GROVEDALE COLLEGE

Student Engagement&

Well-Being Policy

Produced in consultationWith the school community

To be read in conjunction withEffective Schools are Engaging Schools –

Student Engagement Policy Guidelines

May 2016

Principal: Ms Janet MatthewsSchool Council President: Mrs Brenda Nicholas

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Table of contents

SCHOOL PROFILE STATEMENT 3

WHOLE SCHOOL PREVENTION STATEMENT 5

RIGHTS AND RESPONSIBILITES 10

SHARED EXPECTATIONS 17

SCHOOL ACTIONS AND CONSEQUENCES 19

REFERENCES 27

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SCHOOL PROFILE STATEMENTGrovedale College is a medium sized secondary College (7-12) with an enrolment of 912 students located in a semi rural setting serving the southern suburbs of Geelong, together with rural and surf coast communities. Extensive educational resources enable us to provide an academic focus together with arts, sciences, sports and technology opportunities.

Grovedale College provides students with opportunities to excel in innovative programs: a student e-learning Program; Sports Academy Program; Performing Arts opportunities in the form of instrumental music, specialist workshops, Production and Festival performances; “From The River to the Coast” Year 9 Curriculum; and a Senior School Enrichment Program.

Grovedale College operates the Grovedale P-12 Deaf Facility, with Grovedale West Primary School. The College was active in the Grovedale Innovations and Excellence Cluster initiating a number of ongoing educational programs across the College and its feeder primary schools.

Over the last four years, Grovedale College enrolments have steadily increased. The increased range of opportunities for students which are unique to Grovedale College in the Geelong area, along with the scholarship program, have been significant factors. The Student Family Occupation Index is .5417.

Grovedale College draws its students from the surrounding area as well as from the rural and coastal areas: Moriac, Winchelsea and Anglesea. Over the past 3 years, Grovedale College has received more than 50% of the local Grovedale population from the 3 main Grovedale feeder schools: Grovedale West, Grovedale and Mandama.

The staffing profile of Grovedale College has altered significantly over the last 6 years. Grovedale College has moved from a profile where the majority of staff were in the Expert category to a 2017 profile that has: 3 Principal Team, 8 Leading Teachers, 26 Classroom 2, 22 Classroom 1, and 21 Graduates. This changing profile has had a significant impact on the Induction Program in the College and has provided an opportunity to reflect, define and refine the Grovedale College culture. The College has 32 Educational Support staff who play an important role in meeting the needs of students and the College community.

The College is organised around three sub schools: Junior, Years 7-8, Middle 9-10 and Senior, Years 11-12. A core curriculum operates at Years 7 & 8, with students experiencing all of the Key Learning Areas and with an emphasis on Integrated Units across these KLAs. At Year 9 students participate in a unique program ‘From the River to the Coast’ that has one full day each week for an active immersion curriculum based around key questions: LEAD day (Learning by Experience & Academic Depth), as well as a core and elective program. The Senior School is blocked vertically with students studying 9 sessions a fortnight in each of their subject areas plus an enrichment program. At Year 10, students must complete subjects in all KLAs, except LOTE, and can accelerate into VCE Units. The College has maintained a broad range of subject offerings to meet the needs of all students.

The school attaches great importance to:

the maintenance of high academic standards students striving for personal excellence the development of student self-discipline and independence personal development of students, maximising their potential the building of mutual respect and cooperation between staff and students and within each of

these groups the provision of opportunities for students to exhibit leadership and citizenship its co-curricular and camping program. ensuring it is e-smart right across the board.

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STUDENT ENGAGEMENT POLICY

Grovedale College students develop a strong sense of school identity and pride. All students in Years 7 to 12 are required to wear school uniform and are encouraged to develop an ownership of and respect for school property and its environment.

The school has developed a strong reputation for the high quality and innovative teaching and learning programs which it provides. Sequential programs for students from Years 7 to 12 are provided and the excellent retention rates and high proportion of VCE students who seek and gain tertiary selection indicates that the needs of students are being addressed. Students in Year 7 and 8 are part of a Middle Years program at Grovedale College that offers maximum opportunity for growth and belonging for students at this stage of their development.

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WHOLE SCHOOL PREVENTION STATEMENT

At Grovedale College, our overriding purpose is to provide an environment that nurtures the wellbeing of all students, and provides successfully for their ongoing learning and variety of academic needs. Our innovative academic and extensive co-curricular programs challenge and engage all students. At Grovedale College our outstanding technology facilities and commitment to students ensures a school that students and staff enjoy being at, and speak of highly.

Our transition program is an extensive one that exists when students begin their education at the College and when they complete their formal education the College assists students into university tafe, apprenticeship or employment. The College assists students to understand the practices and procedures of the College and the high expectations of all students. The College provides assistance to students whether going onto further study or employment.

Australian PerspectiveValues are the priorities individuals and society attach to certain beliefs, experiences and objects in deciding how they live and what they will treasure. The nine values for Australian schooling are; Care and compassion Doing your best Fair go Freedom Honesty and trustworthiness Integrity Respect Responsibility Understanding, tolerance and inclusion

The Values of Grovedale CollegeGrovedale College promotes the following values: Responsibility and Leadership Achievement and Excellence Citizenship and community Initiative and Commitment

We promote these values with many programs in the College: The development of Year Level, Home Group Trademark Sports Academy Program River to the Coast program Mind, body & Leadership Classroom activities Work experience Cultural diversity week celebrations Leadership programs at all year levels School Organiser E-Learning Program Awards Ceremonies at midyear and end of year Peer Leader program GAFFA and School Production Enrichment programs Enhancement programs Debating Program Starting Right Cyber safety (E-Safety) Child Safe Policies and Procedures

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Respectful Relationships Cultural Diversity Week Community Activities Camps

Our school encourages punctual, regular attendance of all students at school. To achieve this we aim to engage students cognitively, behaviourally and emotionally. Our school currently delivers the following programs to encourage positive behaviours and student well-being. Peer Leader Program Drug Education Cyber Safety Targeted Wellbeing Programs Chaplaincy program Breakfast program Hands on Learning Learning Support Helping Others Program. Understanding Disabilities Program Girlpower Program. Respectful Relationships (White Ribbon Accredidation).

