STUDENT WELLBEING GUIDELINES
FIGTREE PUBLIC SCHOOLSTUDENTWELLBEINGGUIDELINES
Student Wellbeing GuidelinesLast Reviewed: May 20191
ContentStatement of Purpose:Statement of Purpose/AimEffective Learning EnvironmentStudent ProgramsAreas of ResponsibilityPositive Behaviour for LearningPBL Reward SystemResponse to behaviourExpected Behaviour Matrix23456-1112-1314-1617At Figtree Public School we promote a safe and respectful environmentwhere learning is personalised and we ensure students are given the toolsto become successful, confident and creative individuals. We acknowledgethe NSW Department of Education’s commitment to student wellbeing andthe promotion of developing students who:CONNECT – SUCCEED – THRIVEAim:At Figtree Public School we provide a safe, positive and effective learningand social environment that encourages mutual respect and responsibleaction between all members of our school community. We provideguidelines, expectations and consequences that meet the needs of eachindividual student by acknowledging appropriate behaviour and addressingissues related to unacceptable behaviour. At Figtree Public School, everystudent is known, valued and cared for.Last Reviewed: May 20192
Effective Learning EnvironmentAt Figtree Public School we work together as a learning community toensure that the individual potential of every student is identified and eachof the wellbeing domains are reflected in our inclusive school environment.Cognitive WellbeingCognitive wellbeing is associated with achievement and success. It includeshow information is processed and judgements are made. It is alsoinformed by motivation and persistence to achieve. Cognitive wellbeing isimportant for attaining knowledge and experiencing positive learning.Physical WellbeingPhysical wellbeing is associated with the extent to which we feel physicallysafe and healthy. It includes nutrition, preventative health care, physicalactivity and physical safety and security. Physical wellbeing enablespositive health outcomes.Spiritual WellbeingSpiritual wellbeing relates to our sense of meaning and purpose. It caninclude our connection to culture, religion or community and includes thebeliefs, values and ethics we hold.Emotional WellbeingEmotional wellbeing relates to self-awareness and emotional regulation. Itincludes how well we cope, and is often reflected by the level of a person’sresilience. Emotional wellbeing is in part informed by our capacity for selfreflection.Social WellbeingSocial wellbeing includes the extent to which we experience positiverelationships and connectedness to others. It is important for pro-socialbehaviour and our empathy towards others.Last Reviewed: May 20193
At Figtree Public School, we provide:-an engaging and quality curriculum that meets the diverse needsand strengths of very student;clear and consistent school/classroom expectations andconsequences;lessons that foster resilience, self-regulation and positive workhabits;Personal Development/Health/Physical Education Programs toinstruct and support students;Positive Behaviour for Learning approach to foster positive learningenvironments that enable student learning and wellbeing;a network of experienced and enthusiastic staff to respond tostudent needs;staff from School Services Directorate; anda School Counsellor.At Figtree Public School, we offer a range of student programs toengage, enrich and extend student learning. These programs allowstudents to develop their skills, foster their friendships and nurtureachievement across a range of domains. These programs include butare not limited to:-Rock and WaterFun FriendsStudent Leadership workshopsChoral FestivalSouthern Stars DanceLife Education VanCommunity LanguagePremiers Sporting ChallengePremiers Reading ChallengePublic Speaking competitionsA range of sporting opportunitiesKoori ClubGardening ClubDebatingInterrelate Family ProgramComprehensive transition programsLast Reviewed: May 20194
Areas of ResponsibilityAll stakeholders at Figtree Public School aim to maintain a positive climate by modeling and promoting appropriate behaviour and respectfulrelationships. This is a shared responsibility of all staff, students, parents, caregivers and members of the wider community.StudentsStudents have a responsibility to:- Behave appropriately, respecting individual differences and diversity.- Stand up to bullying and unkind behavior. Tell the person bullying or being unkindthat you do not like to be treated this way. If needed, seek the support of a teacherwhen doing this.- Report incidents to the teacher on duty or your classroom teacher. The teacher canfollow up by passing the information to the Assistant Principal or Principal if they feelit is necessary.