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Narangba Valley State High School

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DOCUMENT 1

Narangba Valley State High School

Responsible Behaviour Plan for Students based on The Code of School Behaviour

1. Purpose Narangba Valley State High School is an Independent Public School with approximately 2100 students. Our school is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. Narangba Valley SHS’s Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the teaching and learning in our school can be effective and students can participate positively within our large school community. 2. Consultation and data review Narangba Valley SHS developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken through survey distribution, Behaviour Support Committee meetings, Senior Leadership Team meetings and community meetings held during Semester 1 2016. A review of school data sets from 2015 also informed the review and development process. The Plan was endorsed by the Principal and the President of the P&C/Chair of the School Council. 3. Learning and behaviour statement All areas of Narangba Valley SHS are teaching and learning environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs. Our school-wide framework for managing behaviour is guided by the theory and practices behind Positive Behaviour for Learning and Effective Environments. Our school community has identified and is guided by the following core values that also underpin our behavioural expectations and promote our high standards of responsible behaviour. These values include:

x Respect x Integrity x Commitment In addition, our plan is guided by the following values and beliefs regarding teaching and learning:

x Every individual has the opportunity to optimise his/her potential x Our school is a safe and caring community environment x Traditional values associated with discipline, presentation, manners, civic responsibility and leadership underpin our many structures and programs x Each students’ learning is enhanced by peer interactions, not hindered x High quality, research based pedagogy, to yield high levels of student engagement and high quality learning outcomes x Established connections with feeder Primary Schools to support the Junior Secondary philosophies and to assist with a smooth transition to High School Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Through our school plan, shared expectations for student behaviour are plain to everyone, assisting Narangba Valley SHS to create and maintain a positive and productive teaching and learning environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process.

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

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4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour Universal Behaviour Support Narangba Valley State High School has a multi-level approach to facilitating standards of positive behaviour and responding to unacceptable behaviour. Our model is supported by the PBL, three tiered model and continuum of evidence based supports. The first step in facilitating standards of positive behaviour is communicating those standards to all students. In addition, we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students which is designed to prevent problem behaviour and to provide a framework for responding to unacceptable behaviour.

‘Success in Action’ behaviour support includes: x Quality teaching and learning practices x A balanced, relevant and engaging curriculum x Supportive and collaboratively developed procedures x The implementation of evidence based programs x Regular monitoring and review of school procedures, programs and policies x Professional development for all members of the school community consistent with the school’s evidence based

approach to promoting positive behaviour x A continuum of whole school positive preventative action for all students x Regular analysis of behaviour data to identity concerns and trends In order to assist with behaviour support across the school two documents have been created that clearly communicate acceptable behaviours, unacceptable behaviours and consequences for all behaviours. The Success in Action Matrix clearly outlines behavioural expectations attached to each of our three school values in specific settings. This matrix outlines our agreed to rules and positive behaviour definitions of appropriate behaviours in all school settings. In addition to this, the Student Behaviour Expectations Matrix outlines acceptable and unacceptable behaviours at different levels and probable consequences. Both these documents can be found in the student diary.

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These expectations are communicated to students via a number of strategies, including: x Behaviour modelling by staff x Behaviour lessons conducted by classroom teachers (Form, Inquiry, PTA/SGD) x Reinforcement of learning from behaviour lessons at School Assemblies and during active supervision

by staff during classroom and non-classroom activities x Publication in school diary and other publications Narangba Valley State High School implements the following proactive and preventative processes and strategies to support student behaviour: x Summary of the Responsible Behaviour Plan for Students in student diary. x RBP published on school website. x A dedicated section of the school newsletter, enabling parents to be actively and positively involved in

school behaviour expectations. x School’s Behaviour Support team members’ regular provision of information to staff and parents, and

support to others in sharing successful practices. x Comprehensive induction programs in Narangba Valley State High School’s Responsible Behaviour

Plan for Students delivered to new students as well as new and relief staff. x Individual Behaviour Support Plans developed for students with high behavioural needs, enabling staff

to make the necessary adjustments to support these students consistently across all classroom and non-classroom settings.