Our school uses a variety of strategies and support to assist teaching staff to encourage attendance and positive behaviours. These strategies include: Speech Therapist Chaplain Student Welfare Coordinator Attendance Officers Integration Aides School Nurse

We provide forums for consultation for parents, staff, students and the community. This encourages connectedness and ownership in our school. School Council Parents and Friends Resource committee Education committee Finance committee Chaplaincy program

We foster strong community links through working with the following groups to promote student engagement: CFA Police Queenscliff Marine Laboratories Community Health Nurse Shires Grovedale Rotary club Torquay SLSC Deakin University Gordon TAFE Diversitat Barwon Youth Lions Clubs of Geelong GPAC Headspace Aboriginal/Youth Worker

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Our school encourages parent understanding and support through initiatives such as parent information sessions and services offered such as Drug Information Nights, Parent Information Nights, Emu, Mackillop Education, Cyber Bullying Information Nights, Keys Please and Parent/Teacher/Student Conferences.

Our school meets the cultural, physical and religious needs of our students, staff and parents and carers by celebrating cultural diversity through special activities such as Cultural Diversity Week and Medieval Day.

We are aware of and have respect for different religious beliefs. The College has a chaplaincy service to cater for varying religious beliefs.

In continuing to nurture the cultural diversity of the school, we host and welcome International students on study tours, on exchange and as enrolled students. Koori students are important members of the school community and they are supported both academically and socially through the Wannik strategy. Grovedale College will develop and coordinate individual learning plans for our Aboriginal students. These plans will involve a number of strategies to meet the individual learning needs of the student.

The physical environment at our school provides a safe, healthy and happy place to work and play. It caters for all students and includes wheelchair access. Students and teachers have access to sports stadiums, Fitness Centre, amphitheatre areas, treed areas, outdoor eating areas, seating, ovals, sports facilities and access to sports equipment.

Grovedale College recognises there are actions that need to be taken to ensure gender – based discrimination and the prevalence of violence against women does not impact on the opportunities and outcomes of students.

Wellbeing and Pastoral Care Policy

RationaleThe pastoral care of all students is the essential focus of all teaching and learning at Grovedale College. It provides the optimum environment for learning and is the common responsibility for all staff at the school. It provides the very ethos upon which the school is founded and is best achieved through a caring and supportive environment. Student wellbeing is a shared responsibility between school, home and the community.

Grovedale College endeavours to promote a healthy, supportive and secure environment for all students and to raise awareness of what makes students resilient, to develop strategies to reduce vulnerabilities and increase coping skills.

Pastoral care is continuously reviewed to ensure it is meeting the needs of students, staff and the community and that they are responsive to contemporary research findings, understandings and innovations.

The home group room in particular is the fundamental pastoral structure within the school. It is also recognised, however, that pastoral care permeates all areas of activity within the school community.

Aims All teachers assume responsibility for student wellbeing and pastoral care, endeavouring to

provide successful and positive experiences. Students feel safe and secure in a supportive environment where a sense of belonging and

wellbeing are strengthened. All members of the school community develop positive social behaviours and problem solving

skills.

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Staff are confident, skilled and proactive in the management of student welfare issues and pastoral care.

Communication processes and protocols are clear and well known to ensure the effectiveness of student support.

Corporal punishment is not permitted at any stage as a consequence for misbehaviour .

Our school recognises that experiencing or witnessing domestic violence, family violence and sexual assault can have a significant impact on the wellbeing and engagement of students.

Our school will work with students who experience domestic violence, family violence and sexual assault, their parents/carers (where appropriate) and involved teaching staff to agree on ‘reasonable adjustments’ to the student’s workload, assessment and attendance .

Pastoral Care Structure and Wellbeing Support

Home Group teachers Upholds an integral part of a student’s support and is the first and central link in the pastoral

care structure. Are a valuable reference point.

Year Level Managers and Sub-School Leaders Provide academic, social and emotional support to all students. Liaise closely with parents, welfare staff and teaching staff. Should be consulted about issues that are affecting student wellbeing. Are a critical part of the welfare network.

Student Wellbeing StaffStudent counsellors Support students, families and staff with welfare issues. One on one family and student counselling and mediation. Provision of uniform and educational materials. Refer to community organisations. Provide students with the development of social skills and coping strategies. Provide educational programs and resources to students, parents and staff such as literature

on mental health issues, drug and alcohol information. Develop policy, organise program and staff PD. Develop and implement wellbeing program budgets. Provide links between community organisations and the College. Source funding to assist with programs and student wellbeing area. Links with Barwon South Network Support staff and the District Network Committee.

First Aid Officer Provides students and staff with support on health related issues. Monitors and applies student medication. Provides students with emotional support.

Barwon South Network Student Support Psychologist for psychological and academic assessment Student, family and staff welfare support and referrals Case management of students at risk of not completing their education Crisis management Group programs Liaises with alternative education programs, e.g. BAYSA, Mackillop Education Speech Therapist

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Learning Support Program Accepts referral by Students, Parents, Teachers or Welfare staff. Identified learning difficulties and considers modifications to curriculum offerings. May alter academic programs to meet individual needs. Communicate and share information with classroom teachers regarding students’ special

learning needs. Provide teachers with access resources to accommodate special learning needs. School Nurse

Integration Program Provides for all students who are funded under the Program for Students with Disabilities. Staff apply for funding; organise Program Support Group meetings; develop and implement a

program budget; provide Professional Development to staff. Establish program support groups for all eligible students to facilitate curriculum planning and

resource provision. Communicate with relevant consultants and support agencies on a needs basis. Support the needs of individuals during transition to and from secondary school.

