ORMEAU STATE SCHOOL
RESPONSIBLE BEHAVIOUR PLAN 2016 - 2018
September 2016 Ormeau State School Responsible Behaviour Plan for Students (2016-2018) (Based on The Code of School Behaviour)
1. Purpose
Education Queensland is committed to provisions that ensure all young Queenslanders have the right to and receive quality education.
Ormeau State School plays a significant role in the social, emotional and academic lives of children in the community. Through consultation with the community and the development of a positive meaningful relationship the school is responsive to the community’s expectations and requirements. The Responsible Behaviour Plan based on the Code of School Behaviour informs parents, students and teachers of their responsibilities and roles as a member of the school community and visitors to the school site.
Ormeau State School prides itself in high standards of behaviour. These high expectations of students, parents and teachers at Ormeau School make for a unique and distinctive approach to education. Community support of these expectations enhances the learning and enjoyment of all students.
The positive learning environment which Ormeau School strives to achieve follows a proactive approach to behaviour management. Our school incorporates numerous methods of rewarding positive and/or consistent contributions to our school.
The mutual respect of all stakeholders develops positive meaningful relationships that link closely to the principles of learning and teaching, productive pedagogies and principles of values education.
2. Consultation and data review The original Ormeau State School Responsible Behaviour Plan was developed in collaboration with our school community. This was achieved through broad consultation with parents, staff and students and was undertaken through survey distribution and community meetings held during November 2009. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents also occurred from 2006-2009 to inform the development process.
The original plan was endorsed by the Principal, Chair of the School Council and Executive Director (Schools) in February 2009, and will be reviewed every 4 years.
3. Learning and behaviour statement All areas of Ormeau State School are learning and teaching 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 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 clear to everyone, assisting Ormeau State School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process.
Our school community has identified the following school values and expectations to teach and promote our high standards of responsible behaviour: 2 i. Values Our school community has identified the following school rules and values to teach and promote high standards of responsible behaviour. These six values underpin our key beliefs.
O pportunity R esponsibility M anners E xcellence A cceptance U nity
Values Expectation O pportunity Students maintain a clean and positive school environment, observe safe and healthy practices and use opportunities given to them wisely. R esponsibility Students act responsibly and move in a safe and orderly manner adhering to designated boundaries. They dress appropriately so that they are safe during all school activities and behave in a manner that will not injure or misuse property. M anners Students show respect for others and use their manners at all times. E xcellence Students perform at their optimal levels in all pursuits. Each individual strives to excel at a level that is appropriate for them. A cceptance Students obey all school rules and accept consequences of personal decisions and choices of behaviour. Students show acceptance and understanding of differences amongst members of the school community. U nity Students work as a team to help support each other and promote understanding and a sense of belonging in their school.
ii.Beliefs At Ormeau State School we believe that a consistent approach to behaviour management is necessary to foster a positive learning environment. At Ormeau State School we believe that all individuals make choices and are responsible for their actions. We accept that there are consequences both positive and negative for the choices we make. At Ormeau State School we believe that positive relationships underpin the successful development of children academically, socially and emotionally. At Ormeau State School we believe that members of the school community have the right to a safe and supportive learning environment and that effective behaviour management and productive learning are inter- dependent.
iii. Expectations of School Community
At Ormeau State School our vision is the pursuit of excellence and quality education in a positive and supportive atmosphere. All members of the school community are expected to conduct themselves in a lawful, ethical, safe and responsible manner that recognises and respects the rights of others:
Students are expected to: September 2016 participate actively in the school’s education program take responsibility for their own behaviour and learning demonstrate respect for themselves, other members of the school community and the school environment behave in a manner that respects the rights of others, including the right to learn cooperate with staff and others in authority
Parents/Carers are expected to: show an active interest in their child’s schooling and progress cooperate with the school to achieve the best outcomes for their child support school staff in maintaining a safe and respectful learning environment for all students initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, well-being and behaviour contribute positively to behaviour support plans that concern their child
Staff are expected to: provide safe and supportive learning environments provide inclusive and engaging curriculum and teaching initiate and maintain constructive communication and relationships with students and parents/carers promote the skills of responsible self-management
Principals are expected to: play a strong leadership role in implementing and communicating the expectations in the school community ensure consistency and fairness in implementing the school’s Responsible Behaviour Plan for students communicate high expectations for individual achievement and behaviour review and monitor the effectiveness of school practices and their impact on student learning support staff in ensuring compliance with the Responsible Behaviour Plan and facilitate professional development to improve the skills of staff to promote responsible behaviour
Our school rules have been agreed upon and endorsed by all staff and our school’s P&C Association and School Council. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.
