Behaviour Management Policy


St Peter's School Community commits itself to providing a supportive school environment that values the rights and individuality of each student whilst ensuring dignity, respect and safety for all.


This policy seeks to emphasize the importance of the development of the whole person. An integral aspect of this development is to encourage students to become responsible decision makers. Students need to consider the consequences of their actions, look for alternatives and use self-discipline to modify their behaviour. It is within this context that our Behaviour Management Policy and Guidelines operates.

The aim of Christian discipline is self-discipline whereby students learn to regulate their conduct according to Christian principles. It is important that Staff and parents/caregivers work together to assist students to learn effective strategies in order to discipline themselves and develop a sense of responsibility. (BCE Administrative Handbook 211.1)

Guiding Principles:

  • Behaviour management is based on Gospel values as expressed through our Catholic faith.
  • Behaviour management is based on a clearly stated and consistent whole school  plan. This approach encourages students to make positive and appropriate choices, accepting responsibility for their own behaviour.
  • Clear and consistent communication regarding the behaviour management plan will occur among staff, parents/caregivers and students.
  • A high level of co-operation, collaboration and commitment amongst staff, parents/caregivers and students will ensure that high standards of behaviour are maintained.
  • There will be regular monitoring and review of the behaviour management plan. This review will cover all behaviour management strategies in use throughout the school.
  • Other policies will impact on the Behaviour Management Guidelines:
    • Equity Policy (School-based)
    • Anti-Bullying Policy (BCE)
    • Student Protection Policy (BCE)
    • Information Technology Guidelines (School-based)
    • Privacy Laws (Government Legislation)

There exists Curriculum Programs, which support students in complying with these expectations and rules.

These programs are:

  • Personal and Social Capabilities
  • HPE (Enhancing Personal Development Strand)
  • Religious Education (Christian Life)
  • Zones of Regulation
  • Berry Street Trauma Informed Practice
  • Individual Education Programs for students with special needs​

 Behaviour Management Plan

Consequences of Appropriate Behaviour:

Implementing a system of positive consequences:

  • Verbal responses of encouragement and praise
  • Recognition of student’s efforts and express appreciation
  • Give responsibility to show trust to students
  • Opportunities for outside recognition e.g. newsletter, communication to parents/caregivers.
  • Focus on restitution not retribution
  • Rewards and gains For example: Certificates, awards, house points, commendation at Assembly
  • Privileges For Example:  free time

Intervention Strategies For Inappropriate Behaviour:

The plan of action for dealing with inappropriate behaviour will be implemented through the use of the following steps. However, the consequences of a child’s actions will be determined by:

  • The nature of the transgression
  • The age of the child
  • The particular circumstances pertaining to an incident
  • The Individual Behaviour Plan for a particular child.

Often strategies such as tactically ignoring, using proximity or diversion, or simple statements are enough to refocus students’ attention on desired behaviours. The following set of steps moves from the least intrusive to the most intrusive. For most students the use of steps 1 –2 is probably all that is needed. If a student continues to be uncooperative, the teacher is able to move on to a formal behaviour management plan as outlined in steps 3 – 6.

Classroom ​Beha​​​viour

Teacher reasons with student:

  • Refocus on set  task
  • States the options for the student
  • Teacher describes inappropriate action and restates expectation of behaviour
  • Time out in classroom (5-10 minutes or appropriate amount of time re student’s age)​
  • If behaviour is ongoing and causing interruption to learning environment, the student may be sent to another classroom if appropriate
  • If behaviour is ongoing and causing interruption to learning environment the student may be sent to the Principal/ APRE/ APA where he/she will work in a supervised area (Principal’s/APRE’s Office)
  • If there are further similar incidents Principal/APRE/APA calls parents and asks for a meeting. Teacher may or may not be present.
  • Referral for specialist intervention and/or outside agency
  • Suspension (internal and/or external)
The Principal and/or APRE/APA will keep a record of students sent to them for inappropriate classroom behaviour and upload behaviour infringements to ENGAGE if appropriate. Teachers will need to keep anecdotal records of individual students who continually interrupt the learning environment. Teachers will also use the ENGAGE system when recording student behaviours. When students are engaged in off-campus activities such as excursions, camps or sporting events, behaviour management strategies to suit the particular context would be at the discretion of the teacher in charge.


​​Students will:

  • be punctual by arriving prior to the commencement of school at 8.30am and being present until the school finishing time of 2.55pm; after lunch breaks and going to and from specialists’ lessons.  Students arriving after 8.40am must report to the School Office to receive a late slip.  Students leaving before 2.55pm must be signed out by a parent/caregiver from the School Office.
  • be neatly and appropriately dressed in correct school uniform
  • be organised and equipped with the necessary learning materials for each day
  • care for their environment both built and natural
  • conduct themselves with a consistently high code of behaviour by using respectful verbal and body language, courteous manners and honesty in all dealings with members of the school community
  • make every effort to learn, and respect that others have the right to learn and to feel safe at all times.
  • follow the school rules
  • participate positively in school activities/events.

Staff will:

  • be punctual  in attendance
  • follow procedures as directed in School Policy and/or by the Principal
  • establish a supportive learning community that is future focussed, flexibly structured and outcomes orientated.
  • encourage the development of the whole person whilst recognising that every learner is in some respect like all others, like some others, like no other .
  • provide a variety of communication strategies between the home, classroom and students.
  • model responsible behaviour (For example: wearing hats in the playground) and use appropriate verbal and body language at all times.
  • demonstrate effective problem-solving strategies
  • recognise that every student can achieve success and liaise with support persons/specialist teachers to provide programs which maximise student’s learning and enhance learning programs.
  • be consistent in dealings with students in classroom

Parents/Caregivers will:

  • ensure students arrive suitably dressed, adequately nourished and equipped with necessary resources
  • ensure students arrive at school prior to commencement of class at 8.30am and do not leave until the school finishing time of 2.55pm.
  • collect students from the office and sign them out if leaving before the official end of the school day
  • report to the School Office and sign the visitors’ book before going to work in classrooms.
  • attend to the hygiene and medical needs of their students especially in relation to notifiable conditions (school sores, measles, chicken pox, head lice).
  • inform the school of any circumstances that may affect their child’s performance and/or behaviour (For example: change of medication, loss and grief)
  • discuss school related issues with their child’s teacher (first point of contact) and/or a member of the administration
  • model responsible behaviour
  • encourage students to show respect for their school and members of the school community
  • encourage and support students to be involved in school activities/events.