College Policies

KEY COLLEGE POLICIES:

1. Student Code of Conduct

2. Uniform Policy

3. Addressing Bullying Behaviour Policy

4. Promotion Policy

5. Student Wellbeing Policy

6. Integration Policy

7. Parent/Guardian Contact Policy

8. Collection of Students Policy

1. STUDENT CODE OF CONDUCT

The Student Code of Conduct is framed within the guidelines set by Government policy and legal obligations, and reflects the goals of the College Charter.

GOALS

to create a positive learning environment where all students feel safe, valued and confident to pursue personal growth and educational excellence.
to encourage all students to take advantage of the educational opportunities offered by the College to achieve their potential and take pride in their achievements.
to encourage all students to develop responsible self discipline and respect for the rights of others.
to build strong, supportive workable relationships between all members of the College community.

GUIDING PRINCIPLES

All members of the College community are to be valued and treated with respect.
All members of the College community have a right to a positive, caring and safe learning environment.
Students have the right to learn, and teachers have the right to teach, in an atmosphere of order, co-operation and mutual respect.
Learning and educational achievements should be recognised, encouraged and celebrated.
College and personal property should be treated with care and respect by all members of the College community.
College staff have an obligation to fairly, reasonably and consistently implement the Student Management Policy.
Students and parents have an obligation to support the Student Management Policy and the College in its efforts to maintain a positive teaching and learning environment.
All members of the College community have the right to voice their opinions in an appropriate manner and participate in decision making in appropriate forums.

In line with the Racial and Religious and Tolerance Act of 2001, our school and community are committed to the values of tolerance, inclusiveness and diversity. Discrimination or vilification of others on the basis of racial or religious intolerance is in direct opposition to the values of our school, and is an illegal practice, which will not be tolerated. The Racial and Religious Tolerance Act 2001 prohibits amongst other things, practices such as racist graffiti, speeches or posters in public places, engaging in racist or religious vilification in public places, or making offensive racist comments in publications including the internet or email. All students will be made aware of their rights and responsibilities, and complaints will be handled in a manner consistent with the Student Code of Conduct.

IMPLEMENTATION

CLASSROOM PLANS

Common rights and responsibilities for the student

· Everyone has the right to learn, to feel safe, and to have an environment where we show respect for each other.

Common class rules and routines followed by all classes

Students are to:

· be on time for class and bring all required equipment and materials.

· behave in a courteous manner and respect the rights of others to learn.

· follow all reasonable instructions of staff members the first time they are given.

· take the College diary to all classes. If they wish to leave class, the teacher must write a pass in the diary.

· respect school and personal property.

· leave all rooms clean and tidy.

· make sure the following items are not taken to class: food, drink (except water in hot weather), walkmans, mobile phones and other prohibited items.

Class based rules and routines developed by individual faculties and classroom teachers.

· Teachers will develop rules and routines based on the requirements of their particular subjects and teaching spaces. These rules and routines will be clearly explained to the class when the subject is introduced.

DUTY OF CARE PLANS

Outside the class setting:

To ensure the well being and security of students, these rules must be followed:

In the yard

· Students must not leave the College grounds without permission.

· Students must not be in out of bounds areas.

· Students must treat people and property with respect and not engage in any harmful or dangerous behaviour.

· Students must not meet visitors at school boundaries.

· All visitors must report to the General Office.

In corridors

· Students should move in the corridors and on the stairs in a safe and orderly manner. Where possible they should keep to the left.

· Noise is to be kept to an acceptable level. Students are not to use offensive language.

· Students should wait outside classrooms in an orderly manner.

· Corridors are to be kept tidy. Bags and other personal property should be stored securely so that people can move safely through the corridors.

· Deliberate damage to College property, surrounds and lockers is unacceptable.

The canteen

· Canteen staff and canteen duty staff are to be treated with respect and courtesy. Their instructions must be followed.

· Students are to queue as directed.

· Litter is to be placed in bins.

· Students are not to loiter in the area asking for money from other students.

Bus travel

Bus travel is a privilege not a right.

All students must:

· Obey instructions from the driver or bus captain.

· Wait at the bus stop in an orderly fashion and not approach the bus until it has stopped.

· Be punctual at the pick up (morning and night).

· Enter and leave the bus in an orderly manner.

· Not move around the bus in transit but remain seated at all times.

Furthermore:

· No part of any passenger or object in their possession is to protrude out of windows or doors.

· Boisterous conduct including the use of bad language or any action which may cause distress to other students or distract the driver will not be tolerated.

· If students have to cross the road after getting off the bus they must wait until the bus has moved on at least 100 metres.

· Students have access to their allocated bus only. This will not be changed to meet sporting or social arrangements unless permission is given by the Bus Coordinator.

INDIVIDUAL BEHAVIOUR PLANS

a) Where appropriate, individual behaviour management plans will be developed for some students. Such plans will follow consultation between staff, student, parents and support personnel.

b) Where appropriate, special behaviour management plans (short term or long term) will be developed.

