged to send students to the administration to be rewarded for their efforts.

Negative behaviour is managed by a flowchart which is displayed in all teaching areas. Records are kept for all stages of the flowchart. If a child reaches high level behaviour and has to be sent to the office, then they must be accompanied by a completed Reflection Card or a Red Card (refer to flowchart)

voucher.

For management of negative behaviours, please refer to the flowchart. Records are also kept for each step of this flowchart and parents are contacted via mail if their child reaches a high level or if their child visits the Reflective Thinking Room three times within a two week period. It is the responsibility of the child to have the completed THINK IT OUT cards signed by parents and returned to the classroom teacher the following dy.

Universal behaviour supportThe provision of a supportive school environment where all members of the community feel safe, happy and valued is paramount to this school. Within a supportive environment, our staff can teach effectively and our students can effectively learn. Pacific Pines primary School’s school rules for our whole school community sustain the provision of a supportive school environment that respects:

The rights of all students to learn The rights of all teachers to teach The rights of all to be safe

At the commencement of each school year at Pacific Pines Primary School, teachers and students negotiate classroom rules beneath the umbrella of our eight school rules. This negotiation is in recognition of the need for students to have ownership of the agreed rules.

Teachers communicate the agreed classroom rules to parents/carers via letters and by hosting year level meeting information sessions. Teachers also display classroom rules prominently within the classrooms. The teachers and Behaviour Support Teacher as well as the Guidance Officer focus on school rules and Program Achieve throughout the year. The sessions aim at articulating, establishing and maintaining a shared understanding of Pacific Pines Primary School’s expected behaviour and our behaviour support processes and procedures.

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The classroom rules are revisited by staff and students regularly to maintain a shared understanding. Throughout the year, the Behaviour Support Teacher is also responsible for maintaining the school community’s understanding of, and commitment to, our expected behaviour. To maintain an understanding and commitment, the Behaviour Support Teacher utilises school newsletters, posters, billboards and assemblies.

Learning Management

In keeping with our beliefs about learning and behaviour, our staff endeavours to support students towards self- management by preparing

and delivering engaging curriculum that recognises individual student abilities. Curriculum Coordinators assist staff in the delivery of engaging curriculum. Staff manage learning environments through:

Preparing and using appropriate resources Ensuring that students understand what class rules mean in

practical terms Catering and planning for mixed abilities and individual needs Setting clear routines Providing appropriate seating arrangements Having fair, clear, positive rules and known consequences for

inappropriate behavioural choices Rewarding positive behaviour choices

This school’s proactive and preventative whole-school processes and strategies:

Code of Conduct/Code of Courtesy Rights/responsibilities for students, staff and parents Student Welfare Plan Program Achieve Student of the Week awards Playground leaders Student Council leaders Bully report process Positive postcards mailed home to students from teachers ICT lunch passes Extra curricula activities eg Active After School Sport, chess,

choirs, Science Club Caught Being Good cards Common language employed by all staff with consistent

interpretation of the school rules Individual and group classroom positive behaviour systems

based on school’s welfare plan Buddy classes Homework assistance Tutorials Report card includes self-management levels

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Induction process of new staff Weekly class behaviour awards term by term with the winning

class receiving the behaviour trophy Gold, silver and bronze individual behaviour awards at the end of

each semester Gold, silver and bronze pins awarded at the end of each year for

students with exemplary behaviour during both semesters Principal’s morning teas Program Achieve (including trained staff mentors)

Educating the Whole Community

Staff, students and parents/carers are provided opportunities to be informed and up to date about issues and strategies around supporting behaviour. Opportunities include, but are not limited to:

Staff professional development Student skilling – Peer Mediation, Playground Leaders, Program

Achieve Parenting Programs- Triple P, Boys in Education, Positive Child

Rearing

Communication

Staff are available throughout the year to parents/carers for informal meetings on the academic and social progress of students. Teaching staff are available for formal interviews at the end of Term 1 for Years 4 to 7 and at the end of Term 2 for Prep to Year 3. In terms 2 and 4, a written report on academic and social progress is provided to parents/carers by teaching staff. At the end of each semester, students are awarded gold, silver and bronze certificates as well as a gold, silver or bronze pin at the end of the year for those students who display consistency in self management in the classroom and playground.Identification

We maintain a safe environment for our school community by requiring all adult visitors to our school to wear an identification badge during school hours. Adults on site without an identification badge, are approached by staff to ascertain the adult’s identity and purpose of the adult’s visit. Students are instructed to not approach adults without an identification badge and to notify staff of their presence.

