Student Wellbeing at. Lauderdale Primary School. Developed by staff, students and parents

Transcription

1 + Student Wellbeing at Lauderdale Primary School Developed by staff, students and parents Posted on school website rd September, Review date: August, 2013

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3 Contents Page Student Support at Lauderdale Primary School 1 Restorative Approach The Restorative Process Our School Culture 2 Our School Agreements KidsMatter Initiative 2 Our Student Support Programs 3-4 Level of Restorative Conferencing 5 Anti-Bullying Behaviour Policy 6 Aggressive Behaviour 7 Bystander Behaviour 7 Preventing Bullying Behaviour at our School 8 School Intervention 9 Action Plan for Incidents of Bullying Behaviour 9 School Community Responsibilities 10 Student Responsibilities Parent Responsibilities Staff Responsibilities Strategies for Parents 11 References 12

4 Student Support at Lauderdale Primary School At Lauderdale Primary School we provide a safe, caring and respectful learning environment for all students, that supports their effective learning and their emotional wellbeing. It is built on a strong foundation of respect, tolerance and understanding. The Restorative Approach Student support at Lauderdale Primary is based on a restorative approach. It focuses on building, maintaining and restoring positive relationships. Restorative practices help students learn from their mistakes and reconcile and resolve problems with others. The focus is on addressing issues and learning, rather than punishing students. The Restorative Process In the restorative process we look at: The past What happened? The present Who is affected and what can be done about it? The future What changes can be made to prevent this from happening again? The procedure we follow is based on the 5 Restorative Questions. Restorative Questions. 1. What happened? 2. What were you thinking at the time? 3. Who has been affected by what you have done? In what way? 4. What do you think you need to do to make things right? 5. What will you agree to do next time? Restorative Questions to the person who has been harmed. 1. How have you been affected? 2. What has been the hardest thing for you? 3. What do you think needs to happen to make things right? These restorative questions are used for all levels of behaviour from minor incidents through to more serious incidents. The Restorative Approach assists students in learning about their behaviour through the restorative process and appropriate consequences. As a restorative school, Lauderdale Primary seeks excellence in respectful relationships by valuing everyone in the school community. It is the responsibility of all school community members to ensure that this occurs. 1

5 Our School Culture We aim to create a vibrant and flexible learning environment by building caring and respectful relationships based on being respectful, being responsible, and being safe. Our School Agreements We have 4 School Agreements (based on the Tribes Philosophy). They are: Mutual Respect we treat others how we would like to be treated Attentive Listening we listen with our eyes, ears, heart Appreciations / No Put-Downs we speak kindly to others and think of other people s feelings Right to pass Responsibility to participate We have the right to pass in certain activities and know that the more we participate the more we gain. KidsMatter Initiative Lauderdale Primary takes mental health very seriously and is proud to be a KidsMatter School. KidsMatter is a national initiative which supports mental health promotion, prevention and early intervention for primary school aged children. We focus on four main components: 1. Promoting a positive school community 2. Social and emotional learning for students 3. Parenting support and education 4. Early intervention for students experiencing mental health difficulties. As a KidsMatter school, Lauderdale Primary trains all staff in restorative practices, Tribes philosophy, circles, relaxation and self-awareness techniques to support students mental health. These programs and structures support children in learning how to deal with relationships and their emotions, enhancing their ability to cope with adversity and become positive and happy learners. 2

6 Our Student Support Programs At Lauderdale Primary we undertake a range of programs and initiatives which support students social and emotional learning and positive relationship building. Specific programs have been introduced to support good mental health in students. These include Rock and Water and Tree for Life which focus on developing resilience, self-awareness, trust, conflict resolution and self-confidence. Student Support Programs include: Bounce Back A social skills program which focuses on a set of core values, aimed at developing student resilience. Practical strategies are taught which help children cope with life s complexities, allowing them to bounce back when they experience sadness, difficulties, frustrations and hard times. Tribes A program which focuses on a new way of learning and being together which enhances children s feeling of respect, belonging and connectedness. Circles The use of small group or whole class circles provides each student with the opportunity to have a voice, be accountable to one another, encourages problem-solving and good relational learning. Rock and Water The Rock and Water Program is based on a psycho-physical approach focused on emotional awareness, self awareness and body awareness. It is an activity based program which supports the development of self-confidence, self-control and self-reflection, and is run as a gender specific, boy-based intervention program. Tree of Life Is a small group program which is based on narrative therapies. This program enables children to speak about their lives in ways that strengthen the relationships with their own history, their culture and significant people in their lives. Buddy Classes Each class is paired with a buddy class, with older children supporting and working with younger children. The aim of this program is to build and strengthen relationships throughout the school, provide good role-modelling, and build care, respect and tolerance with, and for, each other. Student Mediators Selected Grade 6 students are fully trained in the mediation process and provide support to younger students in the school, helping them to resolve their own conflicts by finding peaceful solution to problems. 3

