Recording and Reporting
Behaviour Incidents
Staff handbook
Primary Schools
September 2016
Introduction:
All Students, have rights and privileges as well as responsibilities. While the school has an
obligation to provide an education for all its students, the School Leader and staff have an
expectation that students conduct themselves in a way that is respectful, responsible and
supportive of the school’s positive learning environment.
In order to promote a positive learning environment (school climate) each school will have
in place:
A set of positively stated behaviour expectations
A matrix of examples of these expectations by setting/location
Plans to teach these expectations directly to all students in classrooms and across
other school locations.
A clear definitions for behaviours that that interfere with academic and social
A school behaviour policy, to include a code of conduct and disciplinary measures
and procedures.
A range of options to reinforce and praise good behaviour and a range of disciplinary
measures clearly communicated to school staff, students and parents.
This handbook is designed to support these school-based measures by given consistency and
clarity in relation to behaviour types, definitions, disciplinary actions taken and their
application within the School Information Management System: (SIMS)
Student Code of Conduct As with any incident of student behaviour, school staff must exercise informed judgment
about whether a student’s actions require a negative or positive response in relation to
their Student Code of Conduct. The tiered responses shown in table 1 and 2 provide
guidance to school staff in the use of progressive interventions, both positive and negative, to
impact student behaviours.
All schools will be expected to have in place their own distinct systems for recognising,
rewarding and praising students and/or groups of student in relation to their positive
behaviour and choices.
Table 1: Tiered Rewards TIER
1 OPTION
Tier 1 Rewards. Teachers/staff use the following rewards to recognise and reinforce positive behaviour, effort and achievement/success in and around the classroom.
Verbal praise
Display students work
Merit points
Tokens such as gifts, etc.
Tutorial group rewards
Post card, letter and/or certificate to parents
Classroom privileges
Homework pass
Text, email, phone call to parents.
Classroom responsibilities
Referred for academy reward
2 Tier 2 Rewards. Appropriate when students have made extra effort and or behaved in a way which requires extra recognition. Tier two rewards may also be cumulative as a result of a pre-agreed number of tier 1 rewards. Tier 2 rewards are generally recognised through academy activities.
Bronze/silver merit awards/certificates
Class/house/year honour board
Class/house/year display board
Class/house/year awards for attendance, most improved, effort and conduct
Class/house/year letters, reports home
Class/house/year recognition badges
Class/house/year dress down day (excluding those who have not met requirements)
Weekly/monthly assembly recognition
Class/house/year trips/parties for groups of students
Class/house/year lunch trips
3 Tier 3 Rewards. Appropriate when students have made an exceptional contribution to the school, have achieved something outstanding or need recognition for services to the wider community. Tier 3 rewards may also be cumulative as a result of a pre-agreed number of tier 2 rewards. Tier 3 rewards are generally recognised through whole school celebrations or national press releases.
Gold merit awards/certificates
School honour board
School display board
National Press report
Termly/yearly prize draw for high achievers
Principal letters, reports home
Whole school recognition badges
Movie or games day
Termly/monthly assembly recognition
School trips/parties for groups of students
Dress down passes
Whole school awards for attendance, most improved, effort and conduct
Table 2: Tiered Behaviours and Sanctions Level
1 Responsibility: Teacher- Use the following interventions to help students manage behaviour in the classroom. Teachers to record offence and sanction taken in lesson monitor comments (SIMS). If offence becomes a MAJOR due to intensity or frequency then intervene student and inform/refer on to SMT using SIMS and/or referral form.
MINOR
or
MAJOR
Offence
Cheating. Defiance. Disrespect toward others or their equipment. Disruptive behaviour. Inappropriate contact.
Lying. Leaving class without permission. Misuse of school equipment. Possession of mobile electronic equipment
or other prohibited items. Refusal to attempt/complete work. Teasing/hurtful comments. Unsafe behaviour.
Action Taken • Letter of apology • Loss of privileges • Restorative approach • Contact parent
• Teacher conference with student • Mentoring • In-class time-out • Seat change • Behaviour target(s)
• Reinforcement of appropriate behaviours
• Written reflection about incident • Daily report (teacher) • Teacher detention
2 Responsibility: Teacher can deal with behaviour but must also inform/refer to SMT. Teachers to record offence in SIMS/Referral Form and forward on to SMT.
MAJOR
Offence
All Tier I MINOR offences that become MAJOR due to intensity or frequency, or have not been
resolved: Leaving School without permission, Threatening behaviour to student, Prejudicial remarks/comments.