School Dress Code

The school community supports the wearing of a uniform. While it is the expectation that students wear a uniform, no formal consequences are applied to students who do not do so. However, consequences are applied for breaches of the school dress code. This includes having students remove inappropriate clothing or jewellery or request a parent to bring clothing to the school. See Education Queensland Policy Student Dress Code.

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Targeted Behaviour Support

Collection and analysis of school and statewide data and information on student behaviour provides information from which targets for behavioural support can be identified. The Principal, Deputy Principals, Guidance Officer and behaviour Support Teacher use the analysis of data and information to identify cohorts, classes, groups of students or individuals who are in need of targeted behaviour support.

Pacific Pines Primary School has an established database for playground incidents of inappropriate behaviour. Staff keep accurate records on classroom behaviour. Staff records include anecdotal records, time out records and student reflection sheets.

Targeted support is provided on a needs basis. Each case is managed individually to enhance outcomes for the student involved.

Supportive Action

Assistance for students who require more support in becoming more self- managed include:

Time out- a cooling off period within the classroom, buddy class or to the office under supervision

Behaviour Management Teacher or Guidance Officer- individual behaviour support plans are devised and implemented

Formal support- network of student support is utilised and managed on a case specific basis

Targeted Intervention Include:

Curriculum modification Parent communication and involvement Relationship building Social skills groups led by the Behaviour Support Teacher Social skilling making use of the schoolwide Program Achieve School wide positive reward programs including gold, silver and

bronze awards and Student of the Week

Programs that Support Targeted Behaviour

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When necessary, Pacific Pines Primary School engages external agencies to deliver programs that support targeted behaviour. The programs include, but are not limited to;

Human relationships Education- Family Planning Studio Village Community Centre CYMHS Triple P Parenting Course Bullying- Arts Council

Bullying

Pacific Pines Primary School’s definition of bullying is any unprovoked, deliberate and repeated act or behaviour which causes hurt, fear or humiliation to another person. It results from an imbalance of power where the victim has difficulty defending themselves and which may involve physical aggression, social alienation, verbal aggression and emotional intimidation. This school regards the following as examples of bullying behaviours:

Physical- hitting, punching, kicking, scratching, tripping, spitting, pushing

Verbal- name calling, putdowns, threats, teasing, insults

Social and Emotional- spreading rumours, stalking, hiding or damaging possessions, manipulating others, ignoring, excluding, ostracising, alienating, isolating, malicious notes.

A whole school approach is used to target bullying. Staff, students and parents/carers have an awareness of what bullying is and the processes to follow if bullying is occurring.

The beginning point for raising student awareness is:

Teaching students to identify characteristics of bullying and harassment

Teaching strategies to deal with different situations Teaching students how to use the High Five Staff making time to listen to students Use of the Bully Report Process- Dob in a Bully school system.

Forms are available from the office or classrooms. Students are to complete a form under the guidance of their teacher. Forms must be signed by the teacher and then placed in the bully box in the school’s office. Administration will follow up all reports.

Strategies to support student bullies and victims are; Self esteem programs- Guidance Officer Social skills development- Behaviour Support Teacher Assertion skills- classroom teachers and Behaviour Support

Teacher Conflict resolution skills- classroom teachers and Behaviour

Support Teacher Individual counselling- Guidance Officer

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Intensive Behaviour Support

At Pacific Pines Primary School, intensive behaviour support is provided through a collaborative approach. Students who are identified as requiring intensive behaviour support, through the Special Needs Committee and/or Administration and/or the Behaviour Support Teacher, are supported by the network of student support.

The Administration team, Guidance Officer and Behaviour Support Teacher work closely with classroom teachers to devise and implement individual behaviour support plans that encourage and motivate students towards being self- managed.

