2014
COLLARENEBRI CENTRAL SCHOOL
STUDENT WELLBEING, WELFARE AND GOOD DISCIPLINE
COLLARENEBRI CENTRAL SCHOOL
HIGH STREET, COLLARENEBRI NSW 2833
PHONE: (02) 6756 2204
FAX: (02) 6756 2260
EMAIL: collarenb-c-school@det.nsw.edu.au
VERSION – MARCH 2014
STUDENT WELFARE POLICY OVERVIEW
Policy Statement of Principles
Student Welfare encompasses everything that the school community does to meet the personal and social needs of
students and enhance their well-being. It involves recognising, evaluating and developing each student as a total and
unique person in the context of society.
An essential part of student welfare is discipline which includes prevention of inappropriate behaviour and dealing
with unacceptable behaviour. It encompasses the concept of self-discipline and one’s respect of the rights of others
to function and learn in a mutually respectful environment.
Through its student welfare program Collarenebri Central School aims to help its students to develop enjoyment
from learning, communication skills, socially acceptable values, responsibility, dignity and a sense of worth, selfreliance, cultural identity and a caring attitude towards others.
The student welfare program is implemented both inside and outside the classroom. For this to occur, Collarenebri
Central School needs to be a place where every student can learn and grow with confidence. Students develop best
in schools where teaching and learning occur in a context of student welfare.
Student Welfare Policy Aims
As part of welfare, parents, teachers and our community help students to develop and exhibit:

A sense of security

A sense of identity

A sense of self concept

A sense of belonging

A sense of purpose

A sense of personal competence
In curriculum development we consider these aspects of student welfare and incorporate them into their policies
and programs. By so doing a student welfare perspective can be incorporated across the curriculum. Students are
provided with opportunities beyond the classroom to:

Lead others

Communicate

Develop positive relationships

Recognize and value cultural differences

Care and support other people

Serve the community

Student welfare is therefore the result of teachers, parents and caregivers, and students working together for the
benefit of the students. Collarenebri Central School provides:
• Effective learning and teaching
• A positive climate and good discipline
• Community participation
1
Student Welfare Outcomes
At Collarenebri Central School we aim to promote the following qualities as an integral part of every individual’s
education regardless of race, religion, gender or creed:
o
self esteem
o
respect for others and the environment
o
co-operation and involvement
o
embracing the values of public education
o
pride in effort and achievement
o
commitment to life long learning
o
responsibility and self discipline
o
respect for others and the environment
o
spirit of initiative and inquiry
o
embracing the values of public education
CURRENT STUDENT WELFARE STRUCTURES
Student Learning Support & Welfare Team
Whilst student welfare is the responsibility of all staff at Collarenebri Central School. A welfare/learning support
team exists to assist with the creation of an environment in which the school's goals and high expectations can be
achieved. Student Welfare Team personnel include:
1. Principal
2. Deputy Principal Curriculum and Welfare
3. Assistant Principal/Head Teacher Secondary Studies
4. School Counsellor
5. Learning and Support Teachers
6. Careers Advisor
7. Home School Liaison Officer (HSLO)
The Learning and Support Coordinator (Deputy Principal Curriculum and Welfare) chairs and oversees a rotational
roster of the minutes of weekly Welfare Team meetings. The team's main concern is in the pastoral care sphere so
that each student can achieve his/her maximum level of achievement academically, socially and behaviourally.
Good student welfare equals good student learning.
Generally, the function of the team is to keep open the avenues of communication concerning the welfare of
individual students and to recognise the need for, and to formulate any new procedures, programs or policies
concerning student welfare as they arise. Pro-active initiatives aimed at better catering for the evolving needs,
interests and abilities of students is a prime concern. All members of the Welfare Team spend considerable time
interviewing and advising students and their parents, and in providing a point of contact as well as a source of
communication between students, their home and the school. All Pastoral care activities are devised by the Welfare
Team.
2
School Education Area/ Regional Office
We utilise School Education Area and Regional Office expertise, personnel and resources to help
support and develop student welfare programs and interventions that are responsive to the needs of
STUDENT WELFARE TEAM: BROAD ROLE STATEMENT OUTLINE
1. HEAD TEACHER SECONDARY STUDIES/ASSISTANT PRINCIPAL

organises, coordinates and leads Welfare Team members and Welfare Meetings. Active member of the
Learning Support Team.

