St Francis School

(07) 4783 2877

Pastoral Care Policy

Pastoral Care


St Francis Primary School, Ayr


Behaviour Management in a Townsville Catholic School




1.1         The supportive Catholic school environment is one where:


  • school practices reflect gospel values and in particular all members of the school community are valued and treated with dignity and respect
  • all members of the school community feel safe
  • spiritual, emotional, social and academic learning outcomes are maximised for all through quality practices in the areas of religious experiences, pastoral care, curriculum, interpersonal relationships and school organisation
  • school practices involve a planned continuum from the positive or preventive actions for all students to the responsive actions for specific individuals and groups
  • pastorally caring practices that include non-violent, non-coercive and non-discriminatory behaviour are defined, modelled and reinforced by all members of the school community
  • suspension and exclusion procedures are considered only when all other approaches have been exhausted or rejected.


1.2    The philosophy of a supportive Catholic school environment is enunciated.  It is embedded in the cultural characteristics of a Catholic school as outlined in the Self Renewing Catholic Schools document.  These should be reflected in each school's Behaviour Management Plan which would be based on a set of principles that are understood, accepted and practiced by all members of the school community.








2.1         This document establishes the principles and a framework for the supportive Catholic school environment, within which each school community must plan strategies and implement practices for managing behaviour so that effective learning and teaching occur.


2.2         Townsville Catholic Education is committed to providing school environments that maximise the educational opportunities and outcomes for all students to ensure that:

  • principles of faith and religious development are enhanced
  • learning and teaching reflect the principles of equity, excellence, authenticity, relevance and social justice
  • behaviour is socially responsible
  • schools continuously reflect on educational practices and work towards growth through school renewal.




2.3         School communities must model and practice fair, equitable, non-discriminatory language and behaviours and use safe and legal procedures.


2.4         School communities are responsible for:

  • providing a supportive Catholic school environment through planned activities and programs (refer to paragraphs 4.1 to 4.2)
  • developing a plan for effectively managing behaviour within the supportive school environment (refer to paragraphs 4.3 to 4.5)
  • regularly monitoring and reviewing the plan and its implementation, and measuring specified outcomes (refer to paragraphs 4.6 to 4.7).






Successful management of behaviour in a supportive Catholic school environment incorporates the following principles.


3.1         The provision of an inclusive curriculum is an integral component of the supportive Catholic school environment.  This involves recognising that curriculum design and delivery can exclude some groups through stereotyping, inappropriate expectations, racism and sexism, negative classroom interactions or failure to address barriers to participation and achievement.


3.2         In a supportive Catholic school environment specific educational issues are addressed to ensure equity for the following 'target groups':


  • Aboriginal and Torres Strait Islander students
  • female as well as male students
  • geographically isolated students
  • gifted and talented students
  • itinerant students
  • socio-economically disadvantaged students
  • students from a non-English speaking background
  • students with disabilities or learning difficulties
  • students who may be at risk because of other social or personal circumstances.




  • A school of excellence is a school in which the best teaching and learning enables each student to develop towards his or her full potential. This necessitates the establishment of a suitable working environment that reinforces quality learning and teaching.


  • The striving for excellence is cyclical in its nature and hence fits in with the process of ongoing renewal, i.e. examination, clarification, reflection, action and review.


  • A school of excellence has a maximum positive involvement of all members of its community and low levels of irresponsible behaviour.




3.6         Self Renewing Catholic Schools' policy defines "authentic" in terms of cultural characteristics and offers a way to support their enhancement in our striving to be authentic as a Catholic school.  What we are attempting to achieve through the process of renewal is to ensure that whatever change is implemented, whatever path is taken, fits within the cultural characteristics defined in 'Self Renewing Catholic Schools' policy and that such change will enhance the school.  These include:

3.6.1      Community of Faith:

  • fosters a belief in God
  • models a Christian way of life within a Catholic tradition
  • acknowledges the link between God, people and nature
  • is active in the local Church and has a sense of the wider

                  Church and society

3.6.2      Religious atmosphere is evident in everything we:

  • see
  • hear
  • do
  • feel
  • are


3.6.3      Relationships:

  • are welcoming
  • provide pastoral care and support
  • accept the uniqueness of each individual
  • are inspired by Gospel values

3.6.4      Developmental goals are achieved through a curriculum that is:

  • purposeful
  • continuous
  • balanced
  • supportive

3.6.5      Parental involvement:

  • involves communication
  • means opening up the school
  • requires consultation
  • incorporates shared decision-making

3.6.6      Organisation and administration:

  • reflects the mission of the Catholic school
  • develops positive student and staff morale
  • gives priority to people
  • encourages collaborative decision-making


Note:     An elaboration of each of these characteristics is found in Spry & Sultmann, (1991: 15-18), and in the video series 'Self Renewing Catholic Schools' available from Brisbane Catholic Education.