7 Leadership Programs All Grade 6 students take on a wide variety of leadership roles as a part of their senior student responsibilities. These roles include: House Captains, Aussie Sports Leaders, Library Monitors, Student Mediators, Office Assistants, ICT Peer Leaders. Other primary students are given opportunities for leadership as Reading Coaches, Garden Gurus and Canteen Helpers. Student Council The Lauderdale Student Representative Council (SRC) plays an important role in the school s decision making structure. It provides a vehicle for the important student voice to be heard in an official capacity. The SRC also provides opportunities for its members to develop their leadership skills and to give them opportunities to represent their class and the wider community. Members are given the opportunity to think and act in a manner which benefits a wide range of people within the school. The focus is on school activities and related issues, including fundraising for various local, national and global charities. School Garden This provides opportunities for all children to develop real life skills in caring for plants, animals and the school environment. This is a setting where children are able to relax, work together with friends and value nature. Special Interest Groups A range of enrichment and extension programs such as, Robotics, Ad Astra, Infinity Squared, Chess Club provide students with opportunities to engage in activities which extend their thinking and help build relationships through common interests. Transition Programs - The school provides transition programs such as KidsMatter Home to School Parent Initiative, Kinder to Prep and Grade 6 to High School programs to assist students and parents in successfully coping with change. Our Student Support Team Students who continue to experience relational difficulties or exhibit anti-social behaviour are offered additional support and skill development by members of our Support Team which includes: School Psychologist, Social Worker, Support Teacher, Assistant Principals, and Where necessary referral to outside government agencies or private providers. 4

8 Levels of Restorative Conferencing at Lauderdale Primary It is not small people who ask for forgiveness. It is large-hearted, magnanimous, courageous people who are ready to say what are some of the most difficult words in any language: I am sorry. But once uttered, they open the way to a new opportunity, the possibility of a new beginning, the chance to start again, having learnt lessons from the past. Archbishop Desmond Tutu (1998) Low Level Conferences Mid Level Conferences High Level Conferences Deals with relatively minor incidents Can be conducted in the classroom, corridor or playground Can be conducted by staff or students Based on the restorative questions Ends with an informal agreement between those affected Internal and External Suspension Deals with moderately serious incidents Can be facilitated by class teacher, and/ or senior staff Follows the 5 restorative questions Everyone has an opportunity to explain how the incident affected them Written record is kept Resolution / agreement to restore the harm caused Repairing the harm agreed actions are carried out Reflection process, if appropriate Parents to be contacted, particularly if there have been ongoing behaviour issues We aim to keep students connected to school at all times, however, in extreme cases where there has been a very high level breach of safety to another student or staff member, appropriate sanctions may include internal or external suspensions. A formal restorative exit and re-entry process with both student and parents would need to be undertaken in this case. 5 Deals with serious issues Is conducted by a trained member of senior staff or facilitator Involves everyone affected by the incident and may also involve others to provide support eg parents, school psychologist, teacher, etc Follows the 5 restorative questions. May require a scripted framework for formal conferences dealing with very serious incidents Written record of conference, giving everyone an opportunity to explain how the incident affected them An agreed action plan or formal agreement is decided upon to repair harm and support behaviour change Formal agreement or action plan that is monitored by a senior staff member Parents will be contacted by a member of senior staff and may be asked to attend a meeting or a formal conference

9 Anti-Bullying Behaviour Policy At Lauderdale Primary every person has a right to feel safe. We aim to have a bullying-free school. Any form of bullying behaviour, harassment or violence is not acceptable at our school. At Lauderdale Primary we focus on building positive relationships and we are strongly committed to ensuring a safe environment for all students, staff and parents. What is Bullying Behaviour? Bullying behaviour is when someone is subjected to behaviour that is hurtful, threatening or frightening by an individual or group of people. Such behaviour is deliberate and repeated over a period of time. Bullying Behaviour can take many forms: Verbal bullying including name calling, suggestive, abusive or offensive language, putting people down both to their face and behind their backs, intimidating noises, and teasing people because of their race, gender, religion, appearance, family or friends. Extortion bullying including stand-over tactics, picking on others, taking money or property from others, threats to get people. Telephone bullying including repeated phone calls to a student s home or mobile with the intention to harass, cause discomfort or spread rumour. Physical bullying including fighting, kicking, pushing, shoving, pinching, invasion of private space and any unwanted touching that is used to harm or intimidate. Visual bullying including offensive notes or material either handwritten or computer generated, graffiti, giving people looks and using non-verbal signs to intimidate them. Exclusion bullying ranges from deliberately leaving people out of activities or treating them as if they don t exist, spreading rumours, manipulating relationships, ruining friendships and deliberately making social arrangements in front of them, to others, to make them feel excluded. Cyber bullying using Information Communication Technology (ICT), particularly mobile phones, social networks and the internet, to deliberately upset someone else. 6 Sexual bullying including touching or brushing against one in a sexual manner, sexually-oriented jokes, drawings of, or writing about someone s body, and using sexual language or gestures.

