SANCTIONS 

The Principal may choose a sanction for a breach of behaviour policy of between 1-5 days for suspension. For a severe breach, a student may be suspended for between 6-10 days. An example for severe breach could be possession and supply of illegal substances, possession of a weapon, continued and persistent breaches of school behavioural policy.

All cases will be considered on an individual basis but in keeping with the fair and good working order of the school.

The Principal of Willetton SHS has transferred the power to suspend to the Deputy Principal Student Services, to the Student Services Manager and to the Program Coordinator Behaviour Management. For consistency, school personnel will confer on suspension duration.  Whilst making a decision on the length of a suspension, the Principal may make a provisional suspension time of no longer than two days until the duration is qualified. The Principal will give a reasonable time for the student and parent to understand and respond to the sanction.

The Principal will minimise attendance disruptions as much as possible including any adverse consequence for work experience placements or VET students who have a minimum number of days in which to complete their award. Suspension may not be imposed on students where there is determined an unnecessary risk in an unsafe environment or for mental health reasons or for certain Visa considerations. This is considered an exceptional circumstance and will be annotated on record. Possible options as an alternative sanction may be detention. Willetton SHS runs detention at recess and lunchtime as consequences for arriving late to school with no note, chewing gum infringements and low-level behavioural breaches in class. Students may also be placed on detention if they exhibit unsafe practices in the yard.  All students are given adequate time to eat, drink and use the amenities before preparing for their next class. Students who fail to attend detention are either given a double detention or after school detention.

After School Detention will be given after in school detention has not remediated negative behaviours. A student on after school detention will be given work to complete, the parent/carer will be notified before the detention is issued and travel arrangements noted. Detention will last no longer than 30 minutes in conference with parents/carers. Staff will minimise the risk of negative connotations associated with doing schoolwork in detention spaces. Other alternative exercises may be self-reflection, individual behaviour planning and further support for remediating behaviours.

In circumstances where a student is withdrawn from class for displaying inappropriate behaviours in opposition to the school code of conduct, a parent will be notified. The student will be withdrawn with work to Student Services for supervision. Students will be given alternative break times for hydration and toileting. The record of the withdrawal will be entered into SIS and a peachie will be actioned.  This is usually for a full or half day and is distinct from working in a buddy class.

The recording of all suspensions and detentions will be through the SIS behaviour facility. At Willetton SHS the peachie system is also a record of infractions and action taken. An OIN will be used to record matters considered a severe breach.

Suspensions are not given for attendance issues, or for an incident occurring outside the school, except where the Principal can establish a reasonable nexus between the incident and school or for not adhering to the dress code.

Students suspended from Willetton SHS will have a re-entry meeting with Student Services where a parent is invited to be present. A behaviour plan or formal contract may be offered at that time to support the reintroduction of the student back into classes.  A student suspended for more than three days consecutively or for more than five days in total annually, will have work provided.

Students are expected to adhere to the suspension parameters and not enter the school grounds unless given permission in writing.

 CLASSROOM BEHAVIOUR MANAGEMENT SUMMARY

Stage 1:     Positive Classroom Management and Best Practice

Suggested Strategies

Suggested Support Map

  •  

Classroom and curriculum preparation

Parents

 

-  well planned, prepared, interesting and engaging lessons

HOLA

 

-  classroom seating plan if appropriatePositive

 

  •  

Developing a positive relationship with students

 

  •  

Positive responses and rewards, including praise, letters of commendation and merit points

Professional Learning

  •  

Appropriate classroom rules established in consultation with, and understood by students

  •  

Modelling appropriate behaviour and responses, including time management

  •  

Consistency with  the enforcement of classroom rules

If inappropriate behaviour continues

Stage 2:     Minor Conflicts – Between Teacher/Student

Suggested Strategies

Suggested Support Map

   
  •  

The use of low key responses

Parents

 

 

-  planned ignore

HOLA

 

 

-  nonverbal intervention, such as ‘the look’ and proximity

Student Services Staff

 

 

-  quiet private dialogue

  • Year Coordinators
 

 

-  choices given

  • Program Coordinator 
 
  •  

Warning

 

 
  •  

Fair consequences understood by students

  • Education Assistants
 

 

-  detention or yard duty

(where applicable)

 

  •  

Placing outside classroom (cool off period only)

 

 
  •  

In-class isolation

Professional Learning

 
  •  

Parent contacted by teacher via phone or letter of concern/48hr recall

  • Mentors
 

 

-  buddy withdrawal

 

 
  •  

Work-it-out sheet completed and informal contract negotiated during the following week

   
  •  

Documentation – report on SIS, email relevant parties

 

 

If contract is broken within an agreed time frame

Stage 3:     Frequent or Unresolved Conflicts – HOLA/Year Coordinator Assistance

Suggested Strategies

Suggested Support Map

  •  

All relevant paperwork to Behaviour Management Team

HOLA

  •  

Appropriate action implemented

Program Coordinator

 

-  Suspension - Withdrawal 

 

 

-  Individual Behaviour Management Plan (IBMP).......Detention

 
  •  

Parent contact/case conference

 
  •  

Formal contract negotiated between student and Behaviour Management Team

  • Referring Teacher
  •  

Regional Office Support

  • School Psychologist 
  •  

Individual Education Plans

  • SAER Team

Stage 4:      Unresolved or Major Conflicts – Deputy Principal SSC/Program Coordinator

Suggested Strategies

 Suggested Support Map
  •  

All relevant paperwork to Deputy Principal/Program Coordinator 

 
  •  

Appropriate action implemented

 Program Coordinator

 

-  suspension 

 

 

Individual Behaviour Management Plan (IBMP)

 
  •  

Parent contact/case conference 

 
  •  

Formal contract negotiated between student and Student Services

  • Deputy Principal SSC
  • Referring Teacher 
 

Regional Office support

  • School Psychologist 
  •  

Individual Education Plans

  • Year Coordinator

Stage 5:      Exclusion - Principal

  •  

Regional Office

 

 

  •  

Student Services