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Rules and policies

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At Innisfail State School I make smart choices this means I…

… Learn                             … Act responsibly

… Show Respect                … Act Safely

PB4L – Positive behaviour for learning

PB4 is an ongoing initiative in establishing school wide positive behaviour support.  It is support that is about ensuring all students have access to the most effective and accurately implemented instructional and behavioural practices and interventions possible, with the aim of improving student academic and behaviour outcomes. The main focus element for Innisfail State School is Making Smart Choices.

Behaviour management

Innisfail State School’s Responsible Behaviour Plan is founded on the philosophy of providing a quality education for all students within the school. In order to create an environment that allows effective teaching and learning to occur and positive values, aspirations and relationships to develop, the management of school behaviour is vital. 

We believe in the encouragement of all students to take responsibility for their own behaviour and the consequences of their actions. Underpinning this belief are the lessons and practise of our Positive Behaviour for Learning (PB4L). 

Teachers aim to create positive learning environments for their students and any act of misbehaviour that disrupts this environment will be viewed with concern and appropriate action taken. No student should be denied the opportunity to learn, through the inconsiderate and inappropriate actions of any other person/s. 

Buddy room system

Where the class behaviour process has been followed in classrooms by the teacher, and a student is still not meeting expectations – they go to a Buddy room. These are decided at the beginning of the year and a list given to teachers. Teachers must fill out a Buddy Room Slip and send it with the student when they go to the room.  In most cases, students can be trusted to go on their own. If not, students can be walked by another student or teacher aide.

Bullying - procedures for preventing and responding to incidents of bullying (including cyber bullying)

Innisfail State School strives to create positive, predictable environments for all students at all times of the day. The disciplined and teaching environment that we are creating is essential to: 

  • achieving overall school improvement, including the effectiveness and efficiency  of our student support procedures
  • raising achievement and attendance
  • promoting equality and diversity and 
  • ensuring the safety and well-being of all members of the school community

There is no place for bullying in Innisfail State School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students. 

Bullying may be related to: 

  • race, religion or culture
  • disability
  • appearance or health conditions
  • sexual orientation
  • sexist or sexual language
  • young carers or children in care

At Innisfail State School, there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community. 

Prevention

Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. 

Therefore, our school wide universal behaviour support practices will be maintained at all times. This will ensure that: 

  • Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour. 
  • All students know the 4 expectations and have been taught the expected behaviours attached to each expectation in all areas of the school. 
  • All students have been or are being taught the specific routines in the non-classroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms.
  • All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the non-classroom areas of the school.​
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Last reviewed 05 August 2020
Last updated 05 August 2020