3.7         The authentic Catholic school listens to the parent body; is aware of the instructions of our own leader, the Bishop; and is cognisant of the policies of the Diocesan Council.


3.8         The Catholic school is a social institution and thus is subject to change.





3.9    Relevance is largely to do with the school striving to meet a need in the present society and in the present Church.  The relevant Catholic school provides an educational experience for all students at a standard necessary to support continual growth and development.





3.10       Social justice is the process of ensuring that educational outcomes for all students are maximised, taking full account of factors such as their religion, location, gender, sexual identity, socio economic circumstances, ability, cultural background, or disability.


3.11       Social justice involves identifying and eliminating barriers that hinder students’ participation and achievement.  Curriculum, interpersonal relationships and school organisational practices need to accommodate the diverse characteristics and experiences of students in a pluralistic society.


3.12       School communities reduce the educational impact of social disadvantage and empower participants to challenge inequity by:


  • providing a safe and supportive environment through pastorally caring practices
  • fostering non-violent, non-coercive and non-discriminatory language and behaviour 
  • setting high expectations for all students.








4.1         The Catholic school community must provide a supportive school environment which is characterised by:


  • a commitment to the TCEO Policies and Practices
  • a commitment to the school's identified developmental goals
  • a community of faith
  • a religious atmosphere
  • parent involvement
  • community participation
  • a quality curriculum
  • respectful interpersonal relationships
  • quality leadership
  • quality organisation and administration
  • a synchronous physical environment
  • quality teaching and learning strategies
  • quality use of learning time.


4.2         The Catholic school community must adapt, develop and articulate processes and principles to:


  • identify and address particular aspects of those characteristics which help or hinder the school's development of a supportive Catholic environment
  • analyse and respond to the diverse characteristics and circumstances of students through religious experiences, curriculum, interpersonal relationships and school organisation
  • analyse and respond to specific problems such as truancy, harassment, bullying, vandalism, violence, theft, drug related matters, and suspected abuse or neglect through pastoral care, curriculum, interpersonal relationships and school organisation
  • ensure that all members of the school community have opportunities to:
  1. enhance their knowledge of legislation and Townsville Catholic Education policy and practices
  2. ii) develop skills and attitudes, which will assist the development and enhancement of a supportive school environment

iii)         deploy human, financial and material resources to respond to the school community's identified needs and priorities




St Francis School, Ayr

Pastoral Care Procedural Statement

(incorporating Policy – Behaviour Management in a Townsville Catholic School)


  1. Rationale

St Francis Primary School, Ayr, is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.  As with the first class in 1912, our school is centred on Christ and his message of love and understanding. 


This Pastoral Care Procedural Statement is designed to facilitate high standards of behaviour within a supportive Pastoral structure so that the learning and teaching in our school can be effective and students can develop socially, academically, emotionally and spiritually within our school community. 


The students of St Francis School are prepared for life within a caring and just community based on Gospel values.  Behaviour management is based on compassion, reconciliation and forgiveness and considers the dignity and worth of each person.  Students will be encouraged to practise responsible self-discipline within a stable environment, which acknowledges the uniqueness of each individual and the developmental levels of children.  An integral part of Behaviour Management is the responsibility of individuals to accept the consequences of their behaviour.


  1. Consultation and data review

St Francis Primary School, Ayr, developed this plan in collaboration with our school community.  Consultation with parents, staff and students was undertaken through Parents and Friends meetings, Board meetings, Staff meetings and discussions with senior students within the school. 


  1. Learning and behaviour statement

All areas of St Francis Primary School, Ayr, are learning and teaching environments.  We consider pastoral care to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs.


Our Pastoral Care Procedural Statement outlines our system for facilitating positive behaviours, preventing inappropriate behaviour, responding to unacceptable behaviours and supporting students in their time of need.  Through our school plan shared expectations for student behaviour are plain to everyone, assisting St Francis Primary School, Ayr, to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process.


Our school community has identified the following school expectations to teach and promote our high standards of responsible behaviour:

  • Be safe
  • Be responsible
  • Be respectful
  • Be a proud Learner


Our school rules have been agreed upon and endorsed by all Staff and our School Board. They are aligned with the values, principles and expected standards within a Catholic school setting. 

  1. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

Universal Behaviour Support

The first step in facilitating standards of positive behaviour is communicating those standards to all students. At St Francis Primary School, Ayr, we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school.  Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent problem behaviour and provides a framework for responding to unacceptable behaviour. 