4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour
The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Ormeau State School 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 designed to prevent problem behaviour and provides a framework for responding to unacceptable behaviour.
This whole school approach shapes, supports and recognises appropriate behaviours in all students. A small number of students may need additional support and timely intervention on some occasions. A limited number of students may not respond to these early efforts and may need more intensive support and/or flexible learning options to assist them to continue their learning.
Current programs are outlined below:
4 Whole School Behaviour Support Targeted Behaviour Support Intensive Behaviour Support
School Rules Social Skills Program BAT – Behaviour Advisory House Reward System Drug Education Policy and Team Bullying Policy and procedures Procedures Referrals to Alternative Planning Room Sexual Harassment Officer Behaviour Sites Social Skill Programs BAT- Behaviour Advisory Links to other Peer Mediation Program Teachers support Government Departments and Leadership Program Enhancement Teacher agencies eg Child Safety, Child Student Council Special Education Classroom Youth Mental Health, Special school events eg Sports Teachers Individual Behaviour Plans - Day, Cross Country Race, Individual Behaviour Plans Developed with all Stakeholders Swimming Carnival and intervention meetings ICPs Musical Showcase with all stakeholders Guidance Officer Leadership Camp Programs – developed for Eisteddfods individual student needs. Wakakirri Special Parades School Clubs Active Community Engagement (ACE) Adopt-A-Cop Principal/ Class Teacher Awards Gotcha Awards Pro-Active and Preventive Behaviour Strategies School E-Newsletter Life Education
Ormeau State School implements the following proactive and preventative processes and strategies to support student behaviour: A dedicated section of the school E-Newsletter, enabling parents to be informed in school behaviour expectations. Students can be referred to Student Support Services for behaviour concerns. Comprehensive induction programs on the Ormeau State Schools’ Responsible Behaviour Plan delivered to new staff. Individual Behaviour Management 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. Development of specific guidelines to address: The Use of Personal Technology Devices* at School (Appendix 1) Procedures for Preventing and Responding to Incidents of Bullying including Cyber-Bullying (Appendix 2).
i. Reinforcing Expected School Behaviour
At Ormeau State 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. 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.
Ormeau State School has a positive behaviour ‘GOTCHA’ system in place for recognising students who uphold our school values. This system has students working to set goals and achieve individually, as well as doing their part for
September 2016 their house team. Research indicates that the positive reinforcement and acknowledgement of appropriate behaviours is a far more effective method of teaching than the correction of inappropriate behaviours. With that said, this system has been implemented to celebrate student achievement of behaviour expectations, whereby there are no ‘quiet achievers’. Competency is not accepted as the norm, but rather is worthy of recognition. It also aims to refocus students with more challenging behaviours and reward them for their efforts too. If a student is ‘caught being good’ at school and upholding our Ormeau State School values, they are presented with a GOTCHA ticket. Students work hard throughout the term to earn GOTCHA tickets, with these tickets recorded in the classroom. Students set themselves goals for the GOTCHA level they would like to achieve by the end of the term.
10 GOTCHAS – Bronze Award
20 GOTCHAS – Silver Award
30 GOTCHAS – Gold Award
Gold, Silver and Bronze awards have students receiving certificates and school recognition. The Gold award is also accompanied by an end of term celebration to recognise those students who achieve this level, and their consistent application to behaviour expectations. As this is a merit system based on modelling appropriate behaviours at school, any student who receives a Planning Room throughout the term will not be eligible to achieve a Gold GOTCHA award. Planning rooms are considered a major behaviour incident. The GOTCHA process does reset every term, so there are plenty of opportunities for reflection and future goal setting. As an added group reward, any GOTCHA ticket a student earns is also categorised into their house team. The house who earns the most GOTCHAs throughout the term receives the House GOTCHA Behaviour Award, with a trophy presented to the House Captains. This aims to foster team spirit within the school.
