DREAM IT, BE IT, CLIMB HIGH!

At West Northam Primary School, we inspire a sense of pride and belonging. We will strive to develop in students, the skills, values and knowledge needed to become members of the community who contribute positively and productively.
Our Beliefs About Behaviour:
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Behaviour serves a purpose – it has a function
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That by teaching correct behaviours we can decrease negative behaviours
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Using positive language (eg virtues) reinforces behaviour expectations.
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Deadlies are a way to to give immediate and specific feedback. A deadly should not just be given without a comment on why the student has received it. Deadlies should never be taken away.
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Active supervision is critical and non-negotiable
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Clear procedures and routines in the classroom and playground will reduce negative behaviours.
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High levels of student engagement will reduce negative behaviours
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Students are to be provided with choices
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By following 1,2, 3 TAP system for minor behaviours, we allow students opportunities to respond appropriately to requests.
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All behaviours should be responded to immediately and in a calm manner
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Yelling or berating students is in effect saying to the student this is how adults react and cope with undesirable behaviours
– it is modelling incorrect behaviour.
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Classroom teachers need to develop with their students a dependable system of rules and procedures that encourage positive behaviours.
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The matrix and the expectations must be displayed in all areas of the school to reinforce positive behaviours
What is School Wide Positive Behaviour Support?
West Northam Primary School began implementing School Wide Positive Behaviour
Support in 2012 with th e purpose of moving from ‘Managing Student Behaviour’ to
‘Student Engagement’. The aim for our school was to build school pride and a positive school culture where students ultimately take responsibility for the decisions they make. West Northam created a Leadership Team to support the implementation and sustainability of SWPBS. They are the SWPBS Team. The team planned to implement evidence based strategies based on the three tier system.

Our Team’s Purpose:
The purpose of the SWPBS team will be to establish a process that will enhance development of a positive school culture, a consistent approach with clear expectations and a common language used by everyone, so that we develop students who become positive and productive members of the school and wider community.
Staff, students and community will be consulted and informed to ensure understanding and ownership.
Decisions will be evidence based, relevant to WNPS and regularly reviewed.
By collecting data, putting in place processes and systems and implementing whole school practices, we aim to make West Northam a safe and productive learning environment. The link between student achievement and student behaviour is clear, therefore we want students who are on task and authentically engaged in the curriculum. This significantly reduces most behavioural issues. SWPBS is based on explicit teaching of skills that are stated positively. To support the adoption of the positively stated explicit behaviou rs, students are rewarded by our ‘Deadly’ system.
Each week this culminates in a Rocket Assembly where students reap the rewards of the positive behaviours they have displayed.

Staff, Students and the SWPBS Team have collaboratively constructed a behaviour matrix (Appendix A) which describes the WNPS Code of Conduct and Expectations.
Behaviour expectations are visible in classrooms and all other areas of the school that are frequented by students. Classroom teaching schedules have been established to ensure all behaviours on the matrix are explicitly taught and all staff provide opportunities for students to practise their skills across all school settings.
Classrooms have visible and clear expectations displayed and the routines and structures have been taught to all classes. These structures include a clearly defined teacher managed system for negative minor and major (office referred) behaviours. The SWPBS Team have created an Incident Referral Form (Appendix
B) that allows documentation of not only the behaviour, but the date, time, location, function of behaviour and follow up actions. This data is recorded and used to plan for targeting specific behaviours and areas and times of day in the school that are
‘hot spots’.
Behaviour Expectations:
As part of the SWPBS process, West Northam has established three major expectations for the behaviour that we expect from staff, students, parents/carers and visitors in all areas of our school.

