Student Behaviour Management

1. Purpose

The purpose of this policy is to provide the principles and procedures relating to the discipline of students attending Maitland Christian School that are based on principles of Biblical love and valuing others and their growth and learning, procedural fairness, and that do not permit corporal punishment of students.

The School expects students to demonstrate good behaviour and respect for others in the classroom, at school, at School sport and events, and in public. The School expects all such places to be a safe, supportive and inclusive environment for all students, staff and parents.

The School's approach is to focus on positive behaviour, prevent poor behaviour and set a culture that builds positive relationships based on mutual respect and trust.

2. Rationale and Biblical Basis

The Maitland Christian School Behaviour management Policy provides a clear framework for managing student behaviour and supporting and creating a positive behaviour environment. This is carried out within the framework of student wellbeing.

In conjunction with the MCS Student Code of Conduct, this policy sets out the expectations for behaviour, outlines the consequences of misbehaviour, and provides guidance for students, teachers & parents on how behavioural issues are addressed.

We believe parents should seek to lead their children to become the best they can be. Teachers and MCS, acting in the place of the parents during the school day, will also seek to lead students to become like Jesus Christ in their behaviour and in their personal development and in their relationship with others. Hence, students are taught, guided, advised, and instructed according to scriptural principles. Both teachers and students are encouraged to consider the following words of Paul In Philippians 1:27

"Whatever happens, conduct yourselves in a manner worthy of the Gospel of Christ".

As the staff attempt to imitate Christ in their dealing with others, so students are also encouraged to be Christ-like and to become His disciples.

Part of such discipline/discipleship involves, among other things, a genuine respect and care for those in authority. The qualities of commitment, reliability, trustworthiness, and concern for each other are emphasised. Each student, from Prep to Year 12, is encouraged to see his/her talents as a gift from God, to be employed in serving Him in trust and obedience.

Behaviour management is carried out for the student's benefit. It means guiding the student toward maturity and the development of character. It is more than giving orders and rules or punishing misbehaviour. Our aim is to instruct, educate, guide and train with faithful consistency, to make disciples, and encourage the development of Christ-like behaviour. As a result, there are two elements to discipline: constructive and corrective. Constructive measures (the encouragement of Christ-like behaviour) seek to build self-discipline in students. Corrective measures (or rather the discouragement of un-Christ-like behaviour) are also necessary at times.

The goal of discipline is for students to take responsibility for their own behaviour. Students are encouraged to live in community, be sensitive to the needs of others and be willing to serve others. Students are encouraged to develop their own internal restraints on behaviour, i.e., self-discipline. Being well behaved is not merely a matter of obeying a set of rules but derives from a growing personal discernment of what is appropriate and Christ-like behaviour.

INTENDED USE

The Student Behaviour Management Policy is intended to be provided to the staff of the school in order to provide a mechanism for ensuring fairness in addressing poor behaviour and encouraging Christ-like behaviour. The Student Discipline Procedure document specifies the current processes to be applied when interacting with different stakeholders whilst dealing with behaviour management.

3. Behaviour Management Policy

3.1 Purpose and Objectives

This Student Behaviour Management Policy sets the framework through which Maitland Christian School manages student discipline. In approaching behaviour management at MCS, we believe:

1. Positive behaviour must be promoted, and negative behaviour discouraged.
2. Behaviour needs to be understood.
3. Expectations need to be reasonable, manageable, and clear.
4. Inappropriate behaviour needs to be prevented and minimised; and effective and appropriate solutions need to be generated.

At School we recognise that effective learning can only occur in a secure environment where the rights and responsibilities of others are known and respected and where standards and rules are fairly and consistently applied. This Student Behaviour Management Policy incorporates the policy, the Student Code of Conduct, and its procedures. They have been developed to clearly set out standards of behaviour that students are expected to meet. All discipline is carried out following the principles of procedural fairness including the student being made aware of the expectations and where they are not meeting them; they are provided with the opportunity to respond; they are dealt with impartially; they are informed of what may happen if they continue a particular behaviour.