x Whole school focus on the Essential Skills of Classroom Management, encouraging Classroom Profiling for behaviour management reflection.

x Whole school focus on identifying student personality type and learning styles (AusIdenties)

Specific policies have been developed to address: x The Use of Electronic Devices Policy (Appendix 1); x Anti-bullying and Harassment Policy (Appendix 2); and x Appropriate Use of Social Media (Appendix 3). Reinforcing expected school behaviour At Narangba Valley State High School, communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour. A formal recognition and monitoring system has been developed, referred to as ‘Success in Action’. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards. The diagram below outlines the ‘Success in Action’ recognition and monitoring program:

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Responding to unacceptable behaviour 1. Re-directing low-level and infrequent problem behaviour

When a student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations.

Our preferred way of re-directing low-level problem behaviour is to ask them to think of how they might be able to act more respectfully, with integrity and with greater commitment. This encourages students to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified so as to align with the expectations of our school community. If a student doesn’t reengage after the initial reminder, teachers are to engage with teacher led/directed strategies as suggested in our school’s Whole School Behaviour Management Matrix. 2. Targeted behaviour support

Each year a small number of students at Narangba Valley SHS are identified through our data as needing a little bit extra in the way of targeted behavioural support. Data is monitored fortnightly In most cases, the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk if not addressed in a timely manner. x In addition to classroom behaviour support practices, the school offers an array of tailored behaviour

support programs designed to meet the specific needs of identified students. One of the roles of the Student Support Team is to liaise with all HODS/teachers to identify “students of concern”. This conversation is on-going throughout the year.

As students are identified, programs are selected or tailor made to address the behaviour concerns and development needs of the students and cohorts and are conducted by school staff or external providers. The following is a list of possible programs:

x Personal counselling both individual and group with school and external agencies x Peer Skills x Real Me x DRUMBEAT x PE4RLS x Deadly Choices x Rock and Water x SHINE x Girls with a purpose x Gorgeous Girls

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x The school offers a Behaviour Support Unit (BSU) with the following role:

x A withdrawal room for students whose behaviour is unacceptable in the classroom and playground

despite the implementation of appropriate strategies by classroom teachers. Students may be placed in the BSU by the DP or HoD Teaching & Learning/ Junior Secondary for 1 lesson to 5 days according to the nature of the disruptive behaviour and the plan in place. Parents will always be informed when students are in the BSU for 2 or more days.

x Students may also be placed in the BSU following truancy. x While in the BSU, students will complete work that explores focus behaviours and also work from

each of their subjects. They will also have the opportunity to meet with the Behaviour Support Coordinator for behaviour mediation and goal setting. Support from the Guidance Officer assigned to their year level may be accessed if requested.

x On exit from the BSU, students are closely monitored by their case manager. Students will be placed on an Orange Behaviour Monitoring Card if placed for longer than a day in the BSU. This card is monitored on a daily basis by BSU staff. Students are issued consequences if feedback on card is below a satisfactory standard or student repeatedly forgets/loses their monitoring card. BSU staff are available to assist and facilitate the Classroom Teacher to re-engage with students outside of the regular class setting and negotiate with the student a return-to-class contract.

x The HoDs of Junior Secondary and Teaching & Learning, House Leaders and House Deputy frequently

monitor behaviour incident data on a weekly basis and case manage students who are engaging in frequent disruptive minor behaviours across a range of subjects. These students may be placed on a Yellow Monitoring Card for further monitoring conduct and learning. This card is monitored on a daily basis by staff. Students are issued consequences if feedback on card is below a satisfactory standard or student repeatedly forgets/loses their monitoring card. If behaviours persist, they can issue further consequences as outlined in this plan.

x Students identified as requiring Targeted Behaviour Support may also require the development of an

Individual Behaviour Support Plan (IBSP). The student, their parents/carers, teachers, House Deputy and Behaviour Support Coordinator will be involved in the collaborative development of the plan. Students on Behaviour Support Plans have their attendance and identified behaviour goals monitored in each lesson through the use of a Blue Monitoring Card. Staff are provided with professional development around the use of the card and the processes to follow if these students engage in behaviours that are conflicting with their goals. The Blue Card is monitored by the Behaviour Support Coordinator assigned to the student on a daily basis.

x The school is staffed by two Behaviour Support Coordinators who work with the HoD of Teaching and

Learning and other staff to offer targeted behaviour support to identified students.