RECOGNITION OF POSITIVE BEHAVIOUR AND ACADEMIC ACHIEVEMENT

Positive feedback is always encouraged and the following processes are available:

· merit certificates, commendations, a call home to parents, notes in diary, encouraging/complimentary comments;

· Student of the Month awards Years 7 to 12;

· attendance awards;

· reward system for Year 7 and 8 classes;

· College Council Curriculum awards;

· coordinator awards; and

· Presentation Night prizes and scholarships

MISBEHAVIOUR AND CONSEQUENCES


Misbehaviour which may occur in the classroom: · failure by student to follow instructions · rude, uncooperative behaviour · student interference with the learning rights and/or property of others · poor work effort in class · failure to complete homework Teachers may draw upon the following strategies in responding to such misbehaviour: · communicate with the parent via the College diary or phone · implement the College Homework Policy . · counsel the student with the support of parents and Student Management and Student Well Being personnel. · detention. · classroom contract between the teacher and student outlining expectations and consequences. Serious/repeated problems will be referred to the Year Level, Sub School Coordinator or Assistant Principal who may draw upon the following steps: · student Conduct/ Homework/Attendance cards to monitor the situation · detention · yard duty · Behaviour Management plan · further counselling: informal or structured meetings · withdrawal of privileges, including online access for breaches of online policy. · temporary withdrawal of the student from class · banning from college excursions, camps, or social functions. · placing the student in the Time Out room · suspension · expulsion · contacting the police SUSPENSION will only take place after consultation between the student, parent/guardian and the College. EXPULSION is the responsibility of the Principal who will follow the DE&T guidelines. EXPULSION REVIEW: a parent/guardian of a student expelled from the College may, within five days of the receipt of the notice of expulsion, seek a review of the Principal’s expulsion decision. In exceptional circumstances this time limit may be extended for up to ten days. The request for a review is to be made to the principal. It shall be in writing and shall state the grounds on which the review is sought and whether the student and parent require to be heard in person at the review hearing. The parent may be accompanied at the review by another person who is not acting for fee or reward. If a request for a review is duly made, it is to be directed by the principal to the president of the school council who shall form an Expulsion Review Panel to review the case. The review must be held within five school days.
BEHAVIOUR OUTSIDE THE CLASSROOM BUS MISBEHAVIOUR Students will be dealt with by their school for misbehaviour at bus stops, bus parks and on the bus. A serious incident (eg: endangering others, distracting the driver) will result in suspension from bus travel for 3 to 5 days. The first minor incident reported will result in a verbal warning and the parents being contacted. Second and subsequent minor incidents in a school year will result in suspension from bus travel. All parents receive, sign and return the SWAMP Bus System documents upon enrolment. MISBEHAVIOUR IN THE YARD, CANTEEN AND CORRIDORS Depending on the seriousness of the incident, teachers will use one or more of the following: a) Direction to modify behaviour. b) Immediate Yard duty - 10 minutes. c) Refer to Co-ordinator - additional Yard Duty, removal from yard, notify parents, after school detention. Refer student to the SWC if appropriate. d) Rostered day(s) Yard Duty (organised through Co-ordinator). e) Lunchtime detention, eg: relevant writing tasks, clean sports storeroom, etc. f) Refer to sub-school Co-ordinator and/or Assistant Principal. GUIDELINES FOR SERIOUS CONCERNS
Fighting	Afterschool detention minimum; parent contact Persistent fighting: suspension, may be referred to counselling e.g. anger management or peer mediation.
Assaulting a student	Suspension; counselling, parent contact, police action or expulsion depending on severity.
Bullying, harassment	Contact parents; interview, detention or suspension depending on degree, nature and persistency of offence. Matter to be referred to staff or peer mediators.
Threatening a student	After school detention or suspension; parent contact. Persistent problem may lead to contract arrangements/removal from school.
Careless behaviour resulting in injury/accident	Detention; counselling
Blatantly dangerous behaviour	Counselling, parents contacted, withdrawal from class for a period of time and/or suspension. If College facilities/equipment damaged, student to make restitution.
Swearing at a teacher; offensive gestures; insulting tone/manner	Suspension, minimum one day
Swearing at another student deliberately to hurt or insult	Suspension one day. Mediation if appropriate.
Swearing but not directly aimed to hurt anyone (in class/yard)	Reprimand; ensure student is aware that swearing is unacceptable. If problem persists, consequences go further
Deliberate/repeated disobedience/defiance	One day suspension minimum
Intimidating behaviour towards a teacher e.g. undermining a teacher’s authority, preventing a teacher from teaching class; subjecting a teacher to ridicule and/or embarrassment	Interview with coordinator and/or Principal May be removed from class to time out for a stated period. Suspension may be appropriate.
Threatening a teacher	Suspension; parent interview with senior staff/admin.
Assaulting a teacher	Referred to Principal. Suspension for some time; may lead to removal from school.
Wagging	One class: after school detention All day: inschool suspension
Persistent wagging	Counselling, parent interview, student to make up the time in his/her own time.
Inappropriate behaviour in the locker area	Removal from the locker area for a stated period of time, usually at least a week
Smoking incident: Incident includes actual smokers, those found in possession of cigarettes and/or cigarette lighters; and those in the company of smokers.	1^st time: after school detention thereafter: suspension or students nay choose to participate in Health Education program based on the Quit program. Referral to the Adolescent Health Nurse.
Public displays of physical intimacy eg kissing, cuddling, fondling, etc.	Warning; Parents contacted and situation discussed; continued breaches handled as persistent misbehaviour.
Illicit drug use incident	Procedures to be followed according to the college’s drug education policy. Counselling, college sanctions and police contact are part of the process.
Possession/use of alcohol/in group with alcohol	One day suspension minimum. Counselling.
Accidental damage to college property	Make good the damage
Misbehaviour resulting in damage to college property	Make good the damage; minimum of after school detention
Vandalism: intentional damage to college property	Make good the damage, parent interview; suspension; police action if appropriate
Theft	After school detention minimum; parent interview; make good the loss; counselling. In serious cases, and where there are repeated offences: suspension and police action.
Out of bounds, outside the College boundaries.	After school detention Constant breaches of rule = being banned from going down the street for the term
Missing after school detention.	If there are acceptable circumstances, student may change after school detention to another night within a week of the penalty being given. If the student still fails to do after school detention, three lunchtime detentions given.
Having banned items in class e.g. food, drinks, aerosol sprays, mobiles phones, CD players, walkmans, non uniform caps, liquid white out.	· Items confiscated · Dangerous items, CD players/walkmans: return dependent upon discussion with parents · Aerosol sprays confiscated · Mobile phones returned at the end of the day. Persistent problems, parent contacted. · Caps/beanies/scarves which are confiscated are handed back at the end of term