works closely with roll call teachers and other school welfare personnel to support, guide and inspire their
work

promotes student leadership and student centred improvement programs oversees and initiates targeted
school welfare programs across the school.

records and distributes minutes of Welfare Committee Meetings to members of the Welfare Team and the
School Executive, maintaining a record of the Minutes for other staff to view.

gives/ coordinates Welfare Report at Executive Meeting, which includes names of students mentioned at
Welfare Meetings and other welfare matters.

interviews or takes appropriate action for students referred by staff members.

initiates follow-up including further discussion with staff, consultation with roll call teachers, School
Counsellor or parents. This may include planning and implementing future

management strategies and the monitoring of student progress.

monitors Student Management to take preventative action where ever necessary.

creates an environment in which students feel they can confide, seek advice and request help.

represents the interests of girls and boys education in discussion with staff and at executive level.

co-ordinates liaison with external agencies including Mission Australia, Each etc.
2. ROLL CALL TEACHERS (YEARS K-12)

general personal and social development of the students within their Year group.

preventative and remedial measures for students with behavioural and/ or welfare

difficulties in his/her Year group through the use of Progress and Conduct staff surveys,

term academic reviews, student and parent interviews and parent phone calls, use of

Conduct books and attendance cards.

monitoring of student reports - comments on reports, letters of congratulation, merit

awards, letters of concern, interviews, reward excursions, recognition ceremonies.

communication and liaison with students, staff and parents regarding students within his/her year group.

involvement in ceremonial and social activities eg graduation and farewell ceremonies across the range of
students within a cohort.

administrative duties e.g. guiding staff and students in elective selection, references, Board of Studies, study
skills programmes.
3
3. PRINCIPAL
The Principal provides strong and effective student welfare leadership of the school staff, students
and wider community in establishing and maintaining the highest tone and a clear direction for the
school. High expectations for students and their welfare ensures school priorities are student
centred.
4. DEPUTY PRINCIPAL CURRICULUM AND WELFARE

Monitors the students of K-12.

identifies children at risk through monitoring Student Management, liaising with HT/AP, members of the
Welfare Team and, when appropriate, members of the staff and community, and initiates suitable action.

promotes and upholds appropriate behaviour – attending assemblies, conducting student led school
assemblies, conducting specific gender assemblies, parent and student interviews, welfare meetings.

monitors Student Management of the year cohorts under their responsibility and takes preventative action if
necessary.

arranges for the monitoring and guidance of individuals and groups giving cause for concern

assists in developing appropriate strategies for 'difficult' and 'at risk' students.

investigates, facilitates and institutes proactive strategies – with key school welfare staff - for student
betterment and to better cater for student needs, interests and abilities.

facilitates training and development of staff in Welfare and Discipline Strategy development.

encourages and monitors students wearing uniform in an acceptable manner for school activities
(interviews, contact with parents, remedial measures).
5. SCHOOL COUNSELLOR

assists in the identification and support of children significantly at risk and children with significant
disabilities.

assists in planning and facilitating appropriate responses to the needs of these children, and in the reviews,
assessment and report writing concerning children with special needs or requirements.

provides advice and assistance to students, parents and staff in matters to do with the personal problems of
students.

liaises with School Education Area/ Regional staff, other Government departments and outside agencies
regarding student welfare matters.

provides advice, support and assistance for students suspended from school or returning from suspension.
There are two main Focus Areas for the School Counsellor:
5 (a). PROVISION FOR STUDENTS WITH SPECIAL NEEDS

to assist in the identification of children significantly at risk.

