SWPBS

The purpose of School Wide Positive Behaviour Support (SWPBS) is to improve student outcomes through a safe and inclusive learning environment. As a SWPBS school, our school values underpin the SWPBS framework for personal best learning (PBL) across the school. The expectations guide the language used for both positive reinforcement and when dealing with behaviours of concern.

 

 

SWPBS features:

 

  • As with all learning, behaviour must be taught, modelled, and reinforced.
  • The Behaviour Matrix is explicitly taught to every classroom in every location at FPS.
  • Students’ individual needs and abilities are catered for.
  • Staff have a common understanding of what the expected behaviours look like.
  • All staff are responsible for implementing consistent behaviour management strategies.
  • All staff are responsible for using a common language.
  • Behaviour management data is used to guide further teaching and planning.
  • Positive rewards and acknowledgements reinforce school expectations and behaviours.
  • Staff actively pre-correct and teach expected behaviours.
  • Relationships are built between staff and students.
  • Appropriate consequences when students do not demonstrate the expected behaviours.
  • Teachers need, when appropriate, to anticipate behaviour problems before they fully emerge, implementing appropriate strategies to diffuse certain situations.
  • Tiered Intervention Framework

 

Tiered Intervention Framework

 

SWPBS uses a tiered intervention framework which invests in:

 

  • Tertiary prevention (Tier 3): specialised, individualised systems for students with high-risk behaviour (approximately 5% of students)
  • Secondary prevention (Tier 2): specialised group systems for students with at-risk behaviour (approximately 15% of students)
  • Primary prevention (Tier 1): school and classroom-wide systems for all students, staff and settings (approximately 80% of students)

 

The expectations, behaviour matrix, behaviour flowchart, targeted curriculum, and reinforcement systems form the common language and climate of SWPBS. These systems cater to most students.

 

Flower Shop Points are an important aspect of our whole school's Positive Behaviour Support. Staff hand out ticket points when students have demonstrated our school expectations. The points are a form of acknowledgement, a simple and instant way to acknowledge the positive behaviour displayed by a student. The primary purpose is to acknowledge and reinforce the behaviour that the student has demonstrated. Each Friday, students have the opportunity to redeem these points at our Flower shop by cashing them in for an array of items/toys or working towards an item of their choice.

 

A variety of other positive reinforcements are used throughout the school. These include:

 

  • Principal’s Awards
  • PBL Award
  • Values Awards
  • Individual Classroom rewards

 

School Wide Behavior and Behavior Process

 

The School Wide Behaviour Expectation Behaviour Matrix are charts that communicate Flowerdale Primary School expectations for positive behaviours and learning in various school environments. They aid in teaching, modelling, and reinforcing the expected behaviours in the learning spaces, toilets, outside, gym, assembly, cyberspace and in the community. The Behaviour Matrix help staff to be consistent in reinforcing a set of key behavioural and learning expectations during students’ daily routines. When they are visibly displayed in the classroom and other settings, they help to increase students’ understanding of school-wide expectations and offer specific examples of actions students can take to meet these expectations.

 

Staff at Flowerdale Primary School follow the Behaviour Process flowchart when re-directing behaviour. The Behaviour Process flowchart needs to be unpacked at the beginning of the year in each learning area. Staff may develop targeted lessons to revisit the Process and ensure that all students and staff have a shared understanding. The Behaviour Matrix is displayed in all learning areas for everybody to see and refer to. Classroom teachers may create their visual representations of the flowchart suitable to the age of students, however, wording and vocabulary must be consistent with the original to ensure continuity. The flowchart must be followed consistently and calmly to ensure an agreed-upon approach across the whole school.

 

When implementing consequences the following points are made:

 

  • Consequences need to be appropriate to the issue being resolved
  • A supportive/logical consequence/approach is to be taken.
  • Students will be provided with a restorative follow up conversation to ensure we are supporting the child with tools to minimise the behaviour continuing.

The sponsor-ed Group

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