BEHAVIOUR RECOVERY

Where appropriate, students will be encouraged to use mediation, including peer mediation, to resolve problems with other students.

Counselling is recognised as a vital component of behaviour recovery and students will have access to the comprehensive resources available at the College.

Where appropriate, students will be required to make restitution for the problems they have created. E.g. replacing or meeting replacement costs of damage to property.

Where appropriate, (especially where there have been serious problems with a student) individual behaviour management plans will be used to monitor a student’s progress and behaviour recovery.

POLICY: UNIFORM, BODYPIERCING, JEWELLERY AND HAIR

Kooweerup Secondary College is a uniform school and all students are expected to comply with the College’s uniform policy.

RATIONALE:

The uniform of the College is to be a means of identifying students in the College and in the community.

It is designed to create a sense of collective and individual pride in students and their identification with the school; it also promotes individual student safety and group security.

AIMS:

The Uniform Policy of Kooweerup Secondary College aims to:

Provide a uniform that is simple, practical, economical and accessible to all students.
Provide an effective means for students to positively identify with their College.
Develop pride and commitment to the College through the wearing of an attractive uniform.
Ensure that the College uniform does not restrict or discourage participation in areas of the curriculum.
Provide a uniform comprised of good quality items.

GUIDELINES:

1. Uniform is compulsory for all students from Years 7 to 12.

2. Parents and students will have primary responsibility for ensuring that the College uniform is worn.

3. The uniform is as detailed on the “Uniform List”.

4. The enforcement procedures are as detailed on the “Uniform Enforcement Procedures”.

UNIFORM LIST

COMPULSORY

PANTS Grey Melange College pants (boys) or straight leg grey gaberdine pants (girls)

Straight leg navy blue gaberdine pants (boys or girls)

SHORTS Navy blue tailored gaberdine shorts or grey tailored school shorts Shorts must be above the knee in length. Cargo style is not acceptable

GIRL’S SKIRT Pleated College tartan, at least knee length

SUMMER DRESS Current College material and pattern

SHIRT Plain white business/school shirt or plain white polo or plain white skivvy

Where students choose to wear a shirt out (not tucked in) it must have a straight edge at the bottom of the shirt.

JUMPER Navy blue with logo. To be purchased from the Uniform Shop WINDCHEATER Navy blue with logo. To be purchased from the Uniform Shop

FOOTWEAR Shoes/school boots must be totally black, including laces. Black canvas shoes with white trim are not acceptable. Boots are not to be worn with the summer dress

SOCKS Plain white short/long knee high socks with shorts, skirt or dress. Black or white socks with pants. Note that anklets are not allowed. Socks must be worn with shoes

OPTIONAL

TIE College design to be purchased from the Uniform Shop. Tie must be worn correctly and may only be worn with a white shirt with a stiff collar (eg white business/school shirt)

BLAZER College design to be purchased from the Uniform Shop

JACKET Plain navy blue jacket OR school sports jacket

TIGHTS Navy blue (NB: Socks are not to be worn with tights)

SCARF Plain navy or white or cream

CAP/HAT/BEANIE Plain navy blue

SENIOR SCHOOL STUDENTS ( Years 10 to 12) Wear normal College uniform with the option of a College wool jumper or rugby top (maroon) with standard College Senior School logo. Available from the Uniform Shop

PE/SPORT-COMPULSORY

SHORTS Plain navy blue. No bike shorts. No stripes or logos

TRACK PANTS Plain Navy. No stripes or logos

SKIRT Navy blue (sports briefs – navy or black)

SHIRT Plain light blue polo

FOOTWEAR Sneakers with non-marking sole

SOCKS Plain short white socks

JACKET To be purchased from the Uniform Shop (optional)

CAP/HAT Plain navy blue, must be worn for PE & Sport classes in terms 1 and 4

UNIFORM ENFORCEMENT PROCEDURES

The procedures for uniform will be in line with Directorate Policy.

All students at Kooweerup Secondary College are expected to wear the College uniform. Student should be well groomed and their clothes should be neat and clean. Students should have a change of clothing so that they are always able to wear the College uniform.

No child should be out of uniform because of financial reasons. We are more than happy to assist if there are problems in this area. Contact the Student Wellbeing Co-ordinator where necessary.

