parkwood green primary school student engagement …

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Parkwood Green Primary School

STUDENT ENGAGEMENT

POLICY & GUIDELINES

This policy reflects the DET Student

Engagement and Inclusion Guidance and

was produced in consultation with the

school community

Ratified: June 2016

Principal: Kerri Simpson

School Council President: Simon Parker

To Be Reviewed: February 2017

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Table of Contents

Definition 3

Rationale 3

Purpose 3

Scope 4

School Profile 4

Prevention Statement 6

Whole School Values 8

Rights and Responsibilities 9

Students with Additional Needs 13

Attendance 15

Bullying 16

School Actions and Consequences 19

Family and Community Partnerships 21

Evaluation 22

Appendices 23

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Definition Student engagement can be defined as three interrelated components: Behavioural, Emotional and Cognitive.

Behavioural engagement refers to students’ participation in education, including the academic, social and extra-curricular activities of the school.

Emotional engagement encompasses students’ emotional reactions in the classroom and in the school and measures a student’s sense of belonging or connectedness to the school.

Cognitive engagement relates to a student’s investment in their learning and their intrinsic motivation and self-regulation.

Rationale

The Department of Education and Training (DET) is committed to providing safe, secure and stimulating environments for all students. Students can only reach their full educational potential when they are happy, healthy and safe, and when there is a positive school culture to engage and support them in their learning. Student wellbeing and student learning outcomes are inextricably linked. The Student Engagement Policy and Guidelines articulates our school community’s shared expectations in the areas of student engagement, attendance and behaviour. The policy supports the rights and articulates the expectations of every member of the school community to engage in and promote a safe and inclusive educational environment where the diverse learning and wellbeing needs of students are recognised. The Student Engagement Policy and Guidelines will focus upon prevention and early intervention for students who are experiencing behavioural or attendance related issues as this is the most effective means of enhancing the resilience of young people.

Purpose To provide guidelines for educational achievement, prevention of absences and appropriate behaviour which:

fosters a healthy school culture in which high levels of achievement take place within a positive social environment through engagement

provides students with a safe learning environment where the risk of harm is minimised and students feel physically and emotionally secure

provides support for individual circumstances when a student begins to disengage from their learning, when regular attendance is not consistent or positive behaviours are not demonstrated

maximises student learning opportunities and performance through engagement

provides genuine opportunities for student/parent participation and student/parent voice

builds a school environment based on positive behaviours and values

provides prevention (cognitive, behavioural and emotional) and intervention for all students at risk.

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Scope The school’s Student Engagement Policy and Guidelines will comprise of the following sections:

School profile

School prevention statement

Values, Rights and Responsibilities

Students with Additional Needs

Attendance

Bullying

School actions and consequences

Partnerships

Evaluation

School Profile

Parkwood Green Primary School is one of Victoria's most vibrant primary schools.

Located in the rapidly expanding Taylor's Hill and Hillside growth corridor, Parkwood Green has quickly become the school of choice for many families. The structure of three Sub-Schools has enabled this large school to offer a small school feel. Principals lead the Sub-Schools (Junior, Middle and Senior) and are known to students, teachers and parents alike. The Sub-School Principal has their office in the areas of the school which they lead. Our goal is for all children to be 'known by their name'.

Featuring modern buildings, strong growth in student achievement, outstanding 1:1 iPad technologies and Individual Learning Plans with constant parent connection for every family and every child, Parkwood Green is at the forefront of modern education.

All students are confident, curious learners who feel supported and able to meet the challenges at school and beyond.

The schools current enrolment is 1148. There are 49 classes of students. At Parkwood Green there are currently 109 staff inclusive of 4 Principal class staff members, 9 Leading Teachers (1 Student Wellbeing Officer, 1 Student Manager, 7 Year Level Leading Teachers), 81 Teachers (Including 9 Leading Teachers, 11 Specialist Teachers and 59 Classroom Teachers), 23 Educational Support staff (including 1 School Nurse, 1 school based Educational Psychologist, 8 Admin, 2 Maintenance, 10 Student Support Staff and 1 School Liaison Officer). Parkwood Green Primary School has a Student Family Occupation (SFO) of 0.48. We have a number of economically disadvantaged students who are supported through a variety of programs within the school. The Program for Students with Disabilities (PSD) students identified and funded are supported in a variety of ways also. Positive Support Plans are introduced for students who require additional assistance. Parkwood Green Primary School is student and curriculum focussed. It strives for and encourages maximum achievement in all areas of teaching, learning and wellbeing. The school will deliver contemporary and `needs responsive' learning opportunities for all students, based heavily upon the implementation and use of technologies, and the development and implementation of individualised learning plans for each and every student. Specialist programs include: Performing Arts (Music, Dance, Drama), Visual Arts, Physical Education and Library.

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The school aims for its students to develop as positive citizens. It purses this objective through presenting carefully planned and targeted programs that are designed to meet the individual needs of all students. A whole school approach to positive behaviour support is the framework by which we challenge our students, our parent(s)/carer(s) and ourselves. We have focussed on monitoring student attendance and are continually developing a variety of positive strategies to encourage regular student attendance. In 2016 we will continue to develop an emotionally resilient and safe school. Staff will participate in a range of opportunities to build their capacity to address concerns and will be supported to implement whole school strategies and approaches.

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Prevention Statement The school’s prevention statement reflects the engagement and wellbeing goals and targets identified in the school’s Strategic Plan and Annual Implementation Plan. Our school is an effective and inclusive school with a strong moral purpose.

At Parkwood Green Primary School, our vision is to provide a dynamic and innovative learning environment that engages and challenges each and every child through targeted,

individualised, child-centred learning activities and partnerships.

Our high expectations of students are shared by all school community members. We are therefore committed to working collaboratively with families and the wider community to ensure students reach their learning potential. We promote a shared responsibility where the school works together with families to educate children together.