West Northam Staff established three expectations that are used to guide our positive and explicit reinforcement of desired behaviours.
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RESPECT
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RESPONSIBILITY
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SELF-CONTROL
The three expectations are the basis for the matrix of behaviours that we positively teach and focus on. (see Appendix C)
The Matrix will be sent home each term with the newletter.
Students are going to make behaviour errors. By viewing these errors as opportunities to re-teach and re-direct, we can be objective and professional with our responses to students.
To effectively correct a behaviour, West Northam staff need to be:
Calm – use a professional and composed voice tone and volume.
Consistent
– respond the same way to all students.
Brief
– use short and concise language – get back to learning ASAP.
Immediate – respond within a short time after the behaviour has happened.
Respectful – speak to students privately and politely.
Specific – Tell the student exactly what they are doing incorrectly and state specifically what they should be doing.

THE WEST NORTHAM TAP SYSTEM:
Why (Purpose of TAP)
TAP is one of the many strategies used to reduce unproductive behaviour and should only be used when all other strategies have been exhausted. The major purpose of TAP is to remove a student from an environment when they are being unproductive and/or disruptive. TAP allows for both the student and the teacher to have “cool down” or “chill out” and “reset”. TAP can also be a time for reflection – both formally and informally.
What we do:
1. Utilize all know and recognised WN endorsed strategies to re-engage students and deal with unproductive behaviour. Examples of strategies include:
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proximity
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low level verbal/non-verbal cues
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praise nearby students who are doing the right thing
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remind of class expectations (review to matrix)
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removal in class – eg change seating
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planned ignore
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modify the task
– check that the student knows what to do.
 Reflect on the function of the child’s behaviour (eg tired, hungry, angry, work avoidance and address the need.)
2. Model at all times the behaviour that we expect
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Be respectful
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Show self-control - stay calm (don’t shout/yell/point your finger)
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Monitor your own emotions – don’t match the emotions of the child
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Have engaging and differentiated lessons prepared.
3. Offer choices other than TAP eg:
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Send on a short errand
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Short physical activity
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Help someone else
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Follow a teacher request/complete the task in their own time (eg recess or lunch.)
How we do it:
If a child is not responding the above, change the student’s name to “1” on the behaviour chart. Repeat this process for subsequent misbehaviour (“mistaken behaviours”.) When a child’s name reaches “3” they are to go to TAP (Temporary
Area Placement). When they return from TAP this process starts again. A student’s position on the behaviour chart is reset at the start of each school day. They cannot move backwards/earn their way back during the day. Positive behaviour will be recognised with Deadlies etc.

Junior Primary students do their first Temporary Area Placement in a Timeout corner in their own classroom. If the child gets to “3” for a second time in one day they go to a buddy room for TAP. If they reach “3” for a third time in one day they are to go to the Office for their Time Out.
Middle & Upper Primary students do their first two Temporary Area Placements in a buddy room. If they reach “3” for a third time in one day they are to go to the Office for their Time Out.
Pre-primary and Kindergarten students do the following:
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1 st Warning  2 nd Warning  Time Out (in class) – 2 minutes.
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1 st Warning  2 nd Warning  Time Out (in class) – 5 minutes.
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1 st Warning  2 nd Warning  To the office for an interview with the Deputy
Principal and Time Out (in class) – 5 minutes.
Whilst in TAP the student may reflect/draw a picture on what behaviours sent them to TAP, regain self-control and be ready to enter the class in a responsible and respectful manner at the end of their time.
Students will spend no more than 15 minutes in TAP.
STUDENT BEHAVIOUR MANAGEMENT REFERRAL PROCESS:
See attached flowchart.
Major Behaviours or repeated Minor Behaviours may result in suspension for Years
1 to 6. For Kindergarten and Pre Primary the following will apply:
In class withdrawal for ½ day from outdoor and classroom play activities. (9:00am to
12:30pm including recess OR 12:30pm to 3:05pm including lunch).
TEACHERS MUST FOLLOW UP WITH STUDENTS REGARDING CLASSROOM
INTIATED REFERRALS.
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Discuss the behaviour and suggest strategies for improving behaviour.
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Students with persistent behaviour problems need to have an informal contract or IBMP (see flowchart).