If a student is out of uniform on a particular day, a signed and dated note is required explaining the reason. Long term passes are not appropriate as the College is a uniform school. It is not acceptable for students to be out of uniform because they were at someone else’s place the night before or they intend to go away at the end of the school day. Whatever their arrangements, students must remember to have their uniform. Students who wear orthotics should take them with them when they purchase school shoes. Orthotics can fit in school shoes.

Students who come to school out of uniform without an acceptable note will be given detention at lunchtime. If the problem persists, students may be given afterschool detention or suspended for failing to follow school rules.

There are a number of students who seek to include the latest fashions into the College uniform. To avoid confusion we would like to draw your attention to the following:

Cargo pants, either short or long, and three quarter length pants are not acceptable. (note: girls’ long pants are not to be rolled up to three quarter length).
If T shirts are worn underneath the regulation white polo shirt, they must not be visible. Therefore strong colours and particularly shirts with highly visible writing and logos are not acceptable.
Socks must be white or black. Very short ankle socks (eg; anklets which cannot be seen above a shoe) are not acceptable.
Underwear (eg; boxer shorts) should not be on view.
We would like all students to wear caps or other suitable headgear in summer when they are outside – but the colour must be navy blue with no logo or decoration. Caps are available from the Uniform Shop.

PE UNIFORM

1. PE Uniform – student must wear the appropriate PE uniform to class.

The first two times per semester that a student does not wear the uniform, the student will not be allowed to participate in practical activities. The third time, the teacher will send a letter to the parent. Fourth time = phone call home. Fifth and subsequent occasions = afterschool detention.

BODY PIERCING, JEWELLERY AND HAIR

RATIONALE:

This Policy has been developed to protect students in reasonable circumstances, from personal injury, and to promote generally accepted community expectations regarding a student’s physical presentation.

AIMS:

1. Students are to be encouraged to regard the College environment as their workplace. As such, generally accepted community expectations regarding one’s physical presentation should be met – particularly in terms of jewellery and hairstyle/colour.

2. As far as can be reasonably expected, students should be protected from injury.

GUIDELINES:

Visible jewellery worn at school should be kept to a minimum. Any jewellery must be discrete and not obvious. Plugz and large earrings are banned.
Body piercing is only acceptable through the LOWER ear (lobe). Earrings/studs pierced through the eyebrow, nose, lips, tongue, etc., are not considered appropriate for school.
Jewellery considered dangerous must be removed or taped up during all sporting and practical activities.
Exemptions (nose piercing) will only be considered on demonstrated and proved cultural grounds.
Hair dyes that have the appearance of a natural colour are accepted, however, it is not appropriate for College students to dye their hair an unnatural colour (eg: orange, green, pink, purple) which draws unnecessary attention.

3. ADDRESSING BULLYING BEHAVIOUR POLICY – A WHOLE SCHOOL APPROACH

Rationale:

· The college recognises that bullying and harassment may occur within the school and the wider community, and that such behaviour needs to be addressed for the wellbeing of all concerned. The college will provide a positive culture where bullying is not accepted, and in so doing, all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in their school environment. Students will also be prepared for coping in the wider community.

Aims:

· To reinforce within the school community what bullying is, and the fact that it is unacceptable.

· Everyone within the school community to be alert to signs and evidence of bullying and to have a responsibility to report it to staff whether as observer or victim.

· To ensure that all reported incidents of bullying are followed up appropriately and that support is given to both victims and perpetrators.

· To seek parental and peer-group support and co-operation at all times.

Definition:

A person is bullied when he/she is intentionally exposed regularly and over time to negative or harmful actions by one or more other people. Bullies are people who deliberately set out to intimidate, exclude, threaten and/or hurt others repeatedly. Bullying is a clear form of harassment.

It includes:

§ Repeated name calling, teasing or put-downs

§ Purposely leaving someone out of activities

§ Damaging, removing or hiding belongings

§ Demands for money or possessions

§ Physical violence or threats

Effects of Bullying:

Students who are victims of bullying may exhibit a number of symptoms, some of which may be observed by parents in the home, whilst others may be more obvious to teachers and some students. The list below is not exhaustive but covers some of the more common signs and symptoms of bullying.

Emotional:

personality changes, mood swings, sleep disturbance, insomnia, nightmares, depression, frequent tears, eating disorders - over/under eating

Physical:

signs of torn clothing, unexplained injury, psychosomatic symptoms (headaches, stomach aches), negative body language, nervous habits

Social:

loss of confidence, withdrawal from friends, increased sibling rivalry, outbursts of temper, mood swings, problematic behaviour

School:

unwillingness to go to school, withdrawal from peer group, truancy/misbehaviour, requesting changes in transport, decline in work standards or output

Home:

unwillingness to leave house, withdrawal from family members, bullying behaviour towards parents and/or siblings, demands for extra money for school

Community:

unwillingness to be out in community or to participate in social events

Implementation:

Research shows that the best ways to combat bullying and harassment are :

to develop a whole school community approach where teachers, parents and students work together to communicate the message that bullying is unacceptable
to build a safe and supportive school environment
to provide students with the opportunities to develop social competencies, including resilience and positive behaviours
to encourage the reporting of bullying, act to stop it and support those involved

The school will adopt a four-phase approach to bullying.

A. Primary Prevention: anti-bullying strategies which create a safe and supportive school environment

· encouraging a climate of cooperation and mutual respect through the college’s leadership, teaching practices and modelling of desired behaviours

· providing professional development for staff relating to bullying, harassment and the strategies that counter-act them.

