Student Management
Francis Xavier's student management practices seek to promote respectful, secure and healthy environments in which students can achieve success. At St Francis Xavier's, each community member values each individual and are therefore committed to upholding the rights of each person. Students must learn to accept that they are responsible for their behaviour and its effects on others in the classroom and school environment.

St Francis Xavier's management of students is consistent with the 'Child Protection Code of Professional Conduct for Employees in Catholic Schools' and 'Professional Teaching Standards, Institute of Teachers.' Teachers use their own professional judgement when dealing with Student Management issues, depending on the issue and the students involved. This discretion and judgement ensures teachers take ownership of the procedures outlined in this policy.

Student Management Procedures at St Francis Xavier's

School Rules

School rules are negotiated with the students and staff each year.Our school is a safe and happy learning environment when all students follow these rules:

  1. Display self control, follow the "hands off… feet off" policy.
  2. Show respect towards others ... speak politely, play fairly, take turns.
  3. Listen to teachers and follow instructions.
  4. Accept responsibility for your own actions.
  5. Wear the school uniform with pride.
  6. Wear your hat, "No hat ... no play."
  7. Be good winners and losers.
  8. Respond to bells promptly, line up orderly and move from place to place calmly and quietly.

These rules reflect our school's mission statement. The following processes highlight the rewards and consequences at STFX related to these rules.

Restorative Practices

Restorative Justice is a philosophy and a set of practices that embraces the right blend between a high degree of discipline that encompasses clear expectations, limits and consequences and a high degree of support and nurturing. It is about the development of relationships among students and their peers and also between students and teachers.

Restorative measures help students learn from their mistakes and reconcile and resolve problems with others. There is a set of core restorative practices in place to manage student behaviour which assist the student to reflect on their behaviour, consider how they affect others and grow. These practices are focused on compassion, forgiveness, justice and inclusiveness. As well, our senior students form our "Justice Crew" and they walk around the playground at recess and lunch times, wearing a special vest and  attending to any minor children's issues and talking the younger children through any problems. Our 'buddies chair' on the main playground is for any child to sit on when sad or lonely. Such children are then approached by others, befriended, consoled and gently integrated back into the play area.

On the Playground

A whole school approach based on the Restorative Justice Focus Areas is taken towards playground behaviour. These Focus Areas are as follows:

  1. Focus on the Specific Behaviours or Incidents without blaming.
  2. Draw out who was affected and how they were affected.
  3. Direct questions towards the problem. Solve what needs to happen to make things right.

Steps to assist with these Focus Areas are as follows:

  • Step 1 - Reminder
    The student is reminded of school expectations, e.g. "Remember we speak politely", "Remember the hands off rule", "Play is getting too rough for this playground." It is recommended that when correcting students' behaviour that the inappropriate behaviour is replaced with a positive one, e.g. "Instead of shouting, speak politely to your friends."
  • Step 2 – Thinking Time
    If the behaviour continues or the student is argumentative, they are given time out on the playground which may vary from 5 to 12 minutes depending on the student's age. The student then sits quietly in an area designated by the teacher. The student is then encouraged to think about their options or choices, e.g. "If I remember to wait my turn, keep my cool.. I will be able to go back and play." After this time, it is hoped that the student accepts responsibility for their actions and is willing to change, apologise and/or repair the situation. If the behaviour continues...
  • Step 3 - Lunchtime Reflection/Community Service
    The student is informed that they will need to do some reflection time. The teacher records the student's name in the Community Service Book. This teacher then notifies the teacher who is supervising lunchtime reflection/community service. During community service, students are to participate in positive discussion with the supervising teacher and should then complete reflection worksheets.
  • Step 4 – Parent Notification
    Parents are notified of their child's attendance at community service via the reflection sheet.

Rude, verbal and/or physically aggressive behaviour should not be tolerated at any time. If this occurs, students will be asked to report to the Administration Office at the time of the incident. The Assistant Principal or Principal is available for assistance on these occasions.

In the Classroom

Each class has a set of rules with rewards and consequences which aim to ensure the individual rights and responsibilities of all its members. Classroom rules are established with each class at the beginning of the school year and are reviewed regularly throughout the year. Classroom rules are written in a positive manner and are to be clearly displayed in the classroom. Teachers at St Francis Xavier's also use Restorative Justice Practices in their classroom management.

If a student disturbs the learning environment they are given a warning which reminds them of the class rules. Depending on the extent of the disruption and the misbehaviour, further disruption may result in:

  • a 'time out' period in the classroom (relevant to the student's age)
  • the student is moved away from the rest of the class to work on a task independently
  • 'Time Out' in another classroom
  • being sent to the principal or Assistant Principal to reflect on behaviour (parents may be informed at the discretion of the executive team)
  • in severe cases students may be denied privileges, such as out of school experiences, sporting events, excursions.
  • seeking advice from Learning Support Team.

Managing Students with Challenging Behaviours

At St Francis Xavier's we follow the practices and procedures outlined in the "Managing Students with Challenging Behaviours, Guidelines for Primary Schools" (Catholic Education Office Sydney, 2007 - click the 'CEO Policies' tab for more details). These guidelines support students, teachers and the whole school community. The focus is on proactive strategies and prevention.

There are four steps which are implemented to manage inappropriate behaviour.

  • Step 1: The teacher actively listens to the student and collects relevant information about the possible causes of concern. If minimal or no change occurs, Step 2 then applies.
  • Step 2: The classroom teacher in consultation with other school personnel and parents will develop an Individual Positive Behaviour Plan(IPBP). The IPBP is then implemented and reviewed. If minimal or no change occurs, Step 3 then applies.
  • Step 3: The classroom teacher in consultation with the Principal, Regional Consultant, parents and other school personnel will develop a revised IPBP. This includes a risk assessment and a risk management process. If minimal or no change occurs, Step 4 then applies.
  • Step 4: Student behaviour leads to determination of continuing enrolment by Regional Director. Nb: If there is minimal or no change, the school will refer to the Suspension and Expulsion Policy outlined in "Pastoral Care, Guidelines for Catholic Schools" (Sydney Catholic Education Office, 2003 - click the 'CEO Policies' tab for more details).

Rewarding Positive Behaviour in the Classroom and on the Playground

Each class uses a merit award system in classroom to support positive student management. Students move through a series of bronze, silver and gold awards that encourage positive interactions and commitment to learning.

How the awards work

Every 5 merit classroom rewards leads to a bronze award. Bronze awards are distributed by the classroom teacher. Classroom teacher keeps a tally in order to track award recipients and levels. After 3 bronze = silver (silver = 15 bronze). 2 silver = Gold (2 silver = 30 bronze)

Gold and Silver awards will be presented to students at school assemblies and published in the newsletter and wall of fame!

At the end of each term Gold recipients and their parents are invited to an afternoon tea with the Principal. This is a very proud moment for students, their families and their Principal. In addition fortnightly 'teacher awards' are be handed out at assembly.