2.1.1 Student Engagement and Inclusion policy

RATIONALE                                                                                                        

Bellarine Secondary College is committed to engaging all students in both an educational program and the College community.

PURPOSE

  • To clearly communicate the roles and responsibilities of all community members.
  • To set clear expectations of behaviour for all community members

 

POLICY STATEMENT and IMPLEMENTATION

This policy provides significant detail regarding College processes and expectations.

The document meets the requirements of the Department of Education and Training (DET) as detailed in the DET Student Engagement and Inclusion Guidance and was produced in consultation with the school community in November 2014.

 

REFERENCES

http://www.education.vic.gov.au/school/principals/participation/Pages/studentengagementguidance.aspx

 

Related policies:               1.7 Acceptable Use Information and Communication Technologies Policy

2.1.3 Child Protection and Child Safe Mandatory Reporting Policy

2.3.2 Bullying and Harassment Policy

4.4 Child Safe Policy

6.4 Privacy Policy

EVALUATION

This policy will be reviewed every three years or more frequently if necessary due to changes in regulations or circumstances.

 

Policy Number 2.1.1
Approval date September 2016
Review date September 2019

 

Principal:      Alison Murphy                                

School Council President: Jacqui Pierce

 

                                                Table of Contents

 

  1. School Profile                                                                                                   3
  2. School values, philosophy and vision                                                     3
  3. Guiding principles                                                                                          4
  4. Engagement Strategies                                                                                 4
  5. Identifying students in needs of extra support                                   4
  6. Behavior expectations                                                                                   5
  7. School Actions                                                                                                  5
  8. Engaging with families                                                                                  6
  9. Evaluation                                                                                                          6
  10. Appendices and Related Policies                                                               7

Appendix 1: Statement of Rights and Responsibilities                                                8

Appendix 2: Student Engagement Strategies                                                                 9

Appendix 3: Behaviour expectations                                                                                10

Appendix 4: Staged response to behaviour issues                                                          12

Appendix 5: Process for responding to breaches of Behaviour Expectations           13

Appendix 6: Bellarine Secondary College Statement of Values                                    17  

 

1. School profile:

 Bellarine Secondary College is a dual campus school that draws its students from across the Bellarine Peninsula, a basically rural coastal area just south east of Geelong. After a series of changing environments, the school is now permanently located in custom designed facilities on both the Drysdale years 9-12 campus (700 students) and Ocean Grove campus, year 7 and 8 (360 students). Housing development trends suggest an increase in the student population in the future. Currently the majority of students access the school by bus.

Students come from a predominantly traditional Anglo Saxon background and a range of socio-economic backgrounds. The Campus student family occupation (SFO) value has changed in recent years with a trend to higher values. The predicted 2014 SFO for  the Ocean Grove campus is 0.4822 and for Drysdale is 0.5025 This places Bellarine Secondary College in the mid-range of schools across the state, however the trend is moving slowly towards further disadvantage.

As the only state secondary school on the peninsula, Bellarine students present with a wide range of needs and aspirations. Course provision expands as students progress through the school, with a wide selection of academic, vocational education and applied learning courses available to students in year 10-12. An accelerated learning program for selected year 7 students was introduced in 2008 with 2013 being the first year students enrolled in that program complete year 12. The curriculum is enhanced by a number of exciting extracurricula programs.

The school’s facilities provide an excellent learning environment on both sites. Special facilities include an extensive basketball stadium, arts complex, agriculture and horticulture facilities and an applied learning centre that includes a small vineyard and horse stables.

While there has been some diversification of the staff profile over the last three years, the majority of teachers at the school are highly experienced.

Parent involvement is welcomed but, given the distances involved, not always forthcoming. College Council, however, is an active body and highly supportive of the school’s endeavors.

2. School values, philosophy and vision

Bellarine Secondary College provides students with a high quality education within a safe and supportive environment. Students are encouraged to strive for excellence and to develop positive values of Honesty, Respect, Citizenship, Teamwork and Life Long Learning.

Bellarine Secondary College acknowledges that student well being and student learning outcomes are inextricably linked.