WHOLE SCHOOL Prioritisation – classroom teachers identify students displaying at risk behaviours and submit to Student Support Services as the need arises Program Overview – Year level overviews may be developed identifying appropriate programs for targeted groups of students Values – explicit teaching of our school values. Behaviour / Effort Matrix – used to inform report cards comments. Explicit teaching of conflict resolution, anti-bullying strategies and social skills across all year levels Pro-social skills – identifying and reinforcing appropriate behaviours Positive Behaviour System – whole school focus on positive behaviour system utilising the house GOTCHA system. Positive reinforcement – staff use a variety of strategies including: verbal praise, certificates, class incentives, special events, etc. Unacceptable Behaviour - Misbehaviour is managed using the five step process.
ii. Responding to Unacceptable Behaviour
Students come to school to learn. Behaviour support represents an important opportunity for teaching and learning our values.
iii. 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 the students 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 the students to think of how they might be able to act more safely, more respectfully or more responsibly. This encourages students to reflect on their own behaviour, evaluate it against expected school values, and plan how their behaviour could be modified so as to align with the expectations of our school community.
iv. Targeted Behaviour Support
6 Each year a small number students at Ormeau State School are identified through our data as needing targeted behavioural support. 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 a student is identified as possibly requiring targeted behaviour support then they will need to be referred to SSS. SSS will determine the action required to support the students improved behaviour.
School Support programs include: Specialised developed programs – differentiated programs to suit the needs of individual students and/or classes. Collaboration process – happens between the classroom teacher and the behaviour advisory teacher. This usually includes a student or class observation, written suggestions/recommendations and a meeting to discuss these. Professional Development and Training for Staff – internal or external.
Ormeau State School is committed to maintaining a supportive school environment. Children have a right to be free from being bullied by anyone and to ask for help when required.
September 2016 v. Intensive Behaviour Support: Behaviour Management Team
Ormeau State School 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. Students identified as requiring targeted or intensive behaviour support are referred to the school’s Behaviour Management Committee. The committee reviews each case on an individual basis and determines appropriate action to be taken. This committee also works closely with the Student Support Services. The roles and responsibilities of each of the key personnel are specified and summarised as follow:
vi. Roles and Responsibilities
Key Personnel Roles and Responsibilities Process
Behaviour Observations / meet with key stakeholders / Referral – Student Advisory Teacher devise behaviour support plan Support Services Guidance Officer Observations / meet with key stakeholders / Referral – Student counselling Support Services Enhancement Collaboration with classroom teacher to Referral – Student Teachers support active learning and participation Support Services DP / Principal Liaise and support key stakeholders Analysis of behaviour data & staff consultation External Agencies Support student on identified goals Referral – Student Support Services
vii. The Student Support Team and Administrative Staff: works with other staff members to develop appropriate behaviour support strategies monitors the impact of support for individual students through continuous data collection makes adjustments as required for the student, and works with the School Behaviour management Team to achieve continuity and consistency.
Should there be concerns regarding a student’s individual behaviour, the services of the Behaviour Advisory Teacher may be called into action. A quick and simple referral system is in place, whereby a panel of staff members examine a student’s file at a Student Support Services (SSS) meeting. It is from there that the required action is recommended. This can take form in the way of classroom observations and recommendations, setting up student support systems, parent contact and at times, enlisting the support from outside agencies. In more severe behaviour cases, district-based behavioural support staff will liaise if required.
