School Wide Positive Behaviour Support (SWPBS)
Hillsmeade Primary School has begun our SWPBS journey in 2023, SWPBS is a framework that brings together school communities to develop positive, safe, supportive learning cultures. SWPBS assists us to improve the emotional, behavioural, and academic outcomes for our students. Through the SWPBS framework we have identified our school’s needs and responded by developing our new school values and clear positive behaviour expectations within the different school areas. Evidence shows that teaching, recognising, acknowledging, and rewarding positive behaviour reinforces positive social skills and is an important step in our student’s education.
All SWPBS schools implement eight essential features. They will:
Establish a common philosophy and purpose: Staff and students use a common language to discuss behaviour. School philosophy emphasises the need to teach appropriate behaviour much like academic learning.
Establish Leadership and school-wide support: School leaders publicly endorse and support SWPBS. A team at the school leads implementation by creating, reviewing and monitoring an action plan. The work is done in collaboration by the whole staff with input from parents, students and the community.
Clearly define a set of expected behaviours: The school identifies 3-5 behavioural expectations that apply at all times. Clear, positively stated examples are identified and displayed in different school settings.
Establish procedures for teaching and practising expected behaviours: A school-wide plan is developed to ensure behavioural expectations are taught to all students by all staff.
Implement a continuum of procedures to encourage expected behaviours: School-wide systems are developed to acknowledge expected behaviour and promote commitment from all members of the school community.
Develop a continuum of procedures to discourage inappropriate behaviour: Schools clearly define problem behaviours and identify specific strategies and responses to minor and major behavioural infractions.
Use procedures for record-keeping, decision making and ongoing monitoring: Schools review data on repeated behaviour issues, the settings in which they occur, and the consequences most likely to be applied for inappropriate behaviours. They correlate these with other sources of data such as academic progress, and analyse this data to make necessary adjustments to school operations in an effort to reduce inappropriate behaviour.
Support staff to use effective classroom practices: Schools establish systems to support staff to adopt evidence-based instructional practices associated with reductions in inappropriate behaviour.