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Student Engagement & Inclusion Policy 2019
- Updated 5th December 2018
Tallygaroopna Primary School
School No: 3067
Endorsement by
School Council
Insertion of a tick ( ) in the next
column indicates that the School
Principal, as Executive Officer of
the School Council, verifies that
this Student Engagement Policy was
endorsed at a meeting of School
Council.
David Brodie
Principal
5th December 2018
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Tallygaroopna Primary School with a population of 89 students is situated 17km north of Shepparton. Whilst located in a rural setting, the school’s parent community is mainly comprised of families who work in Shepparton with very few being involved in farming. The school is extremely well equipped mainly due to a healthy injection of locally raised funds over the past ten years or more and a new BER building along with updated existing buildings. The school has vast playing areas comprising two adventure playgrounds, asphalt and court areas and a well grassed oval that has its own watering system. A huge undercover area is available for use on hot or wet days.
Purpose:
Tallygaroopna Primary School is committed to providing the highest quality education for all in an environment that cares for its students, staff and parents. This commitment is demonstrated by encouraging students to :
Reach for full academic, social and physical potential in a fair, positive and consistent environment.
Display a commitment to improving their learning outcomes.
Develop a sense of self-discipline in their work and their play.
Respect the rights of other students, staff and visitors.
Develop a good understanding of all key-learning areas, particularly literacy and numeracy.
Provide equal opportunity for all members of the school community.
Develop in students’ qualities and life skills such as responsibility, independence, inquiring minds, problem solving, team skills and creativity.
Prepare students for their next stage of learning by building on their strengths and experiences.
1-SCHOOL PROFILE STATEMENT
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Our school values are used to support our students, teachers and parents in becoming positive citizens within their community. These values are:
Inclusion: to include others and to not leave anyone out. To understand, respect, welcome, celebrate and honour the diversity of children, families and staff. Diversity comes in many different forms, for example culture, language, religion, lifestyle, family arrangements and circumstances, abilities and disabilities. Respecting diversity is important in creating a sense of belonging. The different backgrounds of the children, families and staff enrich a schools character and identity. Schools that are responsive to individual differences and respect diversity benefit everyone and help to build an inclusive environment.
Respect: to treat others with consideration and regard, to respect another person’s point of view and to treat others how you would like to be treated. A feeling of admiration or deference toward a person, child, non-human animal, group, ideal, or indeed almost any entity or concept, as well as specific actions and conduct representative of that esteem. Respect can be a specific feeling of regard for the actual qualities of the one respected (e.g., "I have great respect for her judgment"). It can also be conduct in accord with a specific ethic of respect (ie: Anzac Day).
Honesty: to tell the truth and own up to things in a mature manner. Being honest means you display positive attributes such as integrity, truthfulness, straightforwardness, including straightforwardness of conduct, along with the absence of lying, cheating, theft, etc. Furthermore, honesty means being trustworthy, loyal, fair, and sincere.
Definitions amended in 2017. Relevant Policies on School Website
Inclusion Policy / Child Safe Policy
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New addition in 2017
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LONG TERM AND SHORT TERM GOALS
– STRATEGIC PLAN & ANNUAL IMPLEMENTATION PLAN Our Goals and Targets for 2019 will be based on recommendations from our School Review
which was conducted in November / December 2018. These will be formed in Term 1 (2019)
and this document will be amended to reflect this and the school community will be
informed also.
Below are our past goals which focus on Student Engagement and Wellbeing.
Engagement Goal:
Increase self-efficacy across the school and opportunities for higher levels of student cognitive engagement, challenge, self-directed inquiry and deep thinking.
Engagement Targets:
a. Reduce P-6 student absences from 10 days to less than 8 days annually.
2014 2015 2016 2017 2018 2018 Goals
10.14 12.30 12.78 10.34 8.08 <8
b. Student Motivation & School Connectedness to be at or above State and Regional Benchmarks.
Student Survey 2014 2015 2016 2017 2018 2018
Goals
St. Motivation 4.45 4.54 4.66 91.2%
(96%)
67% 4.7
St. Connectedness 4.33 3.95 4.47 46.7%
(82%)
74% 4.5
Engagement Key Improvement Strategy:
Create a culture of high expectations and opportunities to promote student voice and involve students in decision-making about how they can make a difference to their local and global communities.