Our College is also committed to preventing and addressing bullying, including cyber bullying. Please see our Bullying Prevention Policy for more information.

A statement about the rights and responsibilities of all students and school staff is included at Appendix 1.

3. Guiding principles

  • Bellarine Secondary College will collaboratively develop and implement a fair and respectful whole-school engagement and behaviour management approach. Corporal punishment is not allowed at the college
  • The College’s curriculum will include pro-social values and behaviour to enable students to acquire knowledge and skills, value diversity and build a culture of learning, community and engagement.
  • The school will promote active student participation and provide students with a sense of ownership of their environment.
  • The school will support families to engage in their child’s learning and build their capacity as active learners.
  • Bellarine Secondary College promotes active ‘student participation’ as an avenue for improving student outcomes and facilitating school change.
  • The school will establish social/emotional and educational support for vulnerable students and monitor and evaluate progress.
  • The school will have processes in place to identify and respond to individual students who require additional assistance and support.
  • The school will build strong links with the local community to gain access to an extended network of community members, professionals and educators who can provide expertise and experience that can build the capacity of our school and our teachers to respond to the needs of the students.
  • Corporal punishment is prohibited within the College

4. Engagement Strategies 

To realise our vision, Bellarine Secondary College has in place a range of strategies to promote engagement, positive behavior and respectful relationships for all students in the school. We recognise that some students, as a group or as individuals may need extra social, emotional or educational support to flourish at school, and so we will put in place strategies to identify these students and provide them with the support they need.

The school works collaboratively with students and parents/ carers to establish fair and respectful behaviour policies and practices, based on the school’s values, expected social competencies and positive peer relationships. There are also intervention strategies in place to address inappropriate behaviours which can negatively impact on the learning environment of the self and others.

The universal (whole-school), targeted (group-specific) and individual engagement strategies used in our school are outlined in Appendix 2. 

 

5. Identifying students in need of extra support 

Bellarine Secondary College will utilise the following information and tools identify students in need of extra support using the following strategies:

  • Personal information gathered upon enrolment
  • Attendance rates
  • Academic performance, particularly in literacy and numeracy assessments
  • Behaviour observed by classroom teachers
  • Xuno records
  • Advice from Student Wellbeing Team staff , House Leaders and Student Environment Leaders
  • Engagement with student families

6. Behavioral expectations 

Shared behavior expectations for students, parents/carers and school staff are detailed at Appendix 3. 

7. School actions

Responding to challenging behaviour

Where a student acts in breach of the behaviour standards of our school community, we will institute a staged response, as outlined in the Department of Education and Early Childhood Development Student Engagement and Inclusion Guidance (see Appendix 4).

Discipline

Disciplinary measures may be used as part of a staged response to challenging behaviour in combination with other engagement and support strategies to address the range of factors that may have contributed to the student’s behaviour.

Disciplinary measures that may be applied include:

  • Restorative approach (eg repairing damage caused)
  • Withdrawal of privileges
  • Withdrawal from class activities for a specified period. Where appropriate, parents/carers will be informed of such withdrawals
  • Detention – Lunchtime, afterschool or Saturday morning
  • Suspension (in-school and out of school)
  • Expulsion

Discipline will be applied in a way that is proportionate to the behaviour and upholds procedural fairness. (see Appendix 5)

Suspension and expulsion are measures of last resort and may only be applied when the grounds for suspension and expulsion set out in the Engagement and Inclusion Guidance have been met.

Suspension and expulsion can only be approved by the principal and our school will follow the processes for applying these disciplinary measures set out in the Student Engagement and Inclusion Guidance.

Information on grounds and processes for suspension and expulsion that our school will follow are available here: http://www.education.vic.gov.au/school/principals/participation/Pages/discipline.aspx

 

8. Engaging with families 

Bellarine Secondary College values parent / carer input into its operations and curriculum offerings and seeks feedback through the Parent Opinion survey, and from parent representatives on School Council. Feedback via quick response surveys conducted on those occasions that bring members of the school community into the College such as Parent-Student-Teacher Interviews, Information Evenings etc

The College Parent Portal provides parents with access to school information, information regarding their son or daughter’s attendance and school reports. The Parent Portal is regularly updated to include all relevant information and important dates.