3.2 Framework Principles

• Primary uses a "Traffic Light" system as part of the "3-Level" system, and Secondary uses just the "3-Level" system, for managing a consistent and clear response to behaviour.
• It is useful to approach a student's misbehaviour with an open mind, and consider the question – Is this behaviour accidental, foolish, or malicious/deliberate in intent?
• Most discipline issues will be dealt with by the playground teacher or class teacher. Teachers should wherever possible deal with their own class management. It is important that we seek to understand what is 'driving' behaviour and tailor our responses appropriately.
• Poor behaviour should be addressed, with misbehaving students explicitly told of the inappropriateness of their action(s). An appropriate consequence should follow if misbehaviour is repeated.
• When working with, and disciplining students, a staff member should consider the student's:

• • Background
  • Personality
  • Maturity level
  • Intent of the action
  • Possible cries for help
  • Previous problems in the same or similar areas
  • The child's inability to understand normal social or behavioural conventions, especially where disability provisions are in place.

3.3 Scope

This Policy and its Procedures apply to all enrolled students at the school. It incorporates all activities and events that are school-related, including when students are:

• On school grounds.
• Off school grounds but attending School-approved events.
• Representing the School in any capacity (including Mission trips, camps and excursions, incursions, sporting events, performances, awards night).
• Representing the School online.
• Travelling to and from school.
• Wearing the school uniform

3.4 Procedural Fairness

Maitland Christian School is committed to ensuring procedural fairness when disciplining a student.

Students have a right to procedural fairness in dealings that involve their interests. This includes disciplinary decisions.

The principles of procedural fairness include the right of students to:

• know what the rules are and what behaviour is expected of them.
• have decisions determined by a reasonable and unbiased person.
• be informed of, and have an opportunity to respond to, any allegations against them.
• be heard before a decision is made.
• have a decision reviewed (but not to delay an immediate punishment).

3.5 Confidentiality

Students have a right to confidentiality in all discipline matters. This confidentiality extends to:

• the School not discussing any discipline matter or consequences with anyone else other than the student involved and their parents or caregivers, and
• other staff where it is necessary to inform them to support the student or be aware of School-set behaviour conditions or consequences.

A student's parents will be informed of behaviours and discipline consequences. Students are:

• encouraged to discuss such matters with their parents or caregivers, or a counsellor or support person.
• Students are discouraged from discussing discipline matters and consequences with other students.

3.6 Rights and Responsibilities of Students

MCS values equally every member of its learning community. Every student has the right to a learning environment free from bullying and intimidation and to feel safe and happy at school. They also have the right to be treated fairly and with dignity. Students are expected to observe and uphold this statement of rights and responsibilities:

3.6.1 You have the right to:

• Strive for excellence with the goal of reaching your full learning potential in a safe and supportive environment.
• Be involved in the education process and in decisions that affect you.
• Be safe, valued and cared for in a united community.
• Be treated with respect, courtesy and kindness by peers and staff.
• Work, play, interact and learn in a quality, positive, clean, and safe environment.
• Procedural fairness, and to be treated fairly and justly.
• Have your human rights and legal rights respected.

3.6.2 You have the responsibility to:

• Demonstrate the value of unity by enabling others to learn in a clean, safe, and supportive environment.
• Demonstrate the value of excellence by engaging with your own learning and contribute to a positive learning environment.
• Follow School policies and procedures, as well as the directions of staff members.
• Demonstrate the value of generosity by treating others with respect, courtesy, and kindness.
• Demonstrate the value of unity and communicate appropriately, seeking to build and maintain positive relationships with all members of MCS community.
• Demonstrate the value of Faith through life choices, actions, attitudes and seeking God's will.
• Demonstrate the value of Growth by accepting and considering the consequences of your actions.
• Respect the human rights and legal rights of others.