Wellbeing Goal:
Ensure all members of the school community feel they are in a safe and supportive learning environment.
Wellbeing Targets:
Student Distress & Student Morale are both at 6.2 or above in State and Regional Benchmarks. Student Safety is above State and Regional Benchmarks.
Student Survey 2014 2015 2016 2017 2018 2018 Goals
St. Distress
- sense of inclusion
6.27 6.11 6.14 86%
(95%)
80% 6.3
St. Morale
– learning confidence
6.36 5.65 6.00 40.6
(80%)
67% 6.3
St. Safety
- managing bullying
4.66 4.53 4.73 86.1%
(93%)
84% 4.7
Wellbeing Key Improvement Strategy:
Strengthen the partnership between staff, students and parents to share responsibility for student wellbeing and develop processes and programs that support the mental health and wellbeing of our students.
More specific goals and targets will be identified in our Annual Implementation for 2019.
This will be endorsed in March.
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1. Students are expected to take care of their own personal
property and that of the schools. Damage to school
property and surrounds will not be tolerated.
2. Children are expected to remain on school property
during school hours unless given permission.
3. Students are expected to behave appropriately during
school hours.
4. Students are expected to travel to and from school in the
appropriate manner and with the appropriate gear. Bus
travellers will adhere to the Bus Traveller’s Code of
Conduct.
5. Students will not be permitted to bring expensive articles
of personal property or banned substances to school (as
the Education Department’s insurance policy does not
cover personal belongings).
6. Students are expected to adhere to the dress code as
stated in the Tallygaroopna Information book.
SCHOOL RULES
Our General School Rule is to “CONSIDER THE FEELINGS OF OTHERS AT ALL TIMES.”
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Tallygaroopna Primary School aims to develop socially well adjusted children who perform academically to the best of their ability in a safe, friendly and caring environment and to develop the necessary skills and knowledge to become valued members of the community. We have a clear focus on student attendance with regular updates and reminders of the importance of being at school in the Newsletter, on Tiqbiz and at assemblies. Attendance is a target in our Strategic and Annual implementation Plans.
Students are encouraged to attend every day and parents are encouraged to send their students to school each day unless they are unwell. We encourage parents to make appointments where possible, out of school hours. If students are absent, parents are to write a note or contact the school.
Amendments to the Education and Training Reform Act 2006 in relation to the enforcement of compulsory school enrolment and attendance come into effect this year. This new legislation means that a parent could receive a School Attendance Notice and possibly an Infringement Notice if their child misses five full days of school in a year without a reasonable excuse. It also means a parent could receive a School Enrolment Notice and possibly an Infringement Notice if their child is not enrolled in school or registered for home schooling. Importantly however, new procedures for enforcing attendance are articulated as a strategy of last resort, when other interventions to improve attendance have failed.
2-WHOLE SCHOOL PREVENTION STATEMENT
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Tallygaroopna Primary School aims to: -develop in each of our students a desire for lifelong learning so that they become valuable members of society -place an emphasis on teaching the students how to live with others and encourage their creativity - endorse the philosophy of “Consider the feelings of others at all times.”
To achieve these three aims we:
Provide highly motivated and qualified staff to facilitate the education of our students.
Provide physical facilities and grounds that enhance learning.
Have high but realistic expectations of students and encourage students to “be their best.”
Provide programs that are innovative, challenging and relevant to the needs of our students.
Give constant positive reinforcement to improve self-esteem.
Acknowledge student achievement in the newsletter and at assemblies through student of the week awards.
Encourage friendship, sharing, tolerance and compassion amongst all children.
Encourage and Support children to accept responsibility for their actions.
Provide adequate supervision in the school grounds, making a special effort to observe, assist and involve children with problems.
Develop a whole staff approach to the resolution of problems occurring both in and out of the classroom.
Be consistent and fair in applying logical consequences.
Encourage understanding and awareness of the school rules.
Provide intervention and extension assistance for students.
Employ Education Support Staff to assist with the needs of children.
