Student Management

LAKESIDE PRIMARY SCHOOL APPROACH TOWARDS DISCIPLINE

At Lakeside Primary School, our discipline framework focuses on cultivating self-leadership, accountability, and respect in all students. Rooted in Restorative Practices (RP), our approach emphasizes empathy, relationship-building, and sustainable behavioral change over punitive measures. By addressing inappropriate behavior promptly and constructively, we ensure students develop the self-discipline and character necessary for lifelong success.

Key Components of Our Discipline Framework:

1. Setting Clear Expectations
We establish a safe, respectful, and conducive learning environment by clearly communicating behavioral expectations. This proactive approach fosters consistency and reinforces positive behavior across the school community.

2. Stop, Think, Do – Traffic Light Method
Using the “Stop, Think, Do” method, students are guided to pause, reflect on their actions, and make responsible decisions. This process aligns with our school’s LPRIDE values, encouraging self-regulation and thoughtful decision-making.


3. Restorative Practices
Restorative Practices form the heart of our discipline approach, focusing on accountability, repairing harm, and strengthening relationships. Through restorative circles, students explore the impact of their actions on others and work towards meaningful resolutions.

1. Prevention
We promote a positive school climate through proactive initiatives such as:
• PAVE (Pre-Assembly Values Education) and Recess Engagement
• Social Skills Workshops and Cyber-Wellness Activities
• ACES (After Curriculum Engagement and Support) Programme
• Peer Support and Leadership Development Programmes

These initiatives reinforce core values, enhance well-being, and reduce the likelihood of negative behaviors.

2. Intervention
When misconduct occurs, we apply restorative interventions to ensure fairness and dignity. Key strategies include:
• Facilitating circle time to address issues constructively
• Encouraging students to acknowledge mistakes, take responsibility, and repair harm
• Supporting reintegration through relationship healing and community support

3. Restoration
Even when consequences are necessary, they are implemented with a restorative focus. Examples include:
• Behaviour Contracts and Reflection Time (RT) to encourage personal growth
• Traditional consequences such as detention, suspension are used in conjunction with restorative efforts

Conclusion
Lakeside Primary School’s discipline approach ensures that every student is supported in developing empathy, accountability, and resilience. By combining clear expectations, thoughtful interventions, and restorative practices, we nurture responsible, self-disciplined individuals ready to lead with integrity.

Lakeside Primary School Offenses and Consequences Framework

*Bullying involves hurting or intimidating others repeatedly to deliberately cause harm, distress or humiliation. It can be physical verbal or relational/social in nature.


Disciplinary Consequences (categorised by severity and frequency)

To ensure fair and consistent discipline, consequences at Lakeside Primary School are categorized based on the severity or frequency of the offence. Each consequence is designed to be restorative, aiming to promote accountability, repair harm, and support personal growth.

Guiding Principles
All consequences are guided by the following principles:
• Fairness and Consistency: Ensuring all students are treated equitably.
• Restoration over Punishment: Prioritizing repair of harm and personal growth.
• Empathy and Accountability: Helping students understand the impact of their actions on others.
• Holistic Support: Addressing both behavior and the student’s well-being.

1. Low-Severity or First-Time Offences
Focus: Correction, Reflection, and Early Intervention
Examples: Minor disruptions, incomplete homework, low-level disrespect

Consequences:
• Verbal/Stern Warnings
• Warning Letter
• Recess Play Restrictions
• Supervised Recess
• Classroom Intervention (teacher-led corrective actions)
• Reflection Time (Circle Time)

2. Moderate-Severity or Repeated Offences
Focus: Accountability, Behavior Adjustment, and Restorative Dialogue
Examples: Repeated defiance, inappropriate language, or minor vandalism

Consequences:
• Counselling
• Conferencing with Teachers, Parents, and/or School Leaders
• Behavior Contract
• Probation or Removal from Leadership Position
• Cleaning School Property or Paying for Damages (upon proof of offence)
• Drop in Conduct Grade
• Record in the School Offence Module (SOM)

3. High-Severity or Persistent Offences
Focus: Serious Accountability, Repairing Harm, and Behavioral Rehabilitation
Examples: Bullying, fighting, theft, or severe disrespect

Consequences:
• Suspension (In-School, CCA, or Home)
• Referral to External Agencies (for additional support or intervention)
• Formal Counselling and Support Plans

4. Severe or Repeated Serious Offences
Focus: Ensuring Safety, Reintegration, and Restorative Justice
Examples: Physical violence, severe vandalism, or repeated high-severity misconduct

Consequences:
• Caning (for boys, in accordance with school policy)
• External Agency Referral (e.g., social services or professional counselors)
• Restorative Justice Conference (involving all affected parties)