Our Vision

Our vision is to develop a school of excellence and inclusivity through the integrated involvement of staff, students, parents and the broader community.

Important considerations for excellence will be:

• an inclusive challenging curriculum
• quality teaching and learning suited to emerging issues in the new millennium
• a learning and physical environment that is safe and supportive
• responsible and accountable school management and leadership
• committed, accountable and professional staff
• a partnership with parents and community strengthened by collaborative decision making and open, honest communication
• fair and equitable practices that support diversity
• an increase in intellectual engagement and global and local connectedness
• an engagement with relevant future scenarios and technology
• an increase in motivation to learn, especially in the Middle Years of schooling
• a passionate sense of school pride.

Purpose

The purpose of The Gap State School is to achieve high quality educational outcomes for all students within a supportive school environment.

The Gap State School is directed towards providing a learning environment in which the child’s physical, and affective (emotional & social) domains are developed, and his/her intellectual potential is recognised and fostered, within an atmosphere of equity, respect and cooperation between students, staff and community.

To achieve this, The Gap State School has a supportive environment and a Code of Behaviour ensuring all members of the school community feel safe and are valued.

Our supportive school environment recognises the need for practices based on social justice ideals and encompasses as a part of its development a Code of Behaviour that is understood, accepted, and practiced by all members of the school community. Curriculum teaching and learning, school organisation and social skill practices have been developed which reinforce and maintain the Code of Behaviour.

Procedures for managing unacceptable or challenging behaviour at The Gap State School are fair, non-violent, non-coercive, non-discriminatory, lawful and safe. Opportunities are always provided for a way back for students.

Suspension and exclusion are considered only when all other strategies have been exhausted or rejected.

Responsible Behaviour Plan

Rationale

Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. At The Gap State School, our aim is to have children “Striving for Success” in a supportive school environment. Achieving quality educational outcomes for children is based on children’s right to learn, the rights of teachers to teach, and the rights of all to be safe. This Responsible Behaviour Plan for students outlines how this will be achieved at The Gap State School.

 

School beliefs about behaviour and learning

 

Learning and teaching in a safe supportive environment at TGSS is based on the school Code of Behaviour, which applies to all members of our school community.

RESPECT

• Relationships are based on mutual respect and trust.

• Everyone’s role is valued.

• Gaining respect involves showing respect for others.

COOPERATION

• All quality learning is based on partnerships between students, staff, parents and community members.

• Issues are resolved by working together.

CONSIDERATION

• Diversity between individuals is valued and acknowledged.

• Learning occurs through understanding others.

COMMUNICATION

• Everyone has a responsibility to express their opinion respectfully.

• Conversations are open and trusting.

SAFETY

• Feeling safe is essential to learning.

 

 

Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

 

Creating a positive whole school culture through:

• clearly articulating Values and Beliefs

• collaborative decision making and open, honest communication

• fair and equitable practices that support diversity

 

Implementing quality learning and teaching practices through:

• supportive and collaboratively developed programs and procedures

• a balanced, relevant and engaging curriculum that caters for all students

• managed professional development, education or training for all members of the school community

• providing a range of appropriate resources to support these programs

Educating children to be self-managing and accept responsibility for their own behaviour through:

• a consistent approach to managing behaviour across the school

• recognition of acceptable ways of behaving

• providing additional support and intervention for students with higher needs

 

 

Whole-School behaviour support

Positive behaviours are modelled, articulated and actively encouraged.

 

School rules are aligned with our Code of Behaviour.

 

• We will be polite when speaking and attentive to what others say.

• We will be courteous and use good manners.

• We care about our personal safety and the safety of others.

• We keep our hands, feet, objects and negative language to ourselves.

• We will promote a neat and tidy appearance at all times.

• We will behave appropriately on school excursions, camps, sporting and musical events.

• We will follow and respect classroom rules and our Internet Use Computer Agreement.