to assist in the identification of specific needs of children with significant disabilities.

to assist in planning and facilitating appropriate responses to specific needs of children with significant
disabilities.
4

to provide the Principal/Staff with information and/or advice relating to policy procedures and resources in
the student support program.

to assist in the professional development of teachers in matters related to the provision for students with
special needs.

to provide advice and assistance to parents in matters related to the provision for students with special
needs.

to liaise with School Education Area/ Regional personnel, other Government Departments and outside
agencies regarding provision for students with special needs.

to facilitate the transfer of students with special needs between educational programs.
5 (b). STUDENT WELFARE

to assist students in need of help with personal problems and educational guidance.

to facilitate parent consultation to assist students in need of help with personal problems and educational
guidance.

to liaise with School Education Area/ Regional staff, other Government Departments and outside agencies
regarding student welfare matters.

to provide independent recommendations on application for special case transfers and children suspended
from school.

to contribute to the school's welfare team.

to assist schools to utilise evaluative data to refine and further develop student welfare practices.

to assist in the professional development of teachers in welfare related matters.

to assist the school with student welfare policy development.
In addition:

Students may refer themselves to the School Counsellor by placing their name and class on a piece of paper
and depositing under the door of the counsellor. The School Counsellor will then send for the student when
there is an opportunity. The School Counsellor will ensure that an “Out of Class” Pass is issued to the student
indicating the time of departure. Staff may refer students to the School Counsellor through a Referral Slip
(under the Counsellor pigeonhole). Staff may also make arrangements to see the School Counsellor by
organising an interview time.
6. LEARNING SUPPORT TEAM

facilitate (integration funded) student support learning programmes.

liaise with Welfare Committee and Learning Support Team concerning integrated students.

students can be referred to the learning support team via the faculty head teacher, roll call teacher, Deputy
Principal/Principal

Learning Support Team tests referred students and implement appropriate strategy.
7. CAREERS ADVISER

to provide directions and facilitate subject advice for students.

to liaise with classroom teachers, as required so as to assist students.
5
8. HOME SCHOOL LIAISON OFFICER (HSLO)
The Home School Liaison Officer duties include:

supporting the school in its development of attendance policies

completing roll checks to alert the school to potential problems;

conducting home visits to explain, liaise and negotiate on behalf of the school;

providing valuable feedback;

offering suggestions/strategies;

attending welfare meetings when possible or required;

assisting the school to develop the welfare policy; addressing groups when required or invited, e.g. staff
meetings, parent meetings, students, inservice conferences.
What the Home School Liaison Officer can do to help the welfare of individual students:

physically get the student to school;

be supportive by identifying tentative causes- addressing these causes by: suggesting solutions; lending
support; seeking support.

assist in the development of parenting skills, help organise special programs for the child at home;

refer to DEC based interventions: H.S.L.O (Home School Liaison Officer), Aboriginal Officer, Community
Programs Officer; support and promote self-esteem initiatives.
9. ANTI-DISCRIMINATION/ ANTI-RACISM OFFICER (ARCO)
The Anti Discrimination/ Anti-Racism Officer's duties are to:

be available to hear complaints from students and staff regarding discrimination.

facilitate identified written complaints on the appropriate paperwork.

attempt to resolve these complaints and/or give appropriate advice on action which can be taken.

