Over the last 4 years we have been doing a lot of work in learning, developing and embedding the School Wide Positive Behaviour Framework within our school.
What is the School Wide Positive Behaviour Support Approach?
SWPB is a whole school approach to creating an environment, which encourages effective learning through the development of a positive, calm and welcoming atmosphere. We encourage positive feedback to students often and endeavour to teach students how to behave appropriately. We recognise that learning social skills and socially acceptable behaviours is a process, which everybody moves through at a different pace. Learning appropriate social skills is seen in the same light as learning how to read or complete maths. Some people need more assistance in some areas and less in others.
One crucial element of the SWPB approach is the Behaviour Expectation Matrix. Our newly revised matrix is based on feedback from students and staff. You will also see these around the school visually in all learning spaces. Having this matrix allows for a clear defined set of expectations based on our school values. The matrix is used as a teaching tool during our start up program and is used to refer to when dealing with positive or negative behaviours.
Our outside rewards system is based on this matrix. When students are seen displaying behaviours from this matrix based on our values they may be awarded a raffle ticket. If they are chosen at assembly, they then get to choose a prize. Ideas for prizes were gathered using student voice with students sharing their thoughts and ideas on what they would like. This raffle is drawn each week at Friday assembly and tickets are displayed on our Values Wall near the art room.
Another aspect of our School Wide Positive Behaviour Framework is our Behaviour Management Flow Chart. The purpose of developing a flow chart for behaviour is so that all staff have a clear understanding of who is handling what behaviour. The behaviour chart is divided into minor and major behaviours and outlines the process for when they occur. In each classroom there is also a visual reminder for students so they can adjust their behaviours to align with our values and expectations from the matrix. The flowchart is visible for students so they also have a clear understanding of expectations and how behaviours will be dealt with. As you can see from the flowchart all minor behaviours are managed with verbal and non-verbal reminders, redirection, reteaching of our expectations, reflections sheets, zones of regulation strategies and restorative conversations. Major behaviours are managed externally of the classroom by the leadership team which is made up of Learning Specialists, Leading Teacher and Principal.
If and when the strategies of reminding, redirection and reteaching are not successful students will be supported to participate in a Restorative Conversation and complete a reflection sheet in our calm down/thinking area. The main key questions in the restorative conversation are:
| To those who have done the wrong thing | To those that have been harmed |
| What happened? What were you thinking at the time? What have you thought about since? Who has been affected by what you have done? In what way? What do you need to do to make things right? | What happened? What did you think when it happened? How have you been affected? How do you feel? What has been the hardest thing for you? What do you think needs to happen to make it right? |
You can view copies of our Statement of Values and School Philosophy and Student Wellbeing and Engagement Policies on our school website in the policies section.