10 Aggressive Behaviour Aggressive behaviour which is intended to hurt others, including hitting, kicking, punching, spitting, pushing, head-butting, biting, pinching, verbal abuse, etc is not acceptable at Lauderdale Primary School. Unlike bullying behaviour and harassment, these forms of aggressive behaviour are not necessarily associated with an imbalance of power and can be an isolated one-off incident. This is not defined as bullying behaviour but will be treated very seriously and dealt with through the restorative process. Bystander Behaviour Bystander behaviour is when a person or group of people reinforce and encourage the bullying behaviour by: supporting and encouraging the bully by urging them on or laughing leaving the victim without support ignoring the incident and not seeking any form of help At Lauderdale Primary there is a clear expectation that our school is a safe, caring and supportive environment, where students are expected to look out for one another and not participate in bystander behaviour. Students should report any incidents of inappropriate behaviour to a member of staff or student mediator. Bystander behaviour will be treated very seriously and dealt with through the restorative process. 7

11 Preventing Bullying Behaviour at our School To assist in the prevention of bullying behaviour, our school will endeavour to: Provide a safe environment for all members of the school community. Provide a supportive environment which encourages positive and respectful relationships between staff, students and parents. Provide an environment which enables students to develop a sense of belonging where they can trust and feel connected. Provide a social and emotional program which focuses on developing social skills, values and behaviours and assists with skills in resolving conflict. Provide ongoing professional learning for staff to raise the awareness of issues and strategies involved in preventing and managing bullying behaviour. Provide a school system to monitor levels of bullying behaviour. Provide adequate supervision of playgrounds at break times. Promote responsible bystander behaviour. Promote a strong, positive relationship with parents, ensuring open communication between home and school, around issues of bullying behaviour. Teach children a consistent approach to deal with problems. This strategy is: Talk, Walk and Squawk Talk, Walk and Squawk. Talk Tell the person that their behaviour is upsetting you, and you would like it to stop. (Encourage use of I Statements) Walk If the person doesn t stop, walk away from them. Squawk If they continue, tell an adult or Student Mediator and get their assistance. 8

12 School Intervention If an incident of bullying behaviour occurs, our school will: Take all student complaints of bullying behaviour seriously and thoroughly investigate all suspected incidents. Reassure those who have been hurt from bullying behaviour and keep them safe from further harm. Follow the agreed Action Plan for Incidents of Bullying Behaviour. Contact all parents of the students involved and arrange a time to meet with them. Ensure appropriate consequences are applied and ongoing support provided for both those who are hurt and those who are responsible. Provide ongoing, regular support and follow-up to ensure no further incidents of bullying behaviour occur. Action Plan for Incidents of Bullying Behaviour 1. When an incident of bullying behaviour is reported, each person involved, including any witnesses, will be interviewed by a member of staff and their statements recorded. 2. If it is established that bullying behaviour has occurred, all parents will be contacted and asked to meet with a member of senior staff. 3. Immediate support and/or counselling will be provided for those hurt by bullying behaviour. 4. A *restorative conference will take place to assist the people involved in repairing the harm and rebuilding relationships. (*Refer to Level of Restorative Conferencing Document) 5. School based consequences and behavioural support will be put in place for the person who has engaged in bullying behaviour. The aim is for the child to learn from their behaviour, in order to prevent any further incidences of bullying behaviour re-occurring. 6. Regular follow-up with those involved will occur. 9