pass on written complaints, if deemed necessary, to the appropriate person

help develop an anti discrimination ethos in the school by receiving relevant antidiscrimination material and
distributing it amongst staff members for use and understanding.
6
SCHOOL DISCIPLINE CODE
The school motto for Collarenebri Central School is “Courage and Consideration”. Such courage and consideration is
derived from academic, sporting, social and civic success, and due recognition of this success. It is also a product of
the underlying philosophy of the school’s discipline code and welfare policy which can be summed up as student
self-discipline and mutual respect for all partners in the educational community. A school with good discipline
provides effective learning opportunities for students.
“When parents enrol their children at public schools they enter into a partnership with the school staff. This
partnership is based on shared responsibility and mutual respect. It should aim at achieving effective learning and
good discipline so that the school environment is both productive and harmonious. The partnership must strive to
create in children an understanding of appropriate public behaviour. Such understanding should lead the student to
develop a responsibility for his or her own behaviour.”
(Good Discipline and Effective Learning A Ministerial Statement
NSW Department of School Education 1995 page 3)
Good discipline makes demands on both the teacher and the student.
Teachers must have a repertoire of strategies to manage students in such a way as to ensure that opportunities for
learning exist in the classroom. Teachers should recognise the link between effective teaching, appropriate
curriculum and student learning. They must also be prepared to work with students to examine the strengths and
weaknesses of their learning performance and to link this to their behaviour. Students must take ownership of their
own behaviours and accept that when decisions are made to act in a particular way, there will be consequences
which follow.
Students must accept that failure to consider the rights of others in society always has repercussions for themselves
and others.
Good discipline has positive outcomes for both the student and the teacher.
For the student it improves their aspirations as they realise their capacity to learn and to understand; it makes their
learning exciting, relevant and motivational; it increases their level of achievement and success and hence their selfesteem. It also prepares them for employment, further education and makes them valued members of society. For
the teacher, it improves the quality of their working life, making the learning process possible.
RESPONSE TO BREACHES OF DISCIPLINE CODE
CLASSROOM TEACHER
The range of sanctions which may be applied by the Classroom Teacher are:

Removing a student to another seat in class

Imposition e.g. writing rules, tidying room

Lunchtime detention - for half of lunch only. This must be supervised by the teacher or by arrangement
within the primary or secondary faculty

School service e.g. playground clean-up

Referral to the Head Teacher Secondary Studies or Assistant Principal: via Student Management.

Talk to colleagues more familiar with particular student e.g. roll call teachers, Counsellor, STLA

Refer to students file
7
The first step in any discipline should be taken by the teacher and only when this action fails
should the Head Teacher/Assistant Principal be involved. However, there are some serious offences where the Head
Teacher/Assistant Principal may be involved immediately as based on the Sequence of Student Behaviours.
Where, in either case, the involvement of the Head Teacher/Assistant Principal is deemed necessary:
• Ensure that Student Management -Behaviour is filled out giving details of the behaviour and what action has
already been taken.
Work should be provided for any student removed from your classroom to allow the student to remain
purposefully occupied. Work should be relevant to the student’s ability level.
2. Head Teacher/Assistant Principal will take the appropriate action that they see fit, following consultation with the
classroom teacher. Please avoid pre-empting the punishment you expect, as you have passed the matter on to them.
If you pass on a discipline issue, you lose control of it. Classroom Teachers should be apart of the discipline process
to limit reoccurrence of the particular behaviour.
HEAD TEACHER/ASSITANT PRINCIPAL
HT/AP decide on the type of action to take regarding students referred to them by classroom teachers. A selection of
the following sanctions may be appropriate:

School Service - e.g. playground clean-up, cleaning desks, walls etc.

Contractual agreements with students – in-class suspensions; improvement plans; students allowed back
into class under certain conditions.

HT/AP is able to issue faculty based after school detentions.

Letters or phone calls and the organisation of interviews with parents - the HT/AP may send a letter to the
parents informing them of their child's behaviour and requesting assistance, and/or an interview to discuss
their child's problems.

Referral to the Deputy Principal/Principal
WELFARE TEAM

Class teachers provide individual support during case management in collaboration with Head
Teacher/Assistant Principal, Deputy Principal and Principal.

Plan, implement and regularly review proactive welfare programs, activities and teaching and learning
activities to support students.

Provide reflective and relevant suspension learning materials.