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Supporting Students in Need To achieve this we aim to utilise the following: Individual Learning Plans The purpose of an ILP is to describe a set of strategies to address the particular educational needs of the child or young person. The ILP should: Outline a meaningful educational program
Be age appropriate, holistic in its approach, flexible and future
orientated Consider key long-term goals that reflect learning outcomes in social,
academic and life skills development Establish short-term goals that will lead sequentially to the
achievement of long-term goals Ensure that the goals are measurable, achievable, supported, time-
framed and aim to retain the student at school Clearly articulate individual and shared responsibilities Provide guidance for the student support group (SSG) Contain a record of important decisions, actions, student behaviour
and progress Be a useful transition tool Be reviewed every six months at minimum, or as regularly as needed. Behaviour Management / Safety Plans
This is a school-based document designed to assist individual students who have experienced harm, are at risk of harm, or have caused harm to others.
This may include students who have been diagnosed with severe behaviour disorders, students who have bullied others, students who have been bullied, students who require additional assistance because they display difficult, challenging or disruptive behaviours, as well as students who can benefit from additional wellbeing support. A Behaviour Support Plan (BSP) can help ensure that students and staff feel safe, valued and connected to their school community. An effective BSP contributes to building respectful relationships, resilience, and well-adjusted students who are able to learn effectively.
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School Support Group – PSD students
Student Support Groups support your child if they have a disability or additional needs.
A Student Support Group is mandatory for all students in the Program for Students with Disabilities, and is strongly encouraged for any student with additional learning needs.
When enrolling a child with a disability in a school, the principal will give you information about the specific support available to help your child take part in the school’s education program.
The focus of the Student Support Group is on educational planning for your child and monitoring their progress.
It is the responsibility of the principal to set up and run the Student Support Group and make sure all members of the group take part and work together.
Parent Support Group This may be set up for any student or family in the school who is having particular issues whether at school or at home. These are not mandated and are generally at the discretion of the Principal along with other key stakeholders at the school. The aim of a PSG is to offer support or assistance to a student or family in need. Specific guidelines are similar to a SSG.
Adequate Supervision at School We support the needs of our students by providing supervision in the following ways After 8.30am until the beginning of school
Supervision at school at the front of the school (playground area)
and the back of the school (oval area) Offering an alternative play area – generally in the Multi Purpose
Room with a variety of indoor activities
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Student Rights and Responsibilities
Rights Responsibilities
All students have the right to be valued and treated with respect. Students have a right to work, learn and play in a secure environment where they are able to develop their talents, interests and ambitions without interference.
Students have the right to be treated and spoken to fairly and respectfully by teachers, students and parents. Students have the rights to ask questions and share ideas.
A responsibility to respect others. A responsibility to be courteous and respectful to all people involved in school programs, including all visitors to our school. A responsibility to take care of all property including school, personal and others. A responsibility to allow others to work without being bothered. A responsibility to complete your classroom activities. A responsibility to come to school and to be on time. A responsibility to obey school rules. A responsibility to be cooperative and fair at sport and play. A responsibility when on school activities/excursions to continue to obey school rules. A responsibility to take messages home. To treat everyone in the school in a friendly and respectful manner.
A responsibility to listen and respond in a positive manner. To contribute to the best of their abilities in all school activities.
STUDENT, TEACHER & PARENT RIGHTS
3-RIGHTS AND RESPONSIBILITES
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Teacher Rights and Responsibilities
Rights Responsibilities
Teachers have the right to teach in an atmosphere of order and cooperation. Teachers have the right to be treated with respect by students, parents and colleagues. Teachers have the right to feel safe in the school environment. Principal and Staff have an obligation to implement the Student Engagement Policy fairly, reasonably and consistently.
A responsibility to ensure that all students are safe and happy in their school environment. Discuss and reinforce school rules and high expectations. Arrive at school on time, prepared for effective teaching. Contribute to the development of units of work through effective planning and sharing. A responsibility to treat all children, parents and colleagues fairly and respectfully regardless of gender, race or religion. Provide opportunities for all students to experience personal success A responsibility to promote an environment, which maximises the opportunity of all students to strive for excellence. A responsibility to provide and promote positive role models for students at all times. A responsibility to inform parents of their child’s performance at school. Display consistency when dealing with student management issues both in and out of the classroom.
