Whole School Approach to Behaviour Guidelines St Joseph’s Primary School Wauchope

At St Joseph’s Primary, a supportive and inclusive Catholic parish school, we are committed to enabling all students to achieve the fullness of life (John 10:10). Our approach to behaviour is grounded in the principles of Positive Behaviour Support (PBS) and current research from Australian Education Research Organisation (AERO), which promotes proactive, respectful, and restorative practices that foster a safe and engaging learning environment for all.

We believe that behaviour is learned and can be positively influenced through clear expectations, consistent support, and meaningful relationships. In partnership with families and the broader community, we work collaboratively to teach, model, and reinforce positive behaviours that reflect our Gospel values.

Through quality education, innovative and faith-filled learning experiences, and strong community partnerships, we nurture a culture where all students feel valued, respected, and empowered to thrive academically, socially, emotionally, and spiritually.

The purpose of these Behaviour Guidelines is to clearly outline St Joseph’s Primary School’s expectations for student behaviour, how positive behaviour is promoted, and the procedures for responding to behaviour that does not meet these expectations.

These guidelines apply to all student behaviour:

• while at school,
  
  
• on the way to and from school,
  
  
• during school-endorsed activities that occur off-site,
  
  
• outside school hours and off school premises where there is a clear and close connection between the school and students' conduct,
  
  
• when using social media, mobile devices, and/or other technology involving another student or staff member, where there is a clear and close connection to the school community.
  
  

Grounded in the principles of Positive Behaviour Support (PBS), these guidelines promote a proactive, whole-school approach to building a safe, respectful, and inclusive learning environment. They reflect our shared commitment to the dignity and wellbeing of every student, in line with our Catholic identity and Gospel values.

The implementation of these Behaviour Guidelines is informed by and aligned with relevant Diocese of Lismore Catholic Schools (DLCS) policies and procedures, including:

• DLCS Pastoral Care Policy
  
  
• DLCS Student Anti-Bullying Prevention and Response Procedures
  
  
• DLCS Student Prohibited Weapons Procedures
  
  
• DLCS Suspension, Expulsion and Exclusion Policy               
  
  
• DLCS Responding to Concerns about Problematic Sexualised Behaviour of Children and Young People                                              
• St Joseph’s Wauchope Pastoral Care Guidelines 

This Behaviour Guideline will also be implemented in the context of the terms and conditions of enrolment at St Joseph’s Primary School.

At St Joseph’s Primary, we use the Positive Behaviour Support (PBS) model to create a safe, respectful, and inclusive learning environment. PBS is a whole-school approach that teaches and encourages positive behaviours, helping students understand what is expected of them and how to make good choices. By focusing on clear expectations, consistent support, and celebrating positive behaviour, we work together with families to help every child grow in confidence, responsibility, and respect for others.

At St Joseph’s Primary, all members of our school community—students, staff, school leaders, and parents—share the responsibility of creating a safe, respectful, and supportive learning environment. These rights and responsibilities have been collaboratively developed through consultation with staff, students, and families, ensuring they reflect our shared values and school vision.

Students have the right to learn in a safe and inclusive environment and the responsibility to act in ways that respect the rights of others and support their own learning. Staff have the right to teach and work in a positive environment and the responsibility to actively support student wellbeing and learning through clear expectations, consistent responses, and respectful relationships.

Active supervision is a key component of our approach. In the classroom, teachers are engaged, moving throughout the space, monitoring student behaviour and learning, and providing immediate feedback and support to prevent common behaviour errors. Outside the classroom—in areas such as the playground, bus bay, sporting events, excursions, and retreats—staff remain vigilant, approachable, and consistently present to monitor student interactions, intervene promptly, and maintain a safe and respectful environment.

School leaders have the right to lead a school that upholds the dignity and safety of every individual and the responsibility to support staff, students, and families in fostering a culture of positive behaviour. Parents and carers have the right to be involved and informed about their child’s behaviour and the responsibility to work in partnership with the school to support behavioural expectations. Together, we maintain a consistent and united approach to student behaviour.

At St Joseph’s Primary, we believe that promoting and supporting positive behaviour is essential to creating a learning environment where every student feels safe, valued, and empowered to succeed. When students meet behavioural expectations, they contribute to a positive, respectful, and inclusive school culture that benefits everyone.

We explicitly teach and reinforce behavioural expectations as part of our whole-school approach. These expectations are adapted and differentiated to meet the diverse needs and abilities of all students, ensuring that every child is supported to understand and demonstrate appropriate behaviours. We recognise that some students may require additional support, adjustments, or individualised strategies to meet expectations, and we are committed to providing these in a respectful and inclusive manner.