Use the expertise and resources of specific self-esteem camps or external agencies to assist with a successful
return to school.
DEPUTY PRINCIPAL CURRICLUM AND WELFARE
The Deputy Principal has the above range of sanctions as well as:

Within-school suspension - to allow for a general "cooling off" period for a student

Initial short suspension (on behalf of the principal) - for up to four school days.
8

Liaising with School Education Area/ Regional staff and the School Counsellor for additional support or staff
professional learning.

Seeking professional assessment for placement in alternative avenues of schooling or support.

Making application for special funding or negotiating with external agencies regarding needs specific welfare
initiatives.
PRINCIPAL
The Principal has the above range of sanctions as well as more specific strategies available in the
Department of Education and Training policy on Suspension and Expulsion of School Students.
SCHOOL COUNSELLOR

Completes relevant sections of Access Request form and forwards to DGO (District Guidance Officer) for
approval.

Completion of Itinerant Support Teacher Behaviour Referral.

Completion of reports of students on long suspension upon executive request.

Return from suspension support

At all stages of the referral process –avoid pre-empting the outcome you expect, as you have passed the
matter on , you lose control and as a result you respect the professional judgment of colleagues.
WRITING BEHAVIOUR NOTIFICATIONS – STUDENT MANAGEMENT (ebs4)
WHAT IS A NOTIFICATION?
A notification is a crucial part of the communication processes regarding student behaviour. A notification can be
written by any member of staff.
PURPOSE OF WRITING A NOTIFICATION
A notification is not a punishment or a disciplinary measure. It is a means by which teachers:

Provide information about students whose behaviour is inappropriate.

Provide information about students whose behaviour is of concern because it is atypical or out of character.

Provide detailed records, which are entered into Student Management – Behaviour database. This
information can be used to track the full pattern of student welfare.
WHEN SHOULD A NOTIFICATION BE WRITTEN?
Teachers must write notifications to document student misbehaviour and successful intervention within their
classroom, or to request follow-up action by their supervising staff members.
1. Notifications documenting successful intervention in student misbehaviour:
o
Where student behaviour has required significant disciplinary action such as a lunch or recess
detention, community service, play ground duty, completing homework in own time.
o
Where student behaviour is repeatedly inappropriate warranting isolation in the classroom or shortterm removal from the class.
9
2. Notifications requesting follow-up action from supervisor:
o
Where student behaviour has been repeatedly inappropriate over a number of lessons and
disciplinary strategies that have been applied have resulted in no change in behaviour.
o
Where a single incident occurs which is serious enough to warrant immediate support and the next
level of discipline.
WHAT SHOULD BE WRITTEN ON A NOTIFICATION?
Staff should limit themselves to one notification per incident. It is critical that information be provided about the
consequences that have already been applied (over time) to improve the behaviour. This provides senior executive
with information on persistent disobedience. Staff should continue to offer professional observations and
professional opinions, avoiding any irrelevant or personal comments.
10
BEHAVIOUR NOTIFICATION FLOWCHART
Teacher witnesses student incident/misbehaviour
Issues of racism referred
to ARCO undergo
program. Letter sent to
parent.
Issues of bullying/racism
recorded on Student
Management. Student
undergoes anti bullying
program.
Teacher completes notification on
Student Management
Teacher issues consequence for
student misbehaviour and/or
indicates referral to relevant welfare
personnel
Notification to HT/AP via Student
Management and/or verbally. Action
taken if requested or passes to
relevant staff member/executive
DP/P monitors persistent
student behaviours.
Liaises with LaST team
for further
action/student programs
Immediate referral to HT/AP for
action in serious cases
HT/AP investigates. Obtains
statements in cooperation with
witnessing teacher. Imposes
sanctions on student. Contact
parents/interview
HT/AP issues relevant paperwork to
DP/Principal
DP/Principal. Appropriate action
taken in accordance with DEC
Discipline Policy
Decision made re: issued of warning of suspension letter or
other appropriate action. Summary notifications
Teacher
HT/AP
DP/Principal
11
RECOGNITION OF STUDENT ACHIEVEMENT Collarenebri Central School is strongly committed to a policy of encouraging and rewarding achievement in all
aspects of school life through a variety of effective and efficient means.
VIVO MILES
•
•
•
•
•
Vivo Miles is an online rewards system, which aims to motivate students to work hard at school.
Teachers award pupils Vivos (electronic points) for a range of categories decided by the school for example;
attendance, good work, effort etc.
Students can save and redeem their Vivos on the rewards they want from an online catalogue in the Vivo
Shop.
Students can check their Vivo balance by logging on to their account through the vivomiles.com website or
the Vivo App (for Android and iPhones).
Vivo Miles is supervised and monitored by executive staff with contributions and suggestions from all teams
within the school environment.
MERIT SCHEMES