· promoting the ‘Addressing Bullying Behaviour ‘policy by all staff at the start of the year and regularly thereafter

· providing programs which promote resilience, life and social skills, assertiveness, conflict resolution and problem solving. (See the Student Wellbeing Policy)

· providing counselling sessions for selected students on issues such as: Meeting, making and keeping friends; Developing positive self-esteem; Stress management skills; Anger management; Goal setting and study skills; Coping with grief and loss.

· providing curriculum programs and activities which address bullying behaviour eg Health and Physical Education curriculum topics; Police in Schools program; drama performances on Bullying

· providing curriculum programs which specifically engage students at risk eg Year 9 Life skills unit

· implementing a comprehensive transition program

· using teaching teams in Year 7 to improve teacher/student relationships and staff knowledge of student needs

· ensuring the consistent and fair application of the Student Code of Conduct

· promoting community awareness and input relating to bullying, its characteristics and the school’s programs and response

· acknowledging positive students behaviours eg Student of the Month awards, publication of student achievements in the college newsletter, encouragement/affirmation cards for senior students, exhibition of student work

· providing opportunities for students to promote conflict resolution and positive behaviours eg leaderships positions, peer mediation, SRC.

· providing a rich and diverse cocurricular program eg sport, musical, instrumental music, debating

· providing structured activities for students at lunchtime.

· providing appropriate supervision of students by teachers on yard duty, especially in known trouble spots

· reviewing student movement protocols and the security requirements of the college to minimise opportunities for bullying and harassment

B. Early Intervention:

· Promote students reporting bullying incidents involving themselves or others.

· Promote ways to report bullying incidents (see Appendix 1: student pamphlet)

· Classroom teachers on a regular basis reminding students to report incidents, and that reporting is not dobbing.

· Parents encouraged to contact school if they become aware of a problem. (see Appendix 2: Information for parents)

· Designated safe and quiet places for children to access at recess and lunch times eg Curriculum Resource Centre, rooms where organised lunchtime activities are held, Student Services building.

· Public recognition and rewards for positive behaviour and resolution of problems.

· Monitoring of absences patterns: Check for any correlations between student absences and possible bullying and harassment issues; establish mechanisms of response to problems of bullying which relate to attendance issues

· Act upon information provided in surveys about bullying and harassment.

C. Intervention:

· Once identified; bully, victim and witnesses spoken with, and all incidents or allegations of bullying will be fully investigated and documented.

· Both bully and victim offered counselling and support.

· If bullying is ongoing, parents will be contacted and consequences implemented consistent with the school’s Student Code of Conduct.

D. Post Violation:

For the bully, consequences may involve:

· formal discussion of student’s anti-social behaviour and its effects upon other students with year level/ sub school coordinator, Student Wellbeing coordinator and Assistant Principal

· parent meeting/discussion

· counselling

· peer mediation

· allocation of mentor/buddy to assist student

· drawing up an agreement covering acceptable behaviour

· official warning about future consequences if bullying continues

· acknowledgement and rewarding of subsequent positive behaviour

Where there are further offences or the bullying is of a serious nature, consequences may involve:

exclusion from class.

- exclusion from locker area and/or yard.

- school suspension.

- withdrawal of privileges.

- ongoing counselling

Support for the victim:

· Affirmation that the student was a victim of bullying, that the matter did need to be reported and that there has been an appropriate consequence. Appreciation also extended to supportive friends and witnesses.

· If required, assistance with developing friendships via classwork, sporting or cultural programs, involvement in lunchtime activities

· Ongoing counselling

· Mentor/buddy

· If required, assistance with coping strategies eg Seven ways to say no to bullying

For the school,

· Ongoing monitoring of identified bullies.

· Opportunity for students to be reminded again (eg at Year level meetings) that bullying is unacceptable and that concerns must be reported.

· Rewards for positive and supportive behaviour.

Developing Partnerships

· Develop local student and parent surveys to monitor issues of bullying and harassment

· Provide positive parenting programs

· Use community resources to enhance a positive and caring school environment

How the policy will be disseminated

§ The policy will be made available to existing and new families on an annual basis.

§ Information will be publicised through the school's newsletter and on its website.

§ Key information for students will be published in the college’s student diary.

§ Key information for staff will be published in the Staff Manual.

§ Student Management and Wellbeing staff will regularly promote the policy through discussions with students, both individually and in larger groups.

§ Posters will be placed in key areas of the College.

§ Brochures will be distributed to students.

APPENDIX 1: INFORMATION FOR STUDENTS

It includes:

§ Repeated name calling, teasing or put-downs

§ Purposely leaving someone out of activities

§ Damaging, removing or hiding belongings

§ Demands for money or possessions

§ Physical violence or threats

IT IS THE RESPONSIBILITY OF EVERYONE TO MAKE SURE BULLYING AND TEASING STOP. TELL SOMEONE.

SEVEN WAYS TO SAY NO TO BULLYING

1. By showing that you are not upset or angry you are giving the bully the message you are strong. (It’s okay, if you yell or get upset later.) Taking some strong breaths will help you stay calm.

2. When you let your hands hang loose by your sides, you are giving them the message that you’re relaxed and you’re not afraid. (Even though you are a bit.)

3. When you stand up tall, you are giving the message that you’re not going to be pushed around.

4. When you look a bully in the eye, you are giving them the message that you are in control and they can’t be the boss of you.

