If there are questions about behaviour support and management that aren't addressed on this page please contact the school office.
Stanmore Public School is committed to explicitly teaching and modelling positive behaviour and to supporting all students to engage fully with their learning.
Our goal is to inspire every child to participate positively in the school community and beyond. We focus on promoting excellence, opportunity and success for every student, every day. We value and strive to develop safe, respectful learners in a caring learning community.
Principles of positive behaviour support, restorative practices, trauma-informed practice, inclusive practice, and social emotional learning underpin our daily practice. High expectations for student behaviour are established and maintained through effective role modelling, explicit teaching, and planned responses.
To achieve our goals, three school values known as Triple-R’s are explicitly taught in every class each week and behaviours that reflect our Triple-R’s are celebrated through our merit system. Our triple-R values are:
Our school wide weekly Triple-R lessons are research based and they prioritise social and emotional learning which supports good mental health, positive relationships and supports prevention of bullying.
Stanmore Public School rejects all forms of bullying behaviours, including online (or cyber) bullying by maintaining a commitment to providing a safe, inclusive, and respectful learning community that promotes student wellbeing. Staff are committed to establishing evidence-based approaches and strategies that promote a positive climate where bullying is less likely to occur.
All members of the school community are active participants in building a welcoming school culture that values diversity and fosters positive relationships. A key component of a supportive school culture is building respectful relationships and an ethos that bullying is not accepted, in both online and offline environments. School staff actively respond to student bullying behaviour.
Stanmore Public School partners with parents and carers in developing and implementing student behaviour management and anti-bullying strategies, by:
Our school proactively builds collaborative relationships with families and communities to create a shared understanding of how to support student learning, safety and wellbeing and we regularly post current child development and parenting articles in the school newsletter and website.
Stanmore Public School expects all students to be respectful, responsible and resilient learners.
NSW public schools are committed to providing safe, supportive and responsive learning environments for everyone. We teach and model the behaviours we value in our students.
Our school embeds student wellbeing and positive behaviour approaches and strategies in practices across the care continuum to promote positive behaviour and respond to behaviours of concern, including bullying and cyber-bullying behaviour.
These approaches and strategies are built on a foundation of evidence-based effective classroom practices that set the tone for engagement with learning and respectful relationships. These practices include:
A behaviour of concern is challenging, complex or unsafe behaviour that requires more persistent and intensive interventions. A behaviour of concern does not include low-level inappropriate or developmentally appropriate behaviour. Bullying behaviour involves the intentional misuse of power in a relationship, is ongoing and repeated and involves behaviour that can cause harm. See Appendix 1.
Stanmore Public School staff will staff will identify inappropriate behaviour and behaviours of concern, including bullying and cyber-bullying through a range of channels, for example:
Students or parents can report bullying to any staff member. NSW public school principals have the authority to take disciplinary action to address student behaviours that occur outside of school hours or school grounds, including cyberbullying. Students who have been bullied will be offered appropriate support, for example through the school counselling service.
Responses to all behaviours of concern apply to student behaviour that occurs:
Planned responses to behaviour that does not meet school expectations are either teacher or executive managed. Staff use their professional judgement in deciding whether a behaviour is teacher managed or executive managed. They should consider whether the behaviour poses a risk to the safety or wellbeing of the student or others.
Stanmore Public School staff model, explicitly teach, recognise and reinforce positive student behaviour and behavioural expectations. We acknowledge that not all students are encouraged by the same thing or in the same ways. Younger students may be more motivated by adult attention while older students are typically more motivated by peer attention, activities, privileges, or choices. When learning new skills, students need immediate and frequent reinforcement and as they develop mastery they respond to intermittent and long-term reinforcement to maintain their social behavioural efforts.
The use of verbal and non-verbal specific positive feedback is the most powerful way to:
Responses for serious behaviours of concern, including students who display bullying behaviour, are recorded on wellbeing database. These may include:
Staff will comply with reporting and responding processes outlined in the:
Toilet and food breaks are always included when withdrawal from free choice play at either break is planned as a response to behaviour. The maximum length of time will be appropriate to the age/developmental level of the student.
The following flowchart explains the actions Stanmore Public School staff will take when they receive a report about student bullying, including bullying which may have occurred online or outside of the school setting. The timeframes will vary depending on the professional judgment of staff who receive the bullying complaint and their assessment of immediate risk to student/s.
Last review date: 6 February: Day 1, Term 1, 2025
Next review date: 6 February: Day 1, Term 1, 2026
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