A set of behavioural expectations in specific settings has been attached to each of our four (4) school rules. The Schoolwide Expectations Teaching Matrix below outlines our agreed rules and specific behavioural expectations in all school settings.











§  Use equipment appropriately

§  Keep hands, feet and objects to yourself

§  Use polite language

§  Address adults by their correct title


§  Walk

§  Sit still

§  Enter and exit room in an orderly manner

§  Raise your hand to speak

§  Respect others’ right to learn

§  Talk in turns


§  Participate in school approved games

§  Play fairly – take turns, invite others to join in and follow rules

§  Care for the environment

§  Carry items

§  Walk quietly and orderly so that others are not disturbed



§  Respect privacy of others


§  Use own bike only

§  Walk bike to the gate

§  Wait on bench seat until the bus stops

§  Use your manners on the bus (school expectations apply to bus travel)

§  Sit and wait to collected from our school collection points


§  Be on time

§  Be in the right place at the right time

§  Follow instructions straight away

§  Be prepared

§  Complete set tasks to the best of your ability

§  Take an active role in classroom activities

§  Keep work space tidy

§  Be honest

§  Ask permission to leave the classroom


§  Be a problem solver

§  Return equipment to appropriate place at the playtime bell

§  Move peacefully in lines

§  Use toilets during breaks


§  Have your name marked on the bus roll

§  Leave school promptly


§  Respect others’ personal space and property

§  Care for equipment

§  Clean up after yourself

§  Wait your turn

§  Walk on cement

§  Be a good listener

§  Use equipment in the correct manner

§  Wear shoes and socks at all times

§  Be sun safe; wear the school hat


§  Keep passage ways clear at all times

§  Rails are for hands

§  Walk one step at a time


§  Wash hands

§  Walk

§  Wait your turn

§  Keep your belongings nearby

§  Follow instructions


§  Wearing my school uniform correctly and with pride

§  Using appropriate manners when guests are in our school – This includes guest teachers

§  Doing the best you can in all class activities

§  Keeping the environment safe and clean for the benefit of everyone

§  Wearing my school uniform correctly and with pride

§  Using appropriate manners when guests are in our school

§  Keeping the environment safe and clean for the benefit of everyone

§  Wearing my school uniform correctly and with pride

§  Taking responsibility for my behaviour


These expectations are communicated to students via a number of strategies, including:

  • Behaviour lessons conducted by classroom teachers;
  • Reinforcement of learning from behaviour lessons on School Assemblies and during active supervision by staff during classroom and non-classroom activities.


St Francis Primary School, Ayr, implements the following proactive and preventative processes and strategies to support student behaviour:

  • A dedicated section of the school newsletter, enabling parents to be actively and positively involved in school behaviour expectations.
  • Comprehensive induction programs where the Pastoral Care Procedural Statement is delivered to new students as well as new and relief staff.
  • Individual Behaviour Plans are developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these students consistently across all classroom and non-classroom settings.
  • Development of specific policies to address:
    • The Use of Personal Technology Devices* at School
    • Procedures for Preventing and Responding to Incidents of Bullying


Reinforcing expected school behaviour

At St Francis Primary School, Ayr, communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour.  A formal recognition and monitoring system has been developed.   This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards.  This may include verbal praise, stickers, free time in class, raffle tickets in a class raffle, positive notes to parents, certificates or privileges. 


Xavier Awards

Staff members hand Xavier Awards out each day to students they observe following school rules in both classroom and non-classroom areas.  This reinforcement occurs continuously throughout the day.  When they observe a student following the rules they can choose to give them a Xavier Award.  When students are given a Xavier Award they drop the card in one of the designated collection points at the following locations:

  • School classroom


Additionally, twice a term, movie vouchers are distributed to 4 students from either P/1, 2/3, 4/5 or 6/7, based on their name being drawn out of the collection of Xavier Awards. This initiative is supported by the school P&F.


Class Reward Activities

In the final week of the school term, teachers are encouraged to offer reward activities for those students modelling appropriate behaviours.  It is important that these activities are promoted to the students at the beginning of the term, and how they qualify is also transparent to all students (for example number of ‘think sheets’ or ‘behaviour referrals’.  Members of the administration team are happy to supervise those students who are unable to attend due to inappropriate behaviour. 


Principal’s Award

At school assemblies the Principal acknowledges behaviour that exemplifies the characteristics associated with Catholic schools.  This includes acts of service, compassion, selflessness or other features of our school values.