The school will support families to engage in their child’s learning and build their capacity as active learners. It provides an environment that welcomes all parents/carers and is responsive to them as partners in learning.

The school will create successful partnerships with parents/carers and families by:

  • ensuring all parents/carers are aware of the school’s Student Engagement and Inclusion Policy
  • conducting effective school-to-home and home-to-school communications
  • providing volunteer opportunities to enable parents/carers and students to contribute
  • involving families with homework and other curriculum-related activities
  • involving families as participants in school decision-making
  • coordinating resources and services from the community for families, students and the school
  • involving families in Student Support Groups

Parents responsibilities for supporting their child’s attendance and engagement are outlined at Appendix 3. Furthermore, parents are expected to act in a respectful and constructive manner when dealing with our school. More detail on parent responsibilities and consequences for inappropriate behaviour are outlined in our Statement of Values (See Appendix 6)

 

9. Evaluation 

Data collection and analysis

Data will be collected regarding frequency and types of wellbeing issues, so as to measure the success or otherwise of school-based strategies and approaches.

Some of sources of data used are:

  • the Attitudes to School Survey data
  • school performance data
  • parent survey data
  • data from case management work with students
  • data extracted from software such as CASES21, SOCS or XUNO (Student Management Tool)

 

 

Review of this policy

This policy will be reviewed biannually or more often if necessary due to changes in regulations or circumstances.

 

10. Appendices

Appendix 1: Statement of Rights and Responsibilities

Appendix 2: Student Engagement Strategies

Appendix 3: Behaviour expectations

Appendix 4: Staged response to behaviour issues

Appendix 5: Process for responding to breaches of Behaviour Expectations

Appendix 6: Bellarine Secondary College Statement of Values

Appendix 7: Managing the classroom learning environment

Appendix 1

STATEMENT OF RIGHTS AND RESPONSIBILITIES

It is the right of all members of the Bellarine Secondary College community to experience a safe and supportive learning and teaching environment. Staff, students and parents/ carers have a right to be treated with respect, and enjoy an environment free from bullying (including cyber bullying), harassment, violence, discrimination or intimidation. (Refer to our Bullying Prevention Policy and Equal Opportunity Policy).

Teachers also have the rights to be informed, within Privacy requirements, about matters relating to students that may impact on the teaching and learning for that student.

Students have a responsibility to contribute positively to the educational experience for themselves and other students, to participate fully in the school’s educational program, and to ensure that their behaviours demonstrate respect for themselves, their peers, their teachers and all other members of the school community.

Parents/ carers have a responsibility to take an active interest in their child’s educational progress, model and reinforce positive behaviours and ensure their child’s regular attendance.  They have a responsibility to support the school in maintaining a safe and respectful learning environment for all students, and engage in regular and constructive communication with school staff regarding their child’s learning.

Teachers have a responsibility to demonstrate the standards set by the Victorian Institute of Teaching and AITSL. That is, to know how students learn and how to teach them effectively, know the content they teach, know their students, plan and assess for effective learning, create and maintain safe and challenging learning environments, and use a range of strategies to engage students in effective learning. Teachers also have a responsibility to fairly, reasonably and consistently implement the Student Engagement and Inclusion Policy.

All members have an obligation to ensure school property is appropriately used and maintained.

Student Engagement Strategies                                                                                                          Appendix 2

 

Universal strategies Targeted strategies Individual strategies
  • Bellarine Secondary College will deliver a broad curriculum including VET programs, VCE and VCAL, Hands on Learning and Applied Learning
  • Our teachers will adopt a range of teaching and assessment approaches to effectively respond to the diverse learning styles, strengths and needs of our students
  • Our school will develop behavioural expectations for all members of the school community in consultation with students, staff and parents/carers, and these will be taught to all students and shared with their families
  • Our school will regularly acknowledge examples of positive behaviour and student achievement, both informally in classroom settings and more formally in events such as assemblies and via communications to parents.
  • All students will have the opportunity to participate in a social and emotional learning curriculum program through the Positive Behaviours program and the Home Group program
  • Students will have the opportunity to contribute to and provide feedback on decisions about school operations both through the Student Government, student forums
  • Whole school instructional model to build a consistent language and practice
  •  All students from Years 10 and above, and all Koorie students from Years 8 and above, will be assisted to develop a Pathways plan
  • All students in Out of Home Care will be appointed a Learning Mentor and will be referred to Student Support Services for an Educational Needs Assessment
  • School nurse and wellbeing staff will undertake health promotion and social skill development in response to needs identified by classroom teachers or other school staff during the school year.
  • Relevant teaching staff will apply a trauma-informed approach (using Calmer Classrooms: A Guide to Working with Traumatised Children, and similar resources) to working with students who have experience trauma, such as students from refugee backgrounds or who are in out of home-care