The Principal and Assistant Principals Support students, families and staff with wellbeing issues

- case manage individual students- liaise closely with Year Level Managers, Sub-school Leaders and Wellbeing Staff

Convene Student Management and Student Wellbeing Committees.

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RIGHTS AND RESPONSIBILITES

Expectations of student behaviourStudents are expected to behave in a respectful and responsible manner at all times. Students are required to be polite and courteous in their interaction with other students and staff members. Students are to be mindful that the way they behave in public is a reflection on the school as a whole.

Reciprocal RightsThe Charter of Human Rights and Responsibilities Act (2006) outlines human rights for all Victorians. The charter affirms that all people are born free and equal in dignity and rights. While the charter demands equality for all, it also emphasises the value of difference. The charter requires public authorities, including government schools and their employees to act compatibly with human rights and to consider them when making decisions and delivering services. The Four Basic Principles include FREEDOM, RESPECT, EQUALITY and DIGNITY. These principles are applied to all members of the school community.

Freedom The right to a supportive, safe, secure and dynamic learning environment which encourages

freedom of thought and expression The right to have input into issues that affect you The right to access school and community resources

Respect The right to learn in an inclusive school community with access to full participation The right to value, celebrate and acknowledge cultural rights and diversity The right to have support at the point of need

Equality The right to receive a rewarding and meaningful education through challenging learning goals The right to defend or explain your actions The right to be treated as an individual

Dignity The right to a dignified existence The right to be and feel respected The right to privacy

Rights and Responsibilities of Students

Rights Responsibilities

Students have a right to:

• work in a secure environment where, without intimidation, bullying (including cyber-bullying) or harassment they are able to fully develop their talents, interests and ambition

• participate fully in the school’s educational program

Students have a responsibility to:

• participate fully in the school’s educational program and to attend regularly. Students are expected to display positive behaviours that demonstrate respect for themselves, their peers, their teachers and all other members of the school community.

• Demonstrate respect for the rights of others, including the right to learn, will contribute to an engaging educational experience for themselves and other students.

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• As students progress through school they will be encouraged and supported to take greater responsibility for their own learning and participation as members of the whole school community. This involves developing as individual learners who increasingly manage their own learning and growth by setting goals and managing resources to achieve these goals.

• Students should, with support, be expected to participate fully in the school’s educational program and to attend regularly.

Rights and Responsibilities of Parents/Carers

Rights Responsibilities• parents/carers 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/carers have a responsibility to:

• promote positive educational outcomes for their children by taking an active interest in their child’s educational progress and by modelling positive behaviours.

• Ensure their child’s regular attendance

• Engage in regular and constructive communication with school staff regarding their child’s learning.

• support the school in maintaining a safe and respectful learning environment for all students.

Rights and Responsibilities of Teachers

Rights ResponsibilitiesTeachers have a right to

• expect that they will be able to teach in an orderly and cooperative environment

• be informed, within Privacy requirements, about matters relating to students that will affect the teaching and learning program for that student

Teachers have a responsibility to

• fairly, reasonably and consistently, implement the engagement policy.

• 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.

• use a range of teaching strategies and resources to engage students in effective learning.

Our school encourages all staff and students to report actions or behaviours that contravene our values, policies and Code of Conduct, and take appropriate bystander action to intervene safely

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and respectfully when they see or hear about sexist language, sex discrimination, sexual harassment or a potentially violent situation in the school community.

Equal OpportunityThe Equal Opportunity Act 1995 sets out the types or grounds of discrimination that are unlawful and aims to promote community recognition and acceptance of the equality of men and women, and the equality of people of all races, regardless of their religious or political convictions, their impairments or their age.

Under the act it is unlawful to discriminate against a person on the basis of the following attributes: age breastfeeding gender identity impairment industrial activity lawful sexual activity marital status parental status or status as carer physical features political belief or activity pregnancy race religious belief or activity sex sexual orientation personal association (with a person who is identified by reference to any of the above attributes).

Anti-Harassment PolicyAll students have the right to a safe and caring environment which promotes learning, personal growth and self-esteem. The school is committed to providing this and each student has the responsibility to make this happen.

The school will provide a positive culture where bullying is not accepted. All members of the school community have the right to be respected by others, the right to learn, participate and teach; and the right to be safe and secure.

What is Harassment and Bullying?Harassment can be deliberate or unintentional and is any behaviour, verbal, physical or written, which is unwelcome or offensive, hurtful, degrading or abusive, which cause embarrassment, pain or stress.Bullying is identified when this behaviour occurs on more than one occasion and is used with an imbalance of power causing individuals to become upset or hurt.

Harassment may occur between: Fellow students Members of staff Staff members and students Both males and females can be the subject of harassment.

Harassment may include: Unwelcome physical contact Unwelcome questions about a person’s private life Comments about a person’s sexuality or sex life Sexual jokes Wolf whistles, cat calls or unwelcome noises Graffiti about people

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Offensive pictures and written materials Suggestive or offensive comments about a person’s appearance or lifestyle Intimidation Isolation Ostracism

What are some of the effects of harassment?For Students Poor health Missed classes due to stress Feeling threatened in the school yard Lack of sleep Poor school performance Withdrawal from class participation Low opinion of the school Low self esteem Retaliation Anger Rebound harassment DepressionActs of bullying and harassment may also have an impact on staff wellbeing.

Bullying/Harassment DisciplineStrike One – Primary Bullying IncidentYear level Manager is informed and speaks to the involved students regarding the incident. The students are informed of the Bullying Policy and what will happen if bullying continues.

