Campbell Primary School Values
Positive Behaviour for Learning (PBL) and SCARFF Values
PBL and SCARFFF values underpin all teaching and learning at Campbell Primary School. They guide personal and social interactions that take place in the school community and maximise opportunities for every student to learn and play in a friendly and safe environment. They promote an inclusive school environment in which team building and effective communication are fundamental to the school's culture.
Campbell Primary School's values are:
- Support: Help and encourage each other
- Cooperation: Work together and share ideas
- Acceptance: Be tolerant and understanding of each other
- Respect: Show respect for each other, property and the environment
- Friendship: Be kind and caring to each other
- Fun: Share in the joy of learning
- Forgiveness: Knowing how to be generous of spirit
PBL promotes high expectations, supports appropriate behaviour and builds confidence in staff and students. PBL works to:
- Build systems that support teaching, learning and leading
- Create learning environments that encourage pro-social behaviour
- Enhance student and teacher relationships to improve student outcomes
- Explicitly teach all students what is expected of them
- Assist schools to build and maintain strong relationships within the community
- Promote a high level of clarity for behaviour and learning expectations for staff, parents and students
Whole School Classroom approach - STEPS
In support of our PBL approach, we have included STEPS (Student and Teacher Expectations for a Positive School) into our classrooms. STEPS is a framework which guides teachers’ responses to student behaviour along a continuum of behavioural support, borrowed from, Classroom Management: A Thinking & Caring Approach (Bennett, B. & Smilanich, P, 1994).
Step 1: Low-Key Responses
Purpose: To clearly communicate that the teacher is aware of what is happening in their classroom by managing classroom routines, and swiftly and quietly dealing with student misbehaviour before it becomes a problem.
Step 2: Squaring Off
The teacher moves up a step to ‘squaring off’ when the use of several low-key management strategies have failed to stop the behaviour.
Step 3: Choice
Student makes a choice to correct their behaviour or the teacher choices for them.
Step 4: Implied Choice
If the student continues the behaviour, the teacher moves the student to a place where they can continue their work.
Step 5: Circuit Break
A Circuit Break table is for a student to relocate to when the behaviour continues.
Step 6: Buddy Class
After repeated misbehaviour the student is sent to their nominated Buddy Class for quiet reflection.
Step 7: Executive Time Out
If a student refuses all redirections or demonstrates a major behaviour that contradicts our Positive Behaviour for Learning expectations, they are sent to the Reflection Room for a meeting with an Executive teacher.
Reflection Room -RESTORATIVE PRACTICES
- Campbell Primary School uses the Restorative Practices approach to build a strong sense of community within the school. It is a fair process, built on the premise that individuals are most likely to trust and cooperate freely with systems as long as fair process is observed. Restorative Practices is a relational approach based on the following principles:
- building community by providing a constructive framework to guide our response to conflict, inappropriate behaviour, violations, crime and injustices
- valuing all people
- repairing damage, (re)establishing dignity, and (re)integrating all who were harmed and alienated.
- When an incident has occurred where someone has been harmed or affected, a meeting takes place in which key questions are asked to help address the issue and reach a resolution. These questions are asked of all the people involved.
- What did you think when you realised what had happened?
- What impact has this incident had on you and others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
- Importantly restitution is negotiated and agreed upon by the people involved, not imposed by the facilitator. Learning is academic, social, physical and emotional. Empowerment of students is an important factor in the development of effective behaviour. When students behave in socially inappropriate ways they need to reflect on and own their behaviour.