 

PLAYGROUND BEHAVIOUR

• Duty staff member to arrive punctually and equipped with duty bag

• Staff member to remain on duty till relieved

• Staff member to actively cover all duty area several times

• Acknowledge positive student behaviours eg black cat

• Early intervention to prevent conflict escalation

• Do not debate/argue/get in power struggle with students

• Engage students in conversations

• Listen to and act on student concerns

• Calmly assess situations and concentrate on the primary behaviour

• Use selected students to role model appropriate playground behaviour to student at risk

• Use positive rule reminders and reinforcers

• Publicly acknowledge appropriate behaviour

• Be consistent and fair in enforcing Behaviour Management Program

• Provide for teacher aide support for special needs children who have difficulty consistently following rules or playing safely

• The goal of attaining a Senior Leader’s Badge encourages positive behaviour

 

CLASSROOM BEHAVIOUR

To develop a successful classroom management plan, teachers plan and are familiar with a number of positive, supportive strategies to ensure calm, fairness and consistency. Curriculum planning and organisation are essential for effective classroom management.

 

In each classroom teachers need to develop the rules, choices, positive reinforcers and logical consequences relevant to them.

ALL CLASSES HAVE RULES

Teachers:

• Establish rules

• Display them in a prominent position

• Share them with parents

• Refer to them regularly

Targeted behaviour conversations

 

Teacher asks:

• What are you doing?

• What are the rules?

• What are the consequences?

• Do you want that to happen?

• Show me the right way/what are you going to do now?/what will you do next time?

 

Consequences

Graduated withdrawal from the group

• sitting out of the activity

• quiet chair (with eggtimer)

• detention

• completing a ‘working it out’ sheet

• exclusion from playground/classroom for set period of time

 

 

Intensive behaviour support

For a small percentage of students, staff (teachers, Guidance Officer, administrative staff, health professionals) work together with students and their families to develop an individualised Behaviour Management Plan. This plan is designed to help students self-manage and support them in making better behaviour choices.

 

Individual Behaviour Management Plans identify:

• the needs of the child

• behavioural goals (what behaviour we want)

• strategies to achieve goals (how we will reach our goal)

• timelines (completion/review of plan)

• support network for the child

• consequences (positive/negative)

 

In the case of students demonstrating challenging behaviour which is a threat to the safety of themselves and others, the school will devise a risk management plan. This plan will identify:

• the nature of the predicted behaviour

• the likelihood of a future occurrence

• an action plan for dealing with the behaviour when it occurs, which may include the use of physical intervention/restraint and time out procedures to protect the safety of people and property

 

 

Consequences for unacceptable behaviour

Consequences are decided according to the individual characteristics of the situation and people involved. Taken into consideration are:

• the age of the child

• behavioural intent and understanding

• frequency of the behaviour

• level of harm caused to persons or property

 

Ideally, consequences are:

• determined promptly and occur soon after the event

• related to the unacceptable behaviour demonstrated

• understood by all

• based on natural justice

• negotiated between parties involved

• aimed at repairing damage

 

For repeated and serious behaviours, the following consequences will be considered:

• internal suspension (program provided by school)

• suspension from school 1 – 5 days (program provided by school)

• suspension from school 6 – 20 days (alternative program offered)

• suspension with recommendation for exclusion

 

The network of student support

 

A team approach to behaviour support is used, and may involve:

• students

• teachers

• school administrators (including HOSES),

• other staff members (Guidance Officer, ST-LD, SLP)

• parents/carers

• Behaviour Support Services (AVT-Behaviour, CAP staff)

• health professionals (paediatricians, CYMHS, CAFTU)

 

Consideration of individual circumstances

 

When making decisions about a child and appropriate ways to manage his/her behaviour, a case management approach is used rather than a ‘one size fits all’ response. In this way, individual circumstances, skills and abilities of students can be considered when developing individual plans and consequences for students.

 

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

• 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

 

 

 

 

 

 

 

 

Principal P&C President or Regional Executive Director or

Chair, School Council Executive Director (Schools)