Kahibah Public School
.... Student Welfare Policy ....

 

 

 

 



Working together to be the best we can be

This policy aims to enhance school discipline by:

* Allowing students to be involved in decision making in a school where practices reflect equity and fairness, taking students' views into account
* providing opportunities for success; development of positive relationships, social responsibility and leadership; and the skills necessary for problem solving and conflict resolution
* protecting the rights, safety and health of all school community members
* establishing and implementing clear school rules
* monitoring school attendance with support from Lake Macquarie School Education Area office personnel
* promoting tolerance and understanding, and valuing difference
* establishing support networks for students and parents
* ensuring student and staff welfare are priorities in the school
(Reference: Student Welfare Policy, NSW Dept. of School Education, 1996.)

PREFACE
Kahibah Public School aims to be a place of peace and joy. Solid foundations of strong relationships between everyone in our community underpin our school philosophy.

If we can all work and play together in harmony, with a deep understanding of each other, then academic performance and appropriate behaviour will follow. Trust is the key.

At Kahibah Public School, our Student Welfare Program aims to create a learning environment where the individual child can develop academically, socially, physically and aesthetically, and develop a set of values that include:
- a love of learning
- aiming for high standards
- care and respect for ourselves and others
- care and respect for families and communities
- respect for work
- pride in being Australians and citizens of the world
(Reference: The Values of NSW Public Schools, Discussion Paper.)

UNIFORM POLICY
In accordance with the core Rules for students in NSW Government Schools, and our School Council all students at Kahibah PS are expected to wear full school uniform everyday.


WELFARE POLICY
'Student Welfare' encompasses everything that the school community does to meet the personal and social needs of students and enhance their wellbeing. It involves recognising, valuing and developing each student as a total and unique person in the context of society.

'Student Welfare Program' is the sum total of all of the policies, structures and activities which are planned and implemented by the school to promote student welfare.

This booklet aims to clearly show students and parents/guardians:
- the school rules (Code of Behaviour)
- strategies used to promote good discipline and effective learning
- practices designed to recognise and reinforce student achievement
- strategies for dealing with unacceptable behaviour.

RESPONSIBILITIES OF PARENTS/CARERS
Today it is generally accepted that when parents express confidence in the school and are involved with it in some way, their children are likely to be happier and perform better in the classroom.
In addition to being involved with the school and participating in decision-making, parents can have a positive influence on their children by:
- spending time with them. Read, play, share activities, express feelings, talk about successes, difficulties, uncertainties, plans. . .
- providing a safe environment where life is predictable and where routines and relationships help people to be calm and relaxed
- providing challenges. Open opportunities to learn new skills, to collect, to play, to cultivate, to relate, to help, to make. . .
- praising specifically. Recognise and name strengths and achievements
- having high expectations, of behaviour as well as of achievement
- helping set achievable goals and having clear guidelines for behaviour
- expecting children to take responsibility for their own actions and accept the consequences of poor decision making
- knowing who your child's friends are, where they go and what they do
- by not putting your worries on the child's shoulders
- giving moral guidance. Know and teach your values, and demonstrate them clearly, both in what you say and in what you do
- establishing regular homework habits
- ensuring children attend school punctually each day, unless ill
- providing your child with a school uniform and encouraging them to wear it
- supporting the school in the application of this policy.

Parents/carers have the prime responsibility for the welfare and behaviour of their children.

THE RESPONSIBILITY OF THE SCHOOL
Kahibah Public School, through its Student Welfare Policy, aims to:
- ensure student welfare underpins all policies and activities of the school
- involve the school community in reviewing policies and practices relating to student welfare
- develop and regularly review the school discipline policy
- assist students, staff and parents to develop strategies for addressing student welfare and discipline needs in all the activities of the school
- encourage and support staff in ongoing professional development
- provide learning programs which are rewarding and relevant experiences for all students
- ensure students, parents, teachers and support staff are fully aware of the contents of this document
- encourage responsible behaviour and discourage inappropriate behaviour through the implementation of Choice Theory/Reality Therapy practices, Raising Responsibility Program and Restorative Justice practices.
- create an atmosphere where student/staff/parent needs can be met.

THE RESPONSIBILITY OF THE STUDENTS
- act according to the school discipline code established by the school community
- help in providing a happy, caring and safe environment for all
- take responsibility for their own learning and behaviour
- share their views and become involved in decision-making processes and practices
- practice peaceful conflict resolution.

