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Behaviour Management


St Therese Catholic Primary School

Behaviour Support and Management Policy


Our Vision

“A dynamic, Catholic community educating and empowering all learners for life’s Journey” 

 Our Mission

“Living faith, love and learning”

Core values

Our Leadership:  

At St Therese, leadership means being the best person we can be in everything we do and are. We promote and expect shared leadership and shared responsibility amongst staff, students and our parent community.


Our Charism:

Growing God’s garden through welcome, hospitality, joy and kindness.


Our Paradigm:

We’re in this together and will support each other in making a positive difference.

Statement of Purpose 

The St Therese School community is committed to the development of positive relationships and resilience. The philosophy of Restorative Justice has been enhanced by the implementation of the SPB4L framework to achieve positive academic and behavioural outcomes in a consistent and systematic manner.

Behaviour relates to the actions, which express the relationships we have with one another. Positive relationships are expressed through actions which:

  • maintain the dignity of each individual
  • do not infringe on another’s rights to safety, learning and social interaction
  • are supportive and encouraging.

 Through consistent guidance children are supported to increasingly become aware of their responsibility to others and show this through their behaviour towards their peers and teachers.

 Programs provided by CatholicCare such as Everyday Peacemakers, Being the Best I Can Be and Mindfulness, are also implemented on a regular basis to explicitly teach positive ways of interacting with others.

 At St Therese Catholic Primary School we aim to:

 ❖     create the conditions for positive interactions between students and adults

❖     gain consistency of expectations throughout the school

❖     give the support necessary for students to learn positive ways of expressing their ideas and needs to each other and to staff

❖     foster the partnership between parents, staff and students to positively influence the behaviour of individual students.

 In order to create a safe, respectful and supportive school environment, the following School Rules have been developed:

 Be respectful

Be responsible

Be safe


Rights and Responsibilities 

Students have the right to:

  • learn, play and interact in a respectful and safe environment
  • be provided with a learning environment that is engaging and supportive.


Staff have the right to:

  • teach in a safe and respectful work environment
  • engage in a teaching and learning environment that is purposeful and supportive.


Students have the responsibility to:

  • engage in positive interactions by following our agreed school rulesof being respectful, responsible and safe
  • speak with respect to all visitors to the school, as well as those they meet outside of school
  • be engaged in their learning.


Teachers have the responsibility to:

  • establish positive and supportive relationships with students and parents/carers
  • ensure ongoing communication with parents/carers with regard to their child’s progress
  • provide a learning environment that is engaging and supportive.


Parents have the right to:

  • expect the best possible education for their children
  • expect that their children are nurtured to grow as individuals within the Catholic ethos.
  • be regularly informed of their child’s progress and school events


Parents have the responsibility to:

  • read, accept and support relevant school policies
  • follow the Parent Behaviour Code (see Appendix # 1 Parent Behaviour Code).

 Please click on link to view appendix

 Procedures and Routines

        The staff at St Therese believe students learn appropriate behaviour in the same way a child who doesn’t know how to read, learns to read…….through explicit instruction, practice, feedback and encouragement.

a. Positive Behaviour Expectations

 As a school we implement the SPB4L framework, which establishes a whole school environment, by building school-wide systems of support, which include proactive strategies for defining, teaching and reinforcing appropriate student behaviour as well as team building and problem solving skills.

 To ensure all members of the school community speak a common language with regard to positive behaviours, staff agreed on behaviour expectations based on the three school rules (See Appendix # 2 Behaviour expectation Matrix).


Teaching positive behaviour (Focus of the Week)

At the beginning of each year, St Therese staff and students spend time completing our ‘Setting Everyone Up For Success’ program, which includes the teaching of the school rules, all classroom and non-classroom behavioural and academic expectations for the year. (see Appendix # 3 Setting Everyone Up For Success). These are then revised at the start of each term and on a needs basis throughout the year based on data. To ensure students follow the expectations, all staff use pre-reminders, rewards and corrections across all school settings (See Appendix # 4 Practise Timetable for Non-Classroom Procedures).

 b. Encouraging and affirming expected behaviours

 St Therese has a positive school environment in which compliance receives more attention than non-compliance. Genuine, positive feedback is provided by all staff to encourage students to engage in the desired behaviours (social and academic).

 We have a Reward System in both the classroom and non-classroom settings, which reinforce positive behaviours. Students who demonstrate our agreed expectations receive awards in various forms. These include:  Playground tokens, sticker books, Merit awards, Principal awards, silver and gold medallions, Certificate of Achievement, Citizenship Award (see Appendix # 5  Reward System).

 c. Discouraging and dealing with inappropriate behaviours

At St Therese, ALL staff provide ALL students who display problem behaviours with clear, consistent and educative responses across ALL settings, at ALL times.

