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Student Behaviour Support Policy and

Procedures

(NESA Manual References: 3.6.2, 3.7 – Safe and Supportive Environment)

POLICY REVIEW

This Policy was approved on 15th March 2019 and will be reviewed at least every two years. The next due date for review is therefore 15th March 2021. Where any material change is deemed appropriate to be made to this Policy, it may be amended and submitted for review and approval at an earlier date.

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Introduction Schools need to be places where every student can learn and grow with confidence. Students develop best in

schools where teaching and learning occur in the context of student discipline. Rissalah College is accountable

to the community for managing student behavior and for creating a safe, orderly, productive and successful

learning community. The College is founded on Islamic traditions, thus the values of social behaviour as set

down in the Holy Qu'ran and practised by the Prophet Mohammed (PBUH), are reflected in the Rissalah College Student Behaviour Support Policy.

The Rissalah College Student Behaviour Support Policy ensures that no student is discriminated against on the

grounds of his/her disability, colour of their skin or nationality. Students are encouraged to behave responsibly,

respect the rights of others and build positive relationships with all. The Code of Behaviour provides clear

guidelines for appropriate behavior, incorporating teachers’ expectations and reflecting the values of the

community.

The College implements a relevant and challenging curriculum, which also provides for children with special

needs. The teachers are encouraged to continually reflect upon their teaching practice to ensure the success of

our students’ academic, emotional, social and physical wellbeing.

As such, when dealing with behavioural issues all teachers are required to review the strategies that they have

implemented in an effort to cease behavioural concerns. They are also required to tailor strategies which are

applicable for range of behavioural concerns.

Teachers are required to reflect upon and:

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Analyse current approach Examine your current practices and their effects on both behaviour and wellbeing of your students:

• Do you shout, threaten, ignore, exclude, make public or private comparisons with others, criticise the child (rather than the behaviour), use sarcasm?

2 Discard methods that do not work or are not restorative in approach. Punitive behavioural approaches can be addressed swiftly when teachers take a restorative approach when dealing with behaviour.

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Plan a better tomorrow, “every day is a new day” Students are to feel safe and secure with their teachers. Holding on to previous incidents will hinder any child’s will to improve themselves. Setting targets and goals for students with behavioural concerns is an approach that must be taken by all teachers in an effort to redirect negative behaviour into a positive, constructive behaviour.

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Vital questions teachers need to reflect upon: • What do I do when faced with challenging behaviour?

• What strategies can I use to deal with inappropriate behaviour?

• How can I reduce disruptive behaviour and help our students to stay on-task?

In the event that it becomes necessary to implement procedures that involve disciplinary action and may involve

the application of penalties, the College’s procedures are designed to be procedurally fair.

Note that such penalties in schools can include suspension, expulsion and exclusion. These are defined in the

Registered and Accredited Individual Non-government Schools (NSW) Manual as:

Suspension is a temporary removal of a student from all of the classes that a student would normally attend at a

school for a set period of time.

Expulsion is the permanent removal of a student from one particular school.

Exclusion is the act of preventing a student’s admission to a number of schools.

Policy Rissalah College has in place and implements procedures related to the behaviour support of students, that are

based on procedural fairness.

The College prohibits the use of corporal punishment in disciplining students attending the College and does not

explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including

parents/carers, to enforce discipline at the College. Rissalah College does not prevent a student’s admission (ie

exclusion) to other schools.

Procedures Rissalah College students are required to abide by the College’s Code of Conduct and to follow the directions of

teachers and staff with authority delegated by the College.

Where a student disregards rules, disobeys instructions or otherwise engages in conduct which causes or may

cause harm, inconvenience or embarrassment to the College, staff members or students, the student may be

subject to disciplinary action.

The College’s rules and requirements are stipulated as part of the enrolment agreement. They can be found on

the Rissalah College website and are explained in detail in the Information Handbook that parents/carers receive

at the beginning of every school year.

