Ours is a small primary school of 180 students with three classes for students with moderate to severe intellectual disabilities. The ratio of boys to girls in the school is 2:1.

Where It Began... Teachers observed that the same groups of students were constantly 'in trouble'. Boys were over represented and many boys were disengaged from learning.

Getting Started... A staff had a round table discussion highlighted a range of common concerns within the school. Discussions were based on anecdotal evidence. We felt that we needed to build a more accurate picture of student behaviour and a range of investigations were undertaken and analysed. Surveys were conducted on school discipline and bullying throughout focus weeks.

Some of the important findings that determined the direction of the program included the following.

• Parents wanted to be involved in discipline 'solutions'.
• Many teachers, parents and students noted inconsistencies in teacher responses.
• Many students indicated that they wanted discipline to improve and made important suggestions e.g. "more things to do in the playground".
• The types of bullying identified by parents, students and teachers were verbal harassment, intimidation and threats of violence.

We linked the data to teachers' initial anecdotal observations and found a number of common threads. We then took the time to research best practice, seek advice, purchase resources and decide on a plan of action. The aims included to:

• reduce the number of repeat offenders
• engage all boys in classroom and playground learning environments
• reduce bullying
• empower students to participate actively and positively at school
• streamline school processes to ensure consistency of approach among staff.

How We Went About It... All staff have been involved in planning and have taken on roles throughout the program. The regional behaviour team and school counsellor were invited to support the project via resourcing and involvement in an "Anti-bullying Day". The school community has been widely consulted via draft policies and brochures and is kept informed of all programs.

Implementation Phase - over two terms.

1. Involve all staff in professional development.
2. Set up a student welfare committee to meet weekly to plan programs, monitor records, case manage students at risk, lead and monitor the improvement plan, and set up the documentation process.
3. Review playground usage, activities and duty roster so that all students will be engaged during play sessions; vary parking and develop an active playground strategy.
4. Survey students about specific bullying each semester. Intervene quickly (and involve parents where necessary).
5. Establish a positive playground group referral process, positive intervention plan and effective processes.
6. Establish a social skills program for the whole school. Link this to the playground program and peer leadership groups. Introduce the program through Year 6 drama presentations at assemblies.
7. Develop a peer leadership program based around an anti-bullying theme. Introduce a weekly focus to the whole school through role plays from Year 6.
8. Support the program with anti-bullying days, organised by regional personnel.
9. Introduce a special focus award each term for students e.g. Peacekeeper Award, Think First Award and Personal Best Award (PB).
10. Link Word of the Week strategy to this program.

What We Are Learning... when we review our initial aims:

Reduce the number of repeat offenders

• Selected students are learning pro-social skills in the playground context - a very positive playground experience.
• An additional benefit is that the rest of the school is now exposed to fewer incidents and feel safer, calmer and happier.
• Involving parents in the planning process and case management of students at risk has been very effective in managing student behaviour.

Engage all boys in the classroom and the playground

• By planning playground use, teachers have observed greater participation and fewer problems. Playground duty is less reactive, yet busier.

Teachers report significant improvement in classroom tone and behaviour, although some groups of boys are still experiencing difficulties in attention to task. Overall there has been significant improvement in boys' results - further work on Quality Teaching concepts will be undertaken.

Reduce bullying

• There has been an initial increase in the number of incidents of bullying being reported since the project began. Giving student welfare a high profile in the community has empowered parents and students to report bullying.
• The Action Plan in the anti-bullying brochure has proven to be very useful when talking to parents and students about responding to bullying.
• Individual programs for students, who were identified as engaging in bullying behaviours have had mixed results. The level of parent involvement and early intervention with younger students are major predictors of positive change and success. Older students and their parents were less willing to become involved and the results are less spectacular.

Empower all students to participate actively and positively at school

• Actively involving students with special needs and mainstream students in an open and inclusive playground has had a positive impact on behaviour.
• Students now have the appropriate language to identify and report bullying. Reporting is increasing.
• Evidence shows that the anti-bullying strategy has given students the capacity to respond satisfactorily to bullying or inappropriate behaviours. There is less 'retaliation'.

Streamline school processes to ensure consistency of approach amongst staff

• Documentation is simpler to maintain and analyse. The student welfare committee operates as a clearing house for all student welfare issues.
• Expectations are clear and student welfare is a whole school concern.

School tone, student engagement, learning and behaviour have improved. Our many visitors tell us what a happy school we have, full of wonderful students, who are busy and productive. Our discipline records, assessment records and recent follow up surveys also confirm significant improvement.

• We attribute our success to whole school commitment, positive relationships, productive partnerships with parents and empowering students through a multi-facetted, integrated student welfare program. We are making connections and building a happy school.

What's Next... Maintenance Phase

Planning has been undertaken to sustain these programs. To maintain the momentum we will:

• vary the term awards, following the current focus
• maintain and monitor playground roster usage
• maintain the positive play program - responsive to needs of students
• continue relevant surveys
• evaluate documentation regularly
• maintain the profile of school values, anti-bullying and Quality Teaching and learning programs.

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