Every Day @ Evatt

Our whole-school wellbeing and behaviour framework, Every Day @ Evatt, is designed to make Evatt Primary School a welcoming and positive environment for students, staff, and the community.

Our Core Expectations

At Evatt, we have three key expectations that guide our school community's actions and interactions:

• Be Safe: Make choices that protect your safety and the safety of others.
• Be Kind: Show kindness to yourself and others in your words and actions.
• Be Focused: Make choices that support your growth as a lifelong learner.

In the Classroom

Each day at Evatt Primary, we start by reviewing our classroom expectations to ensure our learning space remains a safe, kind, and focused environment for everyone. These expectations guide how we interact, support each other, and contribute positively to our classroom community. By upholding these values, we create a space where all students can feel secure, respected, and motivated to do their best.

Safe

• Safe hands, safe feet, safe bodies so we look after ourselves and respect others' physical boundaries.
• Ask permission to leave learning space so the teachers can keep us safe.
• Follow instructions promptly to ensure a safe and organised learning environment.
• Enter and exit in an orderly way so that everyone is and feels safe.
• See something, say something so that we keep problems smaller.

Kind

• Kind words, respectful tone so that everyone feels included and welcome.
• Raise your hand to share ideas so that everyone else has a fair go.
• Include others so that everyone feels welcome and valued.
• Never stop others from learning so that everyone can achieve their best.
• Demonstrate patience to support a respectful learning environment.

Focused

• Face and track the speaker to show others their ideas matter.
• Be organised and on task so that you get the most out of every day.
• Contribute productively by asking, answering, and appreciating ideas to learn from others and let others learn from you.
• Use time effectively to value the learning and stay on task.
• Sit up to show you are interested and help stay engaged.

The Feather System

When students demonstrate behaviours that align with our school expectations, they may earn a "feather" to acknowledge their actions:

• Yellow Feathers – Reflecting "Be Safe" actions
• Red Feathers – Reflecting "Be Kind" actions
• Green Feathers – Reflecting "Be Focused" actions

Any staff member at Evatt can award a feather to students in class, during recess, or in shared spaces. Students keep their feathers in their class collection point, and classes contribute feathers to our whole-school tubes in the front office. Together, we work toward a school-wide feather goal, unlocking a shared reward when we reach it.

Responding to Problem Behaviour

In every classroom, we follow the On Track System to address behaviours that do not align with our shared classroom expectations above. We refer to these lower level behaviours as "blue behaviours". This step-by-step approach ensures a consistent, fair response to help students stay on track.

Step 1: Low Key Response

Teachers will first use subtle, non-disruptive techniques to address the behaviour. These strategies include:

• Moving closer to the student
• Parallel praise (praising a nearby student for appropriate behaviour)
• Pausing briefly to capture attention
• Using the student's name
• Tactical ignoring (ignoring minor misbehaviours)
• Proximity control
• Prompts and signals

Step 2: Expectation Reminder

If the behaviour continues or a different issue arises, the teacher will give a clear expectation reminder. The student may be asked to move to a refocus space in the classroom.

“Student name, we use kind words and respectful tone. That is your reminder.”

The behaviour is noted in the classroom behaviour book.

Step 3: Classroom Refocus

If the behaviour persists or another behaviour emerges, the student will be directed to the refocus space within the classroom.

“Student name, we use kind words and respectful tone. Refocus, please.”

The teacher will record the behaviour in the classroom behaviour book.

Step 4: Buddy Refocus

If the student continues to exhibit the behaviour or displays another issue, they will be asked to attend a buddy class to refocus in another classroom.

“Student name, we use kind words and respectful tone. Buddy class, please.”

Step 5: Office Refocus

If the behaviour still persists or if new problems arise, the student will be referred to the office. This is now considered a yellow behaviour

“Student name, we use kind words and respectful tone. I now need to let the office know.”

Evatt Behaviour Levels

The Evatt Behaviour Levels provide a structured framework for addressing and managing behaviours that do not align with our classroom expectations. This system helps staff respond consistently and effectively, ensuring that students understand the importance of making positive choices.

While these levels outline common behaviours associated with each category, it’s important to remember that no system can perfectly capture every situation. Behaviour decisions will not always fit neatly into specific levels. School staff will assess each incident individually, considering factors like the context, the student’s individual needs, and the situation's impact on others.

Our goal is to promote a positive learning environment where students feel safe, respected, and supported in making responsible choices. The levels provide guidance, but professional judgement and flexibility remain key in addressing and understanding each behaviour.

• Blue Level: Minor issues; not showing expected classroom behaviours
• Yellow Level: Medium behaviour, includes aggressive tone to peers, property misuse, brief absconding, refusal to refocus, inappropriate gestures or language, medium physical contact. Continuous blue behaviour is also considered  a yellow level
• Orange Level: Serious behaviour; includes abusive language, physical aggression, rudeness to staff, intentional damage, spitting with intent, repeated yellow behaviours, verbal/physical threats, and refusal to transition to the office.
• Red Level: Critical behaviour; includes racism, discrimination, theft, severe aggression, threats/abuse toward staff, repeated orange behaviours, and refusal to transition for severe issues.

Behaviour expectation review sessions

At Evatt Primary, we believe in supporting students to understand and improve their behaviour through a proactive and structured approach. Behaviour Expectation Review Sessions, held daily during B1(1), provide a focused opportunity for students to reflect on their choices and learn strategies to make positive changes.

Purpose:

These sessions are part of our commitment to helping students align with our shared classroom expectations. They are a response to behaviours that need additional attention and guidance, ensuring students understand the impact of their actions on themselves and the school community.

Session Levels and Additional Learning

• Yellow Level: One session to address and adjust the behaviour.
• Orange Level: Three sessions, providing further reflection and learning time.
• Red Level: Five sessions, with targeted support to address significant behaviour patterns.