 

 

 

 

 

 

 

  • Strategies to support attendance and engagement of individual students include:

o   Meet with student and their parent/carer to talk about how best to help the student engage with school

o   Establish a Student Support Group.

o   Seek extra resources under the Program for Students with Disabilities for eligible students

o   Develop an Individual Behaviour Support Plan and/or Individual Learning Profile, Portrait or Plan.

o   Engage with Student Environment Leaders and House Leaders to ensure pathways and programs meet individual needs and students individual learning is supported

o   Consider if any environmental changes need to be made, for example changing the classroom set up.

o   Refer to internal support services eg Student Wellbeing Coordinator or Student Support Services

Refer to external support services including ChildFirst, Local Government Youth Services, Community Agencies such as Headspace

 

 

 

Shared Behavior Expectations                                                                                                                                                 Appendix 3

Students Parents/Carers Principals/Teachers Staff
Engagement (participation in the classroom and other school activities)

 

 

 

 

 

 

 

Demonstrate:

  • Citizenship- Contribute and cooperate
  • Respect- Students have the right to learn, Teachers have the right to teach
  • Honesty- Do your own work to the best of your ability
  • Team work- Help each other to learn
  • Lifelong Learning- Aim for excellence every day

 

 

 

  • Promote positive outcomes by valuing the importance of education and liaising with the school on their child’s progress/needs
  • Support their child in their preparedness for the school day and in the provision of a supportive home environment
  • Monitor their child’s school involvement and progress and communicate with the school when necessary
  • Are informed and supportive of school  programs and actively participate in school events/parent groups
  • The school will comply with its duty of care obligations and have a responsibility to provide an educational environment that can effectively engage all students
  • The school will provide appropriate, relevant and challenging curriculum that gives students the opportunity to have input into their learning and experience success
  • Wellbeing Team members will support students and families in need to provide necessary learning tools and materials
Attendance

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

All students are expected to:

  • attend and be punctual for all timetabled classes, including Home Group every day that the school is open to students
  • be prepared to participate fully in lessons
  • bring a note from their parents/carers explaining an absence/lateness

 

 

 

 

 

 

 

 

 

 

Parents/Carers are expected to:

  • ensure that their child’s enrolment details are correct
  • ensure their child attends regularly
  • advise the school as soon as possible when a child is absent
  • account for all student absences
  • keep family holidays within scheduled school holidays

Support their child’s learning during absences and work with the school  to reintegrate students after prolonged absences

 

 

 

 

 

 

 

In accordance with legislation released March 1, 2014 the school will:

In accordance with DET procedures  the school will:

  • Proactively promote regular attendance
  • mark rolls accurately each lesson
  • follow up on any unexplained absences promptly and consistently
  • Identify trends via data analysis
  • Report attendance data in the school’s Annual Report
  • Support students whose attendance is problematic by developing ‘Return to School’ plans and working with families to implement individual strategies
  • Conduct home visits

Explore alternative education options that support the student to attend main stream schooling

 

Behaviour

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students are expected to:

  • model the schools core values of diversity, achievement, responsibility and endeavour
  • always treat others with respect.
  • never physically or verbally abuse others.
  • take responsibility for their behaviour and its impact on others
  • obey all reasonable requests of staff.
  • respect the rights of others to learn. No student has the right to impact on the learning of others.
  • respect the property of others.
  • bring correct equipment to all classes

comply with the school’s policies and work with teachers and parents in developing strategies to improve outcomes

