Student Welfare Policy

“Challenging, Cooperating, Achieving”

Revised 2004

(Paul Henryon)

GOALS OF STUDENT WELFARE

“to develop self confidence, resilience, self esteem and a respect for others.”

Our aims are:

• to nurture the self esteem and resilience of students,
• to foster values in students
• to teach social skills and citizenship to students
• to care for the physical and emotional well-being of students

Staff are expected to take responsibility for the duty of care of all students and to inculcate a pedagogy that supports these aims.

Children are expected to take responsibility for their behaviour and their learning. 

Our aims are designed to provide children with the capabilities to understand that responsibility and exercise that responsibility.

IMPLEMENTATION

The welfare of students is critical to the achievement of their potential. Student Welfare is embedded in the curriculum as well as being supported by specific policies. Teach formally, incidentally, continuously. 

POLICIES

• Anti-Bullying Policy
• Learning Assistance policy
• G & T policy
• Playground Supervision policy
• OH & Safety Guidelines
• Critical Incident Guidelines
• Excursion policy
• Traffic & Pickup/set down of children policy
• Uniform
• Sun Smart Policy

 

Student Management Principles

• All children have the right to feel safe at school.
• All children have the right to learn in a safe, supportive environment.
• All children have the right to be treated with respect.
• All children are expected to take responsibility for their behaviour.
• All behaviour has consequences.

 These elements are critical in our policy:

• sound classroom teaching/ learning strategies
• a challenging, motivating and relevant learning program
• consistency across the school
• team approach
• collegial support
• open communication .
• a positive environment
• clear expectations and consequences
• positive and productive parent staff/ student rapport

Forrest Primary School will foster an atmosphere of cooperation in which people’s feelings are respected and where students’ self esteem is valued and supported. Collaborative problem solving with all stakeholders will be employed to encourage and support acceptable behaviour. Children will be assisted to choose behaviours that have positive consequences. Inappropriate behaviour has logical, consistently applied consequences.

Roles in Student Management

Classroom teachers, parents, school executive, colleagues, counselor and special needs team cooperate in implementing the policy.

Students who are not complying with established classroom and playground procedures are a school responsibility with all staff working together to successfully manage children.

Teachers, from week one of every year, will:

• establish and maintain open communication and trust with and between students
• approach executive and colleagues to set up a support network  
• discuss rights, rules, responsibilities and consequences in a class meeting forum
• display rules prominently in the classroom and revisit regularly
• develop social skills in students through explicit teaching practices
• develop a positive rapport with each student and establish a supportive classroom.
• communicate with parents for a shared approach to assisting children

Support Teachers operating outside the usual classroom setting should follow the same procedures for each of the classes they take. This will mean setting up rules, time out areas, rewards and positives. In addition, it is important that strategies and consequences are in line with the procedures established across the school.

Executive (School Leader C)

• will act as a mentor and offer on going advice and support so that classroom teachers experience success.
• will be proactive in monitoring of classroom climate and student teacher interactions
• will run a session at the beginning of the school year revisiting student management procedures with classroom teachers and specialist teachers so that all are clear and committed to a consistent approach in keeping with school philosophy.
• will be an important link between the student, classroom teacher, the school executive and the home.

Executive have a dual role in ensuring staff and student welfare.

The Principal and Deputy Principal

• provide support for team leaders.
• play an active role when individual behaviour plans are not succeeding, e.g. contacting the parents, setting out the details of a new behaviour management plan
• make contact with outside agencies
• liaise with the school counsellor.
• supervise the operations of Central Time Out
• suspend students according to Departmental Policy where necessary
• provide ongoing PD opportunities for staff to increase their repertoire of strategies for managing behaviour and facilitate networking

Special Needs / behaviour management team

In serious cases, a team will be established to monitor and support the child in need. The team should include, as available, the classroom teacher, the deputy principal, the school counsellor and a colleague with expertise and experience who is willing to assist. On occasion, an outside behavioural support teacher may be called upon as outlined in the Protocols for Student Management.  It is imperative that the team keep the parents informed and work closely together.

