Our goal is to support everyone make good choices at school. We focus on explicitly teaching expected behaviours and establishing class and outside routines so everyone feels safe and included.

Restorative Approach – Rethink

Sometimes things go wrong. WEPS is a safe place where our students have the right to learn and thrive in a supportive, enriching environment.

A restorative approach focuses on building and maintaining positive relationships across the whole school community. It aims to create an ethos of respect, inclusion, cooperation, accountability and responsibility.

Restorative Practice is a teaching and learning approach that promotes self regulation and encourages behaviour that is supportive and respectful. It puts the onus on individuals to be truly accountable for their behaviour and to repair any harm caused to others as a result of their actions.

The behaviour support charts are used as guide to support students when things go wrong.

Classroom - Reset

When students lose focus in the classroom or become disruptive, teachers will remind the student to refocus. If the student continues to be disruptive, the teacher will ask the student to relocate to another area in the classroom to redirect and support focus on the expected task. Some students have a personalised plan to reset in another classroom, parents will be notified if this is the case.

Playground behaviour management flow chart

Classroom behaviour management flow chart

Behaviour Support Plans

A behaviour support plan (BSP) is a document that addresses inappropriate behaviour of a student, and outlines strategies to improve their behaviour. Targeted plans can be developed for students who:

• have been diagnosed with severe behaviour disorders
• have bullied others
• have been bullied
• require additional assistance because they display difficult, challenging or disruptive behaviours
• can benefit from additional wellbeing support

BSPs may include:

• known triggers of the behaviour (noise, touch, language used)
• situations that make the behaviour more likely or cause the behaviour to occur (hunger, tiredness, pain)
• strategies to reduce or remove triggers
• strategies to address situations that may trigger the behaviour
• strategies to teach the young person how to meet their needs without using the behaviour of concern
• how the behaviour is reinforced
• if the behaviour, or warning signs to the behaviour, occurs, how people should respond without reinforcing the behaviour
• when the plan will be reviewed
• how the plan will be evaluated

WEPS will always engage parents/carers, students and external services (if required) to contribute to the development of a tailored plan.