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Parent Rights and Responsibilities
Rights Responsibilities
Parents have a right to expect that their children will be educated in a secure environment in which care, courtesy and respect for the rights of others are encouraged. Parents have a right to support the Principal and Staff in their efforts to maintain a productive teaching and learning environment.
A responsibility to ensure your child attends school and is punctual. A responsibility to support the School Discipline and Uniform Policy. A responsibility to support the school in its efforts to maintain a positive teaching and learning environment. Ensuring your child has enough sleep at night and that they are provided with breakfast before attending school each day. Being aware of school rules and encouraging acceptable social behaviour. Provide the school with current up to date contact information. Support the school’s homework and reading at home philosophy. Ensuring your child wears correct school uniform unless there is a valid reason. A responsibility to communicate all matters that may affect your child’s learning. Provide your child with lunch (preferably healthy) and snack each day.
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Attendance Policy – Tallygaroopna PS
Rationale:
The Education Act requires that children of school age (six to seventeen years) resident in
Victoria are required to be in full-time attendance at a government or registered non-
government school unless they are receiving approved home tuition, correspondence
education, or have been granted an exemption by the Regional Director.
Aims:
To maximise student learning opportunities and performance by ensuring that children
required to attend school do so regularly, and without unnecessary or frivolous absences.
Implementation:
Education is a sequential process. Absences often mean students miss important stages in
the development of topics, causing them to find ‘catching up’ difficult.
Absenteeism contributes significantly to student failure at school.
All enrolled students are required to attend school unless reasonable and valid grounds
exist for them to be absent.
Illness is reasonable grounds for an absence - shopping excursions or birthday parties are
not.
Parents have a responsibility to ensure that their children attend school regularly, and are
only absent if ill or if absolutely necessary.
Parents have a further responsibility to provide a written note or return a completed
absence form to the school explaining why an absence has occurred.
The principal has a responsibility to ensure that attendance records are maintained and
monitored at school.
All student absences are recorded in both the morning and the afternoon by teachers, are
aggregated onto our Grade Expert Database and imported into CASES21 database and
communicated to the Department of Education.
The Department of Education and enrolment auditors may seek student attendance
records.
The principal has a further responsibility to ensure that unexplained absences are
investigated, and that high levels of absenteeism are adequately explained.
The principal will ensure parents of students with high levels of unexplained or
unapproved absences are contacted, with the view to developing and implementing
strategies to minimise absences.
Ongoing unexplained absences, or lack of cooperation regarding student attendance may
result in a formal attendance school support group being organised. Unresolved
attendance issues may be reported to the Department of Human Services.
Students with excellent attendance records will receive certificates of achievement. This
focuses on 95% attendance and are awarded each term, semester and year
Posters encouraging school attendance will feature prominently, as well as newsletter
articles.
Student attendance and absence figures will appear on student half year and end of year
reports.
Aggregated student attendance data is reported to the Department of Education and the
wider community each year as part of the annual report.
Evaluation:
This policy will be reviewed as part of the school’s three-year review cycle.
This policy was endorsed by School Council on Wed 22nd February 2017
http://www.education.vic.gov.au/school/parents/behaviour/Pages/attendance.aspx
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Bullying & Harassment Policy – Tallygaroopna PS
Purpose
Tallygaroopna Primary School aims to provide a safe and inclusive environment
free from all types of bullying behaviour. This policy is to be a positive message to
staff, parents and children, to ensure that the whole school community is working together to eliminate
bullying.
Policy
Schools must include a statement about bullying and cyberbullying behaviours in the Rights and
Responsibilities section of their Student Engagement Policy.
A Student Engagement Policy should include a positive statement about the school’s values and
philosophy, and the related programs and strategies being implemented by the school to promote
student engagement, high attendance and positive behaviours.
Definition
Bullying is when someone, or a group of people, deliberately upset or hurt another person or damage
their property, reputation or social acceptance on more than one occasion. There is an imbalance of
power in incidents of bullying with the bully or bullies having more power at the time due to age, size,
status or other reasons.
This table describes the categories of bullying.