Counsellor

The school counselor will work as part of the Special Needs Team and work collaboratively with class teachers to provide support and to assist in formulating Individual Learning Plans and classroom strategies for managing student behaviour. The counselor can also work directly with the student and parents. The counsellor can liase with behaviour management specialists and can refer to outside agencies.

 

Useful questions for staff and students experiencing problems

What am I doing? 

Is it working? 

What do I want?  

What else can I do?

 

RULES AT FORREST SCHOOL

RESPECT EACH OTHER AND OUR PROPERTY.

BE IN THE RIGHT PLACE AT THE RIGHT TIME.

HANDS OFF, FEET OFF.

 

Student Management guide for Teachers

Forrest School bases its student management on a principle of creating a supportive learning environment.  The main objective of our behaviour management policy is to create an environment in which children can learn happily and teachers can teach effectively.

We discuss and judge the behaviour, not the child.

If a child chooses not to follow the rules they can be given a low level warning.

For further non-compliance or disruption the child is directed to sit in a class time out area to think about appropriate behaviour. (Less than 5 minutes)

Re-entry to the group is following discussion with the teacher who is assured by the student that they are ready to follow the rules.

If a student cannot sit quietly in class time-out they should be sent to another class for a set period. (The Executive Teacher may be available).

Serious violence or refusal to go to time out results in a teacher filling in a Central Time Out slip and sending the child to the Deputy Principal at the Front Office. If a child is non-disruptive, but non compliant, another student may deliver the blue slip which will be followed up by the Deputy as soon as convenient.

If a child is threatening the safety of other children and being totally non-compliant and disruptive, the teacher will send the red emergency card to the front office so that an Executive Teacher, Deputy Principal or Principal can follow up immediately.  If necessary the teacher will calmly remove the class to another venue.

 

Use of Physical Restraint

ACT Department of Education guidelines are contained in the Student Management Manual Vol 1, L-35

 Physical intervention must not be used for enforcing compliance.

5.71.1

Teachers may use physical restraint when acting to prevent students injuring themselves or to prevent students injuring other students. This should be a last resort. The force used should be no greater than reasonably necessary and should be for the minimum time required to achieve its aim.

 5.71.2

If a teacher has serious personal safety concerns, it may be reasonable in the circumstances to decline to intervene and to call for assistance.

Early intervention, crisis communication and evasion skills are effective strategies to de-escalate conflict situations. An important question to ask oneself is

 "IS WHAT I’M DOING AND SAYING HELPING TO  CALM  DOWN THE SITUATION?"

Central Time Out Referral

Name of Student ___________________________  Date___________________

Name of Teacher ____________________________  Time______________

Reason

• Violence toward staff / student
• Verbal abuse staff /student
• Non-compliance
• Continual disruption
• Unsafe play
• Other

Strategies employed today

• Time Out in class / logs
• Time Out in another class
• Time with Exec Teacher

Student to remain in CTO

• For remainder of session / Specify time
• Until work sent is completed
• Until behaviour plan is complete
• For the remainder of the day 

 

Individual Behaviour Plans

These may take different forms depending on the nature and severity of the behaviour problem

• in class with class teacher ( simple short term)
• for a particular session where child regularly has difficulty coping, eg., PE, LOTE
• playground plan
• Central time out (CTO)
• Individual Learning Plan which is based on behavioural outcomes rather than academic progress

As a part of classroom management some children may require an individualised behaviour management strategy to modify and change inappropriate behaviour. This should always be based on positive reinforcement. Catch the child doing the right thing!  Any behaviour plan should be as easily applied by those roving teachers as it is by the regular classroom teacher. (eg charts rewarding simple goals) Effective plans will make provision for information flow among staff, student and parents. At teachers’ request through Special Needs, a behaviour team will be established to support the process.

 Open communication at all stages in the management of behaviour is critical to a team approach.

The plan should match the situation, concentrate on explicit particular important behaviours and, be individualised and should meet individual needs. For the duration of the plan the student should be encouraged, given feedback on achievements and be given opportunities to develop responsibilities. The aim is for a child to achieve success.