Strike Two – Second Bullying IncidentSub School Leader meets with involved students regarding the Bullying incident and enforces disciplinary action: DETENTION or SUSPENSION is depending on the severity of the incident. The Parent/Guardian is contacted and informed.

Strike Three – Third Bullying IncidentYear Level Manager and Sub School Leader conduct interview with Parent/Guardian regarding the students continued bullying behaviour and disciplinary action is taken: SUSPENSION. The student is required to participate in a selected behaviour management program with the Student Welfare Coordinator/Chaplaincy Team.

Any further Bullying incidents reported will result in suspension / expulsion.

CyberbullyingCyberbullying is a form of bullying which is carried out through an internet service such as email, chat room, discussion group, online social networking, instant messaging or web pages. It can also include bullying through mobile phone technologies such as SMS. It may involve text or images (photos, drawings)

Examples of cyberbullying behaviour are: teasing and being made fun of spreading of rumours online sending unwanted messages defamation.

Cyberbullying can happen to anyone and the bully can act anonymously if they want. People can also be bullied online by groups of people such as class groups or collective members of an online community.

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It is important for the school to provide a safe and friendly environment for students and staff and to encourage care, courtesy and respect for others. All persons have a legal right to protection from harassment under the Commonwealth Sex Discrimination Act and the Victorian Equal Opportunity Act.

Cyber Safety and Cyber BullyingKeeping students safe online is a shared responsibility between students, parents and teachers. Grovedale College has a reasonable expectation that students and parents will take appropriate steps to increase online safety both at school and at home.

Be a safe, responsible and ethical user whenever and where ever I use it. The school Student Engagement/Wellbeing Policy outlines the values of the school and expected behaviours when students use the Ultranet, the internet and digital technologies at school. The Ultranet and some portable technologies provided by the Department Education and Early Childhood Development are available in students’ homes.

Support others by being respectful in how I communicate with them and never write or participate in online bullying (this includes forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviour).

Being online can make students feel that they are anonymous and sometimes students may say things online that they would never say to someone’s face. The web space or online chat environment that they use in leisure time might also have explicit language and they may feel they have to be part of it. Bullying online can take a number of forms from repeated messages to exclusion from social spaces. Students who forward on messages or participate in the exclusion may not see themselves as bullying. These actions also contribute to the hurt and distress of others.

What students can do:Social Networking Sites

Keep your personal details private. Use an appropriate handle or username instead of your real name. If you are unsure, don’t give out your name, address, phone number or any other personal details over the internet. Set you profile to private.

Don’t share your username or password with anyone, even friends. Think before you hit send or post. Once something is posted, it can be online forever.

Don’t post anything you don’t want others to know – or that you wouldn’t say to them face to face. Respect your friends too, do not post photos without permission.

Remember that private images and videos you send to friends or post on a social networking site may be easily passed on to others and uploaded to public sites. Once they are up, it is almost impossible to remove them completely.

Choose your friends. Having hundreds of online friends makes it harder to control what happens to information you post online. Don’t accept friend requests if you are not sure about the person.

Keep your friends manageable. By making sure that the majority of your friends are your real life ones. If someone writes something rude, offensive or something you don’t like, don’t respond, block them

Safety Online Be careful who you trust online. A person can easily pretend to be someone they are

not in the online world. Unwanted contact. Be cautious if you are asked to provide personal information, to meet

in person, if you are sent gifts, or if discussions have been of a sexual or suggestive nature. If you enter a site that is rude or offensive, immediately leave the site and report it via the

Cybersmart website.Grovedale College staff will follow the Bullying and harassment Discipline Procedure for matters of bullying (including cyber bullying) and take a no tolerance approach. For this to occur, it is also expected that students and parents have followed the precautions outlined in this policy.

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Cyberbullying can have negative academic, social and psychological outcomes and providing support for children and young people who are involved in cyberbullying is critical. Grovedale College has a Student Wellbeing Team to support students who have personal issues impacting on them at school, as well as links to other agencies and resources that can provide support.

Our aim at Grovedale College is to develop a school culture of support and concern. All members of the school community need to be involved.

Appropriate use of Technology Under no circumstances do schools condone the use of technologies for the purpose of bullying/harassing others. Examples of inappropriate use of technology may include cyber bullying, improper use of mobile phones (text/camera) or email. Acts of bullying and harassment may impact on the wellbeing of all members of the school community.

For more information regarding appropriate use of technology, see Safe Schools are Effective Schools athttp://www.education.vic.gov.au/healthwellbeing/safety/bullying/default.htm and departmental advice to schools on cyber bullying at http://www.education.vic.gov.au/healthwellbeing/safety/bullying/cyber/default.htm

Offensive Materials PolicyAcceptable Use Policy for the Department's Information, Communications and Technology (ICT) Systems http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/AcceptableUsePolicyVersion13-pol.pdf E smart resources www.eduaction.vic.gov.au/about/programs/bullystoppers

This policy exists to ensure that students are not subjected to materials or themes which may be regarded as offensive or obscene. This policy, and the school’s practice, is in line with Executive Memorandum No 98/048 (June 1998), The Classification Enforcement Act (1995), and section 6.22 of the Schools of the Future Reference Guide.

Grovedale College will: issue forewarnings when materials or themes may be considered offensive by a reasonable

student or parent; ensure that faculties regularly review the themes and materials used to ensure that they are not

offensive to students and their parents; involve School Council in the approval of materials or themes if required; ensure that parents are aware that they have the right to object to offensive materials or

themes; put in place procedures to deal with objections, in line with Executive Memorandum No 98/048

(June 1998); ensure that information and amusements available on computers and in films and publications

comply with the Classifications Act 1995.

Equality for AllGrovedale College aims to promote community recognition and acceptance of the equality of men and women, and the equality of people of all races, regardless of their religious or political convictions, their impairments or their age.

