Student Welfare, Wellbeing & Engagement Framework
“The Smaller City School”
This Framework was last ratified by School Council on.... June 10th 2015
Our goal is a positive and self-sustaining school culture, built on relationships and informed by the ‘umbrella’ of Program Achieve.
 The ‘Safe Schools Are Effective Schools’ model guides our strategies to gain Behavioural, Emotional and Cognitive Engagement.
 All staff nurture relationship-based discipline to powerfully reinforce our culture – punitive discipline is avoided.

Strategy
TEACHING
‘PROGRAM
ACHIEVE’
- YOU CAN DO IT
Positive Influences on Students
Responsibility
CONFIDENCE
PERSISTENCE
ORGANISATION
GETTING ALONG
RESILIENCE
Behaviour:
 I Can Do It
 Accepting Myself
 Taking Risks
 Being Independent
Behaviour:
 I Can Do It
 Giving Effort
 Working Tough
Behaviour:
 Setting Goals
 Planning My Time
Behaviour:
 Being Tolerant of Others
 Thinking First
 Playing By the Rules
 Social Responsibility
Behaviour:
 I Can Do It
 Accepting Myself
 Taking Risks
 Being Independent
 Working Tough
 Being Tolerant of Others
 Teachers work through
FAIR GO
program & continually refer
to values - implementation
part of Annual Review
discussions
 Teachers Assess & Report
to YCDI, (integrate with
AusVELS Interpersonal
Learning)
 Teachers present YCDI
Term Awards
 Students to reflect
behaviour and values in
class and in yard
 Each of the five YCDI Foundation Behaviours are represented by a different
colour and native animal
 Reinforcement given to students in both class and in yard for demonstrating foundation behaviours
 YCDI pen presented at Assembly
 All staff reinforce
CLASSROOM
LEARNING PLAN
JSC DISCUSSIONS:
 Fundraising & Lunch
activities
 School Rules &
Suggestions
 Bully Stoppers
ORGANISATION &
MANAGEMENT of
SCHOOL ASSEMBLIES
SPEAKING and
REPORTING to
ASSEMBLIES
SPORTS STORE
MANAGEMENT
 As above
HOUSE CAPTAINS
STUDENT EXPOS
LEARNING DIARIES
STRIVE
FRIENDS
Values:
POSITIVE
REINFORCEMENT
STUDENT VOICE
& INVOLVEMENT
CARING
DOING YOUR BEST
FREEDOM
HONESTY
INTEGRITY
RESPECT
RESPONSIBILITY UNDERSTANDING, TOLERANCE, & INCLUSION
 Mention in weekly awards
 All students
contribute to
Classroom Learning Plan
and class JSC discussions
 JSC appointed as Bully
Stoppers
Strategy
Positive Influences on Students
HOUSE CAPTAINS
LEADERSHIP
OPPORTUNITIES
JUNIOR SCHOOL
COUNCIL
MONITORS
SPORTS
REPRESENTATION
CHOIR PERFORMANCES
DATA-INFORMED
INDIVIDUAL LEARNING
PLANS
 Developed by Class
Teacher
 High expectations for all
students
 Differentiated for
individuals and groups as
required
CLASS WORKGROUPS
REORGANISED AS
APPROPRIATE TO MIX
STUDENTS
STAFF CONSISTENT &
SKILLED USE to
RESOLVE CONFLICT
YARD DUTY
 AusVELS-BASED
 ENGAGING
 emphasising
CURRICULUM
BROADENING
NETWORK of
INTERRELATIONSHIPS
and FRIENDSHIPS
RESTORATIVE
PRACTICES
LITERACY and
NUMERACY
 guided by E5 & PoLT
 informed by INQUIRY
LEARNING,
 improved by
COACHING discussion
and PD
 developed in PLTs
 planned from DATABASED appraisal of
class learning needs
Responsibility
RUNNING SCHOOL &
INTERSCHOOL EVENTS
BUDDIES
SCHOOL & YARD
IMPROVEMENTS
BULLY STOPPERS
EXTENSION ACTIVITIES
 SuccessMaker
 ‘CATALYST’ Program
for students with very
high academic scores
 Netbooks and one-toone ICT program in Year
4, 5 and 6
 Developmental
Curriculum approach in
junior school to target
Literacy and Numeracy
 YCDI classes
 Premier’s Reading
Challenge
REMEDIAL ASSISTANCE