Parkwood Green Primary School has a safe and supportive school culture where learning promotes student belonging and connectedness. All community members, staff, students and families are expected to exhibit positive relationships and value diversity to support both a positive school environment and effective classroom learning.

We hold a shared responsibility in our learning community and we believe that every child can learn.

Everyone must be responsible for their own behaviour and learning.

We seek to engage with the broader community whose expertise and experience is encouraged to further build the capacity of the school and to respond to the needs of its students. These partnerships can also provide optimum service delivery for vulnerable students. We support families to engage in their child’s learning and build their capacity as active learners by: • encouraging and expecting all parents to be aware of the school’s Student Engagement Policy and Guidelines • conducting school-to-home and home-to-school communications • providing opportunities for parents/carers and students to share in learning • involving families with home learning and other curriculum related activities • providing opportunities for families to engage in school decision-making processes and opportunities • coordinating resources and services from the community for families, students and the school • providing opportunities to enhance knowledge and skills • providing opportunities for teaching staff to further develop understandings and knowledge through professional development • being transparent in the implementation of the Student Engagement Policy and Guidelines. The school implements preventative and early intervention approaches to support student engagement and learning. The school has a consistent and whole school approach to: • promoting and expecting high expectations for student learning • early identification of vulnerable students and those at risk of disengagement from school • reducing identified risk factors that may contribute to attendance or behavioural issues • coordinating early intervention and prevention strategies utilising relevant expertise internally and external support services

providing multiple and diverse opportunities for all students to experience success

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• development of Individual Student Learning Plans for identified students • encouraging student voice through active participation and involvement • recognising and responding to the diverse needs of our students through the Program for Students with Disabilities program • implementing current pedagogical (teaching strategies and methods of instruction)knowledge and thinking to engage students in meaningful learning experiences • prioritising professional learning to ensure strategies and approaches are adopted and implemented • communicating clear expectations of individual responsibility for behavior and attendance • providing a safe environment • providing student transition programs • providing peer support structures of cross age peers • providing leadership opportunities for students • providing extracurricular activities

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Whole School Values

The place to learn, succeed and grow.

Our values: Honesty, Learning, Respect, Caring & Responsibility (See Model for Social-Emotional Intelligence and Whole School Values in Appendix 1) our clearly communicated with students through learning opportunities in our quality beginnings program held at the beginning of the year and re-visited periodically through circle time throughout the remainder of the year. We teach our values through having staff and community members model best practice.

Learning our values is based on acquiring the knowledge, developing the skills and adopting the attitude to allow each value to flourish in the person.

Honesty

Learning

Respect

Caring

Responsibility

Knowledge *Being truthful *Sharing thoughts and feelings with trusted people *Recognising one’s strengths and limitations

*Taking risks and trying new and different things *Being positive when mistakes are made *Setting personal and academic goals *Asking for additional clarification

*being a proactive listener *Being able to recognise and appreciate individual or group similarities or differences *Showing empathy

*considering others feelings and safety *Showing appreciation to others *Working in teams *Preventing, managing and resolving conflict

*making constructive choice3s about personal and social behaviour *Contribute to the wellbeing of one’s school and community *Applying decision making skills to academic and social situations

Skill *Self awareness *Self management

*Social awareness

*Relationship skills

*Responsible decision making

Attitude *Self reflection *Listening to your body *considering how moods can influence behaviour

*break down big goals/issues into smaller parts Visualising the type of day you want to make it happen Finding the fun activities in your day and maximise them

*Finding out what motivates and inspires others about their work *Trying to connect with someone new everyday *Asking others how they are experiencing their day

*Fostering a team atmosphere Helping others to focus on what they can do, instead of what they can’t *Giving others feedback

*valuing your intuition *asking others for their perspectives and points of view *Before making an important decision pause and gather your thoughts

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Rights and Responsibilities

Guiding principles Every member of the school community has a right to fully participate in an educational environment that is safe, supportive and inclusive. Everyone deserves to be treated with respect and dignity. The school will provide a dynamic and innovative learning environment that engages and challenges each and every child through targeted, individualised, child-centred activities and partnerships.

Equal Opportunity

The 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).

The Charter of Human Rights and Responsibilities Act 2006 The Charter sets out a list of twenty rights that reflect the following four basic principles: • Freedom • Respect • Equality • Dignity The Charter outlines a vision of 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 human rights when making decisions and delivering services. These rights are: • the right not to be discriminated against • the right to privacy and reputation • the right to freedom of thought, conscience, religion and belief • cultural rights.

It is important to understand that with human rights comes a responsibility to respect other human rights.

All DET employees must act compatibly with the Charter and give proper consideration to human rights when making decisions. Everyone should:

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• encourage compliance with the Charter • support others to act compatibly with the Charter, and • respect and promote human rights. Whole School Rights and Responsibilities

Rights Responsibilities *All students and teachers have the right to feel safe and comfortable *All students and teachers have the right to learn in an environment which values wellbeing and connectedness *To be free of harassment and bullying *To receive support in difficult situations from the school community * To be valued and treated with respect

* To ensure others are not harassed * To provide support for each other * To build positive relationships with the school community

Student Rights and Responsibilities

Rights Responsibilities Students have the right to: *learn, work and play without interference.

Students have a responsibility to: *contribute to the whole of school values by doing the right thing (Personal Responsibility) *contribute to the whole of school values by encouraging others to do the right thing (Communal Responsibility) *participate fully in the school’s educational program with a positive attitude and to attend regularly. Students should also be expected to display positive behaviours that demonstrate respect for themselves, their peers, their teachers, the school and all other members of the school community *report harassment or bullying to an adult *report inappropriate or unsafe behaviour to an adult.

Students have the right to: * be treated fairly and courteously.

Students have a responsibility to: *be polite, courteous and well mannered *display positive behaviours that demonstrate respect for themselves, their peers, teachers and all other members of the school community.

Students have the right to: *learn in a safe and secure environment.