Programs may include referral to:
Bardon Road Behaviour Support Withdrawal program for students aged 5-10 years Unit P.L.A.C.E. Alternate Schooling Alternate program for students which involves part-time Provision or full-time placement for students aged Years 5-9 Child and Family Counselling Team Child and family counselling
8 S.T.E.P.S. Alternate program for students which involves part-time or full-time placement for students aged Years 5-9 R.A.P.T. Alternate program for students which involves part-time or full-time placement for students aged Years 5-9
The student’s continued enrolment will be dependent upon the school Principal being satisfied that the student has complied with the agreed re-entry conditions.
viii. Process for Responding to Unsafe / Unmanageable Behaviour
September 2016 5. 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.
i. 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 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).
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).
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).
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).
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).
ii. Physical Intervention Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is: physically assaulting another student or staff member posing an immediate danger to him/herself or to others.
Appropriate physical intervention may be used to ensure that Ormeau State School’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.
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: physical intervention cannot be used as a form of punishment physical intervention must not be used when a less severe response can effectively resolve the situation underlying function of the behaviour.
10 Physical intervention is not to be used as a response to: property destruction school disruption refusal to comply verbal threats leaving a classroom or the school, unless student safety is clearly threatened.
Any physical intervention made must: be reasonable in the particular circumstances, be in proportion to the circumstances of the incident always be the minimum force needed to achieve the desired result, and take into account the age, stature, disability, understanding and gender of the student.
iii. Record Keeping Each incident involving the use of physical intervention must be formally documented. The following records must be maintained: Incident Report entered on OneSchool Health and Safety incident record on MyHR
6. Consequences for Unacceptable Behaviour
Ormeau State School aims to prevent problem student behaviour by teaching and reinforcing expected behaviours. When unacceptable behaviour occurs consequences are delivered. Our school seeks to ensure that responses to unacceptable behaviour are consistent. A detention notification (planning room) is issued and completed by the student. A negative behaviour incident is recorded on OneSchool. A referral form will be lodged with SSS for further intervention if required when considering individual circumstances and repeat offences.
i. Levels of Consequences (example)
Level Action One Redirection, Rule reminder, confiscation of item or similar Two Time-Out or Community Service under teachers’ supervision, withdrawal from class or similar Three Student assigned 20 minutes in Planning Room. Parents are required to sign, date and return Planning Room form to Office. Parents will be telephoned or sent a letter after fourth planning room. Students completing a planning room on a Friday will not be permitted to attend interschool sport on that day. Four On the identification of a fifth planning room (over One Semester) students will receive an in-school suspension for three days. A further planning room will result in a four day in-school suspension followed by a five day in-school suspension. Any planning room received after the completion of a five day in-school suspension may result in an out-of- school suspension. Five Suspension and/or Exclusion
An in-school suspension requires the student to report to the school Administration upon arrival to school and remain there until the commencement of the school day. This process is continued for the duration of the morning tea and lunch breaks. Any student who is completing an in-school suspension is prohibited from attending any external school activity (e.g. Excursions, camps, interschool sport) that takes place during the suspension period.
September 2016 The school’s administration team reserves the right to suspend and/or exclude students from the school where a serious breach of conduct has occurred. Suspension or exclusion may occur in the following forms:
ii. Suspension In all cases where extreme misconduct or repeated breaches of the Responsible Behaviour Plan for students occur, suspension will be considered.
Suspension 1-10 Days A student may be suspended for up to 10 days for disobedience, misconduct, or other conduct that is prejudicial to the good order and management of the school.
Suspension 11-20 Days A student may be suspended for longer than 10 school days, but no more than 20 school days if the Principal is satisfied that the behaviour is so serious that it warrants a suspension of longer than 10 days. The Principal must co-ordinate an alternate education program for the suspended student.
A student who has been suspended is expected to attend a re-entry interview with parents / caregivers, in which re-entry conditions are agreed upon.
If the administrator assesses that the student is not prepared to conform to school rules, then a further suspension will be applied as a result of the review meeting. In the event of continued instances of suspension after intensive behaviour support a review of alternate education settings will be made.