Category Includes
Direct physical bullying hitting, kicking, tripping, pinching and pushing or damaging
property
Direct verbal bullying name calling, insults, teasing, intimidation, homophobic or
racist remarks, or verbal abuse.
Indirect bullying action designed to harm someone’s social reputation and/or
cause humiliation. Indirect bullying includes:
- lying and spreading rumours
- playing nasty jokes to embarrass and humiliate
- mimicking
- encouraging others to socially exclude someone
- damaging someone’s social reputation or social acceptance
Cyberbullying direct verbal or indirect bullying behaviours using digital
technologies. This includes harassment via a mobile phone,
setting up a defamatory personal website or deliberately
excluding someone from social networking spaces.
Many distressing behaviours are not examples of bullying even though they are unpleasant and often
require teacher intervention and management.
Mutual conflict: involves an argument or disagreement between people but not an imbalance of power.
Both parties are upset and usually both want a resolution. Unresolved mutual conflict can develop into
bullying if one of the parties targets the other repeatedly in retaliation.
Social rejection or dislike: is not bullying unless it involves deliberate and repeated attempts to cause
distress, exclude or create dislike by others.
Single-episode acts: of nastiness or physical aggression are not the same as bullying. If someone is
verbally abused or pushed on one occasion they are not being bullied. Nastiness or physical aggression
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that is directed towards many different people is not the same as bullying. However, this does not mean
that single episodes of nastiness or physical aggression should be ignored or condoned as these are
unacceptable behaviours.
Approaches
Schools should:
promote and support safe and respectful learning environments where bullying is not
tolerated
put in place whole-school strategies and initiatives such as Bounce Back and others as
outlined in the Department’s anti-bullying policy
develop a Student Engagement Policy that includes processes and strategies to prevent and
respond to incidents of bullying and other forms of unacceptable behaviour.
involve students, staff and parents in updating the Student Engagement Policy.
work in partnership with parents to reduce and manage bullying.
take a whole-school approach focusing on safety and wellbeing by utilising any resources /
funding which may be available (ie: School Chaplain Program, Cluster Mental Health Day,
Kidsmatter..etc).
Related Policies
Student Support Services
Department Resources
Student Engagement Policy Guidelines
Building Safe and Respectful Schools: providing guidance to schools about creating safe
and respectful learning environments
Sexuality Education:
Respecting Diversity: for teacher resources to support the inclusion of sexual
diversity in the school’s sexuality education program
For Principals: for a copy of Supporting Sexual Diversity in Schools (2008).
Other Resources
Bullying. NoWay! – the joint Australian Education Authorities website
Safe Schools, National Safe Schools Framework providing a set of nationally agreed
principles for safe and supportive school environments and includes appropriate responses
that schools can use to address the issues of bullying, harassment, violence, and child abuse
and neglect.
Evaluation:
This policy will be reviewed as part of the school’s three year review cycle.
This policy was last ratified by School Council in....
Endorsed by School Council
Wednesday 28th October 2015
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Student Expectations
We expect that students will be safe at school and demonstrate consistent and positive behaviour in and out of the classroom and have a good approach to their learning. They should attend school on a regular basis and always be punctual to school and show an awareness of personal hygiene. They can expect to be engaged in their learning and receive support for managing their learning in school and at home. Students at the school should also have respect for themselves, the community and the rights of others and they should be acknowledged and praised for their efforts at school. Students can expect the school to not tolerate bullying behaviour and support for this will be offered instead of constant punishment.
Teacher and Principal Expectations
Staff at school support students to effectively engage in their learning by providing a number of experiences which are relevant to the interests and backgrounds of the children.
Inclusive practices occur in class and children are able to focus on areas of strength when completing set work.
Teachers are beginning to have a common language in class and pedagogy focuses on e5 and Placemats (whole / small / whole approach). We ensure that students regularly experience success and this is celebrated along with diversity.
4-SHARED EXPECTATIONS
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Roles of Principal Class
Ensure the delivery of a comprehensive, high quality education program to all students.
Be executive officer of the school council.
Implement decisions of the school council.
Establish and manage financial systems in accordance with the Department and school council requirements.
Represent the Department in the school and the local community.
Contribute to system‐wide activities, including policy and
strategic planning and development.
