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MINMI PUBLIC SCHOOL STUDENT WELFARE and

DISCIPLINE POLICY

Excellence, Opportunity,

Community

Updated November 2017

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Minmi Public School Minmi Public School, situated in the small outer Newcastle suburb of Minmi, is a dynamic member of the Wallsend community of schools. Our school provides a stimulating and challenging environment with a strong wellbeing focus based on the Kids Matter framework. Our programs in literacy, numeracy, enrichment, the arts, sport and technology ensure that each child has the very best opportunity for success as they strive for excellence. Our students' achievement is also strongly linked with our proactive partnerships with the Callaghan College community of schools. Minmi Public School is small enough to offer more personalised educational opportunities while also providing the diverse and engaging programs of a larger school. Our school’s banner statement of Excellence, Opportunity and Community reflects our core beliefs. Excellence – We strive for excellence in all that we do. Opportunity – We embrace all opportunities. Each child is given the best opportunity for success. Community – Minmi Public School is a vital part of the local community and a proud member of the Callaghan Community of Schools.

Our mission statement is “Learn to live by trying, caring and sharing.”

Statement of Purpose All students and teachers have the right to be treated fairly and with dignity in an environment free from disruption, intimidation, harassment, victimisation and discrimination. Minmi Public School is committed to promoting the highest standards of behaviour and learning in line with the values of Public Education. Minmi Public School takes a positive approach to student welfare and discipline. Students at Minmi Public School are provided with a high quality educational environment with a strong wellbeing focus. They are supported to believe they can succeed as learners and become self-disciplined, respectful, creative and contributing members of society. This Student Wellbeing and Discipline Policy is; consistent with legal and departmental requirements, based on the principles of procedural fairness and developed within the wellbeing framework. Staff, parents and students have been consulted to ensure that this policy reflects the particular needs of our school community. This policy outlines the expected standards of behaviour for students at Minmi Public School. This policy identifies core values and practices that support quality teaching and learning. It sets clear limits, recognises and promotes positive behaviour as well as peacefully resolving conflict in a mutually respectful climate. Reflecting the Values in NSW Public Schools policy https://education.nsw.gov.au/policy-library/policies/values-in-nsw-public-schools Adapted from the Student Discipline in Government Schools Policy https://education.nsw.gov.au/policy-library/policies/student-discipline-in-government-schools-policy

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Student Wellbeing at Minmi Public School and in all government schools;

Encompasses everything the school community does to meet the

personal, social and learning needs of students Creates a safe, caring school environment in which students are nurtured

as they learn Is achieved through the total school curriculum and the way it is delivered Incorporates effective discipline Incorporates preventive health and social skills programs Stresses the value of collaborative early intervention when problems are

identified Provides ongoing educational services to support students Recognises the diversity within the school community and provides

programs and support which acknowledge difference and promote harmony

Recognises the role that the school plays as a resource to link families with community support services

Provides opportunities for students to: o enjoy success and recognition o make a useful contribution to the life of the school o derive enjoyment from their learning

Adapted from the Department of Education Student Welfare Policy https://education.nsw.gov.au/policy-library/policies/student-welfare-policy

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MINMI PUBLIC SCHOOL DECLARATION STATEMENT

Building a positive school culture Supporting documents: The Melbourne Declaration, The Wellbeing Framework and the School Excellence Framework have been used to develop this statement. It was created by all teaching staff through the lens of our specific context, needs and vision. Minmi Declaration Statement: “Everyone enters the world with potential. Our experiences develop our abilities and shape our expectations, which in turn colour our perceptions of the world in which we live. “ “When individuals are empowered to have control over experiences in their lives, they build their own resilience and in turn contribute positively to collective wellbeing and an inclusive community.” “Students and staff at Minmi Public School will experience a sense of connection, inclusion, respect for individuality and difference, resilience, empowerment, capacity to contribute to their school and wider community and confidence to positively shape their own futures.” Adapted from the Wellbeing Framework for Schools https://www.det.nsw.edu.au/wellbeing/about/16531_Wellbeing-Framework-for-schools_Acessible.pdf

Minmi Public School is a Kids Matter school

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MINMI PUBLIC SCHOOL DECLARATION STATEMENT continued

Wellbeing THRIVE Our students will grow and flourish, achieve and prosper. CONNECT Our students will be actively connected to their learning. They will have positive, respectful relationships and experience a sense of belonging with their school and community. NURTURE Our students will be respected, valued, encouraged, supported and empowered to succeed.