Students have a responsibility to: *demonstrate respect for the rights of others, including the right to learn, which will contribute to an engaging educational experience for themselves and other students *attend school regularly * increasingly manage their own learning with support by setting goals and managing resources to achieve these goals *demonstrate tolerance and understanding of others’ differences *report negative behaviour to an adult *contribute positively to the learning environment *challenge themselves and take advantage

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Rights and Responsibilities of Teachers

Rights Responsibilities Refer also to the Victorian Institute of Teaching Teacher Code of Conduct http://www.vit.vic.edu.au/files/documents/1543_Codeof- Conduct-June-2008.pdf

Teachers have a right to: *be treated with respect by students, parents and peers *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: *treat students in a way that develops self esteem *act as positive role models *communicate positively and informatively with parents and peers.

Teachers have a right to: *expect parents will support the implementation of the Student Engagement Policy and Guidelines *expect students to follow the Student Engagement Policy and Guidelines.

Teachers have a responsibility to: *follow the Student Engagement Policy and Guidelines *use logical consequences and restorative practices *provide a duty of care to students *maintain records of significant disciplinary actions *fairly, reasonably and consistently implement the Student Engagement Policy and Guidelines *promote student attendance.

Teachers have a right to: *expect that they will be able to teach in a safe, orderly and cooperative environment

Teachers have a responsibility to: *assist students to learn to the best of their ability *know their students *promote and model respectful relationships with all members of the community *promote a strong sense of wellbeing and belonging with students *provide an inclusive and differentiated curriculum *undertake professional learning to support student learning *ensure all students experience success *create and maintain safe, motivating and challenging learning environments *communicate student progress to parents/carers.

Rights and Responsibilities of Parents/Carers

Rights Responsibilities Parents/carers have the right to: *expect their child will be educated in a secure environment *be contacted when their child’s repeating or escalated behaviours are inconsistent with the Student Engagement Policy and Guidelines

Parents/carers have a responsibility to: *ensure their child’s regular attendance and punctuality *ensure students are prepared and supported in their learning *promote positive educational outcomes and a love of learning for their children by taking an active interest in their child’s educational progress and behaviours *engage in constructive communication (written or verbal) with school staff regarding their child’s learning *disclose relevant information about their child to the school to further support educational progress and behaviour *support the school in maintaining a safe and respectful learning environment for all students *promote and model respectful relationships with all members of the school community *promote and reinforce positive behaviours with their child *support the school through engagement and involvement in school activities and learning *support the whole of school values *support the Student Engagement Policy and Guidelines.

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Shared Responsibility

At Parkwood Green Primary School we aim to work with families to facilitate best outcomes for all students. As such we have a shared responsibility to their health, wellbeing and safety. The shared responsibilities include those such as cyber-safety, health and wellbeing. (See appendix 2).

Student Wellbeing Services

Staff, parents, carers and external agencies can refer to the Student Wellbeing Officer for support for students. Students may also self-refer. Services provided within the school include but are not limited to individual counselling, therapy, group programs, year level programs and assessments. The Education Department offers Student Support Officers who service our school and this service can be accessed through the Student Wellbeing team.

At Parkwood Green we have a Student Wellbeing Officer and a school based Psychologist. Parental consent may be requested upon referral for intervention to take place. Please note that many of our Restorative practices occur through our Student Wellbeing department as part of our Student Management approach which may not require parental consent.

Confidentiality is assured through accessing the Student Wellbeing services in the school. Many partnerships have been fostered to ensure access to external support services which can be discussed upon referral. Appointments can be made by phoning the school.

Teaching staff will refer using the pre-referral guidelines to ascertain need (see appendix 3).

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Students with Additional Needs

The 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 and victimisation.

The Disability Standards for Education 2005 clarifies and makes explicit the obligations to schools on the rights of students under the Disability Discrimination Act 1992. Our school complies with the Disability Standards for Education, which covers enrolment, participation, curriculum development, student support services and harassment and victimisation. Harassment includes any action that is reasonably likely, in all circumstances, to humiliate, offend intimidate or distress a student with a disability.

These standards also oblige the school to take reasonable steps to inform staff and students about: • their legal obligation not to harass or victimise students with disabilities • the school’s action should such harassment or victimisation occur • the complaint mechanisms available to a student with a disability who is harassed or victimised.

Department of Education and Early Childhood Development guidelines.

An education provider must make ‘reasonable adjustments’ to accommodate a student with a 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.

The provider may consider all likely costs and benefits, both direct and indirect, for the provider, the student and any associates of the student, and any other persons in the learning or wider community, including: • costs associated with additional staffing, providing special resources or modifying the curriculum • costs resulting from the student’s participation in the learning environment, including any adverse impact on learning and social outcomes for the student, other students and teachers • benefits of the student’s participation in the learning environment, including positive learning and social outcomes for the student, other students and teachers, and • any financial incentives, such as subsidies or grants, available to the provider if the student participates.

The Disability Discrimination Act and the Education Standards do not require changes to be made if this would impose unjustifiable hardship to a person or organisation.

Student Support: Individual learning programs are offered at Parkwood Green Primary School suited to the individual

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student needs. This is to make sure all children can participate in education and achieve their best. A SWAN’s plan will be developed in partnership with the student’s relevant Sub-school Principal, classroom teacher, family, student wellbeing staff and external support agencies.

Strategies that promote student improvement for students with additional needs include: providing children with a learning environment that best develops their potential

supporting children in making the transition from preschool to school, from grade level to grade level and primary to secondary school

involving children in programming and planning decisions through a Student Support Group

supporting children to access programs that allow them to pursue achievable pathways.

Parent(s)/Carer(s) Support:

Strategies that promote student improvement for students with disabilities include: providing parent(s)/carer(s) with the choice of learning environments that best develop their child’s

potential

supporting parent(s)/carer(s) in making the transition from preschool to school, from grade level to grade level and from primary to secondary school

involving parent(s)/carer(s) in programming and planning decisions through a support group.

