School Wide Positive Behaviour Support (SWPBS)
Cranbourne South Primary School is committed to the implementation of a whole school
approach to Positive Behaviour Support for engagement and learning. Our approach aligns academic and behaviour systems to create an emphasis on explicitly teaching, monitoring and rewarding positive behaviour.
The 4P’s are embedded values of CSPS. Each value is represented in our SWPBS matrix and expected behaviours.
POSITIVITY – I look on the bright side
PRIDE – I stand tall
PERSISTENCE – I am determined
PASSION – I strive to achieve
These expectations are broken down into the following settings which are relevant to our school:
- Classroom and Learning Spaces
- Outdoor play spaces
- Moving around the school
- The Hub and Google Studio
- Office and Sick Bay
- Excursions and School visited.
Teachers are expected to use the language of our values when teaching behaviour and acknowledging expected behaviour.
What is SWPBS?
The goal of School Wide Positive Behaviour Support (SWPBS) at Cranbourne South Primary School is to create and maintain a positive and safe learning environment that enhances our school culture where we maximise individual academic and social growth.
SWPBS aims to:
- Reduce behaviours of concern using appropriate tiered strategies, and
- Increase the individuals’ quality of life through the acquisition of new skills
The SWPBS approach consists of evidence-based behavioural interventions and practices that can be implemented by staff to effectively address and support the socially and educationally important behavioural needs of students and their families.
SWPBS has its conceptual foundations in:
- Behavioural Theory – Behaviour is learned, lawful and malleable.
- Applied Behaviour Analysis – Behavioural theory, principles, and practices are applied to socially important observable behaviours in the applied settings in which they are observed.
- Positive Behaviour Support – Behavioural supports are considered in the larger contact of improving quality of life.
Through the implementation of PBS, school wide systems are aligned to create an inclusive environment where there is a:
- Common purpose and approach to discipline
- Clear set of positive expectations and behaviours
- Procedures for teaching expected behaviour
- Continuum of procedures for encouraging expected behaviour
- Continuum of procedures for discouraging inappropriate behaviour
- Procedures for data collection, ongoing monitoring and evaluation
How do we teach Social Behaviour?
- Tell – Introduce the expected behaviours and discuss why it is important
- Show – Demonstrate and model
- Practice – Role play expected behaviours in the relevant contexts
- Monitor – Pre correct, supervise and provide positive feedback
- Reteach – Practice throughout the day
Major & Minor Behaviours
- Classroom environment will be a safe and supportive environment for all.
- Students will be provided with their safety 4.
- PBS is implemented with consistent language used.
Positive Acknowledgement System
School Wide Points-based System for encouraging appropriate behaviour
Student Representative Council (SRC)
What is Restorative Practices?
How do we build and maintain healthy relationships in schools?
The most profound learning occurs when there is a healthy relationship between teacher and student. Restorative Practices assists teachers, students and parents to build, maintain and restore relationships. Restorative Practices will help build capacity to enable students to self regulate behaviour and contributes to the improvement of learning outcomes.
Cranbourne South Primary School prides itself in the relationships developed between students, teachers and families. Using the Restorative Practices approach, students gain more ownership of their behaviour, in relation to the person who caused the harm, the person harmed and the respective consequences and follow up agreed upon.
To find out more about Restorative Practices, including pictures that describe the powerful process in action, visit Transforming Conflict website.
Zones of Regulation
The Zones of Regulation framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.The Zones of Regulation is an approach used to define emotions and feelings and teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones. Strategies for moving out of or into each zone are also worked on. This program is being introduced in all classes at Cranbourne South Primary School.
The Red Zone is used to describe extremely heightened states of alertness and intense emotions. A person may be elated or experiencing anger, rage, explosive behaviour, devastation, or terror when in the Red Zone.
The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions, however one has more control when they are in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.
The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs.
The Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.
This program was designed by Leah Kuypers, M. A. ED., OTR/L an occupational therapist and autism resource specialist. More information is available on the website https://www.zonesofregulation.com