7. Procedure for Responding to Behaviour that Does not Meet Expectations
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
