BEHAVIOUR MANAGEMENT POLICY
At St Joseph’s, Boronia, there is provision for a positive, restorative, culture where bullying is not accepted. All members of the school community have the right to be listened to, the right to be respected, the right to learn or to teach and the right to feel safe and secure in the school environment. The behavioural management of students is based on the principles of procedural fairness and DOES NOT permit any form of corporal punishment or abuse as this would amount to Reportable Conduct.
St Joseph’s support a commitment to inclusive pedagogy that embraces all learners regardless of their diverse abilities. This reflects the Disability Discrimination Act 1992 and in the establishment of the Disability Standards for Education 2005 and Includes the rights of Aboriginal and Torres Strait Islanders.
The school uses Restorative Practices to encourage staff and students to recognise and acknowledge wrongdoing, restore relationships and re-establish balance. This is achieved through robust learning in classroom circles where student voice is encouraged and developed. Understandings of the restorative chat must also grow in these gatherings. It is paramount that circles are used frequently to develop communities and learning routines. All students are expected to monitor and regulate their own behaviour by asking three questions of themselves:
“Is it safe?”
“Is it fair?”
“Is it kind?”
- To build positive, respectful relationships
- To foster self-regulation and empower children to make appropriate choices
- To encourage empathy and compassion
- To develop a consideration of, and a sense of loyalty for, the culture of our school
At St Joseph’s we are committed to working in circles to promote strong positive relationships within our school community. This is achieved by providing safe inclusive circles where every voice is heard and valued. Working in circles provides authentic opportunities to develop ideas, address challenges and enhance harmony in a collective, engaging, non-threatening manner.
We are committed to working restoratively. We do this to build and nourish respectful relationships between all in our school community. When harm has been caused, a calm, safe environment is provided to ensure relationships can be restored in a way that is mutual and genuine. A strong foundation of working in circles enables such restoration to happen effectively and encourages the development of life-long problem solving strategies.
Restorative Practices are effective when all staff, including Specialists teachers and Learning Support Officers, adhere to the guidelines and implement the restorative chat to restore relationships after wrongdoing.
Each class will develop a plan together based on the consideration ”What guidelines will help to make this classroom a happy and safe place in which to learn?” School rules, agreed to by the whole school, will also guide learning about acceptable behaviour.
Serious situations need to involve the Principal, Assistant or Deputy Principal, and parents will be informed. Parents may be required to attend support group meetings (i.e. PSGs, Circle of Support) should inappropriate and unacceptable behaviour continue. Until the relationship between parties has been restored, a student may be excluded from the classroom. Further to this, if suspension or expulsion is considered, Catholic Education Melbourne will be contacted for advice and CEM processes will be followed. For students who have been excluded or suspended, a re-entry plan will be devised.
Teachers plan for learning in regard to behaviour and self-regulation, just as they do for any other area of curriculum. The Principal, Assistant Principal and Deputy Principal oversee the arrangements for any necessary Individual Behaviour Management Plans.
Professional Learning regarding Restorative Practices will be provided to staff on an annual basis and will also be addressed in Wellbeing meetings; parents will receive a statement via the school calendar; Prep parents will have the opportunity to engage in Restorative Practices learning in the transition program; School board members will discuss and review this policy annually.
Resources and support materials for the implementation of Restorative Practices and the use of circles will be kept on the school server and in the Wellbeing section of the Library.
This policy is to be reviewed and revised thoroughly at the beginning of each school year. It will be necessary for all new staff members to be totally familiar with the policy in order for there to be effective implementation of all strategies and processes involved.
Ratified by the School Advisory Council on:
Monday 30th July, 2018