Parents/carers are an important part of the collaboration. They are encouraged to be involved in the network to support their child. Pacific Pines Primary School continues to involve parents/carers through open communication and managing cases with clearly articulated processes.

The Principal communicates with South East Regional Office when necessary to enhance support for students at risk.

The aim of intervention at this level is to effect behavioural change and re-engage students at risk.

As with targeted behaviour support, intensive behaviour support is provided on a needs basis. Each case is managed individually to enhance outcomes for students involved

5. Emergency responses or critical incidentsA red card indicates a critical incident. A critical incident can be:

A student threatening the safety of staff and/or students A student having access to a weapon eg a knife and threatening the

safety of staff and/or students A student threatening self- harm A student running away from the school premises Intruders on school grounds menacing staff and/or students

Upon receipt of a red card or lock down, the school will Secure staff and students through the lock-down process Administration and school support staff trained in non -violent restraint

practices will respond to a student’s situation by removing the class first and the student second and take the student to the Chill-Out Room in the SEU

Parents will be called to collect their child immediately Staff and students will be debriefed by administration and/or the

Guidance Officer

6. Consequences for unacceptable behaviourStudents at Pacific Pines Primary School are continually supported in their behavioural choices. The aim for all of our students is to be self-managed. We believe that behaviour is a choice.

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When students choose appropriate behaviour, they are encouraged and rewarded. Students who choose inappropriate behaviour are given opportunities to reflect on their behaviour and then encouraged to self-manage in an appropriate manner.

Our consequences for unacceptable behaviour are clearly defined and communicated to the whole school community. It is our intent to support student choices in a least intrusive to most intrusive manner.

At Pacific Pines Primary School we believe that consequences should be:

Supportive- providing a proactive support system Fair- without pre-judgement or bias Logical- a connection between behaviour and consequence Consistent- across the school Constructive- assisting students to make better choices in

future actions

Inappropriate Behaviour

Least Intrusive to Most Intrusive

Constant breach of playground rules

Restriction of playground access

Withdrawal from playground

In-school withdrawal for a specified time(involving supervision by a member of Administration)

Suspension 1-5 days

Suspension 6-20 days *Physical violence towards staff

Suspension with a proposal of exclusion

Constant breach of classroom rules

In-school withdrawal for a specified time(Involving supervision by a member of the Administration)

Suspension 1-5 days

Suspension 6-20 days*A single incidence of high level

Restriction of playground access

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inappropriate behaviour

Withdrawal from playground

In-school withdrawal for a specified time(Involving supervision by a member of the administration)

Suspension 1-5 days

Suspension 6-20 days*High level inappropriate behaviour whilst on a school related activity away from the school.

Inappropriate participation in interschool sport.

Inappropriate participation in school excursion.

As per rules of the Central District Sports Association

Non participation in next excursion

In-school withdrawal for a specified time(Involving supervision by a member of the Administration)

Suspension 1-5 days

Suspension 6-20 days*

Police notification will occur where relevant

Examples of serious behaviour that will likely result in the most intrusive consequences (ie 6-20 day suspension, exclusion) are

possession, use or supply of illicit drugspossession and/or use of a weapon including a knifeviolent assaultcontinued bullyingcontinued intimidation of staff and/or physical violence towards staffcontinued abuse of school property and facilities

Drug related incident will be managed in accordance with the “Procedures for Managing Drug Incidents” developed by Alliance 19 schools

Responsibility for the provision of an alternative education program in accordance with procedures for 6-20 day suspensions rests with the school *

In extreme circumstances, a single incident may lead to a recommendation for exclusion of the student

School Disciplinary Absences are to be used and implemented after consideration has been given to all other responses.

