focus on student-centred practice; facilitate environments, including physical space, conducive to student learning; interpret behaviour as a communication attempt and support students to communicate needs in a different way; involve students their preferred method of communication) and parents/carers in planning appropriate support; develop Positive Behaviour Support for students requiring targeted support; include risk assessments for students at high risk of potentially harmful behaviour; include regular opportunities for review and reflection, at least once a term, to ensure continuous improvement in meeting the needs of students. Behaviour Support Planning Students who have demonstrated a pattern of behaviour that requires individualised planning and strategies to support their behaviour in the school environment should have a Positive Behaviour Support Plan developed. Behaviour support planning must be done in collaboration with the student, the student’s and where the student is in the care of the Director-General of the Community Services Directorate, their delegate. Involved professionals, including professionals external to the Directorate, should be consulted. A Positive Behaviour Support Plan should explicitly describe proactive strategies that school staff and the student can use to help develop positive behaviours as well as strategies to safely respond to challenging behaviour. Behaviour support planning should be based on data collected, and for students with patterns of severe behaviours, data should be obtained through Functional Behaviour Analysis to determine the reason for the behaviour. Staff with appropriate skills, expertise and experience should be involved in developing Positive Behaviour Support Plans for individual students. In addition to involving parents/ carers, planning could include a psychologist, an appropriate Network Student Engagement Team member, and other professionals as required. Depending on Safety Concerns, a risk assessment may support the development of a Positive Behaviour Support Plan (refer to Managing Behaviour Safely: A Risk Management Approach). Once a Positive Behaviour Support Plan is developed, a copy must be kept at the school on the student file and a copy provided to the parent/ carer. Protective Action 6.1 Risk of harm can be eliminated, but where it can be reasonably foreseen, staff have a legal responsibility under the Work Health and Safety legislation and under common law to take action to reduce the risk of harm to an individual or group. School staff have a responsibility to provide duty of care as described in the Supervision of Students on Schools Sites policy. Threatening or reckless behaviour must be managed to minimise harm to those concerned, which may necessitate protective action.
focus on student-centred practice; facilitate environments, including physical space, conducive to student learning; interpret behaviour as a communication attempt and support students to communicate needs in a different way; involve students their preferred method of communication) and parents/carers in planning appropriate support; develop Positive Behaviour Support for students requiring targeted support; include risk assessments for students at high risk of potentially harmful behaviour; include regular opportunities for review and reflection, at least once a term, to ensure continuous improvement in meeting the needs of students. Behaviour Support Planning Students who have demonstrated a pattern of behaviour that requires individualised planning and strategies to support their behaviour in the school environment should have a Positive Behaviour Support Plan developed. Behaviour support planning must be done in collaboration with the student, the student’s and where the student is in the care of the Director-General of the Community Services Directorate, their delegate. Involved professionals, including professionals external to the Directorate, should be consulted. A Positive Behaviour Support Plan should explicitly describe proactive strategies that school staff and the student can use to help develop positive behaviours as well as strategies to safely respond to challenging behaviour. Behaviour support planning should be based on data collected, and for students with patterns of severe behaviours, data should be obtained through Functional Behaviour Analysis to determine the reason for the behaviour. Staff with appropriate skills, expertise and experience should be involved in developing Positive Behaviour Support Plans for individual students. In addition to involving parents/ carers, planning could include a psychologist, an appropriate Network Student Engagement Team member, and other professionals as required. Depending on Safety Concerns, a risk assessment may support the development of a Positive Behaviour Support Plan (refer to Managing Behaviour Safely: A Risk Management Approach). Once a Positive Behaviour Support Plan is developed, a copy must be kept at the school on the student file and a copy provided to the parent/ carer. Protective Action 6.1 Risk of harm can be eliminated, but where it can be reasonably foreseen, staff have a legal responsibility under the Work Health and Safety legislation and under common law to take action to reduce the risk of harm to an individual or group. School staff have a responsibility to provide duty of care as described in the Supervision of Students on Schools Sites policy. Threatening or reckless behaviour must be managed to minimise harm to those concerned, which may necessitate protective action.