Selling goods. Deliberate damage to property.. Action Taken All of tier 1 sanctions
Mandatory referral to
SMT/Deputy
Daily report (LM)
• Teacher conference with student
and/or parent
• Referral to school counsellor
• Peer mediation
• Parent or guardian accompany student
to school or classes
• Confiscation of prohibited items
• Student/Parent contract
• School detention.
3 Responsibility: Teacher/SMT - Teacher to intervene with student and inform and/or refer on to SMT using SIMS/Referral Form
MAJOR
Offence Tier 1 and 2 offences are repeated, are of a more serious nature or have not been resolved.
Alcohol, tobacco and other drugs. Arson/fire. Bullying. Deliberate cruelty to animals. Inappropriate sexual
contact, Inciting others to fight or joining a fight. Indecent/offensive behaviour. Physical aggression to student
Stealing. Threatening behaviour to staff. Action Taken • All of tier 1 and 2
sanctions
• Mandatory referral
to / SMT/Deputy
• Community Service (Volunteer work
as a form of restitution)
• Parent/guardian notification required
• Alternative school-based programme
• Behaviour contract
• Referral to Behaviour Support
Services
• In-school suspension
• Exclusion (1-3 days)
• School Leaders detention
4 Responsibility: Teacher/SMT Teacher/SMT to record offence in SIMS /referral form and forward on to
Deputy/School Leader
Offence Tier 1, 2 and 3 offences are repeated, are of a more serious nature or have not been resolved.
Arson. Physical aggression to staff. Distribution of alcohol/drugs; Possession of dangerous implements/weapons Action Taken • All of tier 3 sanctions
• Parent/guardian
notification required
• Alternative school-based program
• Referral to Alternative Placement
Panel
• Behaviour referral to School Leader
• Restricted activity
• Modified school day • Transfer to another Academy • Exclusion (4–7 days)
• Behaviour contract
5 Responsibility: School Leader with support from SSIO/DES. Teacher/SMT Record offense and outcome in SIMS.
Offence Tier 4 offences have been repeated or have not been resolved. Tier 5 offences are of a significantly
serious or extreme nature where the student’s behaviour presents a serious health and safety risk to the school
community. Action Taken • Parent/guardian
notification required
• Managed move to another school
• Referral to Alternative Placement
Panel
• Extended Suspension (up to 30 days)
• Expulsion (to be considered only in
the most extreme cases)
Costs relating to loss or damage may be required in addition to any other prescribed consequences.
Primary Staff Handbook – September 2016
Name of Primary School - Behaviour Incident Reporting Form. Student(s) _________________ Referring Staff _____________Class ____ Date ______ Time (Please Circle): Before School. Morning Sessions. Morning
Break. Lunch Time. Afternoon Sessions. After School
Location
Classroom
Playground/
Common area
Hallway/ Walkway Canteen/Lunch room
Bathroom/Restroom
Library/home reading room
Snack Area
School Hall
Library
Way to/from School
Stairs
Computer/Multimedia Room
Parking Area
School Bus
Admin Building
Field trip
Music Room
Cabana
Art Room
Level 1 Behaviour Incident Types Level 2+ Behaviour Incident Types
MINOR MAJOR
Cheating
Defiance
Disrespect toward others or their equipment
Disruptive behaviour
Inappropriate contact
Lying
Leaving class without permission
Misuse of school equipment
Possession of mobile electronic equipment or other prohibited items
Refusal to attempt/complete work
Teasing/hurtful comments
Uniform Infraction
Unsafe behaviour
MAJOR
Alcohol, tobacco and other drugs
Arson/fire
Bullying
Deliberate damage to property
Deliberate cruelty to animals
Inappropriate sexual contact
Inciting others to fight or joining a
fight.