3.7 Code of Conduct

Rights and responsibilities for students and teachers include:

• expected standards of behaviour in the classroom, playground and while travelling to and from school
• safety in and around the school and at all school activities
• acceptable standards of behaviour while on excursions and participating in or attending sporting or other activities
• obedience to requests from staff and others in positions of authority
• adherence to the school's homework policy
• adherence to the standards of dress determined by the school community.
• prohibition of illegal drugs, alcohol, tobacco, vapes and weapons.
• positive and respectful relationships between all members of the school community.

Refer to the Student Code of Conduct for further details on the expectations for student behaviour.

3.8 Prohibition of Corporal Punishment

It is our policy that:

• we prohibit corporal punishment.
• we do not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school.

The use of any corporal punishment by a staff member is strictly prohibited. Any staff member who breaches this rule will be subject to disciplinary proceedings which may include dismissal.

4. Communication with Parents

It is imperative that MCS staff maintain communication with parents or caregivers. It is the aim that most of the communication home is for positive reinforcement and provide feedback to parents where their child is excelling. Parents will also be contacted regarding their child's poor behavior and the application of corrective measures. Initial contact home may be from the classroom teacher. Continued breaches may come from the relevant Faculty/Stage coordinator. Interviews with parents (in consultation with Coordinators) are to occur early rather than later if misbehaviour is of a serious nature. Behaviour monitoring and/or a behaviour management contract may be instituted at this point. A record of the interview and subsequent action will be kept.

Where the offending behaviour may result in an external suspension or termination of enrolment, the student and/or parent(s) will be informed of at least the following information:

• the alleged infringement
• the person who has / will make the decision on the penalty.
• the procedures that were / are to be followed.
• the effect of the behaviour on the welfare of staff and students of the MCS community, and
• the appeal processes.

Confidentiality is expected - communication must be restricted to discussing only the actions of, and consequences for the child of that parent.

In matters where a long suspension, expulsion or exclusion is contemplated, the gravity of the circumstances requires particular emphasis to be given to procedural fairness. This includes the offer of having a support person/ observer attend formal interviews. The key points of the interview/discussion should be recorded in writing.

5. Corrective Measures

In applying behavioural management strategies, MCS will endeavour to:

1. Establish, maintain & rebuild relationships.
2. Encourage positive behaviour & discourage negative behaviour.
3. Prevent & minimise undesirable behaviour.
4. Use the language & techniques of "positive correction."
5. Set & implement appropriate consequences.

Teachers will exercise professional judgement to apply positive behavioural management and corrective strategies.

Coordinators will have additional corrective measures available for more serious offences.

The Heads of Primary, Head of Secondary and Head of Arise will have additional corrective measures available for serious misconduct offences.

The Head of School will have additional corrective measures available for serious offences.

Corrective measures may include (and are not limited to) a brief reminder of expectations, longer interview, removal from peers, completion of missed work, completion of reflective tasks, repair and restitution of damage, detention, suspension, and/or termination of enrolment.

6. Serious Misconduct and Prohibited Actions

6.1 Serious misconduct includes, but is not limited to:

• a serious breach of the Student Code of Conduct.
• a serious breach of the Student Anti-Bullying and Harassment Policies.
• a serious breach of the Student Social Media Policy.
• a serious breach of the Student Use of Information and Communication Technology (ICT) Policy; and
• multiple breaches of one or more School policies.

6.2 Prohibited actions should be notified to the Head of School or Head of Section (Primary, Secondary, Arise) in the first instance. Actions prohibited at school (< Red or Level 3) include:

• Continued defiance and disruptive behaviour in class
• Violence, physical or verbal, or threat of violence
• Bullying
• Insolence - challenging or undermining teacher authority, refusal to obey direct instructions.
• Stealing
• Truancy
• Challenging school expectations - continuous out of uniform, lateness, lack of preparedness for class
• Vexatious complaints
• Deception (to mislead a staff member to avoid discipline or to minimise an incident of serious misconduct)
• Possession and /or use of illegal drugs, alcohol, cigarettes, e-cigarettes/vapes or other prohibited items.
• Possession of offensive weapons
• Persistent disobedience including persistent low-level behaviours that continue despite the use of interventions and corrective measures.
• Criminal behaviour.