Responding to unacceptable behaviour

Students come to school to learn. Behaviour support represents an important opportunity for learning how to get along with others.


Re-directing low-level and infrequent problem behaviour

When a student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations.


Our preferred way of re-directing low-level problem behaviour is to ask them to think of how they might be able to act more safely, more respectfully, more responsibly or more proudly of their link with our school.   This encourages students to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified so as to align with the expectations of our school community.


Pastoral Support Program

Each year a small number students at St Francis Primary School, Ayr, are identified through our data as needing a little bit extra in the way of targeted behavioural support or extra social/emotional support.  Targeted behaviour support in most cases the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk if not addressed in a timely manner.  Alternatively students may be in extra need of social or emotional support and our Pastoral Support Program is designed support these students.


The Pastoral Support Program is coordinated by a school-based team including School Principal, APRE, Chaplain and relevant classroom teacher.  All staff members are provided with continuous professional development consisting of an overview of the program, the referral and response process, and the reporting responsibilities of staff and of the students being supported.


Students whose behaviour does not improve after participation in the Pastoral Support Program, or whose previous behaviour indicates a need for specialised intervention, are provided with intensive behaviour support.


Intensive behaviour support

St Francis Primary School, Ayr, is committed to educating all students, including those with the highest behavioural support needs.  We recognise that students with highly complex and challenging behaviours need comprehensive systems of support.  At this level the Principal and APRE are in regular contact with parents. 


Intensive Behaviour Support has a simple and quick referral system is in place.  In many cases our School Guidance Officer is involved. 


  1. Consequences for unacceptable behaviour

St Francis Primary School, Ayr, makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis.  When unacceptable behaviour occurs, students experience predictable consequences. Ultimately our classroom teachers take responsibility for the behaviour of all students in their class.  Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour.The recording of three minor behaviours constitutes a significant behaviour and all significant and major behaviour is recorded on our Student Management System.


Minor, Significant and Major behaviours

When responding to problem behaviour the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:

  • Minor problem behaviour is handled by staff members at the time it happens
  • Significant problem behaviour requires the distribution of a think sheet and may require referral to the buddy teacher.
  • Major problem behaviour is referred directly to the school Administration team.

Note:  Where possible students should be completing THINK Sheets in their own time, or catching up on class time missed. 


Minor behaviours are those that:

  • are minor breeches of the school rules
  • do not seriously harm others or cause you to suspect that the student may be harmed
  • do not violate the rights of others in any other serious way
  • are not part of a pattern of problem behaviours
  • do not require involvement of specialist support staff or Administration.


Minor problem behaviours may result in the following consequences:

  • a minor consequence logically connected to the problem behaviour, such as complete removal from an activity or event for a specified period of time, partial removal (time away), individual meeting with the student, apology, restitution or detention for work completion.


  • a re-direction procedure. The staff member takes the student aside and:
  1. names the behaviour that student is displaying,
  2. asks student to name expected school behaviour,
  3. states and explains expected school behaviour if necessary
  4. gives positive verbal acknowledgement for expected school behaviour.


Significant behaviours occur through the repetition of minor behaviours.  This involves the distribution of a ‘Think Sheet’ and may involve a referral to the ‘Buddy Teacher’ depending on the nature of the incident.  Each think sheet should be entered into the student management system and filed by the classroom teacher once it has been returned signed. 


Major behaviours are those that:

  • significantly violate the rights of others
  • put others / self at risk of harm
  • repeat significant behaviours (eg 3 think sheets in one term)
  • require the involvement of school Administration.


Major behaviours result in an immediate referral to Administration because of their seriousness.  When major problem behaviour occurs, staff members calmly state the major problem behaviour and remind the student of expected school behaviour.  The staff member contacts the office  and sends the student to Administration or calls for the Administration staff to come to the classroom.


Major problem behaviours may result in the following consequences:

  • Level One: Time in office, alternate lunchtime activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence, referral to Pastoral Support Program


  • Level Two: Parent contact, referral to Guidance Officer, suspension from school (internal or external)


  • Level Three: Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons or drugs can expect to be recommended for exclusion from school following an immediate period of suspension.  


The following table outlines examples of major and minor problem behaviours:






Being Safe

Movement around school

·        Running on concrete or around buildings

·        Running in stairwells

·        Not walking bike in school grounds



·        Incorrect use of equipment

·        Not playing school approved games

·        Playing in toilets

·        Throwing objects at another person (intent to harm)

·        Possession of weapons

Physical contact

·        Minor physical contact (eg: pushing and shoving)

·        Serious physical aggression

·        Fighting

Correct Attire

·        Not wearing a hat in playground

·        Not wearing shoes outside





Being Responsible

Class tasks

·        Not completing set tasks that are at an appropriate level

·        Refusing to work

·        Significant behaviours relating to class work


Being in the right place

·        Not being punctual (eg: lateness after breaks)

·        Not in the right place at the right time.