 Staff have agreed on the definition of minor and major inappropriate behaviours in both classroom and non-classroom settings. All staff follow the agreed correction procedure for minor infringements in both non-classroom and classroom settings (see Appendix # 6 Non-Classroom and Classroom Problem Behaviour Definitions).

 All major incidents are referred to the Principal / Assistant Principal who will adhere to the following procedure:


  1. Incident is documented on Office Discipline Referral (ODR) and SENTRAL by Teacher, Principal or Assistant Principal
  2. Parent/carer contacted by phone
  3. A letter will be sent home outlining the major incident
  4. A meeting may be organised for further discussion initiated by Parent or Principal
  5. Principal decides on a consequence depending on the nature and severity of the incident.



Corporal Punishment in any

form by anyone is not allowed at

St Therese Catholic Primary


  1. Ongoing Monitoring

Data supports the SPB4L team with data-based decision making and intervention planning by providing “just in time, just as needed” information.

The procedures for ongoing monitoring has two distinct sections:

  1. Data Collection and
  2. Data Analysis.

 Following our correction procedures, all staff collect data consistently and in a timely manner. Data includes these student incidents recordings  (minor and major), as well as staff observations and attendance records.

 Data Collection 

Data from non-classroom areas is recorded by staff on duty. Proformas are contained within the playground folders. Proformas are collected and entered by the Assistant Principal into the Diocesan database at least weekly  (see Appendix # 7 Playground Minor Behaviour Recording Form and Appendix # 8 Major Classroom and Non-Classroom Behaviour Recording Form (ODR). 

Classroom minor incidents are entered directly by classroom teachers into the Diocesan database (see Appendix # 9 Classroom Minor Behaviour Recording Form).


All Major incidents in any classroom are referred to the Principal / Assistant Principal to be entered into the database and dealt with following the procedure outlined above.


Data Analysis

Data entered onto the Diocesan database will be analysed at least twice per term at end of Week 5 and Week 9 and shared with the SPB4L team in Week 6 and with the whole staff in Week 10. Data will guide the team to determine which procedures will need revision with staff and students. Data analysis will highlight areas needing improvement, achievements worth celebrating, as well as identifying students who need additional Tier 2 or Tier 3 support.  

 St Therese Catholic Primary School

Anti-Bullying Plan and Procedures 2017


St Therese Catholic Primary School has as its core value, respect for the dignity of each person as made by God and having a relationship with Jesus. Therefore staff and students do not tolerate bullying/harassment in any form.  All members of the school community are committed to ensuring a safe, supportive and caring environment, which promotes personal growth, improved academic outcomes and positive self- esteem.

Ongoing dialogue and reflection will be undertaken to ensure a continuing shared understanding and accurate knowledge of the nature and impact of bullying. Anti-bullying strategies and procedures will be followed consistently, led by the school Leadership Team and Student Leaders.

On an individual and collective basis, students, staff and parents have rights and responsibilities.  It is expected that all members will benefit from these rights and willingly fulfil their responsibilities.

Bullying, in any form, including cyberbullying, is not acceptable behaviour and will not be tolerated because it infringes on the personal rights of another or others.

Definition of Bullying

The National Safe Schools Framework (2011) defines bullying as:

"... targeted, repeated verbal, physical, social or psychological behaviour that is intended to be harmful and involves a deliberate misuse of power by an individual or group towards one or more persons."


 Bullying in any form can have long-term physical and psychological effects on those involved, including bystanders.


Bullying can take many forms - Some examples may include:


  • hitting, kicking, throwing objects, pushing, spitting on others, taking belongings


  • Using offensive language, ongoing serious teasing, spreading rumours, using put downs, threatening gestures, threatening facial expression


  • Writing offensive notes or graffiti about others, exclusion, inappropriate gestures, damaging belongings, racist remarks, cyber-bullying


  • Belittling or ridiculing others’ abilities and achievements, ignoring, mind games, making degrading comments about another’s culture, religious or social background, forcing others to act against their will, making suggestive comments or other forms of sexual abuse, cyber-bullying


  • Involves the use of any information and communication technology involving deliberate, isolated or repeatedly hostile behaviour by an individual or group, that is intended to harm others or is undertaken recklessly, without concern for its impact on others. By virtue of its nature, technology facilitates repeated access to harmful content.

If cyber bullying occurs that has a close nexus with the school or with the well-being of a child educated at St Therese but occurs outside school hours, off-site or through the use of a student’s personal mobile devices and / or computer, school leadership personnel may have an obligation to respond.