 

 

 

 

 

 

:

Parents/Carers are expected to :

  • have high expectations of their child’s behaviour and an understanding of the schools  behavioural expectations
  • Communicate with the school regarding their child’s circumstances

Cooperate with the school by assisting in the development and enforcement of strategies to address individual needs

 

 

 

 

 

 

 

 

 

 

 

 

The school will deliver an inclusive and comprehensive curriculum which promotes positive behaviours and emphasizes the well being of every child

 

The school will employ whole school and classroom practices to establish a climate in which appropriate behaviour is the norm for all students and focus on the implementation of preventative and early intervention strategies to deal with attendance and behavioural issues

 

The school will consistently apply its Behavioural Policy through a shared collegiate understanding and only exclude students in extreme circumstances

 

The school recognises that for some students additional support may be needed in the form of staged responses and is committed to working with families to reintegrate students after exclusion

 

Bellarine Secondary College prohibits corporal punishment

Appendix 4

Staged response checklist for student behaviour issues

Stage 1: Promoting positive behaviour and preventing behavioural issues
Suggested strategies School actions
Define and teach school-wide expectations for all.
Establish whole school wide positive behaviour programs.
Establish consistent school-wide processes to identify and support students at risk of disengagement from learning.

 

Stage 2: Responding to individual students exhibiting challenging behaviour
Suggested strategies School actions
Assess the behaviour and its functions, influences, and triggers (include student, parents and school wellbeing staff as appropriate).
Develop Behaviour Support Plan and/or Individual Education Plan, Profile and/or Portarait (involve parent or carer)
Consider if any environmental changes need to be made.
Teach replacement behaviors.

 

Engage Student Support Services and/or community services to undertake assessments and/or provide specialist support
Establish a student support group
Implement appropriate disciplinary measures that are proportionate to problem behaviours

Process for responding to breaches of Behaviour Expectations                                                   Appendix 5

Rules Classroom Teacher Responsibility House Leaders (or Assistant Principal)
Overall behaviour

  • Students must obey all reasonable requests of staff.
  • Students must always treat others with respect.
  • Students must respect the rights of others to learn. No student has the right to impact on the learning of others.
  • Students must respect the property of others.
  • Students must bring correct equipment to all classes and attend classes ‘Ready to Learn’.
  • Students must work to the best of their ability.
See appendix 7

 

 

See appendix 7

 

 

Attendance and punctuality

 

  • Students must be on time to all classes and Home Group
  • Students who are late to any class must report to the general office to get a late pass.
  • Students who leave school early must have a note from home signed by their House Leader prior to signing out at the office.
  • Students absent from school must ensure reasons for the absence have been communicated with the school.
  • Notification from home (ie: signed note or medical certificate) must accompany all absences.
  • Students must not leave the school grounds without permission.

 

 

 

 

 

 

Check late pass. Adjust entry on ERM (Electronic Roll Marking) to Late

Speak to student about lateness and detain at end of lesson if periods 2 or 4 over the issue.

Report to House Leader if on-going

 

 

 

 

 

 

 

 

 

 

 

Speak to student about lateness issues.

On going lateness: Afterschool detention and/ or organise for parent conference to resolve issue.

Follow through with student and / or parent/guardian/carer

After three days absence: Organise for attendance conference as per the school’s attendance strategy. Inform Student Wellbeing Coordinator. Inform the Principal Class via distribution list. Involve the appropriate Student Environment Leader.

Continued issue referral to AP for Check and Connect.

Organise lunchtime detention via contact with House Leader @ OG

Wellbeing Team referral to external agencies, supports and programs for students who have breached attendance expectations over an extended period of time to support re-engagement with the school community

Uniform

  • Students must adhere to the school uniform requirements.
  • It is compulsory for all students to wear appropriate footwear at all times.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

@ Drysdale:

  1. If note supplied for shoes allocate Uniform Pass
  2. If no note for shoes refer to House Leader via XUNO. Lunchtime Detention
  3. If note for item of uniform send student to uniform room for replacement item to be worn.
  4. If no note for item of uniform other than shoes refer student to the uniform room for replacement item to be worn. Communicate with House Leader via XUNO. Lunchtime Detention.
  5. If repeated, contact home and refer to House Leader
  6. Continued issue referral to AP for Check and Connect.