 

CTO Plans

Where children are sent to Central Time Out, either during class or play time, a simple behaviour plan will be completed by each child prior to their return to their room or the playground. This will vary in detail for Kinder to Year 6 and depend on the skills of the child. Fundamental questions will be What did you do? What rule did you break? What else could you have done? What are you going to do on return to class? How will you fix things up? At  the simplest level it will take the form of a picture of what the student did and a plan showing a picture of the future behaviour when returned to class or play. The Deputy or member of executive will work through this plan with the child, and a copy will be shown to the teacher who had a cause for concern to ensure all issues have been addressed and that the child has taken responsibility for their own behaviour. If a teacher is not satisfied with the content, another plan will be made until all parties are happy that the student’s plan shows understanding of the seriousness of the behaviour and the rules broken, as well as a commitment to positive behaviour and ways of dealing with the situation in the future. Copies of these plans are kept in a Central Time Out record in the Deputy’s office.

When sending children to CTO a blue slip should be completed by the staff member, showing the steps previously employed. These are available in every classroom. When children have visited CTO for a very serious offence, or where behaviour is repeated within a short time frame, parents will be contacted by the Deputy Principal.

 

Long Term Behaviour Plans Made With a Student In Extreme Cases.

(Refer to the Protocols for Student Management chart.)

These may be incorporated in the Individual Learning Plan of students who are receiving STA support or itinerant specialist help.

Other individuals who have not responded to class and CTO interventions may require a formal document which is agreed to by student, parent and staff, signed by the Principal and arising from serious ongoing noncompliance. This is a rare last resort with suspension as a next logical step

The elements of a good behaviour plan are:

• Ownership  by the student who is committed to following it
• Limits set for behaviour and duration of the plan
• Acceptance by all who negotiate the plan
• Direction and progress towards goals evident to the student
• Systems perspective....  structures in the school and system are evaluated

For the plan to work it must be:

• Simple, Achievable, Measurable.
• Outcomes should be real.
• Small rather than large changes are to be expected. 
• Realistic and Repeatable.  
• Immediate, to be started straight away.  

In dealing effectively with the behaviour of students we are also dealing with the welfare of students, the parents and the teachers.

 

Special Needs

Special Needs meetings will be held prior to the commencement of the new year’s classes for particular students who require intensive support. Those attending will be the deputy, counsellor, previous year teacher and or Executive teacher. The parent may be included.

Special Needs Teams will be formed at any time during the year for each student who is nominated by staff. The group will consist of deputy, counselor, class teacher, executive and nominated colleague(s) who may know the child well. The purpose of the team is to collaboratively propose strategies and support for teachers in assisting children in need, whether social, academic, or behavioural problems present. Follow-up of the recommendations and monitoring is the responsibility of the Deputy and class teacher.

 

Playground Supervision

Teachers will be prompt to their designated area where they will stay until relieved. Any swaps of duty must be noted on the daily news.

 Staff carry the emergency playground pack which contains the following:

•  bandaids
•  “I am sick” notes
• 1 sanitary napkin
• 3 rubber gloves
• 2 “Emergency” help notes
• House point tokens – Flinders, Dampier, Phillip, Cook
• 1 pack tissues
• Savlon antiseptic cream
• Plastic clip lock bag for waste
• C. T. O. slips
• Pencil

Duty involves:

• Actively patrolling, paying particular attention to equipment, toilet areas and boundaries
• Checking that children have hats and footwear
• Monitoring eating and rubbish disposal
• Ensuring games are appropriate and safe
• Scanning the environment for hazards
• Helping children with social and interpersonal problems
• Being available for first aid
• Issuing permission to go to sick bay, or inside

Playground Time Out

Children breaking the rules will be reminded of safe play and school policy.

Continual disregard of rules or serious breaches will result in teachers instructing students to have quiet thinking time on the painted logs. Other students will not be permitted in the painted area. The teacher on duty will either dismiss the child from the logs after