Indecent/offensive behaviour
Leaving school without permission
Physical aggression to student
Physical aggression to staff
Possession of dangerous
implements/weapons
Possession of stolen equipment
Prejudicial remarks/comments
Selling Goods
Stealing
Threatening behaviour to student
Threatening behaviour to adult
Activity Literacy Numeracy Science Social Studies PE Music Art Craft/PotteryRE Dance Spanish Library Character Ed PSHE
ICTUOI TD Fine ArtsSwimming SailingRugby Session with Specialist Teacher After School Club After School Programme Devotion
Others Involved None Peers Staff Teacher Substitute Unknown Other ___________________
Action Taken
If Minor incident, teacher to state what action taken (refer to list in handbook)______________________________________________________________
If Major Incident, teacher to state what action taken (refer to list in handbook)_______________________________________________________________
If incident is referred to SMT, request the following action to be taken by SMT (refer to list in handbook)________________________________________
Teacher referred incident to:____________________________________ Entered into SIMS Yes/No Entered into SIMMS by:_________________
Comments
Primary Staff Handbook – September 2016
Primary School Behaviours that can be either MINOR or MAJOR. As a general rule, all MINOR behaviours should be dealt with by the class teacher. It is also an expectation that class teachers have a role to play in
dealing with MAJOR incidents. When responding to a MAJOR incident a class teacher can either intervene with the student(s) involved and inform a member
of SMT about their actions, or refer the incident on to a member of SMT for further action. The threshold between MINOR Incidents and MAJOR Incidents are
difficult to quantify and rely on the judgement of those adults involved. However, the seriousness is generally due to intensity of the incident or whether the same
MINOR behaviour is being repeated over a period of time. The following is designed to assist in this process. If in doubt, speak to a member of SMT.
Behaviour MINOR Thresholds for Minors becoming MAJOR (Can be 1
st time offence)
Cheating Looking at other individual’s answers. Asking others for help or answers during a test
Providing, receiving, or viewing answers to test items and/or having books, notes out during a test without permission.
Defiance Refusing to follow a reasonable request to a specific direction/instruction of an adult through disobedience, unruliness, or noncompliance.
Refusal to report to the office, allow search, or attend detention/internal suspension.
Disrespect toward others/others
equipment
Inappropriate comments. Walking away when being spoken to. Using/misusing others equipment. Using others equipment without permission.
Cursing or making physical gestures to others. Verbal abuse. Causing damage to the property and/or equipment of others.
Disruptive behaviour Behaviour that interferes with instruction, learning, and a safe and orderly environment such as refusing to remain in seat and/or making rude noises.
Minor behaviours that are continuous for more than 10 minutes and cause significant disruption to school/classroom.
Inappropriate contact Play fighting, rough play, pushing, scratching, and pinching. Fighting, striking, punching, pulling hair, biting Note: Can also be classed as physical aggression (major) if actions are carried
out with the intent of hurting another student.
Leaving class without permission
Leaving class without permission for up to 5 minutes before returning
Leaving class without permission for over 5 minutes. Leaving class without returning would be a higher level offence
Lying Lying over minor issues Lying over issues that may have major consequences
Misuse of school equipment
Knocking over equipment, using equipment without permission. Using computer without permission. Accessing music /games sites without permission. Breaking pencils, etc.
Throwing equipment (can also mover to deliberate damage and/or disruptive behaviour MAJOR). Accessing pornographic sites or using own software without permission.
Possession of electronic
equipment/prohibited items
Possession or using mobile electronic equipment or any other prohibited item outlined in the School Code of Conduct.
3 times or more
Refusal to attempt/complete work
When instructed Throughout the lesson
Teasing/hurtful comments
Making comments without thinking or understanding the meaning Premeditated comments leading to bullying
Uniform infraction Wearing clothes, hair, jewellery in contravention of the school dress code
Repeated violations of the school dress code over a period of time.
Unsafe behaviour Climbing, running in corridors, swinging on chairs. Being in an area that is out of bounds.
Throwing objects, waving/swinging objects, pushing over furniture, jumping on tables – Putting themselves and/or others at risk by being in an area that is out of bounds.
Primary Staff Handbook – September 2016
Primary School Major Behaviour Types and Definitions
Alcohol, tobacco and other drugs incident Alcoholic substances; tobacco or tobacco products, such as electronic cigarettes; inhalants or other intoxicants substances; controlled and/or dangerous substances, including prescription drugs and substances represented as controlled drugs, and drug paraphernalia such as pipes.
Possession The student has on his/her person, or within the student’s personal property, or has under the student’s actual or constructive control, any of the substances listed in this offense.
Consumption/Use The student has consumed, ingested, assimilated, inhaled, or injected any of the substances listed in this offense.
Distribution/Sale A student has disseminated or transferred any of the substances listed in this offense with or without compensation.
Possession with Intent to Distribute The student has in his/her possession, as previously defined, any of the substances listed in this offense in a quantity or packaging to indicate intent to distribute or transfer to others.