Strategies for establishing positive climate and good discipline
* Encourage students to participate in all aspects of school life, including decision making, and provide opportunities for them to develop leadership skills.
* Develop policies and procedures which promote the safety and happiness of all.
* Emphasise staff, as well as student welfare, as school priorities.
* Establish networks which promote easy access to school, area and wider community resources.
* Provide opportunities for skill development to foster positive relationships, citizenship, problem solving and conflict resolution.
* Establish clear school rules which are known and understood by the whole school community.
* Keep accurate attendance records and notify problems quickly to appropriate personnel and parents/caregivers.
* Allow students to experience success whenever possible.

Strategies for attaining effective teaching and learning
The school will develop programs based upon sound research and with reference to current departmental documents.
* Teachers, parents/caregivers and students will work together in partnership, with all involved in regular discussions about learning, behaviour and progress.
* Teachers will establish and manage quality learning environments in which intellectual quality encourages higher order thinking and the significance of the learning is made explicit to students.
* Teachers will develop processes which promote consistent teacher judgment across all curriculum areas.
* Issues of culture, gender and equity will be recognised and addressed in an inclusive school environment where students are encouraged to take responsibility for their learning and behaviour.
(Reference: Quality teaching in NSW public schools-Discussion Paper. NSW Department of Education and Training, Professional Support and Curriculum Directorate, May, 2003.)

WHOLE SCHOOL PROGRAMS

* STUDENT COUNCIL
The prefects and class representatives run a Student Council where students are empowered to be an integral part of the school's decision-making process. Every student is able to contribute ideas, opinions and suggestions, through regular class meetings.

* BUDDY SYSTEM
When children enrol in kindergarten they are assigned a Year 5 buddy. This older buddy remains a role model for the younger child for two years.

* TEACHERS
Teachers are kept up to date with current practices through appropriate inservice courses and regularly meet to discuss Student Welfare matters.

* PARENTS
Parents are kept informed of their child's progress, both academically and socially, and are encouraged to keep abreast of our current school philosophy concerning behaviour.
(NB. The expertise of outside agencies is sought when needed.)


PRACTICES DESIGNED TO RECOGNISE AND CELEBRATE STUDENT ACHIEVEMENT
Student achievement at Kahibah Public School is recognised by:
* Individual teachers, through systems set up in the classroom which may include: praise, encouragement, stickers and classroom awards, pupil/"star" of the week, showing work to other classes or at assembly
* Presentation Day
* Academic Competitions
* Sporting Competitions
* Honour Boards
* Mention in the School Newsletter and/or the local media
* Encouraging honest self-evaluation
* Inclusion of work samples on school web site and in the school magazine
* School representation in debating, public speaking etc.
* Assembly Awards

Classroom teachers and specialist teachers will award certificates recognising positive achievements and or good behaviour and citizenship. In some classrooms, students are able to self-nominate for these awards. There is no limit to the number of certificates issued at the whole school assemblies.

These are visible rewards for achievement. Our school recognises that greater satisfaction ultimately comes from the good feelings experienced by those who aim for QUALITY in all that they do.

DISCIPLINE POLICY

CORE RULES FOR STUDENTS IN NSW GOVERNMENT SCHOOLS

STRATEGIES TO PROMOTE GOOD DISCIPLINE AND EFFECTIVE LEARNING
It is a shared role between parents and teachers to teach and model good behaviour. Strategies used at Kahibah Public School include:
- The development of a class program which includes units of work appropriate to the needs of the pupils and within school and state curriculum guidelines. This will include personal development programs at an appropriate grade level.
- At the beginning of each school year the teacher leading each class in developing their own classroom rules. Activities include 'X' and 'Y' charts based on shared values and beliefs.
- The specific teaching of values determined by National & State guidelines & parents, students & staff of Kahibah Public School.

STRATEGIES FOR DEALING WITH UNACCEPTABLE BEHAVIOUR
The majority of pupils at Kahibah Public School respect the rights of others and take responsibility for their own actions.

In cases of minor playground or classroom misdemeanours, teachers will continue to choose the most appropriate strategy to use at the time which may include:
* Reminding of the rules
* discussion/counselling
* time out areas in the classroom/playground
* time out in another teacher's classroom
* loss of play
* loss of privileges.
It is left to the teacher's professional discretion which strategy they choose and whether the parents need to be notified or not.

However, in serious or continuing cases of misbehaviour where the above methods have not resolved the problem, the teacher will issue an Orange Card for that pupil and refer them to the Planning Room for further action.

THE PLANNING ROOM
A teacher may refer a student to the Planning Room for either of the following reasons:
* The student has broken the School Rules.
OR
* The student has ignored offers of help to resolve ongoing problems.