Staff Support:

Strategies that promote student improvement for students with disabilities include: providing appropriate time for staff to develop learning environments that best develop a child’s

potential

supporting staff in the transition of students

awareness of a staged response and structure for student support groups

ensuring the expertise of staff is maintained and developed through professional learning.

External Agencies and/or Departments:

In an effort to develop positive relationships with external support agencies and/or departments outlined below are the following protocols apply;

External agencies work with parent(s)/carer(s) and any action plans developed are to be forwarded to the school via Principal or Wellbeing Officer in accordance with the Privacy Act.

External agencies inform the school of school visits prior to the visits and adhere to the sign in procedures at the schools reception.

Where external agencies are invited to attend PSG’s or SSG’s, the Principal is informed of attendance.

Where external agencies are requested to attend PSG’s or SSG’s by a parent/carer the Principal is informed.

Where the school develops a support plan for individual students, recommendations from external agencies may be incorporated.

Knowledge and resources should be reciprocated from outside agencies to school and school to outside agencies.

Professional learning opportunities for staff is made available if required and/or appropriate.

Representatives from external agencies or departments are required to make an appointment via email or phone with the Principal, relevant Sub-school Principal or Student Wellbeing Officer. The classroom teachers will then be informed via email communication from the school Principal, relevant Sub-school Principal or Student Wellbeing Officer. A representative from an external agency or department is then required to follow the visitor sign in process following a confirmed meeting time from the school representative.

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Attendance

Parents/carers responsibilities for supporting their child’s attendance are outlined in our Attendance guidelines (see Appendix 4) and the Early Departure and Late Arrivals Guidelines (see Appendix 5).

Parkwood Green Primary School implements and refers to the DET Attendance initiative “Every Day Counts”. Information about school actions and parent/carer advice can be found at the DET website at http://www.education.vic.gov.au/school/principals/participation/Pages/everyday.aspx.

Absences

Parents/carers are asked to phone the school at their earliest convenience or enter absence and reason on Compass upon student absence. A medical certificate should be provided upon request to the school when there is more than 1 day absence. All absences must be followed up with an explanation of absence in writing (or via Compass). Following 3 days absence, our Attendance Officer or Student Wellbeing staff will be alerted to make contact with families to offer assistance with attendance.

All approved or unapproved absences are in accordance with DET Attendance Policies.

Regular absences will result in Attendance Plans being developed for children and their families to assist more regular attendance in line with DET Policy (see Appendix 7). If a child is going to be away for a prolonged amount of time where it is known, a plan will be developed to assist learning (see Appendix 6).

Early departure and late arrivals

Children who are leaving school early must be collected from the front office and not directly from the classroom. Teachers will redirect family to the front office should this be the case.

Children arriving late must attend the office with their parent/carer to be signed in. This cannot be facilitated from the classroom and teachers will re-direct students and their parent/carer to the front office should this be the case.

Parents/carers who regularly drop children off before 8.45am and pick up children post 3.40pm will be invited to a meeting to discuss appropriate before and/or after school care options as a courtesy to facilitate this process. External agencies may be contacted to assist in the facilitation of this on a case by case basis. Our aim at Parkwood Green Primary School is to assist families in finding solutions that work best for them with our shared responsibilities in mind. All children need to be supervised by parents/carers outside of our school supervision times.

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

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Bullying 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 size, status, age or other reasons. Bullying may occur because of perceived differences such as culture, ethnicity, gender, sexual orientation, ability or disability, religion, body size and physical appearance, age or economic status. Bullying may be motivated by jealousy, distrust, fear, misunderstanding or lack of knowledge. It can continue over time, is often hidden from adults and will probably continue if no action is taken. Bullying is usually repetitive behaviour, not a one off incident. Parkwood Green Primary School is committed to providing a safe and caring environment and culture which enables positive relationships to be formed amongst all students and staff and which encourages self-esteem, cooperation, personal growth and appositive attitude to learning and teaching. Parkwood Green Primary School has adopted a zero tolerance approach and therefore bullying and harassment in any of its forms will not be tolerated within the school community.

Types of Bullying: There are four broad types of bullying:

Direct physical bullying: includes hitting, kicking, tripping, pinching and pushing or damaging property. Direct verbal bullying: includes verbal abuse, insults, teasing and intimidation, homophobic or racist remarks. Indirect bullying: is often harder to recognise and can be carried out behind the bullied person’s back. It is 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 Cyber bullying: is direct verbal or indirect bullying behaviours using digital technologies. It consists of covert, psychological bullying, conveyed through electronic mediums such as mobile phones, web-logs and websites, online chat rooms, multi user domains where individuals take on different characters and online personal profiles where some adolescents create lists of people they do not like. It is verbal (over the phone) or written (threats, racial, sexual or homophobic harassment), using the various mediums available. Cyber bullying can involve:

Flaming – online fights using electronic messages with angry or vulgar messages

Cyber stalking – repeated, intense harassment and denigration that includes threats or creates significant fear

Harassment – repeatedly sending nasty, mean and insulting messages

Denigration – posting or sending gossip or rumours about a person to damage his/her reputation or friendships

Outing – sharing someone’s secrets or embarrassing information or images online

Exclusion – intentionally and cruelly excluding someone from an online group

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What Bullying is Not: Many distressing behaviours are not examples of bullying even though they are unpleasant and often require teacher intervention and management. There are three socially unpleasant situations that are often confused with bullying.

Mutual Conflict:

In mutual conflict situations, there is an argument or disagreement between students but not an inbalance of power. Both parties are upset and usually both want a resolution to the problem. However, unresolved mutual conflict sometimes develops into a bullying situation with on person becoming targeted repeatedly for ‘retaliation’ in a one-sided way.