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Student Behaviour Support Teacher Responsibilities In order to promote good discipline and effective learning, teachers aim to create a positive classroom environment, where learning is maximised. This is demonstrated by:

1. Treating students with respect and fairness; 2. Providing positive support and encouragement; 3. Using non-discriminatory language and behavioural practices; 4. Teachers being well-prepared for their daily lessons; 5. Using a variety of activities to cater for different learning styles; 6. Supporting students in achieving success in learning; 7. Establishing and clarifying common rights, responsibilities, rules and routines; 8. Consistently rewarding positive behaviour and effort; 9. Enforcing consistent consequences for negative behaviour and providing students who

are displaying negative behaviour the opportunity to reflect on their behaviour. A ‘thinking-chair’ is used in K to 2, a ‘Calm Down Corner’ is used in Years 3 to 6 and a ‘Chill Out Area’ is used in Years 7–10.

10. Staff participating in relevant training and development programs. Processes for Maintaining Positive Behaviour Teachers model consistent, caring and controlled behaviour and provide opportunities for students to participate in shared decision-making through class meetings and meetings with The Student Representative Council (SRC). At the start of each year, teachers establish the rights and responsibilities of all students, with each class discussing and establishing their class rules at the start of each year. Rules are displayed at the front of the classroom for the duration of the year (Appendix 1A and 1B). Parents/carers are informed of the new classroom rules, digitally through Class Dojo, or in the class weekly newsletter at the beginning of the year.

The Coordinator of the Learning Support team will plan and implement an Individual Learning Plan for those students with specific needs. Each plan will be discussed with the parents/carers of the specific child, that child’s class teacher, specialists at our school, the DP and the Principal. This plan will be reviewed in early Semester Two with all parties meeting again.

There is a whole-school implementation of the Code of Conduct and the Anti-Bullying Program (in Term 1), with revision of the Anti-Bullying Program in the first two weeks of Terms 2, 3 and 4. The Islamic Hadith of the week is recited every morning in the Halaqa (morning assembly) and this is related to respectful behaviour, kindness, caring for the poor, young and elderly etc. Parents/carers are involved in managing student behaviour by being informed of their role and responsibility to support and re-inforce the Code of Conduct.

Students are provided at different times throughout the year with the opportunity to participate in Leadership programs, for example, the SRC; opportunities to participate in special classes, for example, Public Speaking and Debating and Chess Classes (when available); and opportunities to participate in a variety of activities during Lunchtime, for example, painting, board games and sport.

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The College also works to understand and have sensitivity to the particular needs and pressures experienced by individuals in the College community; liaise with supportive community agencies; and conduct regular talks at the College on relevant age appropriate topics.

The College will apply procedural fairness principles when dealing with all student behaviour management matters. In adopting procedural fairness, the College enforces the ‘hearing rule’ which includes the right for students, the subject of an allegation to:

1. know the allegations related to a specific matter and any other information which will be taken into account in considering the matter

2. know the process by which the matter will be considered 3. respond to the allegations 4. know how to seek a review of the decision made in response to the allegations.

In considering allegations against any student, the College enforces the student’s ‘right to an unbiased decision’ which includes the right to:

5. impartiality in an investigation and decision-making 6. an absence of bias by a decision-maker. 7. an external investigator, where appropriate 8. an interpreter, where appropriate 9. a support person (This is usually the parent/carer, however it may include a culturally appropriate

support person.) The behaviour support procedures undertaken by the College and consequences vary according to the nature of the behaviour, the prior record of the student and the seriousness of the alleged offence. At the lower end of the scale, admonishment or detention may be appropriate. At the upper end of the scale, the behaviour could result in suspension or expulsion. It is the responsibility of the Principal to determine incidents that may involve suspension or expulsion. At Rissalah College students and parents/carers will be informed of the procedures for review of decisions in relation to a behaviour allegation and any proposed penalty. The student (and parents/carers) will be advised verbally and/or in writing by the appropriate teacher or DP that if they wish a preliminary decision to be reviewed, they may make an application to the Principal together with any additional information they want to be considered. The Principal will then either confirm the preliminary decision as the final decision or amend the preliminary decision based on the additional information provided.

Code of Behaviour Students are encouraged to take ownership of their behaviour; respect the rights of others and build commendable relationships with all. The Code of Conduct provides clear guidelines for appropriate behaviour incorporating students' views and teachers' expectations and reflecting the values of the community.