- Behave as responsible bystanders. Walk away from negative situations and help tostop unkind behaviour. Report incidents to a teacher.- Be confident that reported incidents will be acted upon by those you reported it toand not to fear any repercussions.- Report any misuse of technology either in or out of school.Parents and CaregiversParents and caregivers have a responsibility to:- Listen to children and be empathetic to reports of unkind behaviour and possiblebullying.- Be aware of the school's Wellbeing and Welfare Procedures and Anti-bullyingPlan.- Support their children in developing positive responses to incidents.- Encourage children to discuss any incident and advise them to report it to staffmembers as soon as possible.- Advise the school of suspected incidents of bullying and work collaborativelywith the school to resolve incidents when they occur.- Support their children to become responsible citizens and to developresponsible online behaviour.School StaffSchool staff have a responsibility to:- Listen to students and be empathetic to reports of negative behaviours byrespecting and supporting students. Display procedural fairness.- Model and promote positive relationships that respect and accept individualdifferences and diversity within the school community.- Provide curriculum and pedagogy that support students to develop anunderstanding of bullying and its impact on individuals and the broader community.- Clearly teach students the skills of how to respond assertively as UPstanders.- Record classroom and playground incidences onto Sentral.- Refer students with ongoing social and emotional concerns to The Learning SupportTeam.Last Reviewed: May 20195
Positive Behaviour for LearningWe commit to providing a safe, supportive and respectful learning environment that promotes and values student welfare and wellbeing. Figtree PublicSchool is a PBL (Positive Behaviour for Learning) School. It is expected that all stakeholders within the school support the development of skills needed bystudents to meet our high standards for respect, safety and learning.School MascotFiggy is displayed throughout the school and appears at important school events as a reminder for students to be displaying our values of Respect, Safety andLearning.Last Reviewed: May 20196
Our Core ValuesFigtree Public School’s Core Values are:Last Reviewed: May 20197
Figtree Public School’s Core Expectations are:Respect Treat one another with dignitySpeak and behave courteouslyCooperate with othersDevelop positive and respectful relationships and think about the effect on relationships before actingValue the interests, ability and culture of othersDress appropriately by complying with the school uniform or dress codeTake care with propertySafety Model and follow departmental, school and/or class codes of behaviour and conductNegotiate and resolve conflict with empathyTake personal responsibility for behaviour and actionsCare for self and othersAvoid dangerous behaviour and encourage others to avoid dangerous behaviourLearning Attend school every dayArrive at school and class on timeBe prepared for every lessonActively participate in learningAspire and strive to achieve the highest standards of learningLast Reviewed: May 20198
3 STEPSWhen students experience an inappropriate behaviour, they are first encouraged to use their 3 Steps:(Safe4Kids)Last Reviewed: May 20199
Figtree Peace KeepersThe Figtree Peace Keepers are a group of Stage 3 students who are trained in peer mediation. They are rostered onto the playground in pairs to assist thestudents and teachers in solving lower level playground conflicts. Any serious conflicts are referred to the teacher who is rostered on playground duty.Kindness BenchThe Kindness bench is located next to the sports storeroom next to the hall. The bench is for students who are feeling sad or who have no one to play with atrecess or lunch. Students will be able to sit on this bench and other students will know to check on them and/or invite them to play.Last Reviewed: May 201910
Figgy Play PalsFigtree Active Play runs on Wednesday at recess. Our Premier sporting leaders will be the Figgy Play Pals running the ‘Workout Wednesday’ sessions. Theywear hi-visibility yellow vests and run various games and activities for students across the school. During morning assembly, the Figgy Play Pals announcewhat activity they will be running and the location in which it will be held.Figtree Quiet Play runs on Thursdays at recess. Our Figgy Play Pals run the quiet play sessions in the school library. They run various games and activities.Activities include:- Chess- Giant Jenga- Battleship- Connect 4- LegoLast Reviewed: May 201911