Discrimination:

Discrimination is treating a person or group less fairly or well because of a particular characteristic such as culture, ethnicity, gender, sexual orientation, ability or disability, religion, body size and physical appearance, age; marital, parenting or economic status. Discrimination may be:

direct, whereby a person is treated less favourably because of their race, ethnicity, culture or another characteristic

indirect when a person makes a decision or imposes a requirement, which appears neutral but is unreasonable and has the effect of disadvantaging a person because of their race, ethnicity, culture or another characteristic

Harassment:

Harassment is behaviour intended to annoy, disturb, threaten or upset another person usually involving a person or group of people who have, or are perceived to have, more power deliberately upsetting someone on more than one occasion. Sexual Harassment is unlawful behaviour under the Commonwealth Sex Discrimination Act 1984 and the Victorian Equal Opportunity Act 1995. It occurs when a person engages in any unwelcome or unreciprocated conduct of a sexual nature (written or verbal), in circumstances which could reasonably be expected to cause offence, humiliation or intimidation. Harassment is usually directed at a person because of their gender, race, creed or abilities. Subtle (the most common) they include:

offensive staring and leering

unwanted comments about physical appearance and sexual preference

racist or smutty comments or jokes

questions about another’s sexual activity

persistent comments about a person’s private life or family

physical contact eg: purposely brushing up against another’s body

offensive name calling Explicit (obvious) they include:

grabbing, aggressive hitting, pinching and shoving

unwelcome patting, touching, embracing

repeated requests for dates, especially after refusal

offensive gestures, jokes, comments, letters, phone calls or email

sexually and/or racially provocative remarks

displays of sexually graphic material – pornography

requests for sexual favours

extreme forms of sexual harassment will lead to criminal prosecution Violence:

Violence is the damaging and destructive use of force by a person or group towards another person, group or property. This force can be physical, verbal, sexual or another acting or behaviour and can involve an ongoing relationship between the parties. Violence may be;

provoked or unprovoked acts and can be a one-off incident or can occur

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over time used by those targeted by bullying or other inappropriate behaviour to try to redress the imbalance of power.

Awareness-raising: At Parkwood Green Primary School, we believe students, parent(s)/carer(s) and staff play an essential role in identifying and responding to inappropriate behaviour. It is important to recognise if bullying may be occurring and to establish whether the behaviour is in fact bullying or inappropriate behaviour. Children who experience bullying or are harmed by inappropriate behaviour may:

Be frightened of walking to and from school Become distressed and anxious or stop eating

Change their usual route Attempt to threaten suicide

Not want to go on the school bus Cry themselves to sleep or have nightmares

Beg to be driven to school Have their possessions go missing

Be unwilling or refuse to go to school Ask for money or start stealing (to pay a bully)

Feel ill in the mornings Continually ‘lose’ their pocket money

Begin wagging school Refuse to talk about what’s wrong

Begin doing poorly in their school work Have unexplained bruises, cuts, scratches

Come home regularly with clothes or books

destroyed

Begin to bully other children, or siblings

Become withdrawn, start stammering, lack

confidence

Become aggressive and unreasonable

Continue to visit the online spaces or use the digital

technology that is being used to bully them

Be reluctant to disclose cyber bullying in case their

computer or phone is removed

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School Actions and Consequences Positive Reinforcement for behaviour The key focus at Parkwood Green Primary School is on rewarding effort, with teacher talk to develop student understanding. Effort and sanctions are recorded on the Developmental Management Chart (commonly known as the Positive Tracker chart) in all classrooms as developed by Ramon Lewis. The visual chart enables students to manage their behaviour and make appropriate choices with the help of their class teacher. The tracking chart is to go with the class to all specialist experiences. Four Common Rules – Non Negotiables The four non-negotiables are supported by the teaching and thinking from the ‘You Can Do It’ Program formed by Michael Bernard which is implemented at a whole school level at Parkwood Green Primary School. The program has been implemented and adapted as our needs require. In all grades these are linked to Personal and Communal Responsibility within and outside the classroom. These four common rules are underpinned by effort to learning and behaviour being noticed and rewarded by staff. Students can self-assess out of five for their efforts each week. The ideal Grade Point Average is 3.75

Our four non-negotiable common rules are:

Keep hands, feet and objects to yourself

Do what you are asked the first time

One person speaking at a time

Respect yourself, property and our community

Three Step Telling Students will be actively encouraged to use this strategy to manage themselves in difficult situations.

1. Stop it and I don’t like it (Name the person and the behaviour and remove self from situation) 2. Stop it or I’ll tell an adult or teacher. 3. I’m telling the adult or teacher now.

Shared behaviour expectations for students, parents/carers and school staff are detailed at Appendix 2. In the yard, teachers will engage students in a restorative practice discussion. If they fail to find a solution to a problem, students will be sent to timeout to speak with Student Wellbeing, Leading teacher or Principal regarding the problem. This allows students to be supported in resolving their own issue and thus develop skills for future use. Parkwood Green Primary School adheres to the following guidelines in line with Department of Education and Training requirements. Copies of these guidelines can be obtained from Sub-school Principals and the Student Wellbeing Officer.

1. Mandatory Reporting and Out of Home Care Education Commitment Guidelines

2. Student Health Guidelines

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3. Duty of Care Guidelines

4. Restraint of a Student Guidelines

School Suspension & Expulsion

Principals have the authority to suspend and expel students from school where they decide that this is the appropriate disciplinary action. Expulsion is the most serious consequence open to a principal. When expulsion is unavoidable, the principal has a responsibility to demonstrate that expulsion is the only appropriate measure and that all other measures consistent with the Student Engagement Policy and Guidelines have been implemented. Only the principal has the authority to expel a student from the school and cannot be delegated to any other person at the school. When considering suspension or expulsion, schools are required to follow the procedures listed in section 4.3 of the DET guidelines published in Effective Schools are Engaging Schools Student Engagement Policy Guidelines. Appendices 12 to 18 of the guidelines provide flowcharts and proformas for use in suspension and expulsion procedures. A student may only be excluded from school in situations where all other measures have been implemented without success or where an immediate suspension is the only appropriate course of action in response to the student’s behaviour. Consequences which may be used prior to suspension include:

withdrawal of privileges

withdrawal from regular classroom activities (Time In).

withdrawal from class if a student’s behaviour significantly interferes with the rights of other students to learn or the capacity of a teacher to teach a class, that student may be temporarily withdrawn from regular classroom activities or, in more severe cases, required to leave the classroom for a specified period of time. Where appropriate, parents/carers should be informed of such withdrawals.