7. Network of student support

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Pacific Pines Primary School StudentsSupport Network

Committees&

Agencies

Classroom Teachers Special Needs Committee

Administration Team HOSES

Behaviour Support Teacher CYMHS

Teacher Aides Q’ld Health

Parents YARA

Guidance Officer DCh S

Support Teachers Learning Difficulties CPIU

The network for support for students at Pacific Pines Primary School is based upon a team approach. The team of personnel and agencies work collaboratively to enhance student outcomes. The Pacific Pines Primary School team includes, but is not limited to:

School teaching and support staff School administration Parents Special Needs Committee Behaviour Support Teacher Guidance Officer

The Special Needs Committee provides support to students who require more targeted or intensive support. The Committee consists of the school Guidance Officer, a Deputy Principal, STL&N junior school, STL&N senior school, the school’s HOSES, and representatives from junior, middle and upper school.

Government and non-government agencies such as the local CYMHS, DCh S, Q’ld Health and CPIU also work closely with the school to provide support when necessary.

8. Consideration of individual circumstances

At Pacific Pines Primary School, we aim to ensure that educational outcomes for the diverse needs of our students are maximised. This is achieved through the Special Needs Referral Process that facilitates access to:

Behavioural Adjustment Team Gifted and Talented Program

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Learning Support Advisory Visiting Teachers Guidance Officer

Other programs include:

Year Two net intervention (Support-A-Reader, Support-A-Writer and Support-A-Number)

Support-A-Talker Year 6 intervention

At Pacific Pines Primary School, we believe that no student should be denied the opportunity to learn because of the actions of other students and our children are encouraged to become self-managed students. We also recognise that no one rule suits every child and we consider the individual circumstances and actions of the student and the needs and rights of school community members before assigning consequences to inappropriate behaviour.

To ensure alignment with the Code of School behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of the school community are considered at all times.The network of students support considers students’ individual circumstances. Considerations include, but are not limited to:

Student’s age Gender Cultural background Student abilities/skills Emotional state Impairment/special needs Context of incident

Staff are expected to apply their professional judgement at all times and will consult the administration team where appropriate. Final decisions will be made by the administration team.

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9. Related legislation Commonwealth Disability Discrimination Act 1992 Commonwealth Disability Standards for Education 2005 Education (General Provisions) Act 2006 Education (General Provisions) Regulation 2006 Criminal Code Act 1899 Anti-Discrimination Act 1991 Commission for Children and Young People and Child Guardian Act 2000 Judicial Review Act 1991 Workplace Health and Safety Act 2011 Workplace Health and Safety Regulation 2011 Right to Information Act 2009 Information Privacy (IP) Act 2009

10. Related departmental procedures

Safe, Supportive and Disciplined School Environment Inclusive Education Enrolment in State Primary, Secondary and Special Schools Student Dress Code Student Protection Hostile People on School Premises, Wilful Disturbance and Trespass Police and Child Safety Officer Interviews with Students, and Police

Searches at State Educational Institutions Acceptable Use of the Department's Information, Communication and

Technology (ICT) Network and Systems Managing Electronic Identities and Identity Management Appropriate Use of Mobile Telephones and other Electronic Equipment by

Students Temporary Removal of Student Property by School Staff

11. Some related resources

National Safe Schools Framework National Safe Schools Framework Resource Manual Working Together resources for schools Cybersafety and schools resources Bullying. No way! Take a Stand Together

Endorsement

Principal P&C President or Principal’s SupervisorChair, School Council

Date effective:

From December 14 2012 to December 14 2015

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Appendix 1

The Use of Personal Technology Devices* at School

This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices.

Mobile PhonesAll mobile phones are to be clearly labelled and given to front office staff at the beginning of the day and collected at 3:00. All care but no responsibility will be taken for equipment.

ConfiscationPermitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent.

Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly.

Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal.

Personal Technology Device EtiquetteBringing personal technology devices to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated with them. However, if they are brought to school, they must be turned off and out of sight during assemblies or classes unless given permission from teaching staff. Personal technology devices may be used at morning tea and lunch breaks and before and after school.

Recording voice and ImagesEvery member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent.

We uphold the value of trust and the right to privacy at Pacific Pines. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting), builds a culture of distrust and disharmony.

Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy).

Recording of events in class is not permitted unless express consent is provided by the class teacher.

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A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying1 or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur.

Students involved in: recording; and/or disseminating material (through text messaging, display, internet

uploading etc); and/or, knowingly being a subject of a recording

Breach of this policy may be subject to discipline (including suspension and recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS.