Elements of Social and Emotional Learning:

Cognitive Wellbeing – Students are optimistic about and are motivated to reach their full potential. They have a sense of self-worth. Emotional Wellbeing – Students are self-aware and regulate their own emotions and behaviours. Social Wellbeing – Students respect and appreciate diversity. They have the social and emotional skills to develop and maintain positive relationships and engage in pro-social behaviour. Physical Wellbeing – Students feel physically safe and secure and healthy living is nurtured. Spiritual Wellbeing – Students feel connected to culture, religion and community and have a sense of meaning and purpose.

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MINMI PUBLIC SCHOOL DECLARATION STATEMENT continued

Dynamic Teaching and Learning INSPIRE Staff and students will embrace opportunities and be active learners, becoming resourceful and innovative. Together we embrace a culture of excellence. THINK Staff and students will set meaningful goals and think consciously about the choices made, becoming self-regulated and self-motivated learners. CREATE Staff and students will become confident, problem solving individuals who are enterprising, show initiative and use their creative abilities.

Dynamic Teaching and Learning encompasses:

Staff and students who are responsible global and local citizens.

Feedback is timely through reciprocal and flexible pathways.

Staff and students are life- long learners and knowledge is viewed as a collective asset.

Staff and students are digitally responsive citizens and are technologically engaged.

Communication pathways are clear, aligned and mutually respectful.

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MINMI PUBLIC SCHOOL DECLARATION STATEMENT continued

Seek and embrace choice and opportunities INVESTIGATE Students and staff will initiate and explore new ideas. They will communicate to peers, valuing others’ perspectives. As a school we will offer personalised learning pathways. COLLABORATE Students and staff will become leaders of learning, appreciating and being receptive to others’ strengths. Everyone takes responsibility, working within flexible teams towards common goals. ENGAGE Students and staff will become inquiry focussed, curious, pose questions, think, create and celebrate their achievements.

We seek and embrace choice and opportunities by:

Learning networks are made within the community and across the Callaghan Education Pathways (CEP) schools. Experts are involved in supporting learning through 21st Century practices.

Opportunities are meaningful and foster personalised learning experiences.

The school forms productive and genuine partnerships with community groups. Adapted from The Wellbeing Framework for Schools https://www.det.nsw.edu.au/wellbeing/about/16531_Wellbeing-Framework-for-schools_Acessible.pdf

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STRATEGIES AND PRACTICES TO PROMOTE POSITIVE STUDENT WELLBEING

Values in Action (Safe, Respectful, Learners, Excellence, Opportunity,

Community) Explicit teaching and demonstration of core values through PD Units with a

Social and Emotional Learning focus under the Kids Matter Framework Visual cues to reinforce school core values – school signage Student Leadership – Peer Support program with a You Can Do It and Anti-

Bullying focus

STRATEGIES AND PRACTICES TO RECOGNISE AND REINFORCE STUDENT ACHIEVEMENT

Bulletins Display of Quality Student Work Weekly Assembly Awards and Class Reading Awards Personalised Goal Setting Reporting on Student Effort and Academic Achievement Gifted and Talented opportunities and programs Presentation Day Ceremony

STRATEGIES AND PRACTICES TO SUPPORT STUDENT WELLBEING AND BEHAVIOUR

Learning Support Team (LST) Restorative Practices Choice Theory National School Chaplaincy Program Anti-bullying Plan School Discipline Procedures

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STRATEGIES AND PRACTICES TO PROMOTE POSITIVE STUDENT WELLBEING

Safe Respectful Learners Descriptors on school signage

Promoting the learning, wellbeing and safety of all students is a core priority at Minmi Public School. Our core values of ‘Safe, Respectful Learners’ and the descriptors written by our K-6 students, form the statements promoted throughout the school.

