School Wide Positive Behaviours
WHAT IS SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT? (SWPBS)
School-wide positive behaviour support (SWPBS) is a framework that brings together school communities to develop positive, safe, supportive learning cultures. SWPBS assists schools to improve social, emotional, behavioural and academic outcomes for children and young people.
The goal of School Wide Positive Behaviour Support at SHPS is to create and maintain a positive and safe learning environment that enhances our school culture where we maximise individual academic and social growth.
WHAT DOES SWPBS LOOK LIKE AT Sunbury Heights PRIMARY SCHOOL?
A clear set of behaviour expectations are developed around our key school values (as defined in our matrix):
KINDNESS | RESPECT | RESPONSIBILITY
Our aim is that you can identify the behavioural expectations within 5 minutes of entering the school.
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- Students are able to state the behavioural expectations.
- Students are recognised for positive behaviours.
- Positive expectations and behaviours are explicitly taught and encouraged.
- Data will be collected and used for decision making. (Compass)
- It is a team-based approach.
- Families are actively included.
Behaviour Expectation Matrix
The Behaviour Expectation Matrix translates our school’s key values (expectations) into expected behaviours. The matrix clarifies what our behaviours should look, sound and feel like. Our expected behaviours are explicitly taught in every classroom and consistently reinforced throughout the school. The matrix is displayed in many locations around the school and referred to regularly with all students. Currently the matrix is evolving, with student input each year, to ensure a complete matrix is signposted throughout the school.
Why we explicitly teach expected behaviours
- Introducing, modelling, and reinforcing positive social behaviour is an important step of a student’s educational experience.
- Explicitly teaching behavioural expectations and acknowledging students for demonstrating them is key to success.
- These are necessary skills for life and the basis for a positive and safe climate.
- Explicit teaching increases opportunities to teach other skills.
When we teach expected behaviours
- At the start of the school year during the start-up program
- Often enough to achieve and maintain fluency
- Before times when problem behaviours tend to increase
- Ongoing throughout the year with refresher lessons
- At teachable moments
Where we teach expected behaviours
- In every classroom throughout the school
- Throughout all school areas and activities
- Embedded in all school routines and programs
Multi-tiered system of support
SWPBS uses a tiered intervention framework which invests in:
Primary prevention (Tier 1)
Supports for all students, staff and settings. Tier 1 emphasizes teaching prosocial skills and behaviour expectations, acknowledging appropriate behaviour across the school. When implemented with fidelity, Tier 1 meets the needs of 80% or more of students.
Secondary prevention (Tier 2)
Additional specialized group systems for students with at-risk behaviour. Tier 2 focuses on students not successful with Tier 1 supports alone. Supports are often delivered in small groups and may include:
- Self-management
- Check-in, check-out
- Small group social skill instruction
- Targeted academic supports
Typically delivered to 5-15% of students. Fidelity and outcome data are regularly monitored to adjust implementation.
Tertiary prevention (Tier 3)
Specialized, individualized systems for students with high-risk behaviour, in addition to Tier 1 and Tier 2. Includes formal assessments and individualized plans that address academic strengths, mental health needs, and family/community support. Emphasis is on:
- Prevention of problem situations
- Instruction of new, replacement, and adaptive behaviours
- Acknowledging desired behaviour
- Systematic procedures to reduce reinforcement of problem behaviours
- Safety routines
- Data collection to measure fidelity and impact
- Coordination with family and community systems
Major and Minor Behaviours
Students are taught that major behaviours are recorded and managed by a member of school leadership. Common understandings across the school ensure consistency between year levels. The ‘Is It Bullying?’ poster is displayed in every learning area to clarify what constitutes bullying behaviour.
Restorative Practices
Restorative practice repairs relationships damaged by conflict or bullying. Offenders reflect on their harm and act restoratively, while victims are given a chance to explain the impact. Staff focus on behaviour rather than character. Predetermined scripts guide students to agree on actions to restore relationships and consider the effect of their actions.
Restorative Practices
Restorative practice repairs relationships damaged by conflict or bullying. Offenders reflect on their harm and act restoratively, while victims are given a chance to explain the impact. Staff focus on behaviour rather than character. Predetermined scripts guide students to agree on actions to restore relationships and consider the effect of their actions.
Reward system
Students demonstrating positive behaviour are acknowledged with tokens from the school-wide reward system. Tokens are awarded with specific feedback explaining why the behaviour was valued. Example:
“This token is for showing respect – I like the way you raised your hand quietly when you asked that question.”
De-escalation plan
Each student has a de-escalation plan outlining strategies to self-regulate and become ready for learning. Plans are completed at the start of the year and updated if needed. De-escalation response strategies are displayed at student desks.
Wheel of Choice
The Wheel of Choice is a classroom and yard resource that provides students with problem-solving strategies and choices for managing conflict effectively.
Chillout space
Every classroom has a Chillout Space or Mindfulness Corner for students to self-regulate and practice calming strategies. It is not a punitive space. Students contribute to guidelines and design. The focus is on developing self-regulation and readiness for learning.
Ready to Learn Scale
Ready to learn scales are used throughout the day for students to reflect on their readiness to learn. This provides staff with an indication of student engagement and preparedness for learning.
Plan for Play
Students create a plan for break times, deciding what activity they will do and with whom. A backup plan is included if the first option is unavailable. Example:
“My plan for play is down ball on the down ball court. If I cannot do that then I will play basketball on the basketball court.”
Plans ensure students are structured during breaks and allow teachers on yard duty to monitor expectations.