5. When you speak in a clear and steady voice, you are giving them the message that you know what you want and you’re going to get it. (Think of the voice your parents use when they say ‘NO’ and really mean it.)

6. When you tell the bully ‘Stop it’, or “Stop it, I don’t like it when you …….. I want you to stop” you are giving them the message that you are boss of your self.

7. When you calmly turn and walk away you are giving them the message that you are not going to let them hurt you.

APPENDIX 2:

INFORMATION FOR PARENTS

Background Information on Bullying Behaviour

As a parent you may suspect or know that one of your children is being bullied or is bullying others.

Your feelings could include anger, guilt, or despair. You may realise that more than one person is suffering, that the hurt is multi-faceted and is not isolated to your child only. You want to know that when your child is at school they are in a safe, secure and happy environment. When bullying occurs you expect it to be dealt with promptly.

Research indicates that bullying has long-term mental health effects and that bullying doesn't just happen at school. You may have seen or experienced bullying in the workplace, in someone's home, at a shopping centre or on the sporting field.

What do I do if I believe my child is being bullied at school?

1. Listen to your child

It is important to gain an understanding of what your son or daughter is feeling and experiencing at school. By listening to them you can reassure him/her that the problem can be resolved. If you believe that a meeting with the school is necessary, let your child know this and treat this step as part of a normal process.

2. Ring the school to make an appointment

Arrange a suitable time to meet one of the following people to discuss the situation: the Year Level Coordinator, the Sub school coordinator, the Student Wellbeing Coordinator or the Assistant Principal.

3. Prepare for the meeting

You may have made notes from the discussions you had with your child. It's best to have some prepared notes as you may forget important points. The first meeting may or may not involve your child so discuss this with him/her.

4. Attending the meeting

In order to promote a partnership approach to this issue, it is important to establish a positive relationship at the meeting. During the meeting it is important to focus on your child's educational wellbeing rather than dwelling on the person who has been bullying your child. The following suggestions are presented to assist you during the meeting:

Outline the problems for your child as you see it.

· Ask what the school can do to address the issues.

· Take notes of any strategies that the school suggests.

· Offer suggestions that you think may be helpful.

· Let the staff member know that you are willing to support the school with the suggested strategies and ask if there is anything that you can do at home to assist.

· Suggest that the strategies be monitored over a two week period and are followed by another meeting to discuss progress.

· It is important for you to raise any issues or concerns that arise during the meeting as this maintains an open and honest partnership.

· If your child has not attended this meeting, decide how he/she will be informed about the decisions you have reached with the school.

· Acknowledge the positive outcomes from the meeting and set the next meeting date.

5. After the meeting

Having established a partnership approach to dealing with bullying issues you can now reflect on the meeting and the agreed strategies. If further issues or ideas arise at any time, your established relationship with the school will assist you in working through these.

Frequently Asked Questions

Q: My partner believes that being bullied at school is just a normal part of growing up. What do you think?

A: When bullying is seen as just a normal part of growing up, it allows such behaviours to continue. Research tells us that bullying is a long-term mental health issue and that young people who experience bullying are three times more likely to be at risk of having depressive symptoms when compared to those not reporting such experiences. Failing to address bullying behaviour sends the message that bullying is acceptable. Bullying is not normal, nor is it acceptable.

Q: On a daily basis my daughter is followed around the playground by two other girls who whisper and laugh behind her back. When she asks them if there is a problem they just laugh at her and walk off, leaving her confused and upset. Is this bullying?

A: Yes this is bullying. Girls generally tend to bully in different ways to boys. Ostracising other girls, spreading rumours, whispering and laughing about a girl's appearance or clothes are some examples. Your daughter does the right thing when she questions the girls about their behaviour. Her next step could be to let them know that she doesn't like what they are doing and that she would like them to stop doing it. By speaking clearly and assertively to the girls she is letting them know that she will not tolerate bullying behaviour.

Your daughter may also like to talk to a teacher about what has been happening. The school may want to address the issue through specific classroom activities. These activities could include reminding students of strategies that the school has in place to respond appropriately when bullying incidents arise and the importance of letting an adult know when school rules are being broken. The classroom teacher may choose to organise some role-plays - where students take turns in 'acting out' the various options available to them when bullying occurs. These activities will help to reinforce what is and what is not acceptable behaviour.

Q: Our son won't tell anyone at school that he is being bullied. He thinks that dobbing will only make the situation worse. What should we do?

A: Students are more likely to report incidents of bullying when it is part of normal school practice. Students need to feel that they will be taken seriously when they do report and that there is no stigma attached to reporting bullying behaviour.

Some students believe that it's not cool to dob and this view unfortunately is reflected in some sections of our society. The code of silence is another example of how bullying, harassment and violence can thrive in the school grounds as it does in some sports.

Schools and families can explore how concepts and terms such as dobbing and the code of silence can actually allow bullying to continue unchallenged and unreported. Let your son know that dobbing is a term often used by students who bully and it allows bullying to continue unless the behaviour is reported.

Q: My son was given a detention because he hit a boy who had been bullying him for months. I don't think the school has done the right thing and I want to know what I should do about this.

A: Any acts of violence or aggression are unacceptable and schools are expected to respond to such behaviour in line with the school's Student Code of Conduct. Unfortunately, some children don't tell their parents or the school when they are being bullied and attempt to stop the bullying - like in your son's case - by taking inappropriate action. The school will have anti-bullying strategies in place to help students respond effectively to bullying and other unacceptable behaviours. You may like to arrange a meeting with the school to discuss the issue and to ensure that your son knows what to say and how to act if he experiences bullying in the future.