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Students' Rights and Responsibilities Students have the right:

A to be treated with respect by everyone. B not to be laughed at, teased, abused or to have my feelings hurt. C to work and play safely. D not to be hurt by anyone else’s dangerous or careless behaviour. E to expect that our school will be a pleasant place. F to expect that the things I own will be safe at school. G to a clean, safe and tidy school. H to be told the truth. I to explain my behaviour in a civil manner and to be listened to. J not to be disturbed by others while I am leaning. K to be respected as an individual. L to a healthy lifestyle while at school. M to an appropriate learning program, which meets my needs. N to be treated with respect by everyone.

Students are expected to:

A Treat students and staff with empathy and not tease or laugh at others. B Be polite to everyone and treat them with respect. C Work and play in a safe environment and not engage in physical and verbal abuse. D Treat the property of others with respect - do not steal or damage the property of other

students, staff or the College. E Learn self-control by not denying the rights of others. F Respect others as individuals and not treat them unfairly because they may be different

in some way. G Co-operate with teachers and other students and not interrupt the learning process. H Be clean and tidy in appearance. I Keep the College clean and tidy - place any litter in the garbage bins provided.

The following behaviour will not be tolerated:

A Any form of discrimination or harassment against students or staff, including all forms of bullying.

B The unlawful possession of dangerous implements or weapons. C Dangerous or violent behaviour. D Foul language and disrespectful behaviour towards students, staff, parents/carers and

visitors to our College. E The possession of illegal drugs, alcohol and tobacco F Constant and consistent disruptive behaviour.

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Rewarding Positive Behaviour Re-enforcing Positive Behaviour Those students who do not receive a detention throughout the term, will be allowed to attend the end of term Good Behaviour Reward excursion. The DP will discuss the various venues with the Principal. It is normally a whole-day excursion to a fun park. Parents/carerss will be notified via a letter.

Correct Lining up Procedure Those students who line up quietly and settle down quickly after Recess and Lunch will be rewarded points and the class that achieves the most points, will receive free pizza on the last day of each term.

Recognising and Reinforcing Student Achievement Students are recognised for their achievement and appropriate behavior, both in the classroom and the playground, through the College's formal digital award system. Students receive Dojo points on their class and individual Class Dojo accounts. The addition of points can be seen instantly by teachers, students and parents/carers on their Dojo app. The Principal keeps updated on students’ achievements by printing a register of Dojo Activity on a weekly basis.

This includes: Class-based awards

1. Incentives and awards. 2. Acknowledgment of effort and achievement in curriculum areas.

The College's formal awards

1. Every week two students from each class are chosen to receive a special achievement award at the morning assembly.

2. At the end of each semester, the Principal awards two students from each class with a Principal’s Award for Academic Achievement and Most Improved.

3. Recognition for their participation in special events, such as the Athletic Carnivals, Gala Days,Isra and Miraj event etc.

4. Public recognition of the College and individual students, e.g. Creative Writing, Public Speaking, Quran Competition, Islamic Studies Quiz Competition etc.

Dealing with Unacceptable Behaviour This section of the Rissalah College Student Behaviour Support Policy outlines a graded set of consequences for breaches of the Code of Conduct (Appendix 2).

a. Minor breaches may result in: 1. Reminder of appropriate behaviour 2. Short term in-class or playground isolation 3. Time out from activity 4. Loss of minor privilege 5. Parents/carers contact/meeting via Class Dojo 6. Reflection time provided in a quiet area in the classroom.

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b. Major breaches: Will be managed by the Principal or DP (Appendix 2) 1. Student is sent to the Coordinator for consistent minor breaches in behaviour, which will be

recorded on Sentral in the ‘Wellbeing’ section in the student’s file. 2. Major breaches of conduct will be recorded by the teacher or Coordinator electronically in

the student’s file in the Sentral ‘Wellbeing’ section. The parent/carer must be contacted and the communication will be recorded on Sentral. If Sentral is unavailable, a Record of Meeting Proforma (Appendix 5) must be filled out and given to the DP to file in the student’s file.

3. When an incident occurs between two or multiple parties, teachers must fill out an incident report on Sentral. If Sentral is unavailable, the Incident Report proforma should be used (Appendix 4). If a child has been injured or has reported something, an incident report must be filled out by the staff member who was informed about or witnessed the incident.

