SWPBS Update

Safe and Orderly Daily Routine

Matthew Bodley, Andrew Rayment and Tate Hopkinson

In our last newsletter article we shared how our student led initiative of "Ready to Learn Plans" help students to manage their engagement and behaviour in class and how teachers use our Behaviour Response Continuum to manage student behavior.

Another element of our School Wide Positive Behaviour Support Framework is our Safe and Orderly Daily Routine. Students have named this as our Rover and CMR process. 

The Safe and Orderly Daily Routine give students and staff predictable routines that minimise disruption and maximize learning time. To achieve this we have focused on the following areas:

• Uniform is correct
• Materials are taken to class
• Students are on time
• Students are behaving positively in class

So how do our daily routines work? Students are greeted at the gate and checked for uniform. For students with uniform issues, plans are created with Parents/Carers to help students move into full school uniform or issued a pass.

When arriving to class, students need to be on time with all class materials in full uniform or have a uniform/MYTECH pass with them from the CMR in the morning. If students are not on time with all required materials and in uniform, they will not be let into class. A rover will collect students and bring them to the CMR to work with a school leader to help solve the issues. This allows the classroom teacher to begin the Teaching and Learning program.

If there are behaviour issues occur the teacher will followed the Behaviour Response Continuum, the teacher will use the online system to call the Rover to their room for support to have the student coached into a successful restorative conversation or removed from the class to the CMR for that period. Students who are removed from class twice in a day will not be permitted back in to classes, as they have shown they are not ready to learn. Parents/Cares will be contacted to collect them or they will continue their learning in the CMR for that day.

By implementing this framework since Term 2 2022 we have shown a large reduction in behaviour incidences with the most significant term by term comparison showing a 61% reduction in behaviour incidences that effect the learning of others.

Parent and Carer feedback via our termly year level surveys have shown a positive increase of 30% in Parents/Carers feeling we have a consistent approach to promoting positive student behaviour.

By working with Parents and Carers we have created a consistent approach to behaviour management and support and we thank you all for being part of this important process.