The goal of School Wide Positive Behaviour Support at Upper Ferntree Gully Primary School is to create and maintain a positive and safe learning environment that enhances our school culture where we maximise individual academic and social growth.

What is School Wide Positive Behaviour?

School-wide positive behaviour support  is an evidence-based framework for Victorian government schools for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. 

School Wide Positive Behaviour is a tiered approach to support students various learning needs around behaviours that we see and expect at school. The school develops interventions to support students at all tiers whether it be with sitting in place or keeping hands and feet to themselves. We work with the students, parents and any other supports to assist aour students to be ready to learn.

What does School Wide Positive Behaviour Support at Upper Ferntree Gully Primary School look like?

• Clear set of behaviour expectations are developed around our key school values (as defined in our matrix)
• You can identify the behavioural expectations within 5 minutes of entering the school.
• Students are able to state the behavioural expectations.
• Students are recognised for positive behaviours. (Values Cards)
• Positive expectations and behaviours are explicitly taught and encouraged.
• Data is collected and used for decision making.
• It is a team-based approach.

Why Do We Explicitly Teach Our Expected Behaviours?

Introducing, modeling and reinforcing positive social behaviour is an important step of a student’s educational experience. Explicitly teaching our behavioural expectations and acknowledging students for demonstrating them is key to our success.

• They are necessary skills for success in life.
• Many students arrive at school without these important skills.
• They are the basis for a positive and safe climate.
• Doing so increases opportunities to teach other skills.

When Do We Teach Our Expected Behaviours?

• At the beginning of school year.
• Often enough to achieve and maintain fluency.
• Before times when problem behaviours tend to increase.
• Ongoing throughout the year. (refresher lessons)
• At teachable moments.

How Do We Teach Social Behaviours?

Tell – Introduce the expected behaviours and discuss why it is important
Show – Demonstrate and model
Practice – Role play expected behaviours in the relevant contexts
Monitor – Pre correct, supervise and provide positive feedback
Reteach – Practice throughout the day

Where Do We Teach Our Expected Behaviours?

• In every classroom throughout the school.
• Everywhere in the school.
• It is embedded in other school activities.