Effectively manage and integrate the resources available to the school.
Appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.
Report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.
Comply with regulatory processes from DET.
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Roles of Teachers
Engage in ongoing professional learning to improve their practice
Draw on resources and frameworks provided by the system to inform their work and classroom practice
Work collaboratively with professional colleagues to improve teaching and learning within the school
Use multiple sources of feedback on their classroom practice to inform their professional learning goals.
Parent Expectations
Parents support school by modelling positive behaviours in and out of the school environment. They ensure that regular attendance and punctuality occurs and they have an active role in their child’s education. There is an agreed expectation that parents assist and support students at home with any school work and they communicate with teachers relevant to a range of matters in an orderly fashion. Parents show respect for the learning environment at school and support the schools discipline and uniform policy.
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Before actions and consequences occur, Tallygaroopna Primary School has a responsibility to make sure that positive behaviours are supported through relationship-based whole school and classroom practices. We recognise that some students require additional support in the development of pro social, positive behaviours and this requires reinforcement and acknowledgement to support children towards positive improvement. We also appreciate how important engagement is to children at school and are committed to supporting children in calm, consistent and predictable school classrooms and environments that recognise individual needs and provide appropriate support.
Supportive and Preventative Procedures
These strategies provide students the opportunity to be responsible in the school environment and to have ownership on the values and climate of the school. We believe that it is important that supportive and preventative procedures are applied consistently in the school environment.
School rules are condensed into only a few school rules.
School Captains and S.R.C. are responsible for this.
Positive rewards for desired behaviour at assembly.
Social skills Programs- Bounce Back, Secret Agency
Values Vault, Random Acts of Kindness
Support from School Chaplain (Student Wellbeing Worker)
Cybersafety – Esmart
Collegial Support - to diffuse a potential problem a child may
be placed with another staff member for a specific period of
time.
Involvement of outside agencies to support children and
families. Eg. GV Family Care, SCOPE / IMPACT.
5-ACTIONS AND CONSEQUENCES
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Liaison with Regional Student Support Staff
Consequences are what happen as a result of behaviour. They can be positive or negative depending on the type of behaviour. Consequences should be fair, predictable and they should be related to the rule that has been broken. When a staff member finds that a student has been in breach of the school rules teachers will work through the stages of the student engagement plan.
Positive Consequences – common procedures
1. Verbal praise
2. Awards / certificates / stickers
3. Public recognition at assemblies and in the newsletter.
Breach of rules inside the classroom.
1. Verbal reminder/s of appropriate behaviours and
consequences if the behaviour continues.
2. Time-in classroom during recess or lunch. (completing
unfinished work or filling in the Behaviour Improvement Plan)
3. Sent to school office/principal. (may result in detention during recess or lunch)
Breach of rules in the school yard.
1. Verbal reminder of appropriate behaviours and
consequences if the behaviour continues.
2. Will accompany the yard duty teacher.
3. Removed from yard to school office/principal. (may result in detention during recess or lunch)
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Intentional damage must be repaired or replaced.
Accompanying the yard duty teacher may involve
picking up papers.
The Sun Smart Policy is strictly adhered to and the
“no hat, no play” rule is applied in Terms 1 and 4 (from
September to the end of April).
Severe behaviour will result with children being exited from the room or yard immediately.
All breaches of rules that require a consequence will be recorded in a formal program (ie: Grade Expert).
Parents will be notified through either a phone call (priority) or letter if their child has been removed from class or the yard and any incident that warrants parent notification.
Detention should be used when all natural consequential
discipline methods have been exhausted or are not
appropriate.
Students will be supervised at all times.
Detention should only last for half of the student’s lunchtime
or recess.
Students may be asked to complete work that has been
unfinished due to their behaviour and depending on the
student’s age or skill; they may be asked to complete a
Behaviour Reflection Sheet (student improvement plan).
At Tallygaroopna Primary School we work closely with
students in a positive and supportive manner. Staff use
strategies in a staged response, however, in certain
circumstances a suspension or expulsion may be
required. This would be a last resort as identified in the
School Policy and Advisory Guide on the DET Website.