Students with DisabilitiesThe Disability Standards for Education 2005 clarify and make more explicit the obligations on schools and the rights of students under the Disability Discrimination Act 1992. The standards cover enrolment, participation, curriculum development, student support services, and harassment

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and victimisation.

An education provider must make ‘reasonable adjustments’ to accommodate a student with disability. An adjustment is a measure or action taken to assist a student with disability to participate in education and training on the same basis as other students. An adjustment is reasonable if it does this while taking into account the student’s learning needs and balancing the interests of all parties affected, including those of the student with the disability, the education provider, staff and other students.

In determining whether an adjustment is reasonable, an education provider should take into account information about:

the nature of the student’s disability his or her preferred adjustment any adjustments that have been provided previously any recommended or alternative adjustments.

This information might come from the student, an associate of the student, independent experts, or a combination of these people.An education provider should ensure that the student, or an associate of the student, has timely information about the processes for determining whether the proposed adjustment would cause unjustifiable hardship to the provider.  The provider should also ensure that these processes maintain the dignity, respect, privacy and confidentiality of the student and the associates of the student, consistent with the rights of the rest of the community.

All students have the right to learn in an inclusive school community with access to full participation. All students must develop an understanding of and respect for all as individuals. Students should be sensitive to the social needs of all and the way they interact with others.

Copies of the Disability Standards for Education 2005 are available at:http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook/legislation.htm. The standard provides information regarding enrolment, participation, curriculum development, student support services, harassment and victimisation.

Students with a disability will have regular Parent/School Support Group meetings in order to plan the best outcomes for the student. The school will develop and coordinate individual academic and behaviour management plans for students with disabilities. This management plan will involve a number of strategies to the meet the individual learning needs of the student.

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SHARED EXPECTATIONS

The whole school community shares expectations for behaviour, attendance, participation, resources, relationship building, the physical environment, curriculum, provision of support and partnerships. This is reflected in the school’s values.

These shared expectations are: clear and specific positive and focused on pro-social behaviours supported by procedure and programs to ensure success consistent, fair and reasonable linked to appropriate actions and consequences

Schools – Principals, Teachers and School StaffOur school aims to provide an educational environment that ensures all students are valued and cared for. Our school expectations reflect: our school values inclusive teaching practises accessible, educational provision for all students parent/carer partnership and liaison provision of appropriate student services community partnerships provision of appropriate, relevant and challenging curriculum that gives students the

opportunity to experience success in their learning.

Student EngagementThe teacher fosters positive relations with and between students and develops shared expectations for learning and interacting.They stimulate interest and curiosity, promote questioning and connect learning to real world experiences. The teachers structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirements clear. The teacher assists students to consider and identify processes that will support the achievement of the learning goals.

Student Capabilities Develop shared norms. Determines readiness for learning. Establishes learning goals. Develops metacognitive capacity.

Student ExpectationsStudents in our school will develop as individual learners who will increasingly manage their own learning by setting goals and managing resources. Our school expects students to: positively participate fully in the school’s educational program demonstrate respect for themselves, their peers, their teachers and other members of the

community attend school regularly respect the rights of others including the right to learn enjoy being at school support classmates and teachers value the physical school environment

Parents and Carers parents are expected to take an active interest in the school

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support their children attending school co-operate with requests from the school promote positive educational outcomes for their children ensure regular attendance communicate clearly with the school

SCHOOL ACTIONS AND CONSEQUENCES

Student Wellbeing and Engagement PolicyGrovedale College will provide a supportive, caring environment which promotes positive student and teacher relationships and fosters a positive attitude to learning and the pursuit of excellence in all students.

RationaleGrovedale College recognises that:1. Students benefit academically, socially and emotionally when the school provides a safe,

secure and caring environment for all its students;2. There is a need to build and maintain strong student and staff morale by creating a climate

where people’s rights and responsibilities are valued and respected;3. The values of co-operation and active participation in whole school planning, decision

making and implementation should be promoted;4. The school has a role in modelling social relationships, based on recognition of the value of

each individual;5. The school has a significant role in teaching young people how to relate positively to a

range of people in a variety of social settings and to problem solve in these contexts;6. The school’s Welfare and Discipline Policy and its procedures should be fair and logical

and encourage students to accept responsibility for their own actions.7. Where Restorative Practices are unable to resolve the situation, the next step of the

Welfare and Discipline Policy will be implemented.

AimsTo create a pleasant, safe and effective learning environment by encouraging:1. In all individuals, the development of high levels of self esteem, self discipline and honesty,

a desire to learn and take responsibility for their own behaviour and appearance;2. Each individual to respect other members of the school community and the rights of others

to learn in a safe, supportive, non-discriminatory and secure environment;3. Each individual to take pride in their physical environment, respecting the school’s property

and the property of others, and4. The creation of an effective relationship between the school, home and the broader

community.

Classroom Code of ConductListed below are the general principles and expectations of students at Grovedale College.

Through negotiation, the teacher and the students will develop and agree upon consequences for behaviour within the classroom. The consequences selected should be documented and be meaningful, practical and appropriate to the age group. They will include positive consequences in the cases of acceptable behaviour, as well as negative consequences for misbehaviour.