13 School Community Responsibilities Each member of our school community needs to take collective responsibility to ensure that all forms of bullying behaviour are eliminated. Student Responsibilities: Know and understand that there are a range of consequences for inappropriate and bullying behaviour at Lauderdale Primary, and that this type of behaviour is not acceptable. Use appropriate strategies to deal with problem behaviours and incidents of bullying behaviour (eg Talk, Walk, Squawk Strategy). Not to reinforce bullying behaviour by being a bystander e.g. watching the incident, urging it on, ignoring, not seeking help, and leaving the person harmed without support. Report all incidents of bullying behaviour to a teacher, member of senior staff or a trusted adult. Be supportive and inclusive of one another. Parent Responsibilities: Know and understand the definition of bullying behaviour. Be familiar with the school policy. Listen carefully to reports of inappropriate and bullying behaviour from your child or others. Report any incidents of inappropriate bullying behaviour to the school and arrange to speak to the appropriate staff member. (Don t deal with the person responsible for the bullying behaviour yourself, leave this to the school) Work with the school to find a solution and provide support for those involved. Allow the school time to deal with the problem. Ongoing communication with the school is recommended. Support your child in building resilience and self-confidence. Encourage your child to have a wide network of friends. Act as a good role-model of caring and tolerant behaviour. Staff Responsibilities: Act as a good role-model of caring and tolerant behaviour. Understand the Student Support and Anti-Bullying Behaviour Policy and be consistent in its implementation, ensuring the Action Plan for Incidents of Bullying Behaviour is followed. Take seriously all reported cases of bullying behaviour, record and act upon them. Report all incidents of bullying behaviour to a member of senior staff. Ensure that the person hurt is safe and protected from any further harm. Ensure all classes have a timetable, dedicated learning time for social and emotional education and that all students are explicitly taught about bullying behaviour awareness and strategies to assist them build resilience and self-confidence. Work closely with parents to provide support for their child, particularly those experiencing social/emotional or behavioural difficulties. Refer to the Support Team when needed. 10

14 Strategies for Parents If your child is being subject to bullying and also being subject to aggressive behaviour: Praise your child for telling you what happened and let them know it s OK to tell you what s going on. Say I m really glad you told me. Listen and write down what your child tells you about the incident(s). They may prefer to draw what happened. Clarify by asking neutral questions eg. Then what happened? and What did you do next? Don t jump to conclusions. Keep your own emotions in check and try to remain calm and supportive. Help your child to report what happened to their teacher and reassure them that what happened is not acceptable and together you will get some help to make it stop. Don t intervene on their behalf by confronting the other child(ren) or their parent(s). Allow the school to follow the procedures they have in place for dealing with bullying behaviour and follow the steps sent out in the school s Anti- Bullying Behaviour Policy. Arrange a follow-up meeting. The earlier bullying behaviour is reported and dealt with the better. Long term bullying left unchecked can lead to school refusal, anxiety, and even physical symptoms eg. headache and nausea. Make a plan of what to do next time. You could use the helping hand analogy i.e. hold up your hand and name 5 people you could talk to about what s happened (ing). Talk to your child about being assertive and what this looks like (i.e. stand tall, head up) and sounds like (i.e. I don t like it when you call me that name ) and then practise what to do and say next time. For example if they are being threatened they could say to the person I ve told (teachers name) and they know that if anything happens to me, they should come looking for you. You could practise through role play, some strategies which may help next time eg. walking away or making a joke. However, not all children feel confident to do these things. They may have already tried some strategies which didn t work. You might want to talk to your school psychologist about other ways to deal with bullying behaviour. Encourage your child to play near where there are other children they know and are friendly with or a duty teacher. Children who bully others tend to pick their time and place and may think twice if a teacher is within earshot or if your child is with friends rather than on their own. Talk to them about the reasons why children who bully others do what they do, such as power, recognition, acceptance and belonging to a group, and entertainment. They may also be unhappy, frustrated or angry because of things happening in their life they have no control over. We are not excusing their behaviour but it does help to understand the motivation behind it as many children who are being subjected to bullying behaviour feel it s somehow their fault. Reassure your child that it s not their fault. Spend some quality one to one time with your child on a regular basis to allow them opportunities to talk openly about how things are going. Some Me & You time. Sometimes sharing your own positive experiences of how you dealt with bullying behaviour can open up the conversation. Anna Crocker Education Department School Psychologist 11

15 References Restorative Practices JLD Restorative Practices International Institute of Restorative Practices Strategies for Parents Anna Crocker Rock and Water Program Gadaku Institute Bounce Back Program Bounce Back Program - Pearson Australia 2003 Helen McGrath and Toni Noble Circles Circle Time for Young Children Routledge 2007, London New York Jenny Mosley 1, 2, 3 Magic 1, 2, 3 Magic Dr. Thomas W Phelan Tribes Reaching All by Creating Tribes Learning Communities, Centre Source USA 2006 Jeanne Gibbs Bullying Solutions Helen McGrath and Toni Noble, Pearson Australia 2006 NSW Bullying Blocking, Finch Sydney Evelyn M Field National Safe School Framework KidsMatter Mental Health Initiative 12

16 Principal: Mike Woods Assistant Principal: Helen Street Assistant Principal: Lyn Goodwin Advanced Skills Teacher 3: Doug Miller / Jane Bayley 3 Acton Road, Lauderdale Tas 7021 Telephone (03) Facsimile (03) lauderdale.primary@education.tas.gov.au