CLASSROOMS TOILETS PLAYGROUND LIBRARY OFFICE

SAFE

I am in the right place at the right time

I use safe hands and feet

I move with care

I am in the right place at the right time

I move with care

I am in the right place at the right time

I use safe hands and feet

I move with care

I am sun safe

I use equipment properly

I am in the right place at the right time

I use safe hands and feet

I move with care

I am in the right place at the right time

I move with care

RES

PEC

TFU

L I listen well and speak politely

I am kind and I share

I give people privacy

I keep the toilets clean

I am not wasteful

I listen well and speak politely

I am kind and I share

I keep our school clean

I use a quiet, Library voice

I listen well and speak politely

I am kind and I share

I listen well and speak politely

I wait patiently

LEA

RN

ERS

I try my best and work my hardest

I contribute positively

I believe I can succeed

I follow instructions

I wash my hands

I flush the toilet

I practice personal care

I play fair and take turns

I follow game rules

I share problems with the teacher

I follow instructions

I try my best and work my hardest

I contribute positively

I use my imagination

I follow instructions

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EXPLICIT TEACHING AND DEMONSTRATION OF SCHOOL CORE VALUES

At Minmi Public School the core values of safe, respectful, learners influence all actions and decisions, not only in the classroom, but also in the wider school community. Staff members implement PD programs to explicitly teach all of the core values and embed strategies that highlight them within lessons. Students also learn the core values by observing the good models provided to them by teachers and members of the school community.

VISUAL CUES TO REINFORCE SCHOOL CORE VALUES

The school core values of safe, respectful learners are displayed in a visible manner through Positive Behaviour for Learning (PBL) style signage. These signs are displayed to serve as a constant reminder of the values that the Minmi Public School community shares. A mascot competition decided the final design for the signage. The winning mascot picture is displayed below. Samples of the school signage will be added after production is complete. (Due to be installed Term 4, Week 8, 2017)

Safe Respectful Learners Reflecting the Values in NSW Public Schools Policy

https://education.nsw.gov.au/policy-library/policies/values-in-nsw-public-schools

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PLAYGROUND RULES

PLAYGROUND RULES ARE DISPLAYED ON WALLS IN ALL CLASSROOMS, IN CASUAL FOLDERS AND IN THE PLAYGROUND. Children must enter and leave the school premises using the bottom gate. The top gate is for visitors only. The car park entrance is out of bounds at all times. Morning play (8:30am - 9:00am) Teacher to take fluoro vest and first aid bum bag on duty Children must not be at school before 8:30 am Children will sit on the picnic/bench seats under large COLA until teacher on duty arrives Bags may be left in classrooms but children must exit buildings immediately after, unless with a teacher Children may only leave the COLA area to order lunches or go to the toilet Children must use covered walkway to reach toilet/canteen area Only tennis balls permitted (handball) Children line up in designated areas at 9:00am when the musical bell rings

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PLAYGROUND RULES Recess (11:00am - 11:20am) Teacher to take fluoro vest and first aid bum bag on duty Children may sit at picnic tables, bench seats or concrete to eat Children dismissed to play at 11:10am Play areas are; under COLA, top half of playground, Mini COLA Only tennis balls permitted (handball) No play on any playground equipment Basketball Court out of bounds Classrooms out of bounds unless accompanied by a teacher Children line up in designated areas at 11:20am when the musical bell rings Lunch (1:00pm - 1:50pm) Teacher to take fluoro vest and first aid bum bag on duty Children may sit at picnic tables, bench seats or concrete to eat Canteen Monitors to distribute lunch orders (Friday only) Children dismissed to play at 1:20pm when eating area is clean Sports Monitors can be dismissed to organise equipment at 1:15pm Sandpit open to timetabled students from 1:15pm - pack up at 1:45pm Playground equipment used via class roster system (see K/1 window for daily roster) Fitness equipment out of bounds Basketball Court out of bounds Big COLA out of bounds Lower playground may be used for soccer or tip football Balls leaving school grounds reported to teacher on duty who will take appropriate action Children are not permitted to leave school grounds All play equipment returned to verandah of weather shed to be returned by monitors Classrooms out of bounds unless accompanied by a teacher Children line up in designated areas at 1:50pm when the musical bell rings

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EXPECTATIONS OF OUR STUDENTS