Both Primary and Secondary faculties have merit systems that reflect the needs of students at various
different stages of their learning.

Merit awards are provided to students who work towards a Merit Reward Day, which is held each term for
both Primary and Secondary. Such events are separate celebrations of positive behaviour and academic
achievement.

The Head Teacher and Assistant Principal is the direct supervisor of merit schemes within the faculties.
ATTENDANCE

Improvements in attendance are a target and key indicator of the Collarenebri Central School Plan for 2014.

Excellent attendance in both primary and secondary is celebrated at whole school assemblies each fortnight
with attendance raffles and recognition via Vivo Miles on attendance above 85%, 90% and for students
attending 100% in a given period of time.
STAFF GUIDE: STUDENT MANAGEMENT AND WELFARE
ASSEMBLIES

School assemblies are conducted on daily basis for each faculty with whole school assemblies running
fortnightly. They are run by the SRC.

Students are to assemble in the community room/library in their respective year groups. Students will be
briefed by a member of the Executive and invited into the room. Bags are collected at the duration of the
assembly from outside the room.

All teachers are responsible during the assembly for managing behaviours. Assertive direction is essential for
a smooth transition into and out of the room.
12
CAREER ADVISOR REFERRALS

Students can be referred to the Careers Advisor for career counselling. Students are provided with
information regarding career options and job seeking skills.

Students can also be referred to ‘school to work’ type programs including work experience and Youth
Pathways programs
CLASSROOM ROUTINE
Some useful routines are:
Before the period:

Students are to line up outside the appointed room.

Students enter the room only when directed by the teacher.

Students are not to be in a room unless supervised by a teacher or they have been given permission by a
teacher.
During the period:

Classes should be in the rooms as timetabled. Do not arrange permanent changes unless you have gained
approval from the Head Teacher/Assistant Principal or Deputy Principal.

If leaving the room with your class for an outside activity (but still on school grounds), leave details with the
Head Teacher/Assistant Principal. If leaving the school grounds for an outside activity, notify the Principal.
(The only exception to this will be PD/H/PE classes using the fields at the rear of the school in which case the
Head Teacher should be aware of the teacher's whereabouts).

At the end of the period, DISMISS AT THE CORRECT TIME – NO EARLY MARKS.

Remember duty of care is non-delegable. The students are specifically the teacher’s responsibility until the
bell sounds.

Make sure the room is tidy before vacating it. Turn lights, fans and heaters off. Windows should be locked –
not just closed - to prevent break-ins.

Have a clear departure routine (stand behind chairs, push chairs in, collect resources, and dismiss rows or
sections at a time).

The teacher leaves the room last, locking the door on the way out.
DETENTION
Each faculty will decide on its policy of detention but care must be taken to abide by Departmental requirements.
The following guidelines should be adhered to:

Students should not be detained at recess.