 Reading Assistance
 Rainbow Reading
 THRASS
 Withdrawal Groups
 Tutoring
 Classroom Support
Involving & linked to
PARENT/CARERS &
COMMUNITY
 Open Days/Nights
 Environment and
Community Events
 Sports Days
 Parent Helpers
 Concert/Music/Choir
Nights & performance
 Lapathon
 Family Fun Day/BBQs
 Dress-up Days
 Healthy Breakfast
 Information Evenings
 Parents Club
 Colac Show
 Kana
 Winifred Nance
 Colac Special
Development School
 Colac Otway Shire
 Liaison with External
Support Agencies
WEEKLY ACTIVITY planned for each year level
to come together as single
age group, e.g. all Year 1,
all Year 5 etc.
PLANNED ACTIVITY
(CLUBS) FOR BROADER
MULTI-AGE GROUPS
SPECIALLY PAINTED
FRIENDSHIP SEATS for
Students who find
themselves without a
friend
STUDENTS WANT
RESOLUTION
STUDENTS TRUST
PROCESS
STUDENTS OPEN TO
SOLUTIONS
 All Teachers
 JSC & House
Coord
 Student Reps
 Principal
 Teachers
 ES staff
 Special Needs Coord
 School organises Class
Structure to facilitate
teamwork and PLTs
 School organisation
facilitates timetabled
simultaneous time-release
for PLT members
 School provides additional
time-release and
appropriate PD
opportunities
 Teachers
 JSC and JSC
Coord
 PAL’s
 All staff
STUDENTS PREPARED
to ACT
 Class/Yard Teacher
 Students
Strategy
FRAMEWORK for
UNDERSTANDING
POVERTY
Positive Influences on Students
DAY 1
Understanding
DAY 2
Strategies
Responsibility
Teachers Aides and Support Staff ‘understand’ and utilise empathy and
appropriate language and strategies, in dealing with all members of the school
community
 PRINCIPAL
AWARDS – acts of good citizenship or consistent effort in any area of school life – certificate
and a badge awarded at Assembly – could also recognise achievement outside school
WEEKLY  CLASS AWARDS – whatever teacher wishes to recognise – each student to win at least one for the year
 HOUSE POINTS – Points displayed in rooms, showing points and numbers in each House – House Point
Monitors to ensure points are divided by House numbers, then weighted 4, 3, 2, 1, each week
RECOGNITION
AND AWARDS
PROGRAM
 Teachers
& specialists
 House Point Monitors
 Awards finalised Wed
a.m. - Newsletter
publication
PROGRAM ACHIEVE TERM AWARDS – consistent YCDI behaviour through the Term
 SPORTS AWARDS – awarded for participation in various sports
 YEAR 6 PROGRAM ACHIEVE AUSSIE OF THE TERM AWARDS – for modelling YCDI Leadership
 All
 ACADEMIC
 All
 ‘YCDI
PEN’ BEHAVIOUR AWARDS – for YCDI behaviour
 READING AWARDS – to recognise achievement in this area of the curriculum
 MATHS AWARDS – see above
 DRESS-UP DAYS/PARADES – prizes for best dressed participant
 LAPATHON PRIZES – awarded for differing levels of support to school fundraiser
 All
PRIMARY WELFARE
COORDINATOR
PLAYGROUND
FACILITIES
RECESS-TIME
SPORTS GEAR
STUDENT WELFARE
ROOM
CULTURAL ACTIVITIES
& VISITS
 All
SPORTS TRAINING
MUSIC AND CHOIR
R.E. PROGRAM
(morals and values)
CHAPLAIN (morals and
values, counselling)
CHESS CLUB
STUDENT WELFARE
ROOM
EXCURSIONS - inc
WHOLE-SCHOOL TRIP
REACH PROGRAM
FRIENDS AND STRIVE
PROGRAMS
BIKE ED
LUNCHTIME
LEARNING CLASS
LUNCHTIME DRAWING
CLASS
CAMPS
MOVIE-TIME LUNCH
SCREENINGS
HOBBIES
NEWSLETTER, ROOM
DISPLAY BOARDS &
INTRANET publication
of student work
MARKED AND
MAINTAINED SPORTS
COURTS
PARENTS/CARERS
PURCHASE AWARDS
FOLDER from office
– Record of Awards won
‘SPECIAL ADULTS’ for
SOME STUDENTS
(consultation between
