Getting along with others

Excellence in a caring environment

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Getting along with others

Rationale 

At Westport Public School we strive to ensure that students, staff and visitors to the school are happy, safe and engaged in quality learning. We are committed to the maintenance and development of social skills that facilitate this. We believe that we can learn new behaviours and skills that keep us safe, happy and allow us to get the best from our school day.

 Key beliefs

 ·         All children are good; it’s only actions/settings that are inappropriate.

·         All behaviours have a cause and a consequence. 

·         Appropriate behaviours should be acknowledged and encouraged.

·         It’s okay to make a mistake; people learn from mistakes.

·         Inappropriate actions should have a logical, fair and consistent consequence, with restitution (making things right) and resolution (solving problems) being part of this.

·         Children who’ve shown they lack the social skills to cope in various settings should be supported and helped to develop these skills.

Acknowledgement and promotion of these skills

·         Teachers acknowledge and encourage the use of these skills and academic achievements by giving verbal and non verbal praise, stickers, house points, merit certificates and presentation night awards. In the long term it is hoped that children enjoy a sense of achievement without being given awards.  

·         To acknowledge children who consistently demonstrate these skills, special end of term treat days are arranged for each Stage. Children who demonstrate at least eight out of ten weeks of appropriate behaviour are invited to attend the treat days.

·         An award system recognises exemplary classroom and playground behaviour. Five Bronze Awards entitle the holder to a Silver Award. Five Silver Awards entitle the holder to a Gold Award. Two Gold Awards entitle the holder to a Diamond Award.

Aspects of ‘Pathways to Positive Choices’

 ·         The steps in ‘Pathways to Positive Choices’ are a guide and may not fully apply to every situation. Solving problems, making it right and skill development will most likely be related to ongoing inappropriate behaviours. Analysis of RISC data will identify students who’ll need to access skill development sessions.

·         Some students may have an Individual Learning Plan and/or an Individual Management Plan in addition to the above.

·         Students with an unresolved issue are unable to represent the school or go on excursions. They must remain in the ‘Fix It Room’ at lunch and recess time until the issue is resolved.

·         Traffic lights will continue to operate; green – a reminder, orange – quiet area in class & time to reflect, red light – reflection in another class & restitution/resolution with the teacher on return.   

·         Apologies may be made in person or presented in writing.

·         Restitution may include students making up for the time spent by the teacher who has helped them address their problem.