All students at Minmi Public School are expected to:

attend school every day, unless they are legally excused;

be in class on time and prepared to learn;

maintain a neat appearance, including adhering to the requirements of the school’s uniform policy;

behave safely, considerately and responsibly, including when travelling to and from school and on school excursions;

show respect at all times for teachers, other school staff and helpers, including following class rules, speaking courteously and co-operating with instructions and learning activities;

treat one another with dignity and respect;

care for property belonging to themselves, the school and others;

not be violent or bring weapons, illegal drugs, alcohol or tobacco into our school

not bully, harass, intimidate or discriminate against anyone Behaviour that infringes on the safety of others, such as harassment, bullying and illegal or anti-social behaviour of any kind, will not be tolerated at Minmi Public School. Our school takes strong action in response to behaviour that is detrimental to our staff and students or to the achievement of high quality teaching and learning. Adapted from the Behaviour code for students http://www.dec.nsw.gov.au/about-the-department/our-reforms/supported-students-successful-students/behaviour-code-for-students

Buddy Bench

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STRATEGIES AND PRACTICES TO PROMOTE POSITIVE STUDENT BEHAVIOUR

At Minmi Public School we establish and maintain a climate of respect incorporating:

POSITIVE RELATIONSHIPS – the highest priority is building positive, collaborative relationships among all members of the school community.

CONSISTENT EXPECTATIONS of acceptable standards of behaviour

FOCUS ON SUCCESS and continually emphasising high expectations.

EMPOWERING STUDENTS with student voice.

SELF ASSESSMENT used as an effective tool in building reflective thinking and positive behaviour and attitudes in students.

VALUES EDUCATION continually promoted, modelled and expected.

QUALITY TEACHING ensures student engagement in their learning. Programming should be driven by the following questions: - What do you want the students to learn? - Why does that learning matter? - What are you going to get the students to do (or to produce)? - How well do you expect them to do it?

You Can Do It Values Program – used in Peer Support

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Strategies and Practices to Recognise and Reinforce Student Achievement

Minmi Public School Rewards System

Minmi Public School has 3 reward systems running within the school, 1 for Class Awards and Principal’s Awards, 1 for Home Reading and 1 for The Premier’s Reading Challenge. These 3 reward systems are outlined below.

1. Class Merit Award System Children may earn ‘Blue Awards’ (class merit awards) each week and they are presented at our end of week Assembly. These awards recognise achievement, improvement and encouragement in students’ work, behaviour and citizenship. They are worth 1 point. ‘Principal’s Awards’ based around the school’s values are also awarded weekly. They are worth 2 points. At the end of each year, students who have received 8 points worth of awards, (that is, either 8 ‘Blue Awards,’ or a combination of ‘Blue Awards’ and ‘Principal’s Awards’ to make 8 points), are eligible to receive a ‘Gold Award.’ Each year, the system begins again, giving new students to our school the opportunity to be able to achieve a Gold Award each year they are here.

Award Name Who gives the Award

How many awarded per week

Worth (points)

Blue Award Class teachers at least 2 per class awarded each week

1

Principal’s Award Principal at least 2 awarded each week

2

Gold Award Class teachers Awarded at the last assembly of the year

- dependent on whether 8 points of awards have been

achieved

Eligible at the last assembly of the year

when 8 points of awards have been

achieved

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Strategies and Practices to Recognise and Reinforce Student Achievement

Minmi Public School Rewards System continued 2. Home Reading Scheme

Nightly reading is recorded in a whole school reading booklet and reading awards are given every 25 nights. These awards are handed out in class as follows;

Bronze = 25 nights reading

Silver = 50 nights reading

Gold = 75 nights reading

Double Bronze = 100 nights reading

Double Silver = 125 nights reading

Double Gold = 150 nights reading

Amethyst = 175 nights reading

Diamond = 200 nights reading

3. Premier’s Reading Challenge

At Minmi PS we encourage our students to read quality literature. The Premier’s Reading Challenge is something that we encourage students to participate in each year. Premier’s Reading Books are recorded in our whole school reading booklet and reading awards are handed out in class for the number of books read as follows; K-2

Certificate 1 = 8 books

Certificate 2 = 16 books

Certificate 3 = 24 books

Certificate 4 = 30 books 3-6

Certificate 1 = 5 books

Certifictae 2 = 10 books

Certificate 3 = 15 books

Certificate 4 = 20 books

A record of all of these awards is kept by the class teacher throughout the year.

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Strategies and Practices to Recognise and Reinforce Student Achievement

Bulletins Bulletins are used to recognise students who have achieved quality class work. Additional acknowledgement of achievement for individual students will be published in the school Bulletin and on the school website.