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Complaints Policy – Tallygaroopna PS
PURPOSE
The purpose of this policy is to:
provide an outline of the complaints process at Tallygaroopna Primary School so that parents
and members of the community are informed of how they can raise complaints or concerns
about issues arising at our school
ensure that all complaints regarding Tallygaroopna Primary School are managed in a timely,
effective, fair and respectful manner.
SCOPE
This policy relates to complaints brought by parents, carers, students or members of our school
community and applies to all matters relating to our school. In some limited instances, we may need to
refer the complainant to another Department of Education and Training process where there are
different mechanisms in place to review certain decisions, for example, expulsion appeals.
POLICY
Tallygaroopna Primary School welcomes feedback, both positive and negative, and is committed to
continuous improvement. We value open communication with our families and are committed to
understanding complaints and addressing them appropriately. We recognise that the complaints process
provides an important opportunity for reflection and learning.
We value and encourage open and positive relationships with our school community. We understand
that it is in the best interests of students for there to be a trusting relationship between families and our
school.
When addressing a complaint, it is expected that all parties will:
raise and discuss issues in a courteous and respectful manner
acknowledge that the goal is to achieve an outcome that is in the affected student’s best
interests and acceptable to all parties
act in good faith and respect the privacy and confidentiality of those involved, as appropriate
recognise that all parties, including the broader school community, have rights and
responsibilities that must be balanced
recognise that schools and the Department may be subject to legal constraints on their ability
to act or disclose information in some circumstances.
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Preparation for raising a concern or complaint
Tallygaroopna Primary School encourages parents, carers or members of the community who may wish
to submit a complaint to:
carefully consider the issues you would like to discuss
remember you may not have all the facts relating to the issues that you want to raise
think about how the matter could be resolved
be informed by checking the policies and guidelines set by the Department and Tallygaroopna
Primary School (see “Further Information and Resources” section below).
Complaints process
Tallygaroopna Primary School is always happy to discuss with parents/carers and community members
any concerns that they may have. Concerns in the first instance should be directed to your child’s
teacher or the Principal. Where possible, school staff will work with you to ensure that your concerns
are appropriately addressed.
Where concerns cannot be resolved in this way, parents or community members may wish to make a
formal complaint to the Principal. Families are encouraged to make an initial formal complaint in
writing which can be sent via mail or email directly to the Principal. This will allow for appropriate
documentation to fully understand the issue at hand.
If you would like to make a formal complaint, in most cases, depending on the nature of the complaint
raised, our school will first seek to understand the issues and will then convene a resolution meeting
with the aim of resolving the complaint together. The following process will apply:
1. Complaint received: Please either email, telephone or arrange a meeting through the front
office with the Principal, to outline your complaint so that we can fully understand what the
issues are. We can discuss your complaint in a way that is convenient for you, whether in
writing, in person or over the phone.
2. Information gathering: Depending on the issues raised in the complaint, the Principal may
need to gather further information to properly understand the situation. This process may also
involve speaking to others to obtain details about the situation or the concerns raised.
3. Response: Where possible, a resolution meeting will be arranged with the Principal to discuss
the complaint with the objective of reaching a resolution satisfactory to all parties. If after the
resolution meeting we are unable to resolve the complaint together, we will work with you to
produce a written summary of the complaint in the event you would like to take further action
about it. In some circumstances, the Principal may determine that a resolution meeting would
not appropriate. In this situation, a response to the complaint will be provided in writing.
Note – DET recommends including the above procedures for a resolution meeting to take
place as part of your complaints process. A face-to-face resolution meeting provides the best
opportunity to repair relationships between complainants and the school. Preparing a written
summary of a complaint together with the complainant can be a useful strategy for ensuring
that all parties understand the issues in dispute, and reach an agreement about the most
important issues that need to be addressed further. However, this process is not compulsory
and may be amended to reflect how you would like to manage complaints at your school. You
may prefer, for example, to respond to complaints in writing.
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4. Timelines: Tallygaroopna Primary School will acknowledge receipt of your complaint as soon
as possible (usually within 48 hours) and will seek to resolve complaints in a timely manner.
Depending on the complexity of the complaint, Tallygaroopna Primary School may need some
time to gather enough information to fully understand the circumstances of your complaint.
