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Gordon East Public School

Gordon East Public School

Safe Respectful Learners

Telephone02 9498 2011


Positive behavior for learning

Students in NSW Government schools are provided with high quality education so that they may learn to the best of their ability and become self-disciplined, tolerant, enterprising and contributing members of the school and community.

Core rules for student behaviour have been developed to establish consistent expectations in all government schools in support of these aims. These rules are based on our core values of integrity, excellence, respect, responsibility, cooperation, participation, care, fairness and democracy. The critical role of parents and caregivers is recognised as the primary influence on each child's character and behaviour and as essential partners in supporting the core rules and successful education of their children.

The department is committed to supporting principals and school staff in the implementation of these rules through state-wide policies and programs, together with regional support staff, professional learning and alternative provisions, in order to promote the highest standards of behaviour and learning our schools.

At Gordon East Public School we have the following expectations for our students. They are be safe, be respectful and be a learner.  

Be safe

For being safe, we expect our students to: 

  • attend every school day unless you are legally excused
  • behave safely, considerately and responsibly, including when travelling to and from school. 

Be respectful

For being respectful, we expect our students to: 

  • maintain a neat appearance, including adhering to the requirements of the school's uniform or dress code policy
  • show respect at all times for teachers, other school staff and helpers, including following class rules, speaking courteously and cooperating with instructions and learning activities
  • treat one another with dignity and respect
  • care for property blonging to yourself, the school and others.

Be a learner

For being a learner, we expect our students to: 

  • be in class on time and be prepared to learn. 

Achievement practices to recognise and reward good behaviour

We recognise and actively encourage positive student behaviour with:

  • public recognition of achievement at assemblies and in newsletters
  • a cumulative award system – mini merits, merits, banners and medals
  • visits to other staff members
  • verbal praise and encouragement
  • leadership roles such as school captains, sports house captains, student representative council (SRC) members, buddies
  • extrinsic awards such as house points, Caught You Being Good awards.

We achieve positive discipline through the following techniques: 

  • giving simple instructions
  • expecting students to comply and follow directions 
  • regularly noticing and commending students for complying with rules and directions 
  • avoiding the use of ridicule, embrassment or 'put-downs'
  • encouraging on task learning through close supervision and consistent positve reinforcement 
  • having a plan for managing behaviour disruptions 
  • following up any significant behaviour disruptions 
  • the development of a school discipline code, which is a small number of easily understood rules which state the expected behaviour, can be monitored and consistently and fairly applied
  • supporting students in achieving success in learning through the provisionof appropriate curriculum to meet the needs of each students 
  • staff modelling of consistent, caring and controlled behaviour 
  • communication with parens/caregivers of their roles and responsibilities when managing student behaviour 
  • the provision of integrated programs which develop self-discipline, self-review, communication and responsible decision making, such as social skills programs, peer mediation, peer medication, peer learning and buddy program
  • encouragement of respect for teachers as professional educators
  • staff attendance at relevant training and development programs
  • the provision of appropraite support programs, such as counselling and remediation
  • liaison with supportive community agencies to build teams
  • the knowledge and understanding of the particular needs and pressure experienced in the local community.