staff & Stud Welf Coord)
CLASS YARD DUTY
- backed-up by class
enforcement of ‘Nude
Food’ Policy
EACH TERM
AWARDS – 3 students in each class for highest academic achievement over the whole year
 GRADUATION AWARDS - various
ANNUAL
 MUSIC AWARDS – for participation, effort and good example in the area of Music and performances
 ARTS AWARDS – see above
staff
 Principal
 CLASS
AS NEEDED
PASTORAL CARE
 All
class teachers
 Sports Coordinator
 Year 6 Teachers & AP
class teachers
 Music teacher
 Arts teacher
staff and AP
 Literacy Coordinator
 Numeracy Coordinator
 Skipathon Coordinator
Teachers
 Primary Welfare Coord
 Chaplain
 Aides
 ES staff
 Trainee
 AP
 Principal
 Parents/carers
 Students
Strategy
PASTORAL CARE
(Cont.)
Positive Influences on Students
HEALTHY
BREAKFASTS
FREE FRUIT DAYS
FRUIT morning breaks
REDUCE, REUSE,
RECYCLE PROGRAM
‘GO FOR YOUR LIFE’
HEALTHY CANTEEN
SCHOOL VEGGIE
GARDEN
SCHOOL CONCERT
CULTURAL VISITS
PROGRAM
NUDE FOOD DAYS
AUTUMN HARVEST
FAIR
PUBLISH GUIDELINES
and PERIODIC
REMINDERS
TRACK ATTENDANCE,
LATENESS and EARLY
DEPARTURE – through
class teachers and front
office book
GUIDELINES
 Teacher sends home
Illness Notes
 External doors locked
after bell
 Late students fill in
book at office
 All parents/carers
directed to office first
 Early departures fill in
book at office
PRINCIPAL ACTION:
 5 days absent
 2 days late per week
 2 days early departure
CLASSROOM
BEHAVIOUR BOOK
 Primary record of
poor behaviour
choices
 Exercise book kept
securely by Class
Teacher recording
poor behaviour
choices
 Separate pages for
each student in class
 Book must be kept
current
YARD DUTY BOOK
OTHER INCIDENTS
DEALT WITH BY
 Yard Duty staff wear
PRINCIPAL
High Visibility Vests
 Yard Duty Book carried  Record kept in
Principals diary
by each person on
Duty
 Referral to Teacher
for information and
 Book with columns:
possible recording in
Name, Date, Incident,
Classroom Behaviour
Staff Name (initials),
Book
Completed/Not
Completed (‘C’ or ‘NC’
indicating incident
dealt with or not)
 ES Staff on Yard Duty
defer to teachers for
action, but advise on
consequences
 Filled out at the time of
incident (poor choice),
or asap
BULLYING AUDITS
 Confidential audit
carried out for all
classes by Welfare
Officer during Library
classes
 Information collated
by Welfare Officer and
discussed at staff
meeting
 Identified bullies noted
in Classroom
Behaviour Book
 Action by Classroom
Teacher, unless
consistent offender –
then refer to Welfare
Officer or Principal
 Once per Term
ATTENDANCE,
LATENESS AND
EARLY
DEPARTURE
TRACKING
BEHAVIOUR
CHOICES
Responsibility
 Principal
writes articles
in Newsletter
 Teacher ensures
Guidelines are followed
 Principal follow up
directly with parent/carer
TALLY OF GOOD
BEHAVIOUR CHOICES
 Teachers record in
Behaviour Book each
time a student
receives a YCDI pen
or Principal’s Award
 Teacher
records all
incidents in Class
Behaviour Book
 Yard Duty Teachers
wear High Visibility
Vests & Hats (T1 & 4)
 Yard Duty Staff and
Principal must always
inform Teacher of
details asap – little delay
is especially important
when incident not dealt
with, e.g. happens as
students coming in from
Lunch
 Teacher keeps track
and uses discretion
when to consult with
Welfare Coord, Principal
and/or parents/carers
The response to poor choices must be immediate; staged; appropriate; promote better future choices; & restore relationships.