The School will suspend, consistent with procedures, any student engaging in these prohibited offences.

6.3 Consideration: When determining whether a breach of policy is serious, the School may consider:

• whether the student's conduct was deliberate.
• whether the student's conduct was potentially unlawful or criminal.
• the impact of the student's conduct on the learning and participation of other students in School life.
• the impact of the student's conduct on other members of the School community or members of the public; and
• the impact of the student's conduct on the reputation of the School.

7. Suspension and Expulsion

Teachers should follow the relevant procedures flowchart for their school section as a guide to manage behaviour. If a student continues to misbehave, or if the offence is of a serious nature, immediately contact the relevant Coordinator. If the Coordinators are unavailable, the student should be sent to the Head of School, and the Coordinator should be informed as soon as possible.

The matter is now the responsibility of the Coordinator/Head of School, who will work in consultation with the teacher.

Definitions

7.1 Suspension

• Suspension allows time for school personnel to plan appropriate support for the student to assist with successful re-entry. The person determining the consequence may consider the suspension to be in-school rather than out of school, where this is deemed more suitable for the student, their wellbeing, or circumstances, or to enable the student to meet with other carers or the Student Welfare Team. In some cases, suspension from school allows the school time to put measures in place to ensure the safety or support of students and staff. For most students, suspension allows time for the student to reflect on their behaviour, to acknowledge and accept responsibility for the behaviours which led to the suspension, and to accept responsibility for changing their behaviour to meet the school's expectations in the future.
• In determining whether a student's misbehaviour is serious enough to warrant suspension, the Head of Primary, Head of Secondary or Head of Arise will consider the safety, care and welfare of the student, staff, and other students.

7.1.1 Suspension Procedure

• In the case of repeated inappropriate behaviour, the Head of Primary, Head of Secondary or Head of Arise will ensure that discussion has occurred with the student and parents regarding the specific misbehaviour which the school considers unacceptable and which may lead to suspension. Parents will be warned in writing (email or letter) that suspension is an outcome for repeated unacceptable behavior. The exception to this condition is where a student engages in one or more of the behaviours listed in 6. Serious Misconduct and Prohibited actions at School above.
• In some circumstances it may be determined that a student should be suspended immediately. This will usually be due, but not limited to, reasons such as the safety of students or staff.
• Short suspensions of up to and including 4 school days may be imposed for the following reasons:
  • continued disobedience: This includes, but is not limited to, breaches of the school discipline code such as: refusal to obey staff instructions; defiance; disrupting other students; use of alcohol or use of tobacco or vapes.
  • aggressive behaviour: This includes, but is not limited to, hostile behaviour directed towards students, members of staff or other persons, including damaging the property of the school or students; bullying (including cyberbullying); verbal abuse and abuse transmitted electronically by means such as email, any social media, SMS text messages or by other electronic means.
• If short suspensions have not resolved the issue of inappropriate behaviour, or the misbehaviour is so serious as to warrant a long suspension, the Head of School may impose an alternative program of learning or a long suspension of up to and including 20 school days.
• If the inappropriate behaviour has not been resolved, expulsion from the School may be considered.
• In all cases of high-level misbehaviour, the Head of Primary, Head of Secondary or Head of School will consider the safety and welfare of the student as well as the staff and other students of the school community.

7.2 Withdrawal of Enrolment (Expulsion)

In the circumstances of serious misbehavior, the Executive Principal may withdraw the enrolment of a student of any age from the school. Serious circumstances could include repeated low-level breaches of the code of conduct that continue after all previous discipline procedures have been exhausted. The principal may also expel a student who is over 17 years of age for unsatisfactory participation in learning.