3. Intensive behaviour support

Narangba Valley SHS is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly complex and challenging behaviours need comprehensive systems of support. The Intensive Behaviour Support Team: x facilitates a Functional Behaviour Assessment for appropriate students; x works with other staff members to develop appropriate behaviour support strategies; x monitors the impact of support for individual students through ongoing data collection; x makes adjustments as required for the student; and x works with the School Behaviour Team and the Student Support Team to achieve continuity and

consistency.

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The Intensive Behaviour Support Team has a simple and quick referral system in place. Following referral, a team member contacts parents and any relevant staff members to form a support team and begin the assessment and support process. In many cases the support team also includes individuals from other agencies already working with the student and their family, a representative from the school’s administration and regional behavioural support staff.

5. Consequences for unacceptable behaviour Narangba Valley State High School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. OneSchool is used to record all minor and major problem behaviour. Minor and major behaviours When responding to problem behaviour, the staff member first determines if the problem behaviour is minor, major 1 or major 2, with the following agreed understanding: x Minor problem behaviour is handled by staff members at the time it happens. x Major 1 problem behaviour is referred to a HOD, House Leader or student support staff. x Major 2 problem behaviour is referred directly to the school Administration team. Minor behaviours are those that: x are minor breeches of the school rules; x do not seriously harm others or cause you to suspect that the student may be harmed; x do not violate the rights of others in any other serious way; x do not require involvement of specialist support staff or Administration. Major 1 behaviours are those that: x are repeated minor breeches of the school rules and values; x are repeated disruptions to the learning environment x are continuing to occur despite the teacher engaging in micro skills and following recommended teacher

management strategies as outlined in the Matrix below. Major 2 behaviours are those that: x significantly violate the rights of others; x put others / self at risk of harm; and x require the involvement of school Administration. Major 2 behaviours result in an immediate referral to Administration because of their seriousness. The Whole School Behaviour Management Matrix following outlines examples of minor, major 1 and major 2 behaviours. It also outlines possible teacher management strategies and consequences which may result from those behaviours.

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Refer to the following documentation for important behaviour processes and policies: x Buddy Room Detention Process (Appendix 4) x DEM 2 and After-School Detention Process (Appendix 5) x The Use of Electronic Devices Policy (Appendix 1) x Anti-bullying and Harassment Policy (Appendix 2) x Appropriate use of Social Media Policy (Appendix 3) Relate problem behaviours to expected school behaviours When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students: x articulate the relevant expected school behaviour; x explain how their behaviour differs from expected school behaviour; x describe the likely consequences if the problem behaviour continues; and x identify what they will do to change their behaviour in line with expected school behaviour. Should a problem behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their problem behaviour. Ensuring consistent responses to problem behaviour At Narangba Valley State High School, staff members authorised to issue consequences for problem behaviour are provided with appropriate professional development and/or training. Through training activities, we work to ensure consistent responses to problem behaviour across the school. Students also receive training in how to respond appropriately when other students display problem behaviour, and the courteous way to respond when a staff member re-directs their behaviour or consequences are applied for problem behaviour. 6. Emergency or critical incident responses It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action. Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy. Basic defusing strategies 1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the student’s

space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.

2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay calm

and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem

situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.

4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge their

choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).

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5. Debrief: Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.