Display of Quality Student Work Quality student work samples are displayed in the main office foyer, Principal’s office and in the classrooms to recognise efforts of individual students and to celebrate their success.

Presentation Day Assembly Our school recognises excellence at the end of year Presentation Day. This ceremony celebrates the highest academic, cultural, sporting and community achievements of students at class and whole school levels.

Personalised Goal Setting Our school teaches and encourages personalised goal setting for all students. Personal ‘SMART’ goals are created, reflected upon and adjusted to suit the changing needs of students. Students are supported by teachers and caregivers throughout the year with goal setting being an integral part of learning.

Reporting of Student Effort and Achievement Our school reports on student academic progress and effort by providing parents with a written report and interview opportunity twice a year (Reports Terms 2 & 4, Formal Interviews Term 1 & 2). We also provide ongoing information regarding student progress through additional interviews or meetings when required.

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Gifted and Talented Opportunities and Programs Our school promotes excellence through a variety of Gifted and Talented opportunities and programs, such as; but not limited to, Debating, Public Speaking, Sport, Creative and Practical Arts, Transition programs in STEM and Art and external competitions.

Honour Boards Our school maintains long term records of Excellence via our Honour Boards which are on display in the K-1 corridor.

Opportunities for Student Leadership Student Leadership is promoted throughout Minmi Public School in varying areas and contexts. Leadership is enhanced by providing opportunities for individuals and groups to support others in the accomplishment of tasks. School Executive Leaders holding these positions are elected by their fellow students and staff. Student executive are supported within their roles of Captain and Vice-Captain, allowing each to grow and develop their individual leadership characteristics. Active participation within the Minmi Public School leadership team ensures all have solid foundations in valuing our Australian democratic processes. Leadership Meetings Regular meetings with the Principal are held so that students can express their thoughts and concerns about how we can improve our school. These meetings act as a forum for decision making and leadership training. Leadership Training Our student leaders participate in two core leadership courses throughout Term 1. The first is the National Young Leaders Day held in Sydney and the second is the Callaghan Education Pathways School Leadership program. Both programs give leaders ideas to help them embrace their new role and make change in their school.

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Opportunities for Student Leadership continued Peer Support Our 5/6 students lead mixed year level groups through a values / anti-bullying focussed Peer Support Program based on the You Can Do It values and the school’s Anti-Bullying Plan. Sport House Captains Non-student executive Year 5 and 6 students are eligible to be elected as captains and vice captains of sport houses. They are elected by their house members and are responsible for sport leadership. They are given the role and responsibility to unite the members of their sporting house, organise practice for war cries before carnivals and organise novelty event teams and practice. Library Monitors Library monitors are appointed at Presentation Day the previous year. Library monitors assist the teacher Librarian, with borrowing and returning resources using the school’s library database, re-shelving books and helping with daily administrative tasks. Library is open for 1 day per week. Buddy Mentors When children enrol in kindergarten they are assigned a Year 5 buddy. The older buddy remains a ‘role model’ and ‘critical friend’ for the younger child all year. The buddy helps the new kindergarten person in the transition to school by looking after them in the first few weeks

Travelling To and From School

When students are representing the school in school uniform, travelling to and from school, exemplary behaviour is expected. If misbehaviour occurs while travelling to or from school, the following may occur:

Parents/Caregivers may be contacted

Alternative future arrangements made to inhibit the incident reoccurring

Discussions and other appropriate actions at school following the incident

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Excursions, Sporting Fixtures and Cultural Events

When students are representing the school in a venue outside the school grounds, exemplary behaviour is expected. The school rules are enforceable on these occasions, and disciplinary procedures will remain in place. Students displaying inappropriate behaviour may be removed from the venue and returned to school/home by staff or parents.

Suspension Warning Letter

If a student continually re-offends, a ‘suspension warning letter’ is issued to the student’s parents. This letter explains that if the student continues their misbehaviour, they may be suspended.

In – School Suspension

As a strategy to change students’ behaviour, an in-school suspension may be issued. During an in-school suspension, the student works in the office (or another classroom) and does not enter the playground. The arrangement is an agreement between the student’s parents and the school.