Communication Follow instructions Listen when others are speaking Wait your turn before speaking Bring student organiser to class

Respect Respect the individuality of others

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Express ideas and feelings without hurting others Respect the right of others to learn Respect other people’s work, ideas and property Arrive to class on time

Academic Performance Stay on task Work productively in group situations Work to ability Work neatly Complete homework Independent work is to be completed without plagiarism, collusion or cheating Have a note in your student organiser authorising you to leave class

Equipment/Environment Bring own equipment to class Care for school property and personal equipment Care for the classroom environment Report damage to staff

School Welfare and Behaviour Management Guidelines

Consequences for students if behavioural expectations are not met Draw attention to inappropriate behaviour according to classroom/yard rules. Incoming yard-

duty teacher is notified. Re-location of the student in the classroom or yard. Student withdrawn from classroom privileges. Student withdrawn from own class to another for a specified time or removed from the yard to

specified indoor area. Note in Organiser altering parent to inappropriate behaviour. Teacher concerned consults with parent, Year Level Manager, Sub-school Coordinator,

Assistant Principal, Principal or Student Welfare Coordinator as appropriate. Parent/school support group meetings with expert to develop strategies. Detention may be imposed. Suspension by Sub-school Coordinator, Assistant Principal or Principal as per DEECD Code of

Conduct Guidelines. Expulsion by Principal as per DEECD Code of Conduct Guidelines.

School Attendance / SMSRegular school attendance enables students to maximise their full educational potential and to actively participate and engage in their learning. It is important that children develop habits of regular attendance at an early age. Students who are regularly absent from school are at risk of missing out on fundamental aspects of their educational and social development.

Grovedale College support the It’s Not OK to Be Away program. The program is a Victorian state wide initiative building a school and community approach to the issue of student attendance. The initiative is designed to change community and student attitudes to school attendance. It requires the support of both parents and the community if student attendance is to be successfully addressed.

It is the responsibility of students to attend school at all times. Students are required to remain on the school premises during school time unless they have permission to leave. Students are required to provide a written explanation from parents/carers when they are absent from school. Parents have a responsibility to ensure that their son/daughter attends school and has regular attendance at school. Student attendance is a legal obligation of parent/carers.

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The Education and Training Reform Act 2006 requires people aged between six and sixteen years must be enrolled in a registered school. This act also describes examples of reasonable excuses for non attendance.

The school will have rigorous procedures to monitor, record and follow up on student absences. When a student is absent from school, appropriate evidence must be provided to explain the

reason for the absence. The school will create supportive learning environments where all students experience

success, through active participation and engagement in purposeful learning. The school will provide support for students at risk of non attendance. Examples of this support

may include student supports groups, individual learning plans, flexible learning arrangements, development of attendance improvement goals and the use of outside agencies.

Absence alert telephone process.

The College introduced an SMS (Short Messaging Service) system to assist parents in relation to unexplained student absences from school. Parents will receive an SMS message to indicate if their son/daughter is away from school and has not signed in. By providing this SMS it will allow for greater accountability at all levels and improve communication between the College and parents. The use of Compass and the student organiser is also encouraged for communication.

Retention/EngagementIn order to engage and retain students in education, a number of processes are used at Grovedale College. The student wellbeing staff ensure effective retention/engagement within the College.

The wellbeing staff include: Principal Assistant Principals Welfare Staff Careers Coordinator Year Level Managers Sub-School Coordinators VCAL Coordinators

Disengaged students may be identified through various data: Student Mapping Tool NAPLAN VELS Attendance MIPS Referral from teacher, parent, student self referral, Assistant Principal

Within the College, a number of programs allow re-engagement/retention: VCAL/VCE Literacy and numeracy support School based apprenticeships Work experience VET Career counselling Welfare counselling

Alternative programs may be provided by external agencies: CREATE Gordon TAFE You Turn Mackillop Education Diversitat Barwon Youth Youth Connections Operation Newstart

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GITTC

Student engagement, regular attendance and positive behaviours will be supported through relationship based whole-school and classroom practices, including: establishing predictable, fair and democratic classrooms and school environments ensuring student participation in the development of classroom and whole school expectations providing personalised learning programs where appropriate for individual students consistently acknowledging all students empowering students by creating multiple opportunities for them to take responsibility and be

involved in decision-making providing physical environments conducive to positive behaviours and effective engagement in

learning

Inappropriate behaviours, including irregular attendance, will be responded to through a staged response, including: understanding the student’s background and needs ensuring a clear understanding of expectations by both students and teachers providing consistent school and classroom environments scaffolding the student’s learning program.

Broader support strategies will include: involving and supporting the parents/carers, involving the student wellbeing coordinator, managed individual pathways or careers

coordinators tutoring/peer tutoring mentoring and/or counselling convening student support group meetings – the student support group is an important

component of the staged response for students facing difficulty with engagement, attendance or behaviour

developing individualised flexible learning, behaviour or attendance plans providing broader educational programs, for example experiential learning, work education,

camps/outdoor education/creative arts involving community support agencies.

Implementing discipline procedures

Before a suspension occursIn order to suspend a student, a principal must ensure that a range of strategies have been implemented to meet the educational, social and emotional needs the student and that these strategies have not helped the student demonstrate more positive behaviour.

A student support group is then set up to explain to the student and parent/guardian that a suspension is being considered. All participants in the meeting should try and to begin a process of effective communication and identify issues that are of concern to the student, parent/guardian or the school.

When a suspension can occurStudents can be suspended if, while at school, travelling to or from school or during an out-of-school activity (including travel there and back), they:a) threaten or constitute a danger to the health, safety or wellbeing of any personb) commit an act of significant violence against a person or cause significant damage to or

destruction of property; are knowingly involved in the theft of property

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c) possess, use, or deliberately assist another person to use prohibited drugs or substancesd) fail to comply with any reasonable and clearly communicated instruction of a principal, teacher

or other staff membere) consistently interfere with the wellbeing, safety or educational opportunities of any other

studentf) consistently vilify, defame, degrade or humiliate another person based on age; breastfeeding;

gender identity; impairment; industrial activity; lawful sexual activity; marital status; parental status or status as a carer; physical features; political belief or activity; pregnancy; race; religious belief or activity; sexual orientation; personal association (whether as a relative or otherwise) with a person who is identified by reference to any of the above attributes.