Detention. No more than half the time allocated for any recess may be used for detention purposes. With an after school detention, a principal class staff member issuing the detention meets with the student to reinforce appropriate behaviour and positive choices. For identified students a lunchtime detention not exceeding 20 minutes may be used. For identified students after school detention is not to exceed 30 minutes. The principal class member issuing the detention should ensure that parents/carers are informed at least the day before the detention is scheduled.

A Student Support Group may be convened.

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Family and Community Partnerships

Family Partnerships

The School values parent / carer input into its operations and curriculum offerings and seeks feedback through the Parent Opinion survey, from parent representatives on School Council, through parent forums and liaison with our Community Liaison Officer. Promoting the importance of parent input in the school community.

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

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

1. ensuring all parents/carers are aware of the school’s Student Engagement Policy & Guidelines through Compass

2. conducting effective school-to-home and home-to-school communications through Compass, email, telephone and parent-teacher conferencing

3. providing volunteer opportunities to enable parents/carers and students to contribute

4. involving families with homework and other curriculum-related activities

5. involving families as participants in school decision-making through surveys, school council and parent forums

6. coordinating resources and services from the community for families, students and the school

7. involving families in Student Support Groups and conference

Community Partnerships

Parkwood Green Primary School is committed to enhancing learning opportunities by bringing in expertise from the school, local and wider community. As such, we have many services that operate from our site to provide families to access to support. In addition to this, we enter in to partnerships that allow students access to learning that the school would otherwise not be able to provide. Such partnerships include but are not limited to Melton Council Youth Services, Victoria Police and School Focus Youth Services.

All partnerships are in agreement between the school and outside organisation where a Memorandum of Understanding is drawn up to ensure the partnership remains student learning focused and is valuable to all parties. The MOU can be found at http://www.education.vic.gov.au/Documents/school/principals/community/memounderstandtemp.pdf

Compliance with Working with Children’s Act 2005

Nominated Administration staff receives approved application from individual, who has processed Working with Children’s Check at Australia Post.

A Working with Children’s Check register is kept and updated by nominated Administration staff member.

Procedures to maintain the Working with Children’s Check register is the responsibility of the nominated Administration staff member.

http://www.education.vic.gov.au/Documents/school/principals/community/memounderstandtemp.pdf

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Complaints procedures Parents, Guardians and members of the community are always welcome to give constructive feedback to our school. Parkwood Green Primary School welcomes parent input through Parent Opinion Surveys, targeted surveys as well as through open communication with our staff. Please refer to the Complaints Procedure (Appendix 8) should you wish to communicate with the school regarding an issue. Our aim is, through the method of shared concern, work together with families to resolve concerns.

Evaluation Data collection and analysis

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

Some of sources of data used are:

the Attitudes to School Survey data

social and emotional learning audit & student surveys

school level report data

parent survey and forum data

data from case management work with students data extracted from software such as Compass or SOCS

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Appendices

Appendices and Related Policies

Appendix 1: Social-Emotional Intelligence and Whole School Values

Appendix 2: Shared Responsibilities

Appendix 3: Classroom Teacher Pre-Referral Process

Appendix 4: Attendance Guidelines

Appendix 5: Early Departure and Late Arrival Guidelines

Appendix 6: Student Absence Learning Plan

Appendix 7: Return to School Plan

Appendix 8: Complaint Procedures

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Appendix 1 Model for Social-Emotional Intelligence and Whole School Values

Capabilities:

Emotional Resilience

Persistence

Confidence

Getting Along

Organisation

Meaning: staying calm and trying to be less angry, worries or down when things don’t go my way

trying hard and not giving up when something feels like it’s too hard

the feeling that I can do it

not being afraid to make mistakes or to try something new

standing up tall and speaking with clear voice

working well with my classmates

solving problems with classmates without getting angry

following our schools three non negotiables

setting a goal to do my best in my schoolwork

planning my time so that I’m not rushed

having all my supplies ready

Examples of Behaviour:

staying clam when someone is mean or acts unfairly towards me

calming down when I am extremely angry, down or worried

continuing to try even when school work is hard

not being distracted by others

checking my work when I’m finished to make sure its correct

completing assignments on time

raising my hand to answer a hard question

doing hard work without asking for help

sharing a new idea with my teacher and class

saying ‘hello’ and talking to someone new

working well with my classmates

listening and not interrupting when someone else is speaking

talking with someone if they treat me unfairly

making sure I understand my teachers instructions before I begin work

having all my school supplies ready

having a neat desk and school bag so I can find everything

planning when I’m going to do my homework so I have enough time

School Value:

Honesty

Learning

Respect

Caring

Responsibility

Knowledge: being truthful

sharing thoughts and feelings with trusted people

recognising one’s strengths and limitations

taking risks and trying new and different things

being positive when mistakes are made

setting personal and academic goals

asking for additional clarification

being a proactive listener

being able to recognise and appreciate individual or group similarities or differences

showing empathy

considering others feelings and safety

showing appreciation to others

working in teams

preventing, managing and resolving conflict

making constructive choices about personal and social behaviour

contribute to the wellbeing of one’s school and community

applying decision making skills to academic and social situations

Skill:

Self-awareness

Self-management

Social-awareness

Relationship skills

Responsible decision-making

Attitude: self-reflection

listening to your body

considering how moods can influence behaviour

break down big goals/issues into smaller parts

visualising the type of day you want to make it happen

finding the fun activities in your day and maximise them

finding out what motivates and inspires others about their work

trying to connect with someone new everyday

asking others how their day is going

fostering a team atmosphere

helping others to focus on what they can do, instead of what they can’t

giving others feedback

valuing your intuition

asking others for their perspectives and points of view

before making important decision pause and gather your thoughts

making positive and healthy choices

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Appendix 2

Shared responsibility to preventing and responding to concerns about safety and wellbeing:

Students Parent(s)/Carer(s) Staff

Talking to a teacher about what is happening so they can work together to resolve the issue.

