Springwood Central State School is committed to providing a safe, respectful, inclusive and supportive environment in which every student can participate, learn and experience success.
Our approach to student behaviour is guided by Positive Behaviour for Learning (PBL), an evidence-based, whole-school framework used across classrooms, playgrounds, school activities, sporting events and excursions. PBL recognises that behaviour is part of learning. Students are supported through clear expectations, explicit teaching, positive acknowledgement and consistent responses when behaviour does not meet school expectations.
Our school expectations
Our three positively stated school-wide expectations are:
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Be Safe and Healthy
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Be Respectful and Cooperative
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Be a Learner and an Achiever
These expectations provide a common language for students, staff and families and guide behaviour across all areas of the school. Specific examples of expected behaviour are outlined in the school’s behaviour matrix and are displayed and reinforced throughout learning and play environments.
Teaching positive behaviour
Expected behaviours are explicitly taught, modelled, practised and revisited throughout the year. Regular PBL lessons focus on the behaviours and social skills students need to learn successfully, develop positive relationships and participate safely in school life.
Staff use evidence-informed practices, active supervision, clear routines, behaviour-specific feedback and opportunities to reteach expectations. Behaviour information is also reviewed to identify areas requiring additional teaching or support.
Recognising positive behaviour
Students are regularly acknowledged for demonstrating our school expectations. Positive behaviour may be recognised through:
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behaviour-specific praise and encouragement
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ClassDojo points and individual rewards
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Honey Bees and whole-class Honey Bee celebrations
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certificates and acknowledgements
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participation in PBL reward events and activities.
These acknowledgements celebrate effort, progress, responsible choices and positive contributions to our school community.
Supporting individual needs
PBL provides a continuum of support that responds to the different needs of students. All students receive universal, school-wide support, while some students may benefit from additional targeted or individualised teaching, planning and intervention.
Teachers and support staff work collaboratively with students and families to identify barriers, develop appropriate strategies and provide opportunities to practise the skills needed for success. Supports are differentiated and informed by student needs, school data and ongoing monitoring.
When behaviour does not meet expectations, staff respond in a fair, consistent and educational manner. Responses may include reminders, corrective feedback, reteaching, reflection, restorative conversations and additional support. More serious or ongoing behaviours are managed in accordance with the school’s Student Code of Conduct, with individual circumstances considered when determining appropriate responses.
Strong partnerships between students, staff and families are essential to building a positive school culture. We encourage parents and carers to discuss our expectations with their children and work collaboratively with the school when additional support is required.
For detailed information about our expectations, support processes and responses to behaviour, please refer to the Springwood Central State School Student Code of Conduct.