4. After classroom teacher and/or Coordinator has made contact with parent/carer, the Deputy Principal will call parents/caregivers and/or organise a meeting with the parents/caregivers and the classroom teacher.

5. Whenever a parent/carer is contacted, the communication must be recorded on Sentral. Should Sentral be unavailable, a Record of Meeting proforma (Appendix 5) must be filled out and stored in the student’s file. Regardless of it being a formal or informal conversation, on the phone or in person, about student progress or behaviour, a record of the communication must completed on Sentral or a Record of Meeting must be filled out by the teacher or person who communicated with parents then it must be handed to the Deputy Principal, who will file it in the student’s file.

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Step 1 – First warning: The teacher will calmly inform the student what rule is not being followed and the student will be requested to stop the negative behaviour.

Step 2 – Second Warning: If the student continues to display the negative behaviour, the teacher will calmly address the student again, re-iterate the rule and ask the student again to stop the negative behaviour verbally. Remove Dojo points at this stage

Step 3 – If the student still has not settled down, it is ‘Reflection Time’.

Steps in Whole-School Approach to Behaviour Support – Primary All primary school teachers will use the ‘Steps in Behaviour Code of Conduct’ classroom and playground flowchart (Appendix 3A and 3B).

This step approach gives staff a consistent structure with which to reinforce the Code of Conduct. It gives students and parents/carers a clear understanding of the processes. It provides the classroom teacher with executive support for student behaviour management and a framework for students to make decisions about behaviour in the full knowledge of positive and negative consequences.

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The students in Kindergarten to Year 2 will use the ‘Calm Down Corner’, students in Year 3 to Year 6 will use the ‘Reflection Area’. As a guide, students will remain here for a time limit of approximately no more than one minute per age of the student or less total time as deemed appropriate by the teacher.

1. During this reflection time, students will be supervised by a staff member and provided with a teacher prepared, age appropriate Reflection Sheet to complete.

2. The class teacher will have a ‘Restorative Discussion’ with the student during which the teacher discusses the inappropriate behaviour and the desired expectation. The student is then given the opportunity to return to class and resume work.

3. Step 4 - If as a result of the above steps, the behaviour of a student does not improve, the student will be sent with the Reflection Sheet to the Welfare Officer (WO). The teacher must stipulate the reason for sending the student to the WO, on the Reflection Sheet. Students with special needs who are on Individual Plans (IP) should be referred to the Coordinator of Learning Support.

4. The classroom teacher also records the inappropriate behaviour in the wellbeing section on Sentral in the student’s online file. The WO will inform parents/carers verbally and/or in writing of the student’s behaviour. This communication will be recorded by the WO in the student’s file on Sentral.

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5. The student will not be able to attend the End of Term Incentive Excursion for exhibiting good behaviour.

6. Step 5 - After a student receives three letters of misbehaviour the student will be referred to the DP and a formal meeting will take place between the Principal, DP, classroom teacher and the parents/carers.

Consistent breaches of the Code of Conduct may result in suspension.

Major breaches of behaviour in the playground/classroom can be reported directly to the WO and /or DP. Where a suspension or expulsion may need to take place, a formal meeting will be held with the Principal and parents/carers.

Refer to suspension and expulsion procedures. Major breaches will be managed by DP or Principal and they may involve suspension or expulsion.

The Principal has the authority to supersede the suspension process based on the severity and consistency of behaviour displayed Suspension and Expulsion section below.

Steps in Whole-School Approach to Behaviour Support – Secondary

The secondary school classroom management system is designed to help students choose to behave in a responsible manner. Roll call and subject teachers can reinforce responsible behaviour in a number of ways - for example giving stickers, stamps, verbal praise, positive notes in a student’s diary and in non-verbal ways such as smiling, eye contact etc.

When a student chooses to behave in an irresponsible manner, the classroom teacher will give the students a series of reminders to help them reflect on their actions and choose to behave responsibly. These reminders are the basics for the College’s Behaviour Management System. Students are taken through the step process by both roll call and subject teachers.