4. PROMOTION POLICY

RATIONALE:

This policy has been developed to

address our College Charter priorities and goals re student engagement and achievement
promote the value of academic excellence in the College community
provide consistent guidelines to all members of the College community about what is required in order for a student to be promoted from one year level to the next

AIMS:

to promote the realization of academic potential
to increase levels of student engagement with their work by providing a clear indication of what is required in order to be promoted
to inform parents/guardians and students of the College Council’s policy and processes concerning promotion
to develop strategies to address student academic achievement and work ethic

REQUIREMENTS:

All students must meet the requirements of the College’s attendance policy. VCE students are required by VCAA to maintain an attendance rate of 80% per unit to be eligible to pass VCE units. The College requires students in Years 7 to 10 inclusive to also attend 80% of classes per subject in order to pass a subject.
Each semester, students in Years 7 to 10 are required to pass English plus five other subjects in order to be automatically promoted. Of the five subjects, at least two must be core subjects. Core subjects are Maths, Science, History, Geography, Physical Education, Commerce and Italian (at Years 7 and 8).
Students in Years 7 to 10 who do not meet requirements 1 and 2 will be considered on a case by case basis. The year level coordinator will seek the advice of the student’s teachers, will consult with other staff (e.g. Student Wellbeing coordinator, the sub school coordinator, the administration, the M.I.P.s coordinator), and the parents/guardians and convene a meeting, if appropriate, to discuss the situation. Students in this category may be promoted, promoted on probation or recommended to repeat the year. The guiding principle for the College will be to do what is in the best interests of the individual student.
Students in Year 11 must have passed at least 9 units from Unit 1 and 2 subjects and be able to meet the English studies requirement in order to access Year 12.
Integration students will have their situation assessed through PSG (Program Support Group) meetings and the Integration coordinator will then make a recommendation about what is most appropriate for the next year.
The final decision about promotion will be made by the Principal taking into account the recommendations from point 3 and 5 above.

5. STUDENT WELLBEING POLICY

Rationale:

· Student Wellbeing is inherent in the development and implementation of all policies at Kooweerup SecondaryCollege.

· Our college endeavours to promote a healthy, supportive and secure environment for all young people and to raise awareness of what makes students resilient, to develop strategies to reduce vulnerabilities and to increase coping skills.

· Students are best equipped for success when their emotional, social, physical and academic needs are all being addressed.

Aims:

· The college is a positive environment in which all teachers assume responsibility for student wellbeing, endeavouring to provide successful experiences for all young people.

· It is a place where young people feel safe and secure in a supportive environment and where a sense of belonging and wellbeing are strengthened.

· Young people develop positive social behaviours and problem solving skills.

· Staff are confident, skilled and proactive in the management of student wellbeing issues.

· Communication processes and protocols are clear and well known to ensure the effectiveness of student wellbeing support.

Implementation:

· Student Wellbeing is a shared responsibility between school, home and the community.

· The college will appoint a staff member who will coordinate student wellbeing across the college.

· The college will adopt a proactive and strategic stance with issues of student wellbeing. Comprehensive and integrated support to all young people will be provided via the four levels of intervention:

- primary prevention

- early intervention

- intervention

- restoring wellbeing

Refer to: ‘Framework for Student Support Services 1999’.

· The college will implement wellbeing support structures and programs which prioritise and address the identified needs of individual students or the school as a whole and that help implement the aims of the policy. Refer to:‘Framework for Student Support Services 1999’.

· The college will endeavour to implement and maintain programs such as: -

Loss/Grief program

Student/Teacher Buddies/Mentors

Peer Mediation

Drug Education, including the “Why can’t you smoke in school program’

Programs across the school to develop resilience, social skills, conflict resolution and problem solving eg: - ‘You Can Do It’, ‘Me, Myself and Others’, ‘Stop, Think, Do’

Pastoral care/activities.

Parenting programs

· The college will provide the following support structures: -

· Monitoring of, and responding to, protracted student absences

· Trauma Management plan

· Protocol for Mandatory Reporting, including support for students 17 yrs and over

· Student Support Groups for young people in need

· Addressing Bullying policy

· Assistance with uniform and books

· The college will also access outside services to provide support for students and staff which include: -

· Psychologist for psychological and academic assessment

· Mentors – providing support for ‘at risk’ children

· Department of Human Services case managers and support workers

· Social Workers to provide services such as counselling, social skills and anger management programs.

· Adolescent Health Nurse to provide counselling and to assist with programs

· Relevant DE&T support staff

· C.A.S.A. [Centre Against Sexual Assault]

· Child and Adolescent Mental Health services (CAMHs)

· Strengthening Families

· School Focussed Youth Service

· Uniting Care Connections/ Grassmere

· Windermere Family Services

· Alternative school settings eg Myuna Farm, Burremah, Blackwood

· St Vincent De Paul

· Service organisations eg Rotary, Masonic Lodge

· The college will endeavour to cater for: -

· Children identified with specific wellbeing issues by creating support groups, developing appropriate individual programs including goals, monitoring performance and behaviour, and providing ongoing support.

· Longitudinal data (eg term reports to College Council) will be collected regarding frequency and types of wellbeing issues, so as to monitor and review school based strategies and approaches.