Arson/fire Attempting to, aiding in, or setting any fire on school property. This includes unauthorized possession of a flammable liquid or materials
with the intent to set fire, including matches/lighters
Bullying An intentional act which may be written, verbal, electronic or physical, that is aimed at demeaning another individual, is intended to cause physical and/or emotional harm and is repeated over time. Such acts can be carried out by individuals or groups and targeted at individuals or groups.
Deliberate cruelty to animals Is witnessed causing harm or distress to animals. This includes chickens and iguanas. Deliberate damage to property
Damage, destruction, or defacement of property belonging to the school or others.
Inappropriate sexual contact (themselves or others) Attempts at, and/or the actual touching, groping, grabbing of others in their private areas or making physical contact of a perceived sexual nature. Also includes any instance of a student putting their hands inside of their pants or rubbing their private parts on
any other object or person with the intent of sexual stimulation. Inciting/participating in school disturbance Causing a disruption to the atmosphere of order and discipline in the school or otherwise preventing orderly conduct. Indecent/offensive behaviour, Exposure, urinating/defecating in public, obscene gestures and actions. Leaving school without permission Leaving the school compound without
permission.
Physical aggression toward adults and/or students Exhibiting one of the following (or similar) behaviours, with the intent to cause harm to another person. Hitting – using a hand or arm with a closed or open fist to hit (make forceful physical contact) with another person.
Kicking – using the foot or leg to kick or hit another person
Primary Staff Handbook – September 2016
Head-butting – using the head or face to hit (make forceful physical contact) with another person
Scratching – using the nails of the feet or hands to break the skin of another person.
Pinching – using the fingers to squeeze another person’s skin hard enough to cause pain
Biting – using the teeth or gums to make contact with another person’s body or clothing
Pushing – using any part of the body to forcefully contact another person’s body with the intent to cause injury
Throwing objects – throwing an object that with the intent to hurt or frighten another person.
Hair Pulling – using any part of the body to grip and pull on another person’s hair.
Spitting – any instance of saliva leaving the mouth of a student (excluding while the student is talking or yelling) with the intent of directing it at another student or adult. Possession of dangerous implements/weapons Any implement, or substance used as a weapon to inflict bodily harm, including any object or implement capable of causing harm or used in such a way as to cause harm to another. This includes, but is not limited to, guns, replica guns, knives, batons, laser
pointers, and any propellants such as tear gas acid or pepper spray product.
Possession/use of stolen property Being in possession or using the property of another person or institution without permission or knowledge of the owner. Prejudicial behaviour Behaviour of a verbal, written, or symbolic nature, committed against a person or property, which is motivated by the offender’s prejudice, a negative opinion or attitude toward a group of persons based on their race, religion, disability, size, sexual orientation, or ethnicity/national origin.
Threatening behaviour/threats (against adults and/or students) Any language (verbal or nonverbal) directed at someone in a threatening or harmful manner. This would include a threat with raised fist/weapon and/or a threat with close proximity ‘in your face’. If it is meant to be intimidating/bullying, score under Bullying Selling goods Selling of goods on the school premises, unless given explicit permission by the principal to do so Stealing
Taking or obtaining the property of another person or school without permission or knowledge of the owner.
Primary Staff Handbook – September 2016
PRIMARY‘ACTION TAKEN’ FOR SIMS 2016-17
Apology
Loss of privileges
Restorative approach
Teacher meeting with student
Mentoring
In-class time-out
Seat change
Reinforcement of appropriate behaviours
Teacher detention (Break)
Contact parent
Individual Behaviour Plan set
Written reflection about incident
Daily report (teacher)
Teacher detention (lunch time)
Behaviour referral to SMT
Daily report to SMT
Teacher meeting with student and/or parent
Referral to school counsellor
Peer mediation
Parent or guardian accompany student to school or
classes
Alternative school-based programme
School detention (after school)
Student/Parent contract
Community Service (Volunteer work as a form of
restitution)
Behaviour contract agreed
Referral to Behaviour Support Services
School Leaders detention (Friday after school or over
weekend)
Referral to Alternative Placement Panel
Behaviour referral to School Leader
Restricted activity
Modified school day
Transfer to another class
Managed move to another school
Internal Suspension ½ day (1 sessions)
Internal Suspension 1 day (2 sessions)
Internal Suspension 2 days (4 sessions)
Internal Suspension 3 days (6 session)
Primary Staff Handbook – September 2016