SWPBS – School Wide Positive Behaviour Support

At Clayton North Primary School, School-Wide Positive Behaviour Support (SWPBS) provides a consistent, positive approach to supporting student behaviour and creating a safe, respectful and inclusive learning environment. We explicitly teach students our school-wide expectations and recognise students when they demonstrate these behaviours in their learning and interactions.

Our SWPBS tickets are used to acknowledge students who make positive choices and demonstrate our school expectations. Each ticket contributes one point towards our whole-school SWPBS target, allowing students to see how their individual positive choices contribute to our collective success. As the school reaches set point targets, the whole school works towards shared whole-school rewards, celebrating our collective achievement and reinforcing the importance of everyone contributing to a positive school environment.

Our Celebration Boxes provide another opportunity to recognise students who make a positive contribution to our school community. Students who are recognised can select an item from the Celebration Box as a way of celebrating their positive choices, actions and contributions. Through these practices, we aim to recognise and reinforce positive behaviour, encourage students to take responsibility for their choices and build a strong culture of belonging, respect, participation and positive behaviour across Clayton North Primary School.

Behaviour Response Process

At Clayton North Primary School, our Behaviour Response Process provides a consistent and predictable approach to responding to student behaviour. Behaviours are categorised as Stage 1, Stage 2 or Stage 3, with the level of response matched to the nature and seriousness of the behaviour. Stage 1 behaviours are lower-level behaviours that are generally managed by classroom teachers through strategies such as reminders, redirection, restorative conversations and opportunities to make positive choices. Stage 2 behaviours require a more targeted response and may involve support from school leadership, while Stage 3 behaviours are the most serious and require an immediate and more intensive response from school leadership. Across all stages, our approach focuses on maintaining a safe and respectful learning environment, supporting students to understand the impact of their behaviour, take responsibility for their choices and develop positive behaviours for future situations.