 Although the major influence and primary responsibility for discipline rests with the Class Teacher, a consistent whole-staff team
approach is vital and necessary for success.

When Things Go Wrong - Student Discipline ‘Staged Response’
 Teacher Calmness is imperative
 Backup for each other and the team is essential (ref: Staff Values)
GOVERNING RULES
PRIMARY RESPONSIBILITY FOR
ACTION
EXAMPLES OF MISDEMEANOURS
1.
CLASSROOM
Classroom Learning Plan
Restorative Practices for relationship
issues
Staged and appropriate response
CLASSROOM TEACHER
Not following classroom learning plan
2.
YARD
YARD DUTY TEACHER - ES Staff to
refer action to teacher on duty with them
Positive expectations for behaviour at the time
including respect for people, places,
equipment and out-of-bounds areas - refer  Dealt with by class teacher whenever
to Staff Handbook.
possible
Restorative Practices as issues occur.
3.
CORRIDORS AND TOILETS
Same expectations as for classroom and
yard
4.
SEVERE MISBEHAVIOUR
Behaviour that is a major departure from
normal school expectations
WELFARE OFFICER & PRINCIPAL
 Implement an immediate response
 Referred to classroom teacher for
follow-up - if necessary
PRINCIPAL AND/OR WELFARE
OFFICER – teacher included in
discussions and kept informed
Not taking personal responsibility for
behaviour as expected in classroom, e.g.:
 Littering
 Bullying or exclusion
 Fighting
 Swearing
 Wandering
 Interfering with others’ belongings
 Petty Vandalism
 Minor Theft
 Violence
resulting in physical injury to
another student
 Discrimination, including Racial,
Religious and Sexual discrimination
 Systematic bullying,
 More serious Theft
 Significant Vandalism
 Use or possession of Drugs
 Ongoing refusal to follow school
expectations and rules
OPTIONS FOR ACTION – LISTED IN
INCREASING SEVERITY
 Discussion
 Individual Learning Plan
 Refer Student Welfare Coord/Chaplain
 Removal of classroom privilege
 Detention – teacher supervised
 Teacher contacts parent/carer
 Keep Principal informed
 Yard Duty Teacher implements an
immediate and appropriate response
 Referral and explanation to Classroom
teacher for follow-up
 Classroom teacher may use any of
options above (1.), in a staged response
 Depending on
nature of bad choice
made, all action and
punishment/restitution may be wholly
managed by Principal or Delagate
 Principal
and/or Delegate will follow the
DEECD Student Discipline procedures
 Depending on situation, may lead to:
 Referral to Chaplain &/or Netwk Psych
 Liaison with external agencies
 Conference with parent/carer
 Student Support Group Meetings
 Individual Student Learning, Safety and
Behaviour Management Plan, and/or
Behaviour Contract
 Suspension (In-school & External)
 Expulsion