Behaviour Management - Information for Students

Step 1 - First Reminder

• The teacher has reminded you that you are not following the rules. It is only a reminder and you should not discuss it with the teacher

• If you argue or try to discuss it whilst the teacher is teaching, you will receive a second reminder.

• If you do want to talk to the teacher - see them at the end of the lesson.

Step 2 - Second Reminder

• The teacher has reminded you for the second time that you are not following the class expectations.

• Same as Step 1.

• If you argue with the teacher, you’ll go to Step 3.

Step 3 - Class/Buddy Class Time Out

When the teacher tells you to sit out, you are to go to the area set aside and:

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• sit quietly

• don’t talk

• stay focused

• don’t disturb the class

• The teacher will tell you when you can return to class

• This sit out time is time to think about what you have done, so you can come back to class and behave.

Step 4 - Focus

If you continue not to follow classroom rules you will be sent to the Focus Room.

What Happens When a Student is Sent to the Focus Room?

By this stage the classroom teacher must record the behaviour in the ‘Wellbeing’ section in the student’s file on Sentral.

The Focus Room is a place where students are sent if they are unwilling to work out a resolution with the classroom teacher after a brief time out of class. When in Focus, students are expected to sit quietly and reflect on their actions. This is a time to cool down, think about how to work out the problem with the teacher and, if there is a grievance, how to deal with it properly. During this time, the student will also be required to complete a reflection sheet, which will be forwarded to the referring teacher. During the next lesson, the teacher and student will meet and complete a return to class behavioural agreement.

A letter will be sent home informing parents/carers of the Focus referral. The teacher is also required to contact the parent to discuss the issue. This conversation is to be recorded on Sentral. In the event a student is referred to focus repeatedly, the Year Level Coordinator will interview the student and discuss what needs to happen to work out the problem. Three focus referrals in one term will result in a 2 day external suspension.

This system is designed to give students every opportunity to change irresponsible behaviour or work out problems. It is also designed to protect the rights of other students to learn and teachers to teach by not tolerating persistent irresponsible behaviour.

Where students persist in behaving irresponsibly and are not prepared to work out problems they will be suspended and a family conference arranged.

Direct Referral to Focus Room

Extreme behaviour such as violent or dangerous actions, crude or abusive language, persistent arguing or blatant refusal to follow instructions will result in a student being sent immediately to Focus. These types of behaviour will also result in suspension.

Grievance Procedures Where students feel they have been unfairly treated by a teacher they should see a Student Counsellor, their Year Level Coordinator or their Roll Call teacher who will help them resolve the issue. Please see below for information on the procedures for suspension and expulsion.

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Suspension and Expulsion 1. Where students exhibit behaviour that puts the students’ and staff’s safety at risk, the

student will be removed to a safe place and parents/carers will be asked to come to school for a meeting. The Principal will decide if the consequence will be an in-school or out of school suspension. An investigation into the allegation will take place thereafter.

2. The Principal may deem that the student will be on an in-school suspension or if it is extreme behaviour, an out of school suspension until after the investigation.

3. Where the allegation, if proved, may result in suspension or expulsion, the student and parents/carers will be informed of the allegations and the procedural steps to be followed in dealing with the matter.

4. Parents/carers will receive a phone call from the DP and will be asked to attend a meeting with the Principal and/or the Principal’s delegate, where the nature of the allegation and findings of any investigations will be discussed. This meeting is an opportunity for the student and parents/caregivers to respond to the allegation/s. Parents/carers will also be provided with details of the review process.

5. After the suspension, the Principal, student and parents/carers will have another meeting to decide on appropriate options. Where the behaviour is extreme, the Principal may determine that the student’s enrolment will be terminated.

6. Students who exhibit violent behaviour, use foul language, or commit any of the major breaches, will receive an immediate suspension. The DP and/or the Principal will meet with the parents/carers to inform them about the events and consequences that took place.

Forgoing all steps: Should a student become a risk for the safety of our students and staff or exhibit extreme violence towards students and/or staff, the Principal will expel the student immediately. The Principal and DP will meet with the parents/carers and inform them in the meeting of the consequences of their child’s actions.

In cases where there has been a serious breach of the Code of Conduct, or extreme behaviour has been exhibited, suspension or expulsion will be implemented by the Principal.