Free & Frequent Reward SystemEncouragement of expected behaviour and promotion of good discipline and effective learningAt Figtree Public School we operate an unlimited, and ongoing reward system. We promote and reward good behaviour through a range of strategies.Our fast & Frequent Reward System here at Figtree Public School includes:-FiggysFiggy MenuAt Figtree Public School, our school expectation for each classroom teacher is:-To hand FIGGYS out frequently for students engaging in expected behaviour, making reference to why they receive it.There is no limit on the number of FIGGYS handed out in a day.There should be a maximum of 1 FIGGY handed out for one individual action.Collection of FIGGYS-Classroom Teachers have spare copies available in the photocopy room.Casual teachers have access to FIGGYS and guidelines for how to use them in their casual folder.FIGGY Shop-A trade-in day is allocated each fortnight, where students can trade in their FIGGYS to receive their coupon for their reward.Students are to have their name and class on the back of their FIGGYS and have an idea of which reward they would like to receive.FIGGYS can be saved over to the next school year if students wish.May 201912
May 201913
Classroom IncidentPlayground IncidentInappropriate behaviourPrompt, Redirect, ReteachInappropriate behaviourPrompt, Redirect, ReteachWarning(as per class behaviour system)Consequence in classAfter 3 verbal warningsSentral entryRestitution page completed and discussedFIGTREE PUBLICSCHOOL’SPBL RESPONSE TO BEHAVIOURSentral entryWalk with playground teacherMajor IncidentTimeout to another classImmediate removal from Playgroundto Stage Supervisor.Sentral entryRestitution page with supervisor.Refer to Principal.(with work to complete)Referral to Stage Supervisor(Parent notified by teacher)Minor IncidentResponse to ALL problem behaviour is:calm, consistent, immediate, respectful and privateParents notifiedPersistent inappropriate behaviourParent contacted by classroom teacherRefer to Learning Support TeamPersistent inappropriate behaviour will result inparents being contacted either by the classroomteacher or Stage SupervisorMAJOR Classroom/Playground IncidentRefer to PrincipalPrincipal determines course of action. Parents willbe contacted.Parent contacted by Stage SupervisorPersistent inappropriate behaviour will result inparents being contacted either by the classroomteacher or Stage SupervisorMay 201914
Minor Behaviour ExamplesMajor Behaviour ExamplesClassroomPlaygroundIncluding but not limited to:Deliberate damage of school or anotherstudents propertyStealingDisrespect to staff memberDangerous playPhysical aggressionBullyingRacismBad languageRough play/fightingExcluding others repeatedlyFightingAbscondingIncluding but not limited to:Disruptive- talking or not paying attentionOff task – not workingInterrupting teaching and learningCalling outMoving around the classroom withoutpermissionTransitioning between activitiesinappropriatelyMocking peers- inappropriate comments etcMisuse of computers, iPads Internet, schoolpropertyPlaygroundIncluding but not limited to:Out of boundsLitteringRunning repeatedly on concretePlaying in the toilets or at bubblersDeliberate disobedienceName callingPlaying with sticksUnsafe play on fixed equipmentBossy/controlling behaviourWrestling gamesNot lining up correctly at the canteenNot staying in shade when not wearing ahatInappropriate Behaviour- If inappropriate behaviourdoes occur, teachers refer to the behaviour chart todetermine a consequence that is fair and consistentacross the school. Teachers and stage supervisors,collaboratively implement an appropriate responsereferring to the behaviour flow chart.FIGTREE PUBLICSCHOOL’SPBL MINOR AND MAJORBEHAVIOURS DEFINED Classroom Including but not limited to:Repeatedly defiantLeaving class without permissionDefacing school propertyRudeness and profanity towards staff or studentsVerbal and physical confrontationExcessive non-complianceTruancyDangerous behaviourFightingSexual harassmentBitingRefusing to obey instructionsIntimidation of othersBullying15May 2019