Examples of cyber-bullying can include:

  • sending threatening emails
  • using the internet to intimidate or insult
  • sending malicious messages to others
  • posting hurtful images, pictures or videos on websites eg; Facebook, MySpace
  • deliberately excluding others online
  • imitating others online or using their log-in.


If we are bullied:

  • We may feel frightened, unsafe, embarrassed, angry or unfairly treated
  • Our work, sleep and ability to concentrate may suffer
  • Our relationships with our family and friends may deteriorate
  • We may feel confused and not know what to do about the problem.



 What Bullying is Not

By contrast, conflict between equals and single incidents are not defined as bullying although, of course, such incidents may require intervention by the school in accordance with the school’s Behaviour Management procedures for a major incident.

Below are some examples of incidents that do not meet the criteria for bullying:

  • not liking someone
  • accidently bumping someone
  • single act of a joke about someone
  • single act of making others play things a certain way
  • a statement of dislike toward or about someone
  • disagreements
  • choosing different people or groups to play with from time to time.


Procedure to Investigate and Manage Bullying 

St Therese complies with the Anti-Bullying Procedures for Primary Staff outlined in the Catholic Education Office, Diocese of Wollongong Student Anti-Bullying Policy and Guidelines for Implementation February 2012 

What do we do to prevent bullying and harassment at St Therese School?

As a School community, we will put processes in place to ensure that cases of bullying/harassment will get reported.

  This requires staff to:

▪       Be role models in word and action at all times

▪       Fulfil their obligation to educate the students in their classes about bullying and cyberbullying and to teach effective anti-bullying strategies

▪       Be observant of signs of distress or suspected incidents of bullying/harassment

▪       Reduce the likelihood for bullying behaviours to occur by following active supervision principles during playground duty and in classrooms

▪       Arrive at class on time and move promptly between lessons

▪       Let it be known clearly to all class members that bullying/harassment is wrong and will not be condoned

▪       Take steps to help victims and remove sources of distress without placing the victim at further risk

▪       Use MSPEC process when an incident of bullying or cyberbullying occurs

▪       Report suspected incidents to the appropriate staff member, such as Class Teacher, Leadership member, Assistant Principal or Principal who will follow the designated procedures


This requires students to:

■     Refuse to engage in any bullying/harassment behaviours

■     Speak out when bullying occurs: be an upstander not a bystander

■     Take preventative action by following the School Behaviour Expectations (see Appendix # 9a  Behaviour Expectations for Wet Weather on Playground)

■     Report the incident or suspected incident and help break down the code of secrecy

■     If being bullied, be assertive by using the taught Talk, Walk and Report strategy

Procedure to be followed if bullying occurs:

▪       Bullying/harassment may be reported by any member of the school community, ie staff, student or parent.  It may also be reported by a member of the general public.

▪       Any incident of bullying/harassment will be dealt with by the most appropriate member of staff.  Class teachers, Leadership including Principal will be informed. 

 Dealing with the Incident:

▪       Every incident of bullying and cyberbullying is to be reported and investigated

▪       When bullying allegedly occurs, witnesses are to report this to the supervising teacher who will initially intervene to stop the alleged bully and provide a safe environment for the victim.

▪       Staff member speaks to the alleged bully, the victim and possible bystanders individually to ascertain the facts (additional supervision may be required to allow staff member to do this immediately).

▪       Staff member completes the Alleged Bullying – Initial Action Tool (Appendix # 9b Alleged Bullying Initial Action Tool).  MSPEC STEP 1 and gives a copy to the class teacher ( Appendix # 9c Anti-Bullying Procedures for Primary Staff).

▪       Class teacher follows the ‘Anti-bullying Procedures for Primary Staff’, and in consultation with Assistant Principal or Principal decides if, indeed the incident was one of bullying

▪       If the accusation is deemed to be a bullying incident, the parents of the victim and the parents of the perpetrator, will be informed by phone immediately of the findings and the process to be followed as stated in a follow up letter.

▪       It will be at the discretion of a member of the Leadership Team, Assistant Principal or Principal to decide on an appropriate consequence based on the nature and severity of the behaviour.

▪       If the incident is not bullying, the conflict will still require intervention following the school’s major incident problem behaviour procedures.

 Further Follow-up:

 It should be remembered that the ‘victim’ (person being bullied), the ‘perpetrator’ (person doing the bullying) and the ‘bystanders’ may need further support.

 The ‘victim’ (Person Being Bullied):

▪       May need to express his/her feelings

▪       May need to be helped with strategies and skills to handle a problem

▪       May need professional counselling.