Talking to their parent(s)/carer(s) about what is happening so they can work together to resolve the issue.

Focus on solving the problem by referring to the students guide to managing concerns and/or complaints.

If you see a person being bullied or harassed, tell the person that you witnessed the incident and that you will report it to the teacher.

Model and teach children about appropriate behaviour and respectful relationships.

Re-enforce positive messages at home.

Initiate a discussion about inappropriate behaviour.

Listen carefully to what your child has to say without interrupting.

Show concern and support by letting your child know they understand how distressing it is for them to be in this situation.

Congratulate your child for having the courage to confide in them.

Emphasis to your child that all students at school have the right to be treated with respect and be safe.

Focus on solving the problem by referring to the parents guide to managing concerns and/or complaints.

Encourage your child to continue to talk with you about incidents.

Avoid directly approaching any student who you believe may have been involved in inappropriate behaviour toward your child.

Implement constructive strategies to deal with harassment and support student wellbeing including peer support, leadership programs, cyber safety and pro-social behaviours.

Establish a plan with parent(s)/carer(s) for dealing with the current situation and future incidents of inappropriate behaviour.

Encourage students to report any further incidents of inappropriate behaviour.

Promote anti-bullying and anti-harassment policy amongst the school community.

Focus on solving the problem by referring to the responding to incidents flowchart and/or a staff response to managing concerns and/or complaints.

A summary of the policy may be included in the Student Enrolment Package and made accessible online.

Shared responsibility to preventing and responding to concerns about cyber safety:

Responsibility Students Parent(s)/Carer(s) Staff

Mobile Phone

Safety

Never post your number or other personal details on the internet.

Be wary of anyone who asks to borrow your phone in public. If it is a genuine emergency dial Triple Zero (000) for them. Don’t leave a stranger alone with your phone

Say no! Don’t accept any offers that seem too good to be true, like a free mobile

Ask your child to show you how their phone works and what they are using for.

Help your child understand that their phone is like a wallet and every text message, phone call or download service costs money.

Remind your child that they shouldn’t let anyone borrow their phone.

Talk with your child about their

Implement strategies to support student wellbeing including peer support, leadership programs, cyber safety and pro-social behaviours.


Focus on solving the problem by referring to the responding to incidents

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phone.

Stay aware of what’s going on around you and guard your privacy. If you can take pictures on your phone, so can others.

If you receive inappropriate messages or calls, make a note of the number it came from, the date and time of the call, or save the message. You may need to tell an adult.

experiences with their mobile phone. Let them know its okay to tell you if they come across something that worries them.

Teach your child that there are ways they can deal with disturbing material; 1. they shouldn’t respond if they

receive something inappropriate

2. they should immediately hang up if they feel uncomfortable or worried.

flowchart and/or a staff response to managing concerns and/or complaints.

Online Safety Never share your password and always set your profile to ‘private’ so your personal information is kept secret.

Don’t respond if someone sends you unkind or offensive messages or asks you to do something that makes you feel uncomfortable.

Don’t open messages from people you don’t know. These could contain viruses.

Tell your parent(s)/carer(s) if you are upset or worried by language, pictures or videos on the internet.

If you need help contact the Cybersmart Online Helpline on the Cybersmart website or call Kids Helpline direct on 1800 55 1800

If there is a threat to your safety the police will help. In a life threatening and time critical situation, call Triple Zero (000)

Spend time with your child online

Try to locate the computer in a shared or visible place in the home

Help your child use the internet as an effective research tool and teach them that information on the internet is not always reliable

Teach your child positive online etiquette and encourage them to treat others online in the same way they would like to be treated




Socialising on

the Internet

Think before you post. Content posted online can be there forever. You can put it up, but you can’t necessarily take it down.

Make sure you don’t put any key personal information on

Ask your child to show you how social networks work

Check the guidelines of any site or game your child might want to engage in

Help your child set their profile to make sure that they don’t put


Encourage students to

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your profile, including phone number, home address or the name of your school. Be careful when you post photos not to include any of this information either.

Use the privacy settings.

Only post comments and/or photos, you would be happy to receive yourself.

too much personal information online

Check the privacy settings for each service and find out how to block other users and report abuse

Discuss the amount of time your child can spend online and ensure they maintain a balance.

Create opportunities where children feel confident enough to talk to you.

report any further incidents of inappropriate behaviour.


Dealing with

Offensive

Content

Think before you post. Content posted online can be there forever.

If you visit a site that makes you feel uncomfortable, leave the site immediately or report.

Don’t open email attachments if you don’t know the sender.

If you see something disturbing online and need help dealing with it, contact the Cybersmart Online Helpline or call Kids Helpline direct on 1800 55 1800.

Be aware of how your child used the internet and explore it with them. Discuss the kinds of sites that are okay to explore and those that are not, and talk about what you both like and don’t like about them.

Consider using filters.

Remind your child not to open spam email, or click on pop-ups, or unfamiliar hyperlinks in websites.

Help your child use search engines to locate websites. Develop a list of favourites.




For more information related to Parkwood Green Primary School Digital Technology Acceptable Use Agreement please contact your relevant Sub School Principal.

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Appendix 3: Classroom Teacher Pre-Referral Process

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Appendix 4: Attendance Guidelines

Parents are required to ensure their child attends school and to provide an explanation for their child's absence from school,

and the school must record in writing the reason given by the parent. The school must be able to determine from the records

if the excuse given was reasonable in terms of the parent meeting their legal obligations.