Students must have reasonable time to eat lunch and visit the toilet. Students must not be detained or more
than half the lunch period. Before placing a student on a half lunch detention, ascertain whether some other
13
teacher for that particular lunch break has already detained them on a detention. If they have, you are not
permitted to detain them for the other half of the break. If it becomes necessary to detain a class for a short
period of time into the lunch session, use your discretion if students have a detention with a teacher for the
second half of lunch. Negotiation is essential with colleagues.

If a teacher has placed a student on a detention, that teacher has priority over the student's time. You
should not place the student on another detention at the same time. Find another time or another
consequence.

A record of after school detentions should be placed on Student Management

Problems with any student should be immediately referred to the Principal or Deputy Principal.
CHILD PROTECTION
Staff must:

Inform the Principal or executive STAFF if they have reasonable grounds to suspect risk of harm

Provide relevant information

Be available to assist to answer questions

Ensure that a report has been made to Child Protection Helpline

Report directly to the Child Protection Help line if there are reasons precluding a report being made via the
Principal or executive staff.
Principal and executive staff must:

Make a report to the Child Protection Help Line if a staff member has indicated he or she has reasonable
grounds to suspect risk of harm

Advise the staff member that the report has been made, if the staff member was not present during the
making of the report.

Staff are kept up to date regarding current child protection issues and requirements through staff meetings
and department bulletins.

It is essential staff are aware of the current child protection policy and guidelines in dealing with student
matters and reporting on students at risk.
DISCIPLINE

Teachers have the authority and responsibility to maintain discipline and good order amongst students in
their charge.

Passing this responsibility onto someone else without taking appropriate measures may result in a
weakening rather than a strengthening of personal teacher discipline.

There is no universal rule for the achievement of good discipline. Much depends on the teacher's personality
and temperament, however, the following have been found to be basic to good discipline:
- A firm but caring manner;
- Thorough, relevant and interesting lesson preparation;
- Student centred lessons delivered with a variety of tasks;
- Having the students participate in lessons;
- Clear instructions which you repeat individually and to the whole class;
14
- being realistic in your expectations;
- Consistency in applying rules;
- Perseverance in follow-up measures.

Generally, good teaching promotes good discipline.

Questioning techniques should not be so vigorous as to intimidate the student or to provoke the child into
defiant actions.

GENERAL: Some students will test the boundaries of acceptable behaviour. In establishing and maintaining
these boundaries:
- Be firm but fair. Have a few simple rules and stick to them.
- Insist on standards.
- Do not punish the innocent with the guilty. This is unfair and will cause wide resentment.
- Let the punishment fit the crime. Do not impose harsh punishment for trivial matters.
- Be orderly - associate your room control with orderliness.
- Know the students. Use their given names, but don't become too familiar.
- Don't be shocked by anything the students say or do (this does not imply that you should accept
crude speech or behaviour). Emotive responses may reduce your credibility.
- First impressions are most valid. Be prepared to work right from the start. Always have sufficient
work and extension activities for students.
- Use praise when appropriate, however don't undervalue it through overuse.
- No moralising sermons. Short, sharp reprimands, then on with the job.
- Avoid sending students out of the room (Do you know what they are doing outside? Their work still
needs to be completed) and provide work for them.
- Serious misbehaviour by a student outside school should be reported to the Principal.
When making a report, remember you will need to be specific, i.e. names or descriptions, type of
misbehaviour, time, location etc.
-
It is extremely unwise to detain a student on their own or behind closed doors. Except in
exceptional circumstances, you should avoid giving students a lift in your car. Before
anything else, parental permission is vital.
-
Most importantly, a sense of humour is an essential prerequisite to a successful teaching
career.
STAFF MEETINGS: WELFARE REPORTS
Monday Morning Muster

Specific welfare staff will report to and develop staff knowledge of certain student issues and concerns.
Work can be requested from teachers for students who will be on extended absence.
Formal Faculty Meetings

Head Teacher/Assistant Principal and Deputy Principal are responsible for a brief overview of current
and upcoming welfare issues/initiatives.