The ‘perpetrator’ (Person Exhibiting Bullying Behaviours):

▪       May need to discuss the effects of bullying in general

▪       May need to express his/her feelings

▪       Will need to be helped with strategies and skills to problem solve in a more     appropriate manner by putting a behaviour support plan in place

▪       This plan may include ways to resolve the conflict with the other student and repair or pay for any damage to property caused by his/her bullying

▪       The plan will be signed by the student involved in the bullying/harassment, the staff member dealing with the incident and countersigned by the student’s parents and the Principal.

▪       Professional counselling is offered if needed. 

Other groups in the school community: Bystanders

▪       If larger groups such as a class or a year level have been involved, follow-up discussion will need to occur with the students involved.

▪       Students will be supported with strategies to be an upstander not a bystander when witnessing incidents of bullying

Further Incidents:

 If it is established that a further incident of bullying/harassment has occurred, the steps above will be implemented again and the behaviour support plan will be reviewed and amended to include strategies, which will decrease the likelihood for further incidents to occur. The student and his/her parents/carers are informed that any further incidents may lead to a suspension following the Diocesan Suspension, Expulsion, Exclusion Policy 2016. An MSPEC referral to the CEO will be made.

Record Keeping:

All bullying allegations, investigation notes, correspondence to parents, meeting notes and MSPEC referrals will be filed with the Principal/Assistant Principal, on the Diocesan data-base and a hard copy kept in the student files.

Educating students and parents / carers (the Community):

 Prevention of bullying is an important part of school policy, curriculum and is explicitly taught each year through the PD/H program. It also involves:

  • classroom lessons from the Personal Development Curriculum
  • whole-school education in dealing with cyberbullying and safety use of the internet (see Appendix #  9d. School Internet/Email Usage 2017 and see Appendix # 9e iPad Agreement, through a scope and sequence of concepts and presented to all classes during library lessons
  • parent information sessions presented by school staff, CEO staff and other professionals
  • CatholicCare programs such as Everyday Peacemakers for all classes up to Year 4
  • CatholicCare program Being The Best I Can Be presented by CatholicCare staff in Year 5 and Year 6
  • CatholicCare program Mindfulness presented by CatholicCare staff in Year K to 6
  • leadership training in Year 6
  • regular review of policies and procedures by staff, parents and students.

 Staff PD - Bullying:

Once a year, a staff meeting will be conducted to review the Anti-Bullying Policy and to inform staff of new developments in dealing with bullying and cyberbullying. Staff are also encouraged to attend talks by expert speakers offered by other organisations.


It is very important to base school actions on awareness of the prevalence and nature of bullying at the school. The school will therefore conduct bullying surveys to gauge and monitor everyone’s perceptions as to the effectiveness of the Anti-bullying plans and procedures. This will be done through:

  • the collection of information via student surveys on a half-yearly basis
  • teacher surveys
  • parent surveys
  • confidential student mailbox.

School Liaison Police and Support Services                                                       

In extreme cases, bullying can break the law, especially in cases that involve violence, threat of harm or alleged criminal conduct. In such cases, the Police School Liaison Officer will be contacted.  


School Liaison Officer

Tania Higgins

Ph. 4226 7791


CatholicCare Counselling

 School Counsellor

Referral is made on a needs basis in consultation with the Principal.

 Communication and Dissemination of this Policy

 This policy is available to the school and wider community via the school website with hyperlinked appendices. Hard copies of the policy can be obtained by request from the school office and will be put in each classroom teacher’s SPB4L folder. 

Regular evaluation of policy          

This Policy will be reviewed biannually and on a needs basis by the SPB4L and Leadership Teams to ensure that the practices and procedures are current.



  • 1. Parent Behaviour Code
  • 2. Behaviour Expectation Matrix
  • 3. Setting Everyone Up For Success
  • 4. Practice Timetable for Non-classroom Procedures
  • 5. Reward system
  • 6. Classroom/Non-classroomProblem Behaviour Definitions
  • 7. Playground Minor Behaviour Recording Form
  • 8. Major Classroom/Non-classroom Behaviour Recording Form
  • 9. Classroom Minor Behaviour Recording Form
  • 9a. Behaviour Expectations for Wet Weather on Playground
  • 9b. Alleged-Bullying Initial Action Tool
  • 9c. Anti-Bullying Procedures for Primary Staff
  • 9d. School Internet/Email Usage 2017
  • 9e. iPad Agreement


Supporting Documents

  • Student Anti-Bullying Policy (2012) – Catholic Education Office, Wollongong
  • St Therese Catholic Primary School Pastoral Care Policy