Positive Behaviour for Engaging Learners (PBEL)

At Dural Public School, PBEL (Positive Behaviour for Engaging Learners) supports positive behaviour and wellbeing for all students. Our aim is to create a safe, respectful and inclusive learning environment where every child feels valued and supported.

Our Approach

We set PBEL goals based on the needs of our students. Every fortnight, students work towards a ‘Be Your Best’ goal that focuses on developing positive behaviours and social skills.

Recent goals have included:

• Showing respect to adults
• Treating others with empathy
• Using positive strategies to resolve conflict

These goals are explicitly taught in classrooms and regularly reinforced through reminders from school leaders before students head to the playground each day. This consistent approach helps students understand expectations and make positive choices at school.

Celebrating Positive Behaviour

Positive behaviour is recognised and celebrated at Dural Public School. Our school mascots, Daisy and Danny the Dural Bears, select students each fortnight as their ‘Pick of the Fortnight’. These students are acknowledged for demonstrating the current PBEL goal and setting a positive example for others.

Our School Expectations

PBEL at Dural Public School is guided by three clear expectations, linked to our school motto, that help students understand how to behave and succeed at school.

RESPECT

• Be polite and kind
• Treat others as you would like to be treated
• Take pride in yourself, your school and your community
• Listen carefully and celebrate differences

RESPONSIBILITY

• Keep yourself and others safe
• Be a positive role model
• Cooperate with others and make good choices
• Care for your environment

SUCCESS

• Do your best and be an active learner
• Celebrate your achievements and the achievements of others
• Challenge yourself and get involved

Reward System and Disciplinary Action

In 2026, our PBEL approach will continue to evolve to better support student growth and wellbeing. Our reward system is changing to focus on meaningful recognition, rather than token-based rewards. This approach encourages students to reflect on their behaviour, build intrinsic motivation and strive to be the best version of themselves.

Our approach to disciplinary action is also changing. Instead of traditional detentions, students will take part in a reflective process that supports learning, accountability and positive behaviour change. This process helps students understand the impact of their choices, develop problem-solving skills and make more positive decisions in the future.

These changes reflect our commitment to supporting students’ social, emotional and behavioural development in a positive and supportive way.

Shining Stars System

The Dural Shining Stars merit system is a whole-school approach that recognises and celebrates positive behaviour, effort and personal growth. Each student works towards a personal goal linked to one Shining Star focus area and earns Star Merits when these behaviours are shown consistently.

Our focus areas are:

• Learning Explorer
• Respectful Citizen
• Creative Spirit
• Growth Champion
• Team Player
• Kindness Hero

Students who collect 10 merits in the same focus area across the year (approximately 2–3 per term) earn a badge. If a student does not reach 10 merits in one area but earns merits across several areas, they will be recognised with an All-Rounder Badge at the end of the year. The program runs for the full school year and resets annually.

Badges are earned, not expected - while all students are supported and encouraged, not every student will necessarily earn a badge each year.

When a student earns a Star Merit, they receive both the merit and a token, which is placed into their House container during assembly. Each merit contributes 10 points to the student’s House, recognising both individual achievement and contribution to the wider school community.

Merits are presented at Monday morning and Wednesday formal assemblies in Term 1. They will be presented in class from Term 2 onwards. Once a badge is awarded, the achievement is recorded in School Bytes and acknowledged in the school newsletter. If a student earns a badge early, they may begin a new Shining Stars card and select a new focus area; while it is possible to earn two badges in one year, this is considered achievable but unlikely due to the sustained effort required.

Our old system (Diamond pins) will be phased out from the beginning of the 2026 year until mid-year, with students who are close to earning their next pin still able to receive pins during this transition period.

Resets - Reset Room and Supported Resets

At our school, behaviour is viewed as a learning opportunity. When challenges arise, students are supported to learn new skills, develop self-regulation and make positive choices for the future. As part of this whole-school goal, we have changed our behaviour management approach. Reset Cards replace Blue Cards, Supported Resets replace Majors, and the Reset Room replaces the Time Out Room. The language of “reset” reflects our belief that behaviour can be taught, mistakes are opportunities for growth and learning to manage emotions and behaviour is an essential life skill. Reset Cards are printed on green to link with our reward system and symbolise growth, learning and positive change.

Reset Cards are used to support students when minor behaviours disrupt learning or positive interactions, after classroom or playground strategies have already been tried. They provide a brief pause for reflection, self-regulation and accountability and allow students to speak with another adult. Reset Cards are a learning-focused support, not a punishment, and are designed to help students understand and adjust their behaviour. Parents and carers are not contacted when a student receives one or two Reset Cards, as this encourages students to take responsibility for monitoring and improving their own behaviour while recognising that these are minor incidents.

If a student receives three Reset Cards in one term, this indicates that additional guidance and support may be beneficial. At this point, a Supported Reset is implemented, and parents and carers are informed so school and home can work together. Supported Resets are used when behaviours escalate beyond minor concerns or when repeated behaviours indicate the need for more explicit teaching and support. This may include behaviours such as physical or verbal aggression, property damage, significant classroom disruption or serious peer conflict.

During a Supported Reset, students meet with the Assistant Principal in the Reset Room over two or more 20-minute sessions on consecutive days. These sessions are learning-focused conversations, not disciplinary lectures. Students are supported to calm and regulate emotions, reflect on what happened, share their perspective, understand the impact of their behaviour, identify affected expectations and practise more positive strategies for the future. The goal is to repair relationships, rebuild trust and support a successful return to learning.

When a Supported Reset occurs, families are informed through a Student Supported Reset Form and are encouraged to discuss the incident with their child as a learning opportunity, reinforce school expectations and support reflection on positive choices and next steps. Reset sessions run daily during the first half of lunch in the Year 6 classroom, with students collected from class by a school student leader. All Reset Cards and Supported Reset records are managed by staff and recorded through the Assistant Principal or School Bytes.