Physical Intervention and Restraints – Immediate or Emergency Response Appropriate physical interventions and restraints may be used to ensure that Narangba Valley State High School’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical restraints (manual restriction of a student’s movement for reasons of safety) is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury. Staff may make legitimate use of physical restraints if all non-physical interventions (including defusing strategies) and more moderate physical interventions have been exhausted and a student is: x physically assaulting another student or staff member; or x posing an immediate danger to him/herself or to others; or x to prevent serious property damage. Staff will: x Give clear verbal instruction before physical restraints are used, unless the urgent nature of the situation

makes this impractical.

x Call for assistance from another member of the school staff and make arrangements to ensure that other students in the vicinity are safe and properly supervised

x Notify the principal (if not directly involved) and the student’s parent of the incident detailing:

x The behaviour that preceded the use of physical restraint x The type and duration of restraint used x Staff members and other witnesses present during the period of the restraint x Student’s physical condition before and after the period of physical restraint x Planned future action to prevent future incidents of the behaviour

More moderate physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. It is important that all staff understand: x physical intervention cannot be used as a form of punishment; x physical interventions and restraints must not be used when a less severe response can effectively

resolve the situation and x the underlying function of the behaviour. Physical interventions or restraints are not to be used as a response to: x school disruption; x refusal to comply; x verbal threats; x property destruction, unless serious; and x leaving a classroom or the school, unless student safety is clearly threatened. Any physical intervention made must: x be reasonable in the particular circumstances; x be in proportion to the circumstances of the incident; x always be the minimum force needed to achieve the desired result; and x take into account the age, stature, disability, understanding and gender of the individual student.

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Debriefing Following each instance involving the use of physical restraint: x debriefing to be provided for the student and any other students after a suitable interval of time has

elapsed x a debriefing meeting with the relevant staff members to be held x an individual plan to be developed if physical restraint is deemed necessary as an ongoing strategy Record keeping Each instance involving the use of physical intervention must be formally documented. The processes can be found at http://ppr.det.qld.gov.au/corp/hr/workplace/Pages/Health-and-Safety-Incident-Recording,-Notification-and-Management.aspx online. Following each instance involving the use of physical restraint, the following records are to be maintained: x Physical Intervention Incident Report x Debriefing Report (Appendix 6) 7. Network of student support Students at Narangba Valley SHS are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour support by: x Parents x Teachers x Support Staff x Head of Department x Administration Staff x Guidance Officer x Advisory Visiting Teachers x Behaviour Support Coordinators x Senior Guidance Officer x School Chaplain/Student welfare worker x School Based Youth Health Nurse x Youth Support Coordinator x Indigenous Liaison

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External support is also available through the following government and community agencies: x Disability Services Queensland x Child and Youth Mental Health x Queensland Health x Department of Communities (Child Safety Services) x Police x Local Council x Neighbourhood Centre.

8. Consideration of individual circumstances 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 school community members are considered at all times. Narangba Valley State High School considers the individual circumstances of students when applying support and consequences by: x promoting an environment which is responsive to the diverse needs of its students x establishing procedures for applying fair, equitable and non violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent x recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state x recognising the rights of all students to:

x express opinions in an appropriate manner and at the appropriate time x work and learn in a safe environment regardless of their age, gender, disability, cultural

background or socio-economic situation, and x receive adjustments appropriate to their learning and/or impairment needs.

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9. Related legislation

x Commonwealth Disability Discrimination Act 1992 x Commonwealth Disability Standards for Education 2005 x Education (General Provisions) Act 2006 x Education (General Provisions) Regulation 2006 x Criminal Code Act 1899 x Anti-Discrimination Act 1991 x Commission for Children and Young People and Child Guardian Act 2000 x Judicial Review Act 1991 x Workplace Health and Safety Act 2011 x Workplace Health and Safety Regulation 2011 x Right to Information Act 2009 x Information Privacy (IP) Act 2009 10. Related policies and procedures

x Statement of expectations for a disciplined school environment policy x Safe, Supportive and Disciplined School Environment x Inclusive Education x Enrolment in State Primary, Secondary and Special Schools x Student Dress Code x Student Protection x Hostile People on School Premises, Wilful Disturbance and Trespass x Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions x Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems x Managing Electronic Identities and Identity Management x Appropriate Use of Mobile Telephones and other Electronic Equipment by Students x Temporary Removal of Student Property by School Staff 11. Some related resources

x Bullying. No Way! x Schoolwide Positive Behaviour Support x Code of Conduct for School Students Travelling on Buses

Endorsement

Principal P&C President or

Chair, School Council

Effective Date: 1 January 2019 – 31 December 2019