We will endeavour to complete any necessary information gathering and hold a resolution
meeting where appropriate within 10 working days of the complaint being raised. In situations
where further time is required, Tallygaroopna Primary School will consult with you and
discuss any interim solutions to the dispute that can be put in place.
Resolution
Where appropriate, Tallygaroopna Primary School may seek to resolve a complaint by:
an apology or expression of regret
a change of decision
a change of policy, procedure or practice
offering the opportunity for student counselling or other support
other actions consistent with school values that are intended to support the student, parent and
school relationship, engagement, and participation in the school community.
In some circumstances, Tallygaroopna Primary School may also ask you to attend a meeting with an
independent third party, or participate in a mediation with an accredited mediator to assist in the
resolution of the dispute.
Escalation
If a parent or community member is not satisfied that their complaint has been resolved by the school,
or if their complaint is about the Principal, then the complaint should be referred to the North Eastern
Victoria Regional Office by contacting the Community Liaison Officer (Email:
[email protected] / Phone: 1300 333 231).
Tallygaroopna Primary School may also refer a complaint to the North Eastern Victoria Regional
Office if we believe that we have done all we can to address the complaint.
For more information about the Department’s Parent Complaints policy, including the role of the
Regional Office, please see: Parent complaints policy.
FURTHER INFORMATION AND RESOURCES
Tallygaroopna Primary School’s Statement of Values and Communication with School Staff Policies
can be found here - http://www.tally-ps-3067.vic.edu.au/page/168/Policies
DET – Parent Complaints
REVIEW PERIOD
This policy will be reviewed as part of the school’s three year review cycle and feedback will be
sought from the School Community.
This policy was endorsed by School Council on Wed 24th October 2018.
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Mediation / Resolution Process – common procedure
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STUDENT ENGAGEMENT PLAN – LOGICAL CONSEQUENCES
SOS LIST – Protocols
SOS should occur for 30 minutes at lunch time, beginning at 1.15pm until 1.45pm. If SOS behaviour occurs at lunch time, then SOS will roll over to the next day. Students will still be removed from the yard after 1.15pm for a time to be decided on by staff on SOS duty. Forms will be sent home and must be signed and returned by teachers, students and parents. If 3 SOS’s occur, leading up to a School Excursion, invitation rights may be removed. In line with our Student Engagement Policy, we should follow the guidelines below. 4 Strikes (warnings) and the consequence is an SOS. Warnings
One strike - warning * Disruption to class activities or play outside * Swearing heard by students
Two strikes – double warning * Direct verbal bullying – name calling, insults, teasing, intimidation or verbal abuse * Direct verbal or indirect bullying behaviours using digital technologies – mobile phones, facebook, snapchat, Instagram…etc. Evidence should be provided. * Unsafe play – climbing high trees, climbing on the cubby, running up slides, student under grade 3 using the high yellow slide.
Four strikes – SOS (no warning) * Swearing – heard by teachers * Fighting – hitting, kicking, tripping, pinching, pushing or damaging property Consequences for inappropriate behaviour in the school yard may involve students sitting out on the steps of the main building, walking around with staff on yard duty or being removed from this area to the Multi-Purpose Room (if available)
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TALLYGAROOPNA PRIMARY SCHOOL
EARLY YEARS: REFLECTION SHEET - DETENTION
NAME: __________________ CLASS: ________DATE:____________
Behaviour that took place:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REFLECTION STUDENT COMMENT
Draw what
happened
Circle the face that
shows how you
were thinking.
Happy Sad Angry Scared
Draw others
affected by your
behaviour.
Was your behaviour
fair or unfair?
Fair Unfair
Tell me what you
need to do to make
things better.
“I need to…..
X
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TALLYGAROOPNA PRIMARY SCHOOL
REFLECTION SHEET - DETENTION
NAME____________________ CLASS_______ Date: ____________
Behaviour that took place:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REFLECTION STUDENT COMMENT
Tell me what happened?
What were you thinking
and feeling at the time?
Who has been affected
by your behaviour?
How have they been
affected by your
behaviour?
Was your behaviour fair
or unfair?
What could you have
done differently?
What do you need to do
to fix things?
Is there anything else
you would like to say?
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