At QPS our behaviour management reflects the school values of CARE, RESPECT and INTEGRITY. We combine a restorative practice approach with a zero tolerance towards bullying.  

There are a number of positive reinforcement practices that are being used in classes and around our school. Teachers and leaders acknowledge good behaviour that aligns with QPS school values. If inappropriate behaviour occurs :

Step 1- Class teachers

Class teachers will have a 3 cross management system set up in their class. There will be consequences for each cross that will be used consistently across all teams. Teachers will have restorative chats with the student at each step of this system,  which will help the student to see the consequences of their behaviour and may prevent it from escalating.

Informal Verbal warning-  This precedes any crosses and gives the student a chance to change their behaviour.  Restorative discussion may be held.

One cross- Name on the board with one cross, eg Mike X

                This is a formal warning that their behaviour is inappropriate, brief restorative conversation held. 

Two crosses- A cross is added to the board, eg Mike X X

                A restorative discussion will be held. 

Three crosses- Another cross  is added to the board, eg Mike X X X

                 A team generated consequence is issued.

                 Restorative discussion will be held.

                 Parents and caregivers will be informed. 

Step 2- Team Leaders

• If a student continues to be identified through the 3 cross process (more than 2 consecutive days) and no improvement in behaviour is evident then the team leader will be informed and the student needs will be shared at a team meeting.

• Restorative discussion will be held by the team leader who will decide whether further consequences will need to be put in place.

• Information will be recorded on Edge pastoral care.

• Parents and caregivers will be informed.

Step 3- Deputy Principal / SENCO

• If a student continues to be referred to the team leader and no change of behaviour is evident then the student will be referred to the Deputy Principals and SENCO (Special Education Coordinator)    

• Restorative discussion will be held- the Deputy Principals will decide whether the student is placed on a behaviour contract or further consequences put in place.

• An incident form will be completed.

• Information will be recorded on Edge pastoral care.

• Parents and caregivers will be informed.

• For serious misdemeanours- eg fighting, bullying, cultural disrespect, vandalism, continued disrespect towards adults, non compliance or leaving the school grounds a student can be escalated directly to step 3. The student is then referred directly to Deputy Principals.

Step 4- Principal

• Principal considers all factors and then if appropriate moves to stand down the student.

• Parents are contacted immediately and informed of the schools decision, they are offered the opportunity to come into school and discuss the stand down.

• The Principal informs the board chair immediately and the full board is informed via in committee agenda at next board meeting.

• Official suspension- in this instance the board has worked through all it’s options and is left with no alternative but to suspend the student.

• Parents are notified in writing and by telephone that the student has been officially suspended from school for a specified period of time.

• The suspension / stand-down is recorded via Ministry of Education suspension / stand-down portal.   

• A group restorative conference is held for the reintegration of the student back into the school.

• Information will be recorded on Google Doc pastoral care. 

Step 5- Board of Trustees

• Exclusion- in this instance the school has worked through all its options and the BoT is left with no alternative but to exclude the student from school.

• The BoT / Principal follows MoE guidelines to register the exclusion.

• The Principal must follow steps requested by MoE to place the student in another school.

 

Restorative Questioning-

Wrong doer 1st line of discussion What happened? What were you thinking? What have you thought since? Who was been effected......and in what way	Victim 2nd line of questioning What happened? How has it affected you? What have you thought since? What's needed to make it right?
Wrong doer 3rd line of questioning What do you need to do to make it right?	Victim 4th line of questioning How can we make sure it does not happen again? What can I do to help you?

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Examples of behaviours

Step 1:

Lying to adult, encouraging others to behave inappropriately, distracting others, put downs, incorrect uniform, no sunhat, unsupervised contact sports, inappropriate language, answering back, classroom conflict, being disrespectful.

Step 2:  

Referral from class teacher for repeated behaviours of step 1, consistent non-compliance, stealing (major), damaging school property, disrespect towards adults.

Step 3:  

Referral to team leader for repeated behaviours of step 2, severe behaviours, physically or verbally abusing students or staff, cultural disrespect, vandalism, leaving the school grounds, cyber bullying.

Step 4:

Referral to Deputy Principal for repeated behaviours of step 3, unacceptable bodily contact student - student: Fighting, bullying, vandalism, disrespect towards an adult.

Step 5:

Referral to Principal for repeated behaviours of step 4 and serious assault on any other person.

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Guidelines for playground behaviour management 

 Duty teacher responsibilities:

• Use professional judgment and restorative practice when determining the extent of an incident.  

• When serious incidents of physical or emotional harm occur the student will accompany the teacher on duty until the end of break or until DP has been contacted. The duty teacher will complete an incident form and pass to Deputy Principal as soon as possible.

• For less serious incidents the Duty teacher will use their professional judgment, use restorative practice and decide whether an incident is dealt with on the spot or referred to a classroom teacher.

• If referring the incident to the classroom teacher the duty teacher will escort the student back to their class at the end of break and inform the classroom teacher of the incident. 

Class teacher responsibilities:

• Follow up a duty teacher referral and use restorative practice.

• Use their professional judgment to decide if parents need to be contacted or if needed discuss the incident with team leaders.

• Complete a victim note to be emailed or sent home with student informing parents of the incident.

• The classroom teachers are responsible for setting appropriate consequences and informing parents.  

 Team Leader responsibilities:

• Supporting the class teacher in following up a playground incident.  

 Management responsibilities:

• Supporting the class teacher and team leader in following up a playground incident.

• For serious incidents involving physical or verbal abuse the student is referred directly to the Deputy Principals.