Exclusion
A proposal for exclusion from the school will be submitted for ongoing disobedience, misconduct or other conduct prejudicial to the good order and management of the school. This sanction will be applied by the Principal when a student’s behaviour:-
Endangers or places at risk the present and /or future safety of students Endangers or places at risk the present and /or future safety and welfare of staff Continues to be inflexible and other sanctions have proven ineffective exhibits severity that a suspension is inadequate.
iii. The Network of Student Support
At Ormeau State School we work collaboratively to provide support for all members of our school. We believe that solutions are only successful if changes are seen as meaningful and feasible by all those involved. We encourage all members of our school community to take an active role in managing student behaviour.
Within our school, all staff play an important role educating and counselling students as well as correcting negative behaviours and encouraging and reinforcing positive behaviours.
Our School Captains and Student Councillors are seen as a student contact through which students can raise concerns and discuss problems that may arise. Peer Mediators in the playground assist students in resolving minor conflicts throughout the school.
Parental support is paramount when resolving behavioural issues. Parents are encouraged to work together with school personnel to establish effective strategies and plans to support students.
The Ormeau State School community accesses a wide range of external personnel and services to support teachers, parents and students.
12 iv. Process for Managing Support Network
Students identified as requiring behaviour support may be referred to the school’s Student Support Services which meets on a weekly basis. The committee reviews each case and determines appropriate actions to be implemented.
v. Roles and Responsibilities
Key Personnel Roles and Responsibilities Process Behaviour Observations / meet with key stakeholders / Referral – SSS Advisory Teacher devise behaviour support plan Guidance Officer Observations / meet with key stakeholders / Referral – SSS counselling HOSES Collaboration with classroom teacher to Referral – SSS support active learning and participation DP / Principal Liaise and support key stakeholders Analysis of behaviour data & staff consultation External Agencies Support student with identified goals Referral – SSS
7. Network of Student Support Students at Ormeau State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by:
Parents Teachers Support Staff Head of Curriculum Administration Staff Guidance Officer Behaviour Advisory Teacher Alternate Education Program staff Advisory Visiting Teachers Senior Guidance Officer School-Based Police Officer
Support is also available through the following government and community agencies: Disability Services Queensland Child and Youth Mental Health Queensland Health Department of Communities (Child Safety Services) Police Local Council
September 2016 8. Consideration of Individual Circumstances Ormeau State School aims to ensure that educational outcomes for the diverse needs of our students are maximised. Our responses to inappropriate behaviour always consider the particular situation and context, the individual circumstances, actions of the student and the needs and rights of the school community members. This is achieved by the following processes:
Creating Individual Behaviour Plans Intervention meeting with all stakeholders Other agencies Behaviour Advisory Teacher (BAT) Guidance and Counselling Meeting educational needs linked to School Rules
School Rules The following is a list of rules relating to each of the Core Values and a recommended level of consequences should the rule be broken. The level indicates the severity of the breach if the rule is broken.
Opportunity Children only eat in correct eating areas. (up to Level 3) Children do not play rough games such as Red Rover, Bedlam, Bull Rush, Gladiators, Piggy backing and Karate. (Level 3) Hats are worn before school, at lunch breaks and at PE lessons. (up to Level 3) Children do not go into out of bounds areas. (up to Level 3) Children move in an orderly fashion to enter and exit school buses. (up to Level 3) Children wait quietly and respectfully for the school bus in the correct designated area. (up to Level 3) Refrain from teasing, harassing and bullying others. (up to Level 4) Children show respect for others at all times. (up to Level 3) Students keep hands and feet and objects to themselves. (up to Level 4)
Responsibility Covered shoes appropriate for school activity must be worn at all times. (Level 1) Children do not ride bicycles inside the grounds. They store cycles in the racks provided. (Level 1) Cyclists wear a helmet in accordance with state legislation. (Level 1) All skateboards, scooters, skates or similar to remain outside the school grounds. (Level 1) Children sit down on bus seat prior to the bus departing (Level 2) Children walk on all concrete and paved areas. (up to Level 2) Children only climb on playground equipment designed for that purpose. (Level 3) Children use all furniture and fittings in a safe manner. (up to Level 3) Children refrain from throwing any object that may injure others. (up to Level 5) Children do not bring weapons to school (including toy weapons) - confiscation of item, to be retrieved by parents or police from Admin. (up to Level 5) Students do not bring dangerous substances to school. (up to Level 5) Children act responsibly at all times. (up to Level 5)
Manners Children follow instructions the first time they are given. (up to Level 1) Children are courteous to each other and those placed in charge of them. (up to Level 3) Refrain from spitting. (up to Level 3) Children are to use appropriate language and body language at all times. (up to Level 4) 14 Children are to treat all staff and visitors to the school in a respectful manner. (up to Level 3) Children use only their own property unless they have permission to do otherwise. (Level 2). Children enter classrooms only when a teacher is present. (up to Level 3).