ACTION TAKEN INITIALLY
* Student counselled by referring teacher during lunch.
* Student's needs discussed at Staff Meeting on Student Welfare held each Tuesday morning.
* Student develops a plan to change his/her behaviour.
* The student will discuss his/her plan with the referring teacher.
* Consequences outlined if behaviour does not improve.
* A letter of notification is sent to the parents by the referring teacher. This letter must be signed by the parent and returned to the school the following day.

SUBSEQUENTLY
Any of the following courses of action may be taken depending on the severity or duration of the offence.
* Previous consequences reviewed and followed through.
* Parent interview if requested by the parent or the teacher.
* Withdrawal from playground until signed letter is returned.
* Time out of class (in another teacher's room or outside the principal's office.)
* Referral to school counsellor or other outside agencies.
* Conference.
* Suspension.

CONFERENCING
We use Restorative Justice to resolve issues at our school.

Restorative justice is an internationally accredited process of dealing with unacceptable or hurtful behaviour and is incorporated in legal processes in many countries including the NSW Young Offenders Act (1997). The process involves concentrating upon the effect of the behaviour and finding a way to improve relationships.

The process is to bring all the people participating in or affected by the behaviour or issue to a meeting or "conference" together. The conference, under the guidance of a convenor then:
* Details the behaviour or issue that has caused the problem
* Looks at the effect of this behaviour or issue from the viewpoint of all the participants in the conference
* Decides what can be done to restore relationships amongst the participants.

A conference is a group where the responsibility for decision making is in the hands of the participants. The convenor's role is to get the conference to happen and maintain direction, but not to mediate.

International research has shown that restorative justice procedures are a very effective way of dealing with issues in the community.

PROCEDURES FOR THE SUSPENSION AND EXPULSION OF STUDENTS
Department of School Education policy states:
"A student who is extremely insolent, disruptive, persistently disobedient or violent, may be suspended from school. No school or child has to tolerate behaviour of this kind. The motivation, work and safety of other students and staff must not be jeopardised."

SUSPENSION
Suspension is only one strategy within the school's student welfare policy and fair discipline code, and should be used when there is a clear need for the parents/caregivers to take an active role in eliciting a change in the student's behaviour. The focus of any suspension should be to have the student return to school as quickly as possible.
Where a principal is considering a suspension, a letter of caution should be provided to the parents/caregivers detailing the problematic behaviour/s and the school's expectations of what is expected of the student.
A suspension resolution meeting should be convened at the earliest possible time. Written notification (including date and probable duration) of the suspension must be provided to parents/caregivers. The letter should also contain a copy of the Procedures for the Suspension and Explusion of School Students and of the school's fair discipline code, plus information about their right to appeal. They must also be informed of any plan to proceed to expulsion from the school or government system.
Students and/or parents/caregivers have the right to appeal any decision (see DET document).
In all cases where a suspension is imposed, the student should be given explicit information about the alleged incident and given the opportunity to respond accordingly.
In-school suspension-in exceptional circumstances, an in-school suspension may be negotiated with the principal.
Short suspension-up to and including four school days. Where more than two short suspensions are applied in a twelve-month period, the District Superintendent must be advised.
Long suspension-up to and including twenty school days. Long suspensions may be imposed where short suspensions have not led to a change in inappropriate behaviour, or where an incident is serious enough to warrant such a consequence.

A student will be suspended immediately from school for any of the following:
* Possession of a suspected illegal drug
* Violence (intentionally causing injury or threatening serious violence against others)
* Bringing a prohibited weapon to school.

A student may be suspended from school for:
* Persistent disobedience
* Criminal behaviour (any child over ten years of age can face charges by the police.)

All parties involved in the Suspension/Expulsion process have a right to procedural fairness.

The school will work in partnership with parents in assisting the student to rejoin the school community. This will include the provision of counselling and access to special behaviour programs. As long as the behaviour is unacceptable, the student's continued enrolment will be in jeopardy.

EXPULSION
Expulsion may be from a particular school (enrolment must be arranged at another school or suitable education facility), or from the Government School System (the student would need permission from the Minister to enrol at another school). A principal can make the decision to expel from a school, but must make a submission to the Director-General in order to recommend expulsion from the system, and must inform the parents/caregivers that that decision is being considered.
Principals must ensure that all appropriate school, district and community resources have been employed and documented in all cases of suspension and expulsion.

(Reference: Procedures for the Suspension and Expulsion of School Students, NSW Department of Education and Training.)

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