6. INTEGRATION POLICY

Rationale:

· Students with disabilities have a right to attend a mainstream government school, and to have their individual needs addressed.

Aims:

· To provide all students with learning opportunities that cater for their individual needs.

· To ensure that students with disabilities have programs tailored to meet their individual requirements.

· To increase the level of participation of, and to integrate as fully as possible, students with disabilities and/or problems with schooling into College programs.

Implementation:

· All students with disabilities are welcome at our school.

· A staff member will be assigned responsibility to coordinate the Integration program at our school, including the coordination of applications for funding, the supervision of Integration Aides, the coordination of Program Support Groups, the development and implementation of program budgets, coordination of staff professional development and all other issues related to students with disabilities and their respective program needs.

· The appraisal process for applications will occur at the earliest opportunity to provide the maximum potential for applications to be successful, and to ensure a smooth transition for new students into our school setting.

· The Program Support Group process will be fully explained to all parties.

· Program Support Groups will be established for students with disabilities to facilitate curriculum planning and resource provision.

· Program Support Groups will be invited to meet at least three times per year, and will make recommendations to the Principal regarding the development and implementation of individual student programs including student achievement goals, timelines and methods of evaluation, the use of support staff and external consultants, and the use of any additional resources required. All meetings will be documented and available to all members. Teachers and parents/guardians may request that additional Program Support Group meetings be held.

· Communication with relevant consultants and support agencies will be undertaken on a needs basis.

· All curriculum programs will be inclusive of all students as far as is practicable.

7. POLICY: PARENT/GUARDIAN CONTACT

RATIONALE:

This College has an open door policy! We welcome visits from parents/guardians and community members to discuss any issues of concern to them.

AIMS:

· To encourage extensive contact with our College community.

· To assist our parents and community to understand College policies and procedures.

· To establish a two way supportive environment.

GUIDELINES:

· We ask that an appointment be made, to avoid embarrassment if personnel are not available.

· Parent/Teacher nights will be conducted once a Semester and Interim Reports supplied on request.

· Assistance and participation is encouraged in many College programs.

· All parents/guardians are requested to initially report to the General Office to identify themselves and their purpose when visiting the College.

· Initial contact for parents wishing to discuss their child’s progress will be with the appropriate Level Co-ordinators and/or Junior/Senior School coordinator.

· All welfare matters will be dealt with by the Student Wellbeing Coordinator.

· Parents/guardians wishing to collect their children from the college before 3.15pm must follow the ‘Collection of Students’ policy guidelines.

8. POLICY: COLLECTION OF STUDENTS

Rationale:

· We seek to provide an open and friendly learning environment, which understands there may be occasions where students have to leave the college before the end of the school day. We also recognise our duty of care and responsibility to ensure that only legal guardians or their authorized representatives collect students from the school. This is particularly important where there are custody arrangements, intervention orders and safety concerns involving a student at the college.

Aims:

· To provide a safe and secure environment for our students and staff

· To ensure that students are safely collected from the college when they need to leave before 3.15pm.

· To establish protocols and procedures that effectively monitor and manage students leaving the college before the end of the school day.

Implementation:

· All students who need to leave the school grounds before 3.15pm must provide a note signed by their parents/guardians explaining the situation and the time the student needs to leave. The note must be signed and dated by the parent/guardian. This note must then be shown to the relevant level/subschool coordinator or Assistant Principal who will countersign it.

· When students in Years 7 to 10 need to leave the school:

-They must remain at the General Office until collected by parent/guardian or authorized representative whose name, contact details and signature are registered at the college.

-The person collecting the student may be required to provide proof of identity, including photo, and where the person is not the parent/guardian, he/she will also need to provide proof that he/she is authorized by the parent/guardian to collect the student.

-The person collecting the student will sign out the student in the register provided at the General Office.

· Students in Years 11 and 12 may sign themselves out but must still provide an appropriate note.

· Where a student needs to leave the college and then later returns before the end of the school day, the procedures outlined above for leaving will be followed and on the student’s return the responsible adult will sign the student back in.

· The above mentioned process for managing and monitoring student early leavers will be published in the school newsletter and communicated to students at level meetings.

· Under the Summary Offences Act 1966, the principal reserves the right, and has the authority to prohibit any potential visitor from entering or remaining within the school, and also has the authority to invite or exclude people from using or being within the school boundaries outside school operating hours.

COLLECTION OF STUDENTS FROM SCHOOL BY ADULTS WHO ARE NOT PARENTS OR LEGAL GUARDIANS.

Parents/guardians may choose to provide the following information so that it can be kept in the student’s file.

From the date stated next to the Parent/Guardian’s signature and until further notice, the

people listed below have permission to pick up ………………………………(Name of student)

of Year …………… from Kooweerup Secondary College

Signature of Parent/Guardian: …………………………………... Date: …………………

Parents/Guardians are responsible for ensuring that all details are correct and that information is kept up to date.

PEOPLE AUTHORISED TO COLLECT THE STUDENT ARE:

NAME AND PHOTO IDENTIFICATION

OF PERSON. Please attach a photocopy:

Licence: Only photo and name required (other details can be blanked out) or other appropriate identification which includes a photo

Signature of person in the photo:

……………………………………………….

Contact Phone No: ………………………….

Signature of person in the photo:

……………………………………………….

Contact Phone No: ………………………….