@ Ocean Grove campus

  1. If note supplied for shoes allocate Uniform Pass
  2. If no note for shoes refer to House Leader via XUNO. Lunchtime Detention
  3. If note for item of uniform other than shoes refer to Assistant Principal for replacement item to be worn.
  4. If no note for item of uniform other than shoes refer to Assistant Principal for replacement item and communicate with House Leader via XUNO. Lunchtime Detention.
  5. If repeated, contact home and refer to House Leader
  6. Continued issue referral to AP for Check and Connect.
Check uniform pass. If no pass, confiscate the item of clothing and refer to House Leader via XUNO. Lunchtime Detention.

Wellbeing Team member to contact parent and determine if financial support could assist in addressing issue

 

Repeated issue; after-school detention

Assistant Principals and Student Wellbeing Team to provide assistance as required

 

 

 

 

 

 

 

 

 

 

 

Bullying

  • Students must not bully, intimidate, exclude or harass others. This includes any verbal, cyberbullying, physical or sexual conduct which is uninvited, unwelcome or offensive to a person.

 

 

 

 

 

 

 

 

 

 

 

 

Report to House Leader

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Contact parents and involve Student Wellbeing team. Wellbeing Team and other staff to support student and family targeted by bullying

Refer to schools Acceptable Use Agreement.

Use resources from Bullystoppers, “I’ve been called a bully” or “Students and Cyberbullying” to prompt reflection.

Refer to our school’s Bullying Prevention Policy. Consequences may include apology, anti bullying contract, student task related to anti bullying/cyber bullying, presentation of task to year level, referral to intervention program and/or counselling.

Some cases may warrant immediate suspension. This decision must be made by the Principal.

Student removed from classroom and parent contacted to collect students. Following procedure in Student Engagement and Inclusion Guidance re: Immediate suspension.

Property and security

  • Students are to respect all school property.
  • Students must not enter staff room or offices unless supervised.
  • Students must bin all rubbish
  • Students must not have the following at school: chewing gum, felt permanent marker pens.
  • Students must return borrowed school material on time.
  • Students must keep lockers secure at all times. School will not be responsible for loss of valuables.
  • Students must leave school bags in lockers.
  • Electronic devices must not be used without permission.
  • Classrooms must be left neat and tidy.
  • Graffiti of any kind will not be tolerated.
 

Challenge behaviours around rights and responsibilities and impose consequence e.g. clean up duties in room or school grounds.

For repeated offences, refer to House Leader

Confiscate the bag.

Confiscate iPod or mobile phone and take to General office

Organise for students to remain behind and tidy the room or area.

Retain any evidence of graffiti and report to Principal Class

 

 

 

 

Challenge behaviours around rights and responsibilities and impose consequence e.g. clean up duties in common room  or school grounds.

For repeat offenders, place in the lunchtime or after school detention class.

 

Parent notified. Student required to repair damage. Parent may be required to meet costs if external service needed. If extensive and persistent issue, organise a parent meeting to review behaviour and discuss supports and next steps.

 

 

 

Statement of values                                                                                                                 Appendix 6

Bellarine Secondary College recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, ensuring inclusive, safe and orderly environments for children and young people.

This Statement of Values sets out our behavioural expectations of all members in this school community, including the principal, all school staff, parents, carers, students and visitors. It respects the diversity of individuals in our school community and addresses the shared responsibilities of all members in building safe and respectful school communities.

Discrimination, sexual and other forms of harassment, bullying, violence, aggression and threatening behaviour are unacceptable and will not be tolerated in this school.

Our Statement of Values acknowledges that parents and school staff are strongly motivated to do their best for every child. Everyone has the right to differing opinions and views and to raise concerns, as long as we do this respectfully as a community working together. 