Suspension is not intended as punishment. It is one strategy for managing inappropriate behaviour within the Student Behaviour Support Policy of the College. Suspension is reserved for major breaches of the Code of Conduct, such as violence, bullying, verbal/threatening behaviour, truancy etc. Suspension may also be deemed an option where repeated incidents of the same behaviour have occurred and all other consequences have been exhausted. In this instance, the College is seeking the parent(s)’/carer(s)’ active role, and partnership to improve the inappropriate behaviour of their student.

The College will apply procedural fairness principles when dealing with disciplinary matters. Refer to the review of appeal process as set out on page 5 of this document.

A summary of the College’s Student Behaviour Support Policy can be located in the Annual Report, which can be accessed on the Risslah College website.

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Appendix 1A

Code of Conduct The framework for College’s code of conduct is centered on the 4 Rs:

• RESPECT: Be respectful of yourself and others.

• READINESS: Be ready to do your best.

• RESPONSIBILITY: Be responsible for your words and actions.

• RIGHTEOUSNESS: Be a good Muslim citizen.

The code of conduct framework is supported by the College’s values ‘Faith, Knowledge and

Discipline’.

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Appendix 1B

My Behaviour Contract

At Rissalah College I have the responsibility to: 1. treat everyone with respect. 2. not laugh at, tease unkindly, abuse or hurt the feelings of others. 3. follow College rules and play safely in supervised areas. 4. not hurt anyone through dangerous or careless behaviour. 5. keep my College neat, clean, tidy and safe and report possible

dangers.

6. be honest and truthful. 7. listen courteously to others. 8. make sure that my actions do not disturb others while they are

learning.

9. be careful of my own health.

10. try to achieve my best in all areas of learning at the College.

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Appendix 2

Some Examples of Minor and Major Breaches of Behaviour Minor Breaches Major Breaches

Wearing incorrect College uniform

Untidy uniform

Name calling

Gossip

Pushing and shoving

Throwing food

Making others feel uncomfortable

Excessive tardiness

Inappropriate bus behaviour

Running through corridors during Recess

and Lunch or while lessons are in

progress

Loitering in the toilets, classrooms,

corridors

Going out of bounds

Rough play

Dishonesty

Incomplete homework

Minor cheating in class

Talking unnecessarily in class

Calling out

Minor classroom disruptions

Answering back

Not bringing appropriate equipment to

lessons

Making noises

Littering

Chewing gum

Constant disruptive behaviour

Bullying

Teasing

Verbal abuse

Sexual harassment

Forgery of signatures

Truancy

Verbally threatening someone on College

grounds

Endangering the safety of another person

Throwing of objects

Pulling of chairs out from under others

Discriminatory behaviour or language

Showing defiance to teachers

Swearing at staff members

Minor or major injury to another person

Possessing or sharing of an illegal

substance

Possession of a dangerous weapon

Theft

Damage to property

Vandalism

Graffiti

Disrespect to staff members

Fighting

Climbing over the College fence

Leaving the class without permission

Inappropriate use of the toilets

Spitting

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Appendix 3A

Primary Behaviour Code of Conduct: Classroom

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Appendix 3B

Primary Behaviour Code of Conduct: Playground

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Appendix 4

Incident Report Date: ___/___/______ Written by:_________________________________________ Subject: ___________________________________________ Main Party: ________________________________________ Other Parties: ______________________________________ Re: Incident Report ___________________________________________________

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Appendix 5

Record of Meeting Date: __/ __ /____

Parents/carers: Mr Mrs _________________________________

Name of Student: ______________________________Class: _____________

Name of Staff Member conducting the meeting: __________________________

Signature of Staff Member: _________________________________________

RE: RECORD OF MEETING WITH PARENTS/CARERS (Please tick) In person Over the telephone Reason the meeting was called Summarise the main reason(s) why the meeting was called _______________________________________________________________________________________________________________________________________________________________________________________________________________ Summary of comments of parents/carers What views/information did parents/caregiver(s) bring to the meeting? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Comments of person conducting the meeting with the parents/carers: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please continue additional notes/information on another page if required, and attach to this one.

Agreed actions Who What When

Checked by _________________ Position ___________________

Signature ______________________