At Parkwood Green Primary School, the following guide has been developed to assist parents in notifying the school.

Ringing the school: Phone 9339 3600 – Select Absence Option – Leave details

Absence note in writing: Indicate child’s name, class and reason for absence

Medical certificate: Doctors, Hospitals, Specialists, Dentists etc will provide a medical certificate (remember that

if a child is well but must attend a specialist, they can come to school for the remainder of the

day, or before their appointment)

Absent

1 day

Notify the school absence line prior to start of day

Follow up with explanation of absence in writing or via

Compass upon return to school

More than 1 day

Notify the school absence line on each occassion prior

to start of day

Follow up with explanation of absence in writing or via Compass / provide medical

certificate required for medical reason

Attendance Guidelines

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Your child’s absence will be recorded as either an “Explained” or “Unexplained” absence. An explained absence is one in

which the parent has provided an explanation of the absence in writing to the school following an absence. Unexplained

absences are recorded when written notification has not been provided to the school.

Both can be considered an “Approved” or “Unapproved” absence according to the Education Reform Act (2006).

Approved absences:

Medical reason – a child is absent due to being unwell enough to see a medical professional

Funeral/ family illness

Unapproved absences:

Extended medical absence without medical certificate from medical professional

Family Holiday

Day off for shopping, birthday or to visit relatives

Upon 3 days unexplained absence (either consecutive days or 3 across the school year), the classroom teacher will intervene

by referring the matter to our Attendance Officer. The Attendance Officer will make contact with parents regarding absences.

Notifications of absences will periodically be sent out to families in writing for parents to explain.

Upon 5 days unexplained absence (either consecutive days or 5 days across the school year), the Attendance Officer will refer

the matter to the Student Wellbeing Officer who will make contact with the family regarding the absences. Ongoing

unexplained absences (after 5 days unexplained and further) require an attendance plan in which parents, the classroom

teacher, the Attendance Officer and Student Wellbeing Officer will plan and monitor together.

An attendance plan will be developed according to the particular student’s individual needs when prior notice is given

regarding an upcoming absence to support a child’s learning whilst away (see appendix 1). Following an extended period of

absence, a return to school plan will be developed to assist the student to transition with support (see appendix 2).

Early and late pick up from school.

Early departure: A child must be picked up by parent/guardian or nominated carer (in writing) from the front office. The

student will be signed out from the front office and not by the classroom teacher. A child must be signed out prior to being

collected.

Late arrival: A child requires a parent / guardian to sign their child in to the front office upon late arrival.

Both early departure and late arrival resulting in absence of part of a day must be explained in line with the attendance

policy.

Please see the early departure and late arrival flow chart for more information (appendix 5).

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Appendix 5: Early departure and Late arrival at School Guidelines

If a child arrives after 9.05am, the child and

parent/guardian must attend the office to obtain a late pass

and sign in.

Parents/guardians may collect a child prior to the end of

day bell only after they sign their child out of the school at

the front office prior to collecting them.

Parents/guardians should alert the teacher at their earliest

convenience about the early departure from school.

Process for Late Arrival

All absences must be recorded as unexplained unless

documentation with reason is given at this time.

Process for Early Departure

A note will be sent with the student to class to alert the

teacher that the student has signed in.

Students will be accepted in class only once sign in has

occurred at the front office.

It is the responsibility of the parent/guardian to ensure they

sign their child in at the front office at the time of arrival.

All absences must be recorded as unexplained unless

documentation with reason is given at the time.

Notification of Absence: Ring Rebecca Bogalho (Attendance Officer) on 9449 3600

Written notification of Absence: Give medial certificates or written notices to your child’s class room

teacher or via Compass. Teacher’s must enter absence

explanations on Compass within 2 days.

Students with 5 or more days unexplained absence, or chronic absenteeism will be referred to Melanie

Hayward (Student Wellbeing Officer) for support in line with Department of Education and Training

Guidelines. Notification of extended absences are welcome however many not be approved in line with

Department Attendance Policy.

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Appendix 6: Student Absence Learning Plan (for known absences)

Student Absence Learning Plan Student Absence Learning Plans are implemented to support the education of students who are absent from school for an extended period. Student Absence Learning Plans

should be developed collaboratively by teachers, students and their parent.

Student Absence Learning Plan must be developed for:

students who are planning extended absences from school, for example for a family holiday It may also be useful to develop a Return to School Plan for students who have been absent from school for an extended period.

Student name:

Grade: Date:

Reason for absence: Date of last day of school:

Date of return to school:

Description of the educational program:

Activities for the student to undertake while away from school:

Outcomes for the student to achieve:

Resources the student may find useful:

Agreed role of parents/carers in supporting the absence learning program:

Contact details for the student to stay in touch:

School contact person:

Signature of parent/carer:

School phone number:

Signature of Principal/School Rep:

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Appendix 7: Return to school plan (for prolonged absence)

Return to School Plan A Return to School Plan can be implemented to assist in the reintegration of a student after a prolonged absence (and may be used following other strategies if these

strategies have not had the desired outcome).

This plan should be developed with the student and the parents/carers and any support workers.

Student name:

Year level: Date:

The work that I have missed and need to complete:

My timetable (including bell times and non-school periods):

School Term Dates: Student Free Days: School will be closed to students on:

Goals to improve my attendance so that I achieve a _ _ % attendance rate:

1.

2.

3.

People I will go to when I need help and where I can find them:

Person Location

If I am absent for any reason my parent/carer will phone the school on the first day of my absence on this

number: _ _ _ _ _ _ _ _ . If the school does not receive a message then my teacher will phone my home to see

what has happened on this number/these numbers: _ _ _ _ _ _ _ _ or _ _ _ _ _ _ _ _ _ _ .

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Appendix 8: Complaints Procedures

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This policy is informed by the Department of Education and Training Student Engagement and inclusion Guidance available at http://www.education.vic.gov.au/school/principals/participation/Pages/studentengagementguidance.aspx

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