Procedures for suspensionWhen a principal decides on suspension, a student support group meeting is set up to:• explain to the student and parent/guardian why, when and where the suspension will happen

(e.g. in-school or out of school)• provide contact details for additional support services• develop, in conjunction with the student (if appropriate), parent/guardian and the students’

teacher/year level coordinator, a Student Absence Learning Plan outlining school work to be done during the suspension.

If a student is suspended, the school must provide the student and parent/guardian with a Notice of Suspension before the suspension begins.

If the suspension is for five consecutive days, the principal must provide the parent/guardian with details of the post-suspension student support group meeting.

Immediate suspensionA student can be suspended immediately if their behaviour warrants ordinary suspension or if they are putting the health, safety and wellbeing of themselves, staff or other students at significant risk.In the case of immediate suspension the parent/guardian will be told without delay and a student support group will be held within 48 hours to ensure appropriate support for the student is in place. The school must provide the student and parent/guardian with a Notice of Suspension at the student support group.

When expulsion can occurStudents can be expelled if, while at school, travelling to or from school or during an out-of-school activity (including travel there and back), they:(a) threaten or constitute a danger to the health, safety or wellbeing of any person(b) commit an act of significant violence against a person or cause significant damage to or

destruction of property; are knowingly involved in the theft of property(c) possess, use, or deliberately assist another person to use prohibited drugs or substances(d) fail to comply with any reasonable and clearly communicated instruction of a principal, teacher

or other staff member(e) consistently interfere with the wellbeing, safety or educational opportunities of any other

student(f) consistently vilify, defame, degrade or humiliate another person based on age; breastfeeding;

gender identity; impairment; industrial activity; lawful sexual activity; marital status; parental status or status as a carer; physical features; political belief or activity; pregnancy; race; religious belief or activity; sexual orientation; personal association (whether as a relative or otherwise) with a person who is identified by reference to any of the above attributes.

ANDThe student’s behaviour is of such magnitude that it is the only option left after balancing the need for the student’s continued education against the health, safety and wellbeing of other students and staff.

Expulsion procedures

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Prior to expulsion, a student support group is convened to discuss the expulsion and allow the student and parent/guardian an opportunity to be heard. At this meeting a Notice of Expulsion is given to the student and parent/guardian, along with a copy of the Expulsion Appeal proforma. The Department of Education and Training regional director (or nominee) will also attend the student support group. For students in Out of Home Care, the principal must ensure the meeting is attended by the DHS case manager and the student’s primary carer or person the student normally lives with.School protocol proceduresAll schools acknowledge their responsibility to provide a safe, caring and challenging learning environment for their students.  A key aspect of this responsibility is the provision of effective student management policies and procedures.  Schools acknowledge that on occasions some students benefit from a fresh start in new surroundings. In the event that it can be documented that a school has made substantial effort through the Student Engagement Policy Guidelines 2009 and it is clearly in the best interest of the student, a fresh start in new educational surroundings will be sought as a “Second Chance Protocol”. The aim of the Second Chance Protocol is to give students who are at the point of being expelled (in line with the Student Engagement Policy Guidelines 20029) the opportunity to transfer to another school for a trial period. This trial period is designed to support the student in improving behaviour for successful integration into the new setting. If the student’s behaviour does not warrant suspension/expulsion during this trial period, the student becomes an ongoing enrolment of the new school.

Child Safe Standard Grovedale College is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making. Grovedale College has zero tolerance for child abuse.

Grovedale College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Grovedale College has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

In its planning, decision-making and operations Grovedale College will

1. Take a preventative, proactive and participatory approach to child safety;

2. Value and empower children to participate in decisions which affect their lives;

3. Foster a culture of openness that supports all persons to safely disclose risks of harm to children

4. Respect diversity in cultures and child rearing practices while keeping child safety paramount;

5. Provide written guidance on appropriate conduct and behaviour towards children;

6. Engage only the most suitable people to work with children and have high quality staff and volunteer supervision and professional development;

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7. Ensure children know who to talk with if they are worried or are feeling unsafe, and that they are comfortable and encouraged to raise such issues;

8. Report suspected abuse, neglect or mistreatment promptly to the appropriate authorities;

9. Share information appropriately and lawfully with other organisations where the safety and wellbeing of children is at risk; and

10. Value the input of and communicate regularly with families and carers.

CHILD SAFETY CODE OF CONDUCT 08 2016

Grovedale College is committed to the safety and wellbeing of children and young people. Our

school community recognises the importance of, and a responsibility for, ensuring our school is a

safe, supportive and enriching environment which respects and fosters the dignity and self-esteem

of children and young people, and enables them to thrive in their learning and development.

This Code of Conduct aims to protect children and reduce any opportunities for child abuse or

harm to occur. It also assists in understanding how to avoid or better manage risky behaviours and

situations. It is intended to complement child protection legislation, Department policy, school

policies and procedures and professional standards, codes or ethics as these apply to staff and

other personnel.

The Principal and school leaders of Grovedale College will support implementation and monitoring

of the Code of Conduct, and will plan, implement and monitor arrangements to provide inclusive,

safe and orderly schools and other learning environments. The Principal and school leaders of

Grovedale College will also provide information and support to enable the Code of Conduct to

operate effectively.

All staff, contractors, volunteers and any other member of the school community involved in child-

related work are required to comply with the Code of Conduct by observing expectations for

appropriate behaviour below. The Code of Conduct applies in all school situations, including school

camps and in the use of digital technology and social media.

ACCEPTABLE BEHAVIOURS

As staff, volunteers, contractors, and any other member of the school community involved in child-

related work individually, we are responsible for supporting and promoting the safety of children by:

upholding the school’s statement of commitment to child safety at all times and adhering to

the school’s child safe policy.

