Schoolwide Positive Behaviour Framework (SWPB) - supporting effective teaching and learning at NSC.
Purpose Statement: The SWPB Framework centres on expecting, promoting and acknowledging positive social interactions between all members of our college community – students/teachers/staff/parents – to ensure a safe, productive and positive learning environment. High expectations create excellent results!
Why the SWPB Framework? Our core business is to ensure that our students are learning and thriving. The SWPB Framework supports this by making explicit the social skills and behavioural expectations of our college. This creates safe, productive and engaging learning environments, and ensures positive and respectful interactions between students, teachers, support staff and parents.
Through explicitly teaching expected behaviours, modelling expected behaviours, and providing consistent feedback, the SWPB Framework:
Improves student outcomes in literacy, numeracy and SPA
Creates a culture of high expectations regarding positive social interactions for students, staff, parents and visitors
Improves teacher/student relationships
Components of the SWPB Framework:
A ‘Respect LOOP’ matrix showing positively stated expectations for students and staff in all school settings – this includes the classroom, the yard, assemblies, excursions, the canteen and the bus
An agreed upon and common approach to student management/discipline (minor v serious behaviours), and a clearly defined referral process used throughout the college
Students are taught NSC expectations in relation to respect, productive use of class time and consequences of poor decision-making at every year level
Our ‘Orange Ticket’ reward system acknowledges the students who demonstrate our Respect Loop values
Teachers use active supervision techniques and specific positive feedback to support learning in all classes
We use data to identify students needing extra support in relation to their decision-making, and to ensure consistency in our student management approaches
We use restorative practice strategies and a staged response methodology in relation to poor decision-making by students. We collaborate with parents when a student is consistently finding it difficult to make good choices.