This meeting can also be used as a forum for welfare based staff training and development
15
Learning Support/Welfare Meeting

Welfare meetings are held on a weekly basis. These meetings address pertinent issues to the prospective
Year Groups, target students at risk, implement programs to address specific needs of students.

The meetings are attended by the LaST teachers, Head Teacher Secondary Studies, Assistant Principal,
Deputy Principal, Principal and external agencies.
Executive Meetings

Deputy Principal provides a weekly report regarding specific issues relating to particular students and
discusses possible strategies for student welfare management.

Deputy Principal communicates issues raised at weekly Learning Support Meetings.
STUDENT ASSISTANCE

Dedicated financial support is available for students and families in need. Application is made through the
Head Teacher/Assistant Principal/Deputy Principal or directly through the Front Office.

Each case is considered by welfare support staff/ senior executive. The Principal oversees the final decision
in regards to payment of student assistance.
STUDENTS OUT OF CLASS

Students must not be permitted to leave a classroom in pairs or groups, unless there is a specific purpose for
doing so, e.g. emergency, library group work.

Do not give "Early Marks" as a reward. These simply disrupt the lessons of your teaching colleagues and
place you in an unnecessarily perilous legal situation.

If you do give a student permission to leave the room they must be issued with an orange ‘out of class’ pass
indicating their name, class and the time/date. This note must be signed by the teacher. It is the
responsibility of that teacher to ensure that the student returns the note. Destroy the note upon the
student’s return.

If you require a student from another teacher's class, that teacher must give their approval PRIOR to the
student leaving their class.

If a student arrives late to your class without a Late Pass, DO NOT send them back to look for the teacher.
This merely legitimises an extended absence from class. Issue an appropriate punishment as it is the
student's responsibility to get an orange ‘out of class’ pass.

As a rule students should not go to the toilets between breaks. A list of students engaging in this practice is
kept, with letters sent home to the parents of repeat offenders. The incessant disruption to the Front Office
staff and the coordinated meeting of friends, makes this necessary. Teachers however need to exercise
professional discretion in certain cases with ‘lost time’ made up with them at the next break.
EXTENDED ABSENCE FROM SCHOOL – AUTHORISED LEAVE STUDENT REQUEST FOR WORK
Students undertaking a planned extended absence from school are required to complete an
‘Extended Absence From School Form’. Students must have their class teacher sign and acknowledge the pending
absence and issue class work for the student if requested. The completed form is returned to the students Year
Adviser. Students are required to submit their completed work to their relevant class teacher/s on return to school
16
TOILET VISITS IN CLASS TIME

Students leaving class to go to the toilet is very disruptive to the lesson and administration staff

Students can be out of the room for up to 10 min. This is valuable teaching time lost

Staff need to use professional discretion/judgment in allowing students to leave the room to go to the toilet
during class time. Staff are to refer to the special pass list (updated regularly) and familiarise themselves with
the students that have a special toilet pass which allows the student to leave the classroom due to a specific
medical condition.

Students should not be given permission to go to the toilet if they are returning from a designated break in
the day or a designated break is imminent

Some students use the excuse of needing the toilet to ‘escape’ the classroom. A list will be generated each
term of excessive users that have abused toilet breaks during class time.
EVALUATION
Evaluation of the school’s Student Wellbeing, Welfare and Good Discipline Policy will be routinely conducted to
review the relevance and efficacy of the school’s practices, policies and teaching and learning programs. It will
include discussion about the implementation of this policy and any further identified needs. Parents and caregivers
will be invited to contribute to the review process. In terms of this policy the following questions are examples of
how the evaluation process will be structured:





Is the policy clearly understood by all members of the school community?
Is the policy meeting the needs of students and effectively eliminating bullying behaviour?
Does this policy reflect current departmental Education and Training policies?
How positive and effective are the relationships between staff, parents and staff, and students and staff?
Has staff development been sufficient to meet the needs and requirements of this policy?
.
17