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Kawana Waters State College
Responsible Behaviour Plan for Students
based on The Code of School Behaviour
Rationale
Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education.
The purpose of Kawana Waters State College is to excel in the provision of education and related services. In partnership with parents and the wider community, our P-12 college aims to provide a quality public education through:
· providing students with a well ordered and safe learning environment
· ensuring all students have equal opportunity to receive a quality education
· developing individual talents in all students through a diverse curriculum
· optimising the potential for all students to become responsible and contributing members of global society now and in the future
School beliefs about behaviour and learning
At Kawana Waters State College we believe all people can learn. We are a community of learners supporting each other to achieve excellent outcomes. We are committed to developing life long learners that make a positive contribution to a global society.
We believe all students should have the opportunity to achieve within a safe, supportive and disciplined learning environment and behave in a manner that respects the right of others.
All members of our school community are to abide by Kawana Waters State College Code of Behaviour which is aligned to Education Queensland’s Code of School Behaviour. This code is underpinned by the following values: Professionalism, Respect, Innovation and Creativity, Diversity and Inclusiveness and Excellence.
Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour
Kawana Waters State College facilitates appropriate standards of behaviour through effective behaviour mechanisms including:
· continued growth of a positive whole school culture
· quality learning and teaching practices
· a balanced, relevant and engaging curriculum
· supportive and collaboratively developed programs and procedures
· managed professional development, education or training for all members of the school community
· a continuum from whole school positive preventive action for all students, through to intensive intervention for specific individuals or groups that are characterised by non-violent, non-coercive and non-discriminatory practices
Our P-12 College has adopted a multifaceted approach to facilitate standards of positive behaviour and respond to unacceptable behaviour by:
Whole-school behaviour support
Kawana Waters State College provides proactive whole-school processes and strategies that:
- facilitate the development of acceptable standards of behaviour to create a caring, productive and safe environment for learning and teaching
- promote an effective learning and teaching environment that allows positive aspirations, relationships and values to develop
- foster mutual respect
- encourage all students to take increasing responsibility for their own behaviour and the consequences of their actions
This is provided through the implementation of programs which ensure:
· Consistent and clear behavioural expectations
· Consistent application of suitable consequences for inappropriate behaviour
· Recognition of achievement
and will be developed through strategies which may include:
· Glasser (Understanding Basic Needs)
· Rock and Water
· Mentoring
· Counselling
· Life Skills and Social Skills Programs
Targeted behaviour support
Kawana Waters State College provides strategies and programs that facilitate acceptable standards of behaviour and provide educational support or intervention in responding to unacceptable or potentially unacceptable behaviour.
Facilitation of acceptable standards of behaviour is provided through the implementation of programs which ensure:
· Consistent and clear behavioural expectations
· Students taking responsibility for their own behaviour through a consistent application of suitable consequences for inappropriate behaviour
· Recognition of achievement
and will be developed through strategies which may include:
· Glasser (Understanding Basic Needs)
· Rock and Water
· Mentoring
· Counselling
· Life Skills and Social Skills Programs
· Monitoring cards
· Buddy classrooms
· Parental contact
· Withdrawal sessions with support personnel
· Additional set work for completion in student’s own time
· Detentions
· Collaborative planning sessions with all stakeholders
· Individual Management Plans as well as Individual Education Plans and Education Support Plans
Intensive behaviour support
Kawana Waters State College provides intensive intervention, behaviour support processes and/or programs that respond to unacceptable behaviour and support continued learning engagement by using strategies that may include:
· Alternative programs
· Formal and informal suspension
· Exclusions
· Cancellation of enrolment
Consequences for unacceptable behaviour
Whilst the focus is on proactive and preventive whole school approaches, certain types of behaviour are unacceptable. All students at Kawana Waters State College are aware that unacceptable behaviours will incur a consequence. In applying consequences for unacceptable student behaviour, college staff will consider the individual circumstances of the student and the needs and rights of community members will be considered at all times. Examples of consequences may include:
· Intervention programs
· Individual counselling
· Detentions
· Monitoring cards
· Buddy classrooms
· Parental contact
· Withdrawal sessions with support personnel
· Additional set work for completion in student’s own time
· Collaborative planning sessions with all stakeholders
· Alternative programs
Kawana Waters State College also uses a range of consequences that are authorised by Education Queensland and include:
· Formal suspension
· Recommendation for exclusions
· Cancellation of enrolment
These consequences are used after consideration is given to all other consequences.
The network of student support
Kawana Waters State College has a team approach to behaviour support which includes the involvement of school administrators, staff, students, parents and members of the wider community and personnel from other agencies. Personnel include:
· Classroom teachers
· Learning Support teachers
· School Leadership Team
· Integration Staff
· Year level Co-ordinators (secondary campus)
· Teacher aides (learning Support and Behaviour)
· School based police officer
· Chaplain
· Behaviour support consultants
· School based youth health officer
· Cultural Aide
· Learning Support teachers
· Learning Support Teacher aides
· Community career agencies
· Community Solutions
· Guidance Officers
· Parents and volunteers
· Classroom teachers
· Administration
Consideration of individual circumstances
Kawana Waters State College aims to ensure that educational outcomes for the diverse needs of students are maximised. Responses to inappropriate behaviour consider the particular situation and context, the individual circumstances and actions of the student and the needs and rights of school community members. This is done through the development of Individual Management Plans as well as Individual Educational Plans which are written in consultation with all stakeholders.
Related legislation
· Education (General Provisions) Act 1989
· Section 21 of the Education (General Provisions) Regulation 2000
· 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 1995
· Workplace Health and Safety Regulation 1997
· Freedom of Information Act 1992
· Transport Operations (Passenger Transport) Regulation 2005
Related policies
- Kawana Waters State College – Plan for Managing Behaviour in a Support School Environment
- SM-06: Management of Behaviour in a Supportive School Environment - Schools and Discipline
- SM-16: School Disciplinary Absences
- HR-07-1: Code of Conduct
- CS-01: Gender Equity in Education
- CS-05: Educational Provision for Students with Disabilities
- CS-10: Drug Education and Intervention in Schools
- CS-15: Principles of Inclusive Curriculum
- CS-16: Cultural and Language Diversity
- CS-17: Anti-Racism
- CM-15: Guidelines for Appropriate Use of Mobile Telephones by Students
- SC-09: Student Dress Code
- LL-14: Hostile People on School Premises, Wilful Disturbance and Trespass Issues
- SM-05: Physical Restraint and Time Out Procedures - Students with Disabilities
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)
· National Framework for Values Education in Australian Schools – Queensland (www.education.qld.gov.au/curriculum/values/)
· Bullying. No Way! (www.bullingnoway.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/qt/PubTrans.nsf/index/cochome
College Principal P&C President Executive Director (Schools) -
Joanne House Glenys Kempe Sunshine Coast North District
Suzanne Innes
Date: 20 June 2006
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