Text communicationThe sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school office.

Recording Private Conversations and the Invasion of Privacy Act 1971It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained.

Special Circumstances ArrangementStudents who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal.

* Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.

1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

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Appendix 2

Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying)

Purpose1. Pacific Pines strives to create positive, predictable environments for all

students at all times of the day. The disciplined and teaching environment that we are creating is essential to:

achieving overall school improvement, including the effectiveness and efficiency of our student support procedures

raising achievement and attendance promoting equality and diversity and ensuring the safety and well-being of all members of the school

community.

2. There is no place for bullying at Pacific Pines. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students.

3. Bullying behaviours that will not be tolerated at Pacific Pines include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to: race, religion or culture disability appearance or health conditions sexual orientation sexist or sexual language young carers or children in care.

5. At Pacific Pines there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community.

Rationale6. Research indicates that many problem behaviours are peer-maintained.

That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective response to all problem behaviour,

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including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.

7. The anti-bullying procedures at Pacific Pines are an addition to our already research-validated schoolwide positive behaviour support processes. This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures that our students are already accustomed to.

Prevention

8. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our school wide universal behaviour support practices will be maintained at all times. This will ensure that:

Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour

All students know the school rules and have been taught the expected behaviours attached to each of the 4C’s in all areas of the school

All students have been or are being taught the specific routines in the nonclassroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms

All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the nonclassroom areas of the school

A high level of quality active supervision is a permanent staff routine in the nonclassroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the nonclassroom areas.

9. Bullying Surveys conducted twice yearly and strategies taken from this data may include;

Classroom units of work Police visits Targeted group behaviour management strategies Guest speakers Theatre productions such as”The Power of One”

10. Research indicates that a common outcome of anti-bullying programming is an improvement in understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Pacific Pines takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.

Pacific Pines also uses behavioural data for decision-making. This data is entered into One School on a daily basis and can be recalled as summary reports at any time. This facility is one way the school can track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.

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Appendix 3

Incident Report

A. Name: Date:

Person Completing Form:

Name PROBLEM BEHAVIOUR

Date of incident Time incident started Time incident ended

Where was the student when the incident occurred?

Who was working with the student when the incident occurred?

Where was staff when the incident occurred?

Who was next to the student when the incident occurred?

Who else was in the immediate area when the incident occurred?

What was the general atmosphere like at the time of the incident?

What was the student doing at the time of the incident?

What occurred immediately before the incident? Describe the activity, task, event.

Describe what the student did during the incident.

Describe the level of severity of the incident. (e.g. damage, injury to self/others)

Describe who or what the incident was directed at.

What action was taken to de-escalate or re-direct the problem?

Briefly give your impression of why the student engaged in the above-described incident. (e.g. was angry because I asked him/her to stop teasing).

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Appendix 4

Debriefing Report

Formal debriefing should be led by a staff member trained in the process who has not been involved in the event. The goals of debriefing are to:

Reverse or minimise the negative effects of physical intervention Prevent the future use of physical intervention Address organisational problems and make appropriate changes

Notes on the discussion that occurs during the debriefing report are not required to be documented, however a note should be made that the debriefing has occurred for both staff and students involved (e.g. names, date, time and outcomes).

Debriefing should provide information on: Who was involved What happened Where it happened Why it happened What we learned

The specific questions we want to answer through the debriefing process are: FACTS: what do we know happened? FEELINGS: how do you feel about the event that happened? PLANNING: what can/should we do next?

Questions for staff What were the first signs? What de-escalation techniques were used? What worked and what did not? What would you do differently next time? How can physical intervention be avoided in this situation in the

future? What emotional impact does using physical intervention have on you? What was you emotional state at the time of the escalation?

Questions for student What was it that you needed? What upset you most? What did we do that was helpful? What did we do that got it that way? What can we do better next time? Is there anything that you would do differently? Would you do something differently next time? What could we have done to make the physical intervention less

invasive?

For students who have language or communication difficulties the debriefing process will need to modified to accommodate their specific receptive and expressive needs.

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