7.2.1 Expulsion Procedure

If, following an investigation conducted into a student's behaviour, the Head of School recommends to the Executive Principal that a student be expelled, and the Executive Principal forms the preliminary opinion that the student should be expelled,

• The Executive Principal will write to the student, with a copy to their parents:
  • setting out the findings of the investigation, including the findings of fact, breaches of School policy and findings of serious misconduct.
  • advising the student of the proposed expulsion; and
  • inviting the student and their parents to make written or oral representations about the proposed expulsion to the Executive Principal by a prescribed date.
• If the student or their parents do not make written or oral representations about the proposed expulsion by the date prescribed, the Executive Principal will expel the student.
• If the student or their parents make written or oral representations about the proposed expulsion by the date prescribed, the Executive Principal will:
  • consider the written or oral representations.
  • Consider the factors listed in clause 6.3.
  • decide whether to expel the student; or issue a severe reprimand and/or suspend the student; and
• write to the student, with a copy to their parents, advising the student of the Executive Principal's decision and the student's right of appeal in accordance with clause 8.2.

8 Appeals

8.1 Appealing Discipline Measures (not including Expulsion)

• Students and/or their parent(s) may seek to appeal a teacher's corrective measure by contacting the KLA Coordinator.
• Students and/or their parent(s) may seek to appeal a Coordinator's corrective measure or appeal a ruling by contacting their relevant Head of section (Head of Secondary, Head of Primary or Head of Arise).
• Students and/or their parent(s) may seek to appeal a Head of School's corrective measure or appeal ruling, by contacting the supervisor (Head of School).
• In the event of an appeal, the Head of School will reach a preliminary decision in relation to the allegation and any proposed penalty and advise the student and/or parent(s) of the finding.
• The student and/or parent(s) may make application in the form of a Grievance, to the office of the Executive Principal for a further review on the basis of due process or the School not following its relevant policies and procedures and submitting any information they want to be considered during the review process. The Office of the Executive Principal will then either confirm the preliminary decision, as the final decision or amend the preliminary decision based on the additional information provided.

8.2 Appealing Expulsion

8.2.1

Any appeal against expulsion must be made in writing to the Board Chair when the Executive Principal has expelled the student within 5 working days of the date of the notice of the decision to expel the student and specify the grounds for the appeal.

8.2.2

An appeal may only be made on one or more of the following grounds:

• the investigation was procedurally unfair because the investigator:
  • showed bias or had a conflict of interests.
  • failed to give the student a reasonable opportunity to respond to the alleged serious misconduct, or
  • to provide relevant documentation or information.
  • failed to consider relevant information; and/or
  • Considered irrelevant information; or
• new relevant information has become available that was not available or known to the student at the time of the investigation and could reasonably be expected to affect the decision.

8.2.3

The Board Chair may uphold or dismiss an appeal.

8.2.4

If the Board Chair dismisses an appeal, the finding of serious misconduct and the decision to impose the original penalty on the student will stand.

9 Wellbeing Support

The Welfare Support Team will coordinate the wellbeing support of students in the school. They will work closely with Head of School, Head of Secondary, Head of Primary, Head of Arise, Coordinators, School Chaplains, and the Learning Support teams. They can support any behavioural and wellbeing programs relevant to the needs of the MCS/ACC community. They may be utilised to provide insight and support to a student involved in a serious disciplinary process. Where Learning Support staff or a chaplain becomes aware of a disciplinary matter in the course of their duties, they are to inform their coordinator as soon as possible.

10 Disability Support

Reasonable adjustments are to be applied when a student is diagnosed with a disability that affects their understanding of the Disciplinary Procedures and where the behaviour is a manifestation of the disability. Reasonable adjustments would be those that teach the student strategies for regulating their behaviour and explicitly teaching the links between the behavior and the consequence. Corrective measures will be applied to students with diagnosed disabilities where the safety and security of members of the school community are at risk.

11 Implementation

This policy is implemented through:

• staff training and professional development opportunities in behaviour management.
• communicating this policy to the school community
• monitoring the effectiveness of the policy
• reviewing and evaluating the policy annually

12 Source of Obligation

The NSW Registration Manual (3.7.1 and 3.7.2) requires the School to have policies relating to discipline of students attending the School that are based on principles of procedural fairness and that do not permit corporal punishment of students.