Suspension

Students who continually misbehave or are violent may be suspended for up to 4 school days (short-suspension). Students who bring a weapon to school, or are involved in an extreme violent incident may be suspended for up to 20 school days. (Long suspension)

Expulsion

For extreme misbehaviour a student can be expelled after consultation with the Director. Suspension and Expulsion of School Students – Procedures 2011 https://education.nsw.gov.au/policy-library/associated-documents/suspol_07.pdf

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MINMI PUBLIC SCHOOL

CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR

CLASSROOM FLOWCHART

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MINMI PUBLIC SCHOOL

CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR

PLAYGROUND FLOWCHART

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MINMI PUBLIC SCHOOL Classroom and Playground Consequences

Positive Wellbeing focus – Safe, Respectful Learners

Inappropriate Behaviour Classroom Consequence

Playground Consequence

Rudeness: not following directions, not doing set work, interfering with others, talking while the teacher is talking, interrupting others, making noises Not following rules: out of bounds, playing when I should be working, not complying with bell

Verbal Reminder Verbal Reminder

Rudeness Not following rules Disrespect: telling lies, misuse of school property, minor graffiti, using electronic devices at the wrong time

First Verbal / Visual Warning

Walk with Teacher

& use restorative practices

Rudeness Not following rules Disrespect Verbal Aggression: speaking loudly and with a threat to a teacher or student, aggressive / repeated swearing Physical Aggression: Pretending to hit, punch, by physically throwing objects Harassment: stalking, bullying, teasing, name calling

Second Verbal / Visual Warning

Time out in Chill Out Zone on 5/6 verandah

Rudeness Not following rules Disrespect Verbal Aggression Physical Aggression Harassment

Buddy Class

Student to complete classwork and

self-reflection Class teacher to record on Sentral

Wellbeing and notify executive, discuss concerns with student, send self-reflection letter home

and /or contact parent

Removal from Playground

Student to complete self-

reflection Teacher on duty to discuss

concerns with student, send letter with self-reflection home

or contact parent

3 x on Sentral Wellbeing ½ term = Class teacher to contact parent / carer

Executive to counsel student using restorative practices Verbal Aggression: after consequence issued continuing to speak loudly and with a threat to a teacher or student, repeated, aggressive swearing Harassment: after consequence issued, continuing to bully, tease and name call because of race or difference Physical aggression: Pushing, kicking, hitting, slapping, punching, spitting, play fighting Stealing Persistent Misconduct: Habitual rudeness, horseplay, incidental swearing, disrespect

Assistant Principal / Principal

Parent / Carer contacted Warning of Suspension

Suspension Learning Support Team

Assistant Principal / Principal

Parent / Carer contacted

Warning of Suspension Suspension

Learning Support Team

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USE OF TIME OUT AT MINMI PS

Time- out strategies are used at Minmi Public School when a student is behaving inappropriately and a temporary separation from that particular environment may assist in supporting the student to demonstrate appropriate behaviour. Time out strategies are not to be used as punishment or as a means of removing students indefinitely from the classroom. Time-out may be teacher-directed, or student selected, as a means of calming during a stressful situation within a safe and predictable environment. Time-out strategies may include being in ‘Planning Room’ at lunchtime with the Assistant Principal or Principal. Time-out strategies at Minmi PS take into account factors such as the age, cultural background, individual needs, any disability and the developmental level of the student. The choice of time-out strategy will depend upon:

- The seriousness or frequency of the behaviour - The level of disruption to learning - The risk of harm to the student or others - The risk of damage to property

Staff at Minmi PS have been trained in Non-Violent Crisis Intervention or Managing Actual and Perceived Aggression (MAPA) Training to equip them with the appropriate behaviour management skills to safely resolve situations where they may be confronted with anxious, hostile or violent behaviour.

Adapted from Guidelines for the use of Time-Out Strategies including dedicated Time-Out Rooms https://education.nsw.gov.au/policy-library/associated-documents/timeout_gui.pdf

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USE OF TIME-OUT AT MINMI PS continued

Student Self- Reflection Letter to Parent / Carer

Planning Room – Director Information

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USE OF TIME-OUT AT MINMI PS continued

Planning Room Log

Minmi Public School Behaviour Documents Student Self-Reflection Sheets – Lower and Upper Primary

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Minmi Public School Behaviour Documents

continued

On red paper (red note)

Playground Folder recording sheet and notes returned sheet

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Minmi Public School Behaviour Documents

continued

Classroom and Playground Personal Improvement Card Suspension and Expulsion Appendix 16 Information for Parents + Suspension Warning

