WHAT IS SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT? (SWPBS)
School-wide positive behaviour support (SWPBS) is a framework that brings together school communities to develop positive, safe, supportive learning cultures. SWPBS assists schools to improve social, emotional, behavioural and academic outcomes for children and young people.
The goal of School Wide Positive Behaviour Support at SHPS is to create and maintain a positive and safe learning environment that enhances our school culture where we maximise individual academic and social growth.
WHAT DOES SWPBS LOOK LIKE AT Sunbury Heights PRIMARY SCHOOL?
A clear set of behaviour expectations are developed around our key school values (as defined in our matrix).
KINDNESS
RESPECT,
RESPONSIBILITY
Our aim is that you can identify the behavioural expectations within 5 minutes of entering the school.
BEHAVIOUR EXPECTATION MATRIX
The Behaviour Expectation Matrix translates our school’s key values (expectations) into expected behaviours. The matrix clarifies what our behaviours should look, sound and feel like. Our expected behaviours are explicitly taught in every classrooms and consistently reinforced throughout the school. Our matrix’s are displayed and positioned in many locations around the school and are referred to and discussed regularly with all students at SHPS. Currently the matrix is in an evolving form, where we review and refine it, with student input each year. The outcome is to have a complete matrix that we signpost around the school.
WHY DO WE EXPLICITLY TEACH OUR EXPECTED BEHAVIOURS?
Introducing, modelling and reinforcing positive social behaviour is an important step of a student’s educational experience. Explicitly teaching our behavioural expectations and acknowledging students for demonstrating them is key to our success.
They are necessary skills for success in life.
Many students arrive at school without these important skills.
They are the basis for a positive and safe climate.
Doing so increases opportunities to teach other skills.
WHEN DO WE TEACH OUR EXPECTED BEHAVIOURS?
WHERE DO WE TEACH OUR EXPECTED BEHAVIOURS?
MULTI TIERED SYSTEM OF SUPPORT
SWPBS uses a tiered intervention framework which invests in:
primary prevention (tier 1): supports for all students, staff and settings
Tier 1 supports are delivered to all students and emphasize teaching prosocial skills and behaviour expectations. We acknowledge appropriate student behaviour across our school.. Tier 1 SWPBS builds a social culture where students expect, prompt, and reinforce appropriate behaviour for each other.
When implemented with fidelity, Tier 1 SWPBS systems and practices meet the needs of 80% or more of all students’ needs.
secondary prevention (tier 2): additional specialised group systems for students with at-risk behaviour
Tier 2 supports focus on students who are not successful with Tier 1 supports alone. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Tier 2 supports are often successful when provided within groups. At this level, systems and practices are efficient. This means they are similar across students and can be quickly accessed. Our School monitors fidelity and outcome data regularly to adjust implementation as needed. The typical range of Tier 2 supports include:
Typically, schools deliver SWPBS Tier 2 supports to 5-15% of the student body.
tertiary prevention (tier 3): specialised, individualised systems for students with high-risk behaviour, provided in addition to primary and secondary prevention.
Tier 3 are more intensive and individualized. Our School uses more formalized assessments to match interventions to the behaviour’s function. We create individualized plans incorporating the student’s academic strengths and deficits, physical and medical status, mental health needs, and family/community support. Support plans emphasize:
MAJOR AND MINOR BEHAVIOURS
We have also developed a list of Major and Minor behaviours. Students are taught that if they display a Major behaviour, it will be recorded, and they will be sent to a member of school leadership to resolve or manage the issue.
Common understandings and expectations across the school are essential to ensure consistency between year levels. Our ‘Is It Bullying?’ poster is displayed in every learning area and is used regularly by teachers to ensure students have a clear understanding of what constitutes ‘bullying’ behaviour.
RESTORATIVE PRACTICES
Restorative Practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative actions on the part of the offender and forgiveness by the victim.
The rationale behind this approach is that when offenders reflect upon their harm to victims:
At SHPS we follow a predetermined script when dealing with conflict between students. This script guides the parties to come to an agreement about what actions must be undertaken to restore the relationship. The offender is guided to consider the effect of their actions upon others and the victim is given the opportunity to explain the impact the offender’s behaviour has had on them.
REWARD SYSTEMStudents who display positive behaviour are acknowledged and reinforced with our whole school reward system. This is where students receive a token for demonstrating the expected behaviour from the matrix. It is critical that the students understand how the token is valued and why it was awarded. In context this sounds like;
"This token is for showing respect - I like the way you raised your hand quietly when you asked that question."
DE-ESCALATION PLAN
A De-escalation plan outlines individual strategies to support students to self-regulate and calm down to become ready for learning. All students complete one at the beginning of the year and those who need it will update it in Semester Two. It includes De-escalation Response strategies which should be displayed on students desks.
WHEEL OF CHOICE
The Wheel of Choice is a problem solving resource, displayed in the classroom and out in the yard. It provides students with choices and strategies to support them when dealing with conflict.
CHILLOUT SPACE
Every classroom must have a Chillout Space or Mindfulness Corner. This is a space for students to de-escalate and learn the skills of self-regulation. This will enable them to become calm and become ready for learning. Students can be encouraged to spend time there when needed. It is not a time out space and should not be used in a punitive manner. Students are to formulate guidelines for usage and have input into its design.
READy TO LEARN SCALE
Ready to learn scales are used throughout the day for students to reflect on their readiness to learn. It gives staff an indication of how ready they are to learn.
PLAN FOR PLAY
A Plan for play is designed for students to think about what they will do during a break and with who. The plan for play also includes a back up plan where students think about what they will do if their play for play doesn’t work.
e.g “My plan for play is down ball on the down ball court. If I cannot do that then I will play basketball on the basketball court.”
Having a plan for play ensures students have thought about what they will be doing and creates structure for them during that time. It also allows teachers on Yard duty to check plans for play and remind students of expectations.