Teaching Expected BehavioursPBL, Positive Behaviours for Learning is a whole school program and all staff members participate in teaching, rewarding and identifying positive behaviours throughout theschool. This includes all teachers, casual staff, support staff and parents working within the school. Students are specifically instructed and explicitly taught the three schoolvalues lessons (Respect, Safety and Learning) through PBL lessons with specific reference to the school matrix of ‘Expected Behaviours’.Specific instruction is to take place across the whole school in the form of:- Playground matrix and values are to be taught by all teachers across the school- Classroom routines and value lesson taught by class teacher.Weekly PBL data reported to staff atcommunication meeting.PBL value focus derived from weekly data.PBL focus announced at whole schoolassembly.Classroom and Playground PBL lessontaught in classrooms (classroom teacher)SentralSentral is a web-based, modular School Administration, On-line Learning and Student Management software suite designed for use in many primary and secondary schools.At Figtree Public School it provides a simple yet comprehensive modular web interface to the management, tracking and reporting of data in all key areas in our school.Monitoring Student BehaviourThis applies to all students and includes both positive, negative and data records for students. These headings are used to track incidents individually for students. Teachersare responsible for entering data. Each teacher enters own report data in Sentral directly as soon as possible after the incident. Casual teachers are to communicate incidencesto stage supervisors. This is essential to keep records and keep track of trend data. Incidents include both a description of the displayed behaviour and the actions thatsupervising staff have taken. The system automatically notifies the classroom teacher and executives of student incidents. Executive monitor patterns of behaviour and willnotify parents as necessary. At the end of each week the incidences entered on Sentral are reviewed and analysed by the PBL data manager to identity any specific areas ofimprovement and any students of concern to refer to the Learning Support Team.May 201916
ClassroomsSafetyWe keep ourhands, feet andother objects toourselves.We walk aroundthe school.We useequipment safely.We keep ourbelongings tidy.We put our chairs in.We use equipmentsafely.We move around theclassroom safely.We speak nicelyto others.We listen toothers.We wear ourschool uniform.We use ourmanners.We respect otherpeople’s space.We are preparedfor work.We followinstructions.We activelyparticipate.We displaypositive learninghabits.LearningAll SettingsTransitionsto andfrom classRespectThe Behaviour Expectations Matrix clearly identifies the behaviour students are expected to display in each setting in the school. It is used to explicitly teach students the expectations andskills they need to be successful in these settings. The Figtree Public School community recognises that behaviour impacts on learning and achievement. We focus on the explicit teaching ofpositive behaviours and social skills. Our aim is to provide a quality-learning environment in which all students can learn and engage in school in a positive e walk in twolines.We walk aroundthe school.We are at theright place at theright time.We line up.We keep ourhands, feet andother objectsto ourselves.We leave our foodoutside.We always wash ourhands.Games are for theplayground.We walk on the concrete.We stay inbounds.We wear a hat.We use equipmentappropriately.We return to class quickly.We walk in lines.We sit quietly inallocated areas.We cross our legs and situpright.We hold all equipmentstill.We walkinside thebuilding.We respect othersright to learn.We raise our hand tospeak.We listen to theopinions of others.We follow class rules.We stay on thepaths.We are quietaroundclassrooms.We respect thepersonal space ofothers.We use ourmanners.We wait ourturn.We are patient.We respect theprivacy of others.We have one personto a cubicle.We keep hands, feet andother objects to ourselves.We take turns and share.We are a team player.We put rubbish in the bin.We use kind words andactions.We use ourmanners.We use thenames ofoffice staff.We attempt all tasks.We ask for help ifneeded.We are always ontask.We support theefforts of our peers.We strive for qualitywork.We are open tolearning new things.We return to ourclass promptly.We listen toteachers’instructions.We order ourlunch beforeschool.We eat ourfood in theCOLA.We flush and leavepromptly.We make correctuse of toilet paper,soap and water.We participate and followthe rules of games.We encourage others toplay.We tell a teacher if there isa problem as it happens.We listen and payattention.We stand to sing theschool song andNational Anthem.We keep our hands byour side.We receive awards withpride.We applaudappropriately.We put our hand up tospeak.We listen.We are on time.We follow teacherinstruction.May 2019We waitquietly.17
Physical Wellbeing Physical wellbeing is associated with the extent to which we feel physically safe and healthy. It includes nutrition, preventative health care, physical activity and physical safety and security. Physical wellbeing enables positive health outcomes. Spiritual Wellbeing Sp
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