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Minmi Public School Behaviour Documents

continued Letter of Suspension

PD / H Scope and Sequence – Kids Matter Social and Emotional Learning Framework is explicitly evident and taught in each PD unit

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Minmi Public School Behaviour Documents

continued Sample from S1 – Getting Along with Others Unit – Kids Matter SEL Focus evident

Minmi Public School Anti-Bullying Plan

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Minmi Public School Behaviour Documents continued

MINMI PUBLIC SCHOOL – Learning and Support Team Referral Flowchart

“Learning, Behaviour and Wellbeing” Please Note:

Parents are to be contacted and informed at each step and communication recorded on log sheet.

Student progress is to be monitored, reviewed & updated at each step.

Step 1: Classroom Level

CT identifies student experiencing difficulty in their behaviour / learning.

CT communicates with parents (communication log to be completed – stored in pupil record card).

CT communicates with previous CT’s and executive staff regarding issues and previous strategies used / support provided.

CT develops class/individual adjustments – see teacher reflection sheet

Develop PLSP’s / IEP’s in consultation with parents

CT implements adjustments and monitors and reviews progress Step 2: CT Collaboration with Supervisor

CT discusses concerns with supervisor.

CT and Supervisor put adjustments in place for the student.

Monitor and discuss progress with supervisor.

Talk to parents about possible referral to LST. Check if there is any relevant information / reports the school does not have e.g. hearing or vision checks, paediatrician, OT, speech therapy etc.

Continue communication with parents throughout (communication log to be completed – stored in pupil record card).

Step 3: LST Referral & Support from School Resources

If steps 1 & 2 have been unsuccessful then a referral to the LST is made.

Parent is contacted and given a parent referral form (both to be placed in LST Referral Folder in staffroom)

The LaST will present the referral to LST and a date will be given to discuss the student at the LST meeting. CT will be expected to attend this meeting.

LST will determine further adjustments to be implemented and decide on support from school resources, ie. LaST support, counsellor referral.

If a counsellor referral is required, CT should inform parents and send home parent form. CT should complete their section and return to LST Coordinator.

Feedback form to be completed by LST.

A review meeting may be necessary for some students Step 4: Out of School Support

Steps 1-3 have been extensive and unsuccessful, LST seeks support from out of school services (AP Learning & Support, Support Teacher Vision or Hearing, speech pathologists, Health professionals)

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RELATED DEPARTMENT POLICIES

STUDENT WELFARE https://education.nsw.gov.au/policy-library/policies/student-welfare-policy STUDENT DISCIPLINE IN GOVERNMENT SCHOOLS https://education.nsw.gov.au/policy-library/policies/student-discipline-in-government-schools-policy PREVENTING AND RESPONDING TO STUDENT BULLYING IN SCHOOLS https://education.nsw.gov.au/policy-library/policies/bullying-preventing-and-responding-to-student-bullying-in-schools-policy HEALTH and SAFETY https://education.nsw.gov.au/policy-library/policies/work-health-and-safety-whs-policy BEHAVIOUR CODE FOR STUDENTS https://education.nsw.gov.au/policy-library/associated-documents/behaviourcode.pdf GUIDELINES FOR THE USE OF TIME_OUT STRATEGIES INCLUDING DEDICATED TIME-OUT ROOMS https://education.nsw.gov.au/policy-library/associated-documents/timeout_gui.pdf SUSPENSION AND EXPULSION OF SCHOOL STUDENTS PROCEDURES https://education.nsw.gov.au/policy-library/associated-documents/suspol_07.pdf EXEMPTION FROM SCHOOL PROCEDURES https://education.nsw.gov.au/policy-library/associated-documents/exempt_gui.pdf ANTI-RACISM POLICY https://education.nsw.gov.au/policy-library/policies/anti-racism-policy INCIDENT REPORTING POLICY https://education.nsw.gov.au/policy-library/policies/incident-reporting-policy VALUES IN NSW PUBLIC SCHOOLS https://education.nsw.gov.au/policy-library/policies/values-in-nsw-public-schools THE WELLBEING FRAMEWORK https://www.det.nsw.edu.au/wellbeing/about/16531_Wellbeing-Framework-for-schools_Acessible.pdf MELBOURNE DECLARATION ON THE EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Policy last updated November, 2017