In developing and implementing our behaviour guidelines, we engage in authentic consultation with our school’s culturally diverse communities, including Aboriginal and Torres Strait Islander families, to ensure our practices are culturally responsive and inclusive. We also work in close partnership with students with a disability and their parents or carers to ensure that behavioural expectations and supports are accessible, equitable, and tailored to individual strengths and needs.

At St Joseph’s Primary, promoting positive behaviour is key to creating a safe, respectful, and inclusive environment where all students can learn and grow.

Teachers explicitly teach behavioural expectations using our Expected Behaviours Matrix, ensuring students clearly understand what is expected and how to meet those expectations. Opportunities are provided for students to practise these behaviours, with constructive feedback to support their growth. Positive behaviour is acknowledged through consistent recognition, including the ‘Star Students’ initiative and other school-based rewards.

We understand that high levels of student engagement are directly linked to improved behaviour and learning outcomes. Teachers use intentional, evidence-based pedagogy to create engaging lessons that reduce disruptions and promote success. Behaviour expectations are adapted to meet the full range of student abilities, with appropriate adjustments for students with disability. We work in partnership with their families to ensure access and equity. 

Our behaviour support includes a strong focus on teaching respectful relationships and promoting upstander behaviour as part of our school’s anti-bullying strategy. Parents are kept informed and involved through newsletters, assemblies, and parent-teacher meetings, ensuring a shared commitment to student wellbeing and behaviour.

Positive Behaviour Matrix

At St Joseph’s Primary, when determining whether a corrective consequence for a student is reasonable, all relevant circumstances are carefully considered. This includes:

• Whether the student has a disability, including the functional impact of that disability and any related support needs;
  
  
• An understanding of the impact of trauma and the ways the school has responded to ensure the student feels safe and supported; and
  
  
• The potential effect of the consequence on others, such as fellow students and staff.
  
  

This approach ensures that our responses to behaviour are fair, compassionate, and consistent with our commitment to equity, inclusion, and the wellbeing of all members of our school community.

The school must mention that the principles of natural justice and proResponses to unacceptable behaviour are framed by the principles of procedural fairness including the right to be heard, the right to respond and the proportionality of the consequence.

Corporal punishment is prohibited. All school staff are prohibited from engaging in corporal punishment in any form. The school does not explicitly or implicitly sanction corporal punishment by non-school persons (such as parents) to enforce discipline at the school.

The school will seek advice from DLCS staff if it is considering implementing restrictive practices. A restrictive practice is any action that can restrict the rights or freedom of movement of a person, with the primary purpose of protecting the person or others from harm.

The school will seek advice from DLCS staff when responding to and considering support for students with complex and/or at-risk behaviour.

Any form of unacceptable behaviour that may be serious enough to constitute a criminal offence will be reported to the police or other authorities, as appropriate such as, the Regional Assistant Director and the Child Safeguarding Manager. 

At St Joseph’s Primary, a simple flowchart guides staff and students through behaviour processes, grounded in collaborative planning that considers individual needs and the link between learning and behaviour. Using data, we identify students needing early intervention including the use of a behaviour management reteach plan, ensuring timely, tailored strategies to support their success.

Minor and Major Behaviours

All behaviour incidents at St Joseph’s Primary are recorded in Compass to ensure accurate documentation. All staff receive specific training on effective record-keeping and parent communication to maintain consistency, transparency, and timely collaboration with families in supporting positive student behaviour.

At St Joseph’s Primary, we prioritise staff development through targeted mentoring, regular walkthroughs, and a clear scope and sequence aligned with our School Improvement Plan and leadership goals. This approach drives our professional learning schedule, ensuring high-quality, differentiated professional development based on identified school needs. Staff receive ongoing support to implement new practices effectively, with their progress and impact monitored, reviewed, and evaluated over time to ensure continuous growth and improved student outcomes.

Student Engagement and Well-Being Policy

(Guidelines for Managing Student Behaviour)

Relate St Joesph's Primary, Wauchope - Pastoral Care Guidelines Template.docx d Policies:

• DLCS Student_Anti-Bullying_Prevention and Response Procedures
• DLCS Suspension_Expulsion_and_Exclusion_Policy
• Pastoral Care Framework - Foundation Statement
• DLCS Student_Prohibited_Procedure
• DLCS Responding to Concerns about Problematic Sexualised Behaviour of Children and Young People