Responsibilities

As principals and school leaders, we will:

  • Work collaboratively to create a school environment where respectful and safe conduct is expected of everyone.
  • Behave in a manner consistent with the standards of our profession and meet core responsibilities to provide inclusive, safe and orderly environments.
  • Plan, implement and monitor arrangements to ensure the care, safety, security and general wellbeing of all students in attendance at the school is protected.
  • Identify and support students who are or may be at risk.
  • Do our best to ensure every child achieves their personal and learning potential.
  • Work with parents to understand their child’s needs and, where necessary, adapt the learning environment accordingly.
  • Respond appropriately when inclusive, safe or orderly behaviour is not demonstrated and implement appropriate interventions and sanctions when required.
  • Make known to parents the school’s communication and complaints procedures.
  • Ask any person who is acting in an offensive or disorderly way to leave the school grounds.

As Teachers and all non-teaching staff, we will:

  • Model positive behaviour to students consistent with the standards of our profession.
  • Proactively engage with parents about student outcomes.
  • Work with parents to understand the needs of each student and, where necessary, adapt the learning environment accordingly.
  • Work collaboratively with parents to improve learning and wellbeing outcomes for students with additional needs.
  • Communicate with the principal and school leaders in the event we anticipate or face any tension or challenging behaviours from parents.
  • Treat all members of the school community with respect.

As Parents and carers, we will:

  • Ensure our child attends school on time, every day the school is open for instruction.
  • Model positive behaviour to our child.
  • Take an interest in our child’s school and learning.
  • Work with the school to achieve the best outcomes for our child.
  • Communicate constructively with the school and use expected processes and protocols when raising concerns.
  • Support school staff to maintain a safe learning environment for all students.
  • Follow the school’s complaints processes if there are complaints.
  • Treat all school leaders, staff, students, and other members of the school community with respect.

As Students, we will:

  • Model positive behaviour to other students.
  • Comply with and model school values.
  • Behave in a safe and responsible manner.
  • Respect ourselves, other members of the school community and the school environment.
  • Actively participate in school.
  • Not disrupt the learning of others and make the most of our educational opportunities

 

As Community MEMBERS, We will:

  • Model positive behaviour to the school community.
  • Treat other members of the school community with respect.
  • Support school staff to maintain a safe and orderly learning environment for all students.
  • Utilise the school’s communications policy to communicate with the school.

THE DEPARMENT OF EDUCATION AND TRAINING WILL:

  • Provide support and advice to principals to equip them to manage and respond to challenging behaviour of students, parents and staff.
  • Provide practical guidance and resources to support schools to manage and respond to challenging behaviour of students, parents and staff.
  • Provide practical guidance and resources to support schools respond to and prevent bullying and promote cyber-safety and wellbeing.
  • Provide access to evidence based resources and strategies to increase student safety, wellbeing and engagement.
  • Provide schools with practical and legal support as required.
  • Provide parents with practical guidance and resources to resolve conflicts with the school.

 

consequences for failing to uphold the statement of values

Unreasonable behaviours

Behaviours that are considered inappropriate on and adjacent to school grounds or in relation to school business and that do not uphold the principles of this Statement of Values include when a person:

  • is rude, aggressive or harasses others
  • sends rude, confronting or threatening letters, emails or text messages
  • is manipulative or threatening
  • speaks in an aggressive tone, either in person or over the telephone
  • makes sexist, racist or derogatory comments
  • inappropriately uses social media as a forum to raise concerns/make complaints against the school
  • is physically intimidating, e.g. standing very close.

 

Consequences of unreasonable behaviourds

Principals are responsible for determining what constitutes reasonable and unreasonable behaviour.

Unreasonable behaviour and/or failure to uphold the principles of this Statement of Values may lead to further investigation and the implementation of appropriate consequences. This may include:

  • utilising mediation and counselling services including the use of Restorative Behaviours conferences
  • alternative communication strategies being applied
  • formal notice preventing entry onto school premises or attendance at school activities. Written notice will follow any verbal notice given.
  • an intervention order being sought
  • informing the police which may result in a charge of trespass or assault

By agreeing to meet specified standards of positive behaviour, everyone in our school community can be assured that they will be treated with fairness and respect. In turn, this will help to create a school that is safe and orderly, where everyone is empowered to participate and learn.

 

Appendix 7 Managing the classroom learning environment

Appendix 7 managing the classroom