Excellence Children are expected to correctly wear the approved school uniform as supported by the Parent body. (Level 1) Children only wear one set of stud or small sleeper earrings and do not bring items such as arm bands necklaces, rings, bracelets, bangles or wear nail polish to school. Nose jewellery is prohibited. (Level 2) Accessories to the uniform, such as hair bands, should be conservative and blue or white in colour. (Level 1) Children refrain from having visible tattoos or writing on their bodies. (Level 1) Children are not to attend school with coloured dye in hair. (Level 2) Litter is placed in bins provided. (up to Level 2) Acceptance Children remain in the school grounds for the duration of the school day. (up to Level 3) Children obey all school rules and accept consequences of personal decisions and choices of behaviour. (up to Level 3) Unity Students are not to possess, distribute or use illegal drugs on the school site. (Level 5) Drugs, such as cigarettes and alcohol, are to be kept away from the school property. (up to Level 5) Children with mobile phones must hand in phones to the office and retrieve on departure from school. (up to Level 3) Children use toilets properly and do not play in or near the toilets. (up to Level 3) Children behave in a manner that does not injure another person. (up to Level 5) Children show care for wildlife and environment. (up to Level 3) Children remain in supervised areas until given permission to leave e.g. Eating Areas (up to Level 3) Children do not take the property of others. (up to Level 5). Children do not wilfully damage the property of others or the school. (up to Level 5)
BUSES Bus Line Procedures Block 2 Bus captains to position at front and back of line. Move to shelter at the front of the school on the first bell. (Promptness is important.) Settle students and proceed to bus when it arrives. Remind students to have bus pass ready. Ensure all students are sitting and reasonably quiet before leaving bus. On some buses the students may need to sit three to a seat.
Tuckshop Area Bus captains to position at front and back of line. Move to bus line location on first bell. Settle students, ready to move at 3.05pm. Move line to bus, reminding students to have bus pass ready. Ensure all students are sitting and reasonably quiet before leaving bus. On some buses the students may need to sit three to a seat.
September 2016 Ormeau State School Dress Code
Ormeau State School is a uniform school. This position is affirmed by our Parents’ and Citizens’ Association. Children need to wear school uniform that is available from the school uniform shop. Uniform order forms are available from the school office.
EXPECTATION BOYS GIRLS Shorts O.S.S. Uniform shorts O.S.S. Uniform shorts / culottes / skirt
Shirt O.S.S. Uniform Shirt
Hat O.S.S. Cap or O.S.S. wide-brimmed hat Prep – Light Blue Bucket Hat Shoes and Socks Covered black or white shoes / with black or white laces white socks Hair Neatly presented with no coloured dye. Hair tracks, rat tails and mohawk not permitted. Preference towards navy blue hair tie. Presentation Neat and tidy presentation with no visible body art (including make-up) or nail polish Winter Uniform O.S.S. Uniform jumper / jacket. Navy blue long pants. Hoods are not permitted Jewellery One pair of sleepers or studs in the ears and watch only. No other jewellery acceptable.
Failure to wear correct uniform
Related legislation
Commonwealth Disability Discrimination Act 1992 Commonwealth Disability Standards for Education 2005 Education (General Provisions) Act 2006 16 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
Related policies
Safe, Supportive and Disciplined School Environment Inclusive Education Student Dress Code Student Protection Information Sharing under Child Protection Act 1999 Family Law Matters Affecting State Educational Institutions Mature Age Student Applications Enrolment in State Primary, Secondary and Special Schools Flexible Arrangements for School Students School Security Hostile People on School Premises, Wilful Disturbance and Trespass Managing Risks in School Curriculum Activities Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions Drug Education and Intervention in Schools Management of Students with Specialised Health Needs Administrations of Medications in Schools Complaints Management – State Schools Appropriate Use of Mobile Telephones and other Electronic Equipment by Students Employee Professional Development Including Study and Research Assistance Scheme (SARAS) The Code of Conduct Acceptable Use of the Department’s Information, Communication and Technology (ICT) Network and Systems Managing Electronic Identities and Identity Management
Some related resources National Safe Schools Framework (ncab.nssfbestpractice.org.au/resources/resources.shtml) National Framework for Values Education in Australian Schools (www.valueseducation.edu.au)
September 2016 National Framework for Values Education in Australian Schools – Queensland (www.education.qld.gov.au/curriculum/values/) National Safe Schools Week www.safeschoolsweek.dest.gov.au Bullying. No Way! (www.bullyingnoway.com.au) MindMatters (www.curriculum.edu.au/mindmatters) School Wide Positive Behaviour Support (www.learningplace.com.au/deliver/content.asp? pid=24668) Code of Conduct for School Students Travelling on Buses http://www.transport.qld.gov.au/buscode Ormeau State School Anti-Bullying Policy Ormeau State School Strategic Plan Ormeau State School Values Program Ormeau School Uniform Policy
Principal School Council Chair
Appendix 1
The Use of Personal Technology Devices* at School
18 This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices.
Certain Personal Technology Devices Banned From School Students must not bring valuable personal technology devices like cameras, digital video cameras or MP3 players to school as there is a risk of damage or theft. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline.
Confiscation Permitted 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 Etiquette There is an element of risk of theft when bringing Personal Technology Devices to school. If they are brought to school for personal use after school, they must be clearly labelled, turned off and handed in at the school office for safe keeping to be picked up after 3:00pm. In special circumstances these Personal Technology Devices may be utilised in classrooms to enhance the current learning programs. These specific learning experiences will be monitored by Classroom Teachers with permission given by parents and caregivers. In these instances the Classroom Teacher will securely store labelled devices when not being used in the context of a lesson. These devices are brought to school at their owners’ risk. No liability will be accepted by the school in the event of the loss, theft or damage of any device.
Recording Voice and Images Every 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 Ormeau State School. 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.
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 bullying 1 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:
1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means. September 2016 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 Communication The 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.
Assumption of Cheating Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments.
Recording Private Conversations and the Invasion of Privacy Act 1971 It 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 Arrangement Students 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®, iPhones®, iPads® and devices of a similar nature.
Appendix 2
Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying)
20 Purpose 1. Ormeau State School 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 in Ormeau State School. 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 Ormeau State School 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 Ormeau State School 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.
Rationale 6. 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, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.
7. The anti-bullying procedures at Ormeau State School are an addition to our school-wide 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.
Prevention 8. Therefore, our school-wide behaviour support practices will be maintained at all times. This will ensure that:
Our behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour All students know the 6 Values (school rules) and have been taught the expected behaviours attached to each rule in all areas of the school September 2016 All students have been or are being taught the specific routines in the non-classroom 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 non- classroom areas of the school Duty staff members constantly move, scan and positively interact as they move through the designated supervision sectors of the non-classroom areas.
9. The student curriculum modules of the anti-bullying process consist of lessons taught by all teachers in all classrooms to a school-wide schedule of instruction. Simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school.
10. An initial introductory lesson is delivered, which teaches the 5-step process to be used by all students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander.
11. The introductory lesson is followed by several shorter lessons, each of which focuses on one of the bullying behaviours that the school has identified and defined. These lessons include instruction on how to approach adults and also on what reactions and systemic responses they should expect from adults.
12. The anti-bullying process at Ormeau State School takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.
13. Ormeau State School uses behavioural data for decision-making. Data is entered into our database on a weekly basis and can be recalled as summary reports at any time. This facility allows the school to 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
Appendix 3
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