·        Leaving class without permission (out of sight)

·        Leaving school without permission

Follow instructions

·        Low intensity failure to respond to adult request

·        Unco-operative behaviour

·        Non-compliance after a request from Administration

·        Defiance of classroom teacher


Accept outcomes for behaviour

·        Minor dishonesty


·        Major dishonesty


·        Littering


Mobile Phone

·        Mobile phone/ IPOD switched on in any part of the school at any time without authorisation (written permission from an authorised staff member)

·        Use of a mobile phone/ IPOD in any part of the school for voicemail, email, text messaging or filming purposes without authorisation

Being Respectful


·        Inappropriate language (written/verbal)

·        Calling out

·        Poor attitude

·        Disrespectful tone

·        Offensive language

·        Aggressive language

·        Verbal abuse / directed profanity


·        Petty theft

·        Lack  of care for the environment

·        Stealing / major theft

·        Wilful property damage

·        Vandalism


·        Not playing fairly

·        Minor disruption to class

·        Minor defiance

·        Minor bullying / harassment

·        Major bullying / harassment

·        Major disruption to class

·        Blatant disrespect

·        Major defiance

Being a Proud



·        Incorrect school uniform

·        Wearing the school uniform in a manner that represents the school poorly in a public arena

Treatment of others

·        Minor correction required by guest speaker, or guest teacher

·        Significant disruption caused to guest speaker or guest teacher

Community Relations


·        Issues that involve the school being portrayed poorly in the wider community.

Relate problem behaviours to expected school behaviours

When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students:

  • articulate the relevant expected school behaviour
  • explain how their behaviour differs from expected school behaviour,
  • describe the likely consequences if the problem behaviour continues; and
  • identify what they will do to change their behaviour in line with expected school behaviour.


Should a problem behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their problem behaviour.


Ensuring consistent responses to problem behaviour

At St Francis Primary School, Ayr, staff members authorised to issue consequences for problem behaviour are provided with appropriate professional development and/or training. Through training activities, we work to ensure consistent responses to problem behaviour across the school.


Students also receive training about how to respond when other students display problem behaviour, and the courteous way to respond when a staff member re-directs their behaviour or consequences are applied for problem behaviour.


  1. Emergency or critical incident responses


It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour.  This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. 


An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action.


Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy.


Basic defusing strategies

Avoid escalating the problem behaviour

(Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language).


Maintain calmness, respect and detachment

(Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding  emotionally).


Approach the student in a non-threatening manner

(Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates).


Follow through

(If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).




(Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations).


Physical Intervention

Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:

  • physically assaulting another student or staff member
  • posing an immediate danger to him/herself or to others.


Appropriate physical intervention may be used to ensure that St Francis Primary School, Ayr’s, duty of care to protect students and staff from foreseeable risks of injury is met.  The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury. 


Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint.


Physical intervention is not to be used as a response to:

  • property destruction
  • school disruption
  • refusal to comply
  • verbal threats
  • leaving a classroom or the school, unless student safety is clearly threatened.


Any physical intervention made must:

  • be reasonable in the particular circumstances,
  • be in proportion to the circumstances of the incident
  • always be the minimum force needed to achieve the desired result, and
  • take into account the age, stature, disability, understanding and gender of the student.


Record keeping

Each instance involving the use of physical intervention must be formally documented.  The following records must be maintained:

  • Incident Reports
  • Think Sheets
  • Datajug entry(if needed)

  1. Network of student support

Students at St Francis Primary School, Ayr, are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by:

  • Parents
  • Teachers
  • Support Staff
  • Administration Staff
  • Guidance Officer
  • School Chaplain
  • “Adopt a Cop” Police Officer



  1. Consideration of individual circumstances


St Francis Primary School, Ayr, considers the individual circumstances of students when applying support and consequences by:

  • promoting an environment which is responsive to the diverse needs of its students
  • establishing procedures for applying fair, equitable and non violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent
  • recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state
  • recognising the rights of all students to:
    • express opinions in an appropriate manner and at the appropriate time
    • work and learn in a safe environment regardless of their age, gender, disability, cultural background or socio-economic situation, and
    • receive adjustments appropriate to their learning and/or impairment needs,

















Principal: Mr Bill Goodwin

99 Edwards Street
Ayr QLD 4807

P: (07) 4783 2877
F: (07) 4783 3978

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