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treating students and families in the school community with respect both within the school

environment and outside the school environment as part of normal social and community

activities.

listening and responding to the views and concerns of students, particularly if they are

telling you that they or another child has been abused or that they are worried about their

safety/the safety of another child.

promoting the cultural safety, participation and empowerment of Aboriginal and Torres

Strait Islander students

promoting the cultural safety, participation and empowerment of students with culturally

and/or linguistically diverse backgrounds

promoting the safety, participation and empowerment of students with a disability

reporting any allegations of child abuse or other child safety concerns to the school’s

leadership.

understanding and complying with all reporting or disclosure obligations (including

mandatory reporting) as they relate to protecting children from harm or abuse.

if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and

protected from harm.

UNACCEPTABLE BEHAVIOURS

As staff, volunteers, contractors, and any other member of the school community involved in child-

related work we must not:

ignore or disregard any concerns, suspicions or disclosures of child abuse

develop a relationship with any student that could be seen as favouritism or amount to

‘grooming’ behaviour (for example, offering gifts)

exhibit behaviours or engage in activities with students which may be interpreted as

abusive and not justified by the educational, therapeutic, or service delivery context

ignore behaviours by other adults towards students when they appear to be overly familiar

or inappropriate

discuss content of an intimate nature or use sexual innuendo with students, except where it

occurs relevantly in the context of parental guidance, delivering the education curriculum or

a therapeutic setting

treat a child unfavourably because of their disability, age, gender, race, culture,

vulnerability, sexuality or ethnicity.

communicate directly with a student through personal or private contact channels (including

by social media, email, instant messaging, texting etc) except where that communication is

reasonable in all the circumstances, related to school work or extra-curricular activities or

where there is a safety concern or other urgent matter

photograph or video a child in a school environment except in accordance with school

policy or where required for duty of care purposesi

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the school environment or at other school events where students are present, consume

alcohol contrary to school policy ii or take illicit drugs under any circumstances. This Code of Conduct was endorsed/approved by the Grovedale College on 14 September 2016 for review if legislative or other changes require in the interim or no later than December 2018.

SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/photoandfilm.aspx . The policy says the school should get consent before taking and publishing photos of a student. This applies every time a photo is taken. The same policy applies for excursions and school activities.

SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/alcohol.aspx . The policy says the school must obtain school council approval before alcohol can be consumed on school grounds or at a school activity. The policy says staff members should not consume alcohol during camps and excursions. It is silent on whether they can consume alcohol at other school events where students are present, this is a matter that the school needs to decide upon – draft text is provided in the guidance fact sheet

cess 2016 Consistent Refusal to Follow Teacher Instruction Process 2016

Staff should use a range of classroom management strategies when dealing with student misbehaviour. In a similar fashion, staff need to respond in a consistent manner when issues arise out of the classroom.

The following protocol should be used by all staff when a student consistently refuses to follow a teacher instruction. All instructions to students must be reasoned and reasonable.

1. When a student is misbehaving inappropriately, staff are to issue an appropriate instruction to the student in a clam, tempered voice.

2. Should the student not respond appropriately and in a timely manner, staff shall inform the student of the possible consequences of their refusal –this shall be a suspension.

3. Should the student remain unresponsive, the staff member repeats the instruction to the student, in a calm tempered voice. Staff must not enter a “debate” with the student.

4. Should the student again not respond appropriately, staff repeat the consequences and specifically ask if he/she is refusing the instruction and, if so, does he/she realise the consequences.

5. Should the student refuse, staff will inform the appropriate year level manger, sub-school manager or a principal team member.

6. The student shall be suspended.

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CLASSROOM MANAGEMENT

MINOR CLASSROOM BREACHES TO STUDENT CODE OF CONDUCT

Low Level Intervention Strategies – examples to use: Eye contact Quietly naming student Reminder of Agreements / Classroom rules. Quick assertive chat Quietly speaking to the student away from the rest of the class Ignoring attention seeking behaviour Diversion through a sense of humour

Ongoing breaches of Student Code of Conduct Student relocated within the classroom Warning given of possible consequences: Staying in after bell etc

Still no improvement in student behaviour Student removed from class for 5 minutes. Must remain outside the

room. Spoken to about behaviour and consequences and returned to class

Continued disruptive behaviour Placed into an alternative classroom, arranged prior to session

beginning with other staff member. Removed from class and sent to Middle School Office.

Middle School Office Student sent with work and a note explaining situation Student will complete the THINK SHEET, and show it to a Year Level

Manager or Middle School Coordinator Student will return to class with THINK SHEET and work to solve the

problem with the classroom teacher

Date June 2016 Review Date: June 2019

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REFERENCES

Effective Schools are Engaging Schools - Student Engagement Policy Guidelines

http://www.education.vic.gov.au/healthwellbeing/wellbeing/codeofconduct.htm

School Accountability and Improvement Framework

http://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htm

Effective Schools are Engaging Schools

http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/segpolicy.pdf

Disability Standards for Education

http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook/legislation.htm

Safe Schools http://www.education.vic.gov.au/healthwellbeing/safety/bullying/default.htm

http://www.education.vic.gov.au/healthwellbeing/safety/bullying/cyber/default.htm

http://www.education.vic.gov.au/management/elearningsupportservices/www/default.htm

Charter of Human Rights

http://www.education.vic.gov.au/studentlearning/programs/multicultural/tchhrcharter.htm

http://www.austlii.edu.au/au/legis/vic/consol_act/cohrara2006433/

Equal Opportunity Act http://www.det.vic.gov.au/hrweb/divequity/eeo/eeoact.htm

Education and Training Reform Act 2006

http://www.education.vic.gov.au/about/directions/reviewleg.htm

VIT Teacher Code of Conduct

http://www.vit.vic.edu.au/files/documents/1543_Code-of-Conduct-June-2008.pdf

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i

ii