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Behaviour management

At Aspley Special School, we support each student’s behaviour by

  • acknowledging the uniqueness of each student;

  • placing significant emphasis on the development of socially appropriate behaviour;

  • recognising that students who feel safe, accepted, supported and valued are more  likely  to  reflect these qualities in their own behaviour;

  • emphasising the importance of using teaching strategies which incorporate positive preventive actions; and

  • recognising that some students need more help than other students to achieve socially appropriate behaviour and so are committed to a process which develops an individual behaviour support plan for such students. 

School Expectations

Everything that we do at Aspley Special School is centred around our Rule of 5.  These rules are required to ensure the safe and harmonious operation of the school.  They define the boundaries for appropriate behaviour. Rules help students recognise that in any environment there are social expectations and a need to consider the rules when making behaviour choices.

Students of Aspley Special School are expected to

  1. Be safe

  2. Be sensible 

  3. Have a go 

  4. Keep the distance – hands and feet to ourselves 

  5. Respect – ourselves, others and property

The management of student behaviour relies on the use of teaching strategies which incorporate positive preventative actions and a repertoire of actions to respond to inappropriate behaviour.

A range of proactive actions designed to encourage students to make positive behavioural choices are used in our school. The deliberate use of these strategies assists to establish a learning environment that encourages each student to be as independent in making positive behavioural choices as they possibly can be.

Positive preventative actions

  • structuring the day for staff and students

  • modelling appropriate behaviour

  • praising and rewarding

  • whole school raffle ticket system

  • interacting positively with students

  • tactically ignoring selected behaviours

  • communicating effectively

  • re-focusing and re-directing

  • anticipating and pre-empting

  • entering into behavioural contracts

A range of reactive behaviour support strategies exist in our school that are designed to encourage students who have made poor behavioural choices to learn the benefits of adopting more appropriate and often more socially acceptable behaviours. These ‘responsive actions’ range from least to most intrusive (removal from the learning environment) and are used concurrently with proactive behaviour support strategies that encourage the use of desired behaviours.

Responsive actions  

  •     acknowledgement of an inappropriate action

  •      ignoring

  •      encouraging an apology

  •      verbal reprimand

  •      correction

  •      withdrawal

  •      missing a preferred activity

Acknowledging that all key stakeholders contribute to participating in positive behaviour management; the key expectations of Staff, Students and Parents are outlined in Key Stakeholder Expectations.