Statement of commitment to child safe standards
Glengarry Primary School is committed to the safety and wellbeing of all children and young people. This commitment will be the primary focus of our decision-making processes, and in the care of our students. Glengarry Primary School has zero tolerance for child abuse.
Glengarry Primary School is committed to providing a child safe environment where children and young people are safe, feel safe, and where their voices are heard regarding decisions which affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
Every person involved in Glengarry Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
Enactment of school philosophy:
In all documents, in all practice by students and teachers, in work with the School Council and the community, in all teaching and learning programs, in all school initiatives, in all internal and external interactions, in all organisational structures and practices the vision of the school will sit at the centre and there will be expectations about all work aligning with the school vision. Regular evaluation processes will be in place to measure performance in all areas of the school with respect to the implementation of the vision and values of the school.
The programs of, and teaching at, Glengarry Primary School will support and promote the principles and practice of Australian democracy, including a commitment to:
(a) elected government; and
(b) the rule of law; and
(c) equal rights for all before the law; and
(d) freedom of religion; and
(e) freedom of speech and association; and
(f) the values of openness and tolerance.
Our student wellbeing, engagement and behaviour management practices are consistent across the school and based on school wide positive behaviour support practices.
These practices are a range of systemic and individualised strategies for achieving social and learning outcomes in schools whilst also working to prevent problem behaviours. The goal of which is to build and maintain a safe, supportive and inclusive school environment, ensuring that students are engaged, motivated and focussed on their learning at every opportunity.
We are a Respectful Relationships school and explicitly teach the Rights, Resilience and Respectful Relationships curriculum as well as explicitly teaching our school values of Respect, Resilience, Collaboration, Progress and Joy.
This means that we are consistently and explicitly teaching, promoting and acknowledging the use of our values on a daily basis.
How we would view our approach to Student Wellbeing, Engagement and Behaviour with a Growth Mindset:
All of our staff believe that by making the expectations of behaviour clear and explicitly teaching those expected behaviours, all students have the ability to consistently demonstrate our values through their daily interactions with each other.
How we would view our approach to Student Wellbeing, Engagement and Behaviour with a Fixed Mindset:
Students’ behaviour is fixed. You are either born ‘naughty’ or ‘nice.’ Your talents, abilities and behaviour is set in stone.
Of course, we know through research and by working in schools with hundreds of students both past and present that this is simply not the case.
“If a child doesn’t know how to read, we teach”
“If a child doesn’t know how to write, we teach”
“If a child doesn’t know how to swim, we teach”
“If a child doesn’t know how to count, we teach”
“If a child doesn’t know how to drive, we teach”
“If a child doesn’t know how to behave, we teach? … we punish?
Finishing the last sentence does not come as automatically as it does the others. Unless you view children’s behaviour through a growth mindset and then it does.
The following documents, detail our school’s clear and consistent behaviour management approach. These were developed in conjunction with our students and are included below for your reference.
At Glengarry Primary School, behaviours are classified as Minor or Major. Minor behaviours are those behaviours resolved at the classroom level. Major behaviours are more significant in nature and are referred to the Principal, Assistant Principal or Wellbeing Support to be resolved. Our Minor and Major Behaviour Management Procedures are included below, as well as the definition of Minor and Major Behaviours.
For more information, please refer to our Behaviour Management Policy. If you still have questions or would like additional information, please speak to your child’s classroom teacher.
GPS Minor Major Behaviour Definitions 2019
GPS Classroom Behaviour Management Flowchart Visual MINOR Parent Version
GPS Classroom Behaviour Management Flowchart MAJOR