Chapel Hill State School
Responsible Behaviour Plan for Students
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The Full Plan:
Rationale
Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education.
Chapel Hill State School ’s Responsible Behaviour Plan is designed to ensure our total school community (which includes teaching staff, non-teaching staff, students and parents) has a friendly, supportive and safe environment. Our agreed code of behaviour is based on the democratic values of respect, responsibility, equality and concern for the welfare, rights and dignity of all its members, regardless of race or belief.
We aim to encourage a happy and safe and disciplined environment where everyone is encouraged to take responsibility for their own behaviour. Positive relationships and a sense of mutual respect between all members of our school community is a key priority.
At Chapel Hill State School , through the implementation of our developmental framework for values, citizenship and emotional intelligence we actively encourage our students to strive to be active citizens in our learning community, as preparation for an active role in a democratic society.
Our purpose is to nurture and value individual differences enabling students to become effective and independent members of society, within the parameters of this plan.
Our school plan aligns with and supports the Code of School Behaviour. Our plan centres around positive behaviours throughout the school.
School beliefs about behaviour and learning
At Chapel Hill State School we believe that;
We strive to maximise the social and academic learning outcomes for each student by:
Effective learning requires a safe and supportive environment that respects
Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour
We are committed to providing a supportive school environment that maximises the educational opportunities and outcomes for every student.
Whole-School Behaviour Support (100% of students)
Targeted Behaviour Support ( 10-15%)
Intense Behaviour Support (2-5%
Whole-school behaviour support
We strive to be proactive when dealing with issues around bullying. Our approach is largely based around providing children with effective strategies to deal with bullying. The schools’ anti-bullying framework outlines our school approach to bullying and also offers strategies to parents who can assist children vulnerable to bullying (see appendix 2).
All adults will be committed to explicit teaching and modelling of pro-social behaviour and a personal values system. All adults need to show care, hold positive expectations and provide opportunities for meaningful participation by all students.
Targeted behaviour support
Chapel Hill State School has strategies and programs that facilitate acceptable standards of behaviour (sticker rewards, ribbons, student of the week awards, certificates etc) and provide educational support or intervention in responding to unacceptable or potentially unacceptable behaviour.
The use of Administration, staff and support staff ,discussion circles and class meetings can be used to provide solutions to many problems that arise both inside of the classroom as well as in the playground. If children are seen in the process of dealing and solving the problem, a sense of ownership of the situation can be developed.
A developmental framework has been devised for whole school development of Val ues, Civics and Citizenship and Emotional Intelligence.
(The premise of our understanding is “We cannot leave the learning of values, emotional intelligence and social competence to chance”.)
The overall Themes:
Prep “I am”
Year 1 “I belong”
Year 2 “I make good choices”
Year 3 “I can do it.”
Year 4 “I am responsible”
Year 5 “I am appreciative and I put a lot of energy into my life”
Year 6 “I am brave, in control and enjoy being independent”
Year 7 “I have a keen desire to help others, to contribute to the common good and to seek the truth”
(The programs can be viewed in Appendix 1)
There are 9 values that Chapel Hill State School has adopted from the National Framework – Values for Australian Schooling.
The Chapel Hill School Community upholds that:
Students have the right to |
Students have the responsibility to |
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Parents have the right to |
Parents have the responsibility to |
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Staff have the right to |
Staff have the responsibility to |
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Positive Behaviour Awards
Verbal praise, certificates and class privileges will be some of the strategies used by all staff to recognise students who follow the school rules and display appropriate expected behaviours.
Intensive behaviour support
Chapel Hill State School also has access to specialists who can assist in intensive intervention, offer behaviour support processes and programs that respond to unacceptable behaviour which will support continued student learning engagement.
Behaviour that is ongoing or extreme and requires further action should be referred to the Administration. The Administration will consider
Consideration will also be given to the probable outcome or learning potential each action will have on the individual.
Consequences may include
If a student is suspended, arrangements will be made for providing the student with an education program that allows their education to continue.
Principal may suspend students for a period of up to 20 days for:
Unacceptable Behaviour
When these rights of others are interfered with by another person, it is expected that an effort is made by this person to correct his/her inappropriate behaviour, with support staff, to an appropriate level.
Children have the right to play in a safe environment and school rules apply.
We expect all children to take responsibility for their actions and that consequences apply for their inappropriate actions in the classroom and in the playground.
In most cases, every effort will be made to resolve/solve the issue at the classroom level. However, if the situation worsens or the child is a repeat offender, the teacher would be consulted.
Students in class or the playground who display very dangerous behaviours will be sent to the Administration and the incident recorded.
Whole School Guidelines/Rules
Consequences for unacceptable behaviour
Common sense, logical and natural consequences are applied as a matter of course in dealing with unacceptable behaviour but always with firmness, fairness and consistency.
The school administration, in consultation with teaching staff, if deemed necessary, maintains the right to increase or decrease the severity and nature of the consequences depending on the circumstances surrounding a particular incident.
The network of student support
The network for support at Chapel Hill State School includes the involvement of a team of personnel and agencies. This network includes, but is not limited to:
The Special Needs Committee provides support to students who require more targeted or intensive support. The Committee consists of the school Guidance Officer, the Deputy Principal or Principal, and teacher representatives from each of all sectors of the school (Lower P-3 and Middle 4-7).
Government agencies such as the local Child Youth Mental Health Service, Department of Communities, Department of Child Safety, Queensland Health Services and Juvenile Aid Bureau also work closely with the school to provide support when necessary.
Consideration of individual circumstances
Consequences for breaking the rules or breaching the school’s Responsible Behaviour Plan for Students may vary according to a number of factors which may include:
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 will be considered at all times.
Related legislation
Related policies
Some related resources
Principal P&C President or Regional Executive Director or Chair, School Council Executive Director (Schools)