Behaviour Management

We recognise the value of role modelling in promoting the true spirit of pastoral care. It should be remembered that parents and staff are role models for the members of our school community. Similarly, students in the upper grades are seen as role models for students in lower grades.
Our College values a positive behaviour management approach.  The system of behaviour management contributes to the education of the whole person, recognising their ability to make choices and developing the capacity for self-discipline.

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We work with our families to collaboratively help the individual to think realistically about their options and to make appropriate choices for themselves and the community to which they belong. 
To view the Student Behaviour Support Plan document please see BCE Policies tab in the main ribbon.

The College Code of Conduct sets out the values that underpin our discipline guidelines. Our school wide behaviour management strategy is based on the Responsible Thinking Process.


College Code of Conduct

We acknowledge and accept our College Mission Statement and we will strive to:
  • value and respect ourselves and others,
  • extend courtesy to all members of the College and wider community,
  • do our best in all things,
  • respect the rights of others as learners,
  • accept responsibility for our own actions and decisions,
  • enhance the good reputation of the College,
  • respect the property of ourselves and of others, and
  • care for and respect our environment.


  • To ensure members of our school community have a clear statement of Discipline Guidelines,
  • To articulate expectations of students, parents and teachers,
  • To promote justice,
  • To develop self-discipline,
  • To enhance learning,
  • To encourage safety, and
  • To allow people to enjoy their time whether in learning or at play, while at school.


  • While the gospel values implied in our discipline guidelines remain consistent throughout the College community, the guidelines recognise flexibility in expectations and responses commensurate with individual levels of development,
  • The implementation of our common guidelines should be in keeping with the ideals of Christian justice and should be seen to enhance (and not reduce) the students’ self esteem,
  • Our discipline guidelines promote the idea that students accept responsibility for their own actions and behaviour at their appropriate level of development. Ultimately, true discipline is self-discipline,
  • While the pastoral care system encourages the fostering of close relationships between pastoral care teachers and students, pastoral care teachers need to recognise and respect the freedom of students to choose to seek help from any staff member,
  • Our discipline guidelines acknowledges that the possibility for extenuating circumstances exists, and an openness to this is necessary for justice to occur. Any discipline measure therefore must provide space for compassionate assessment of the situation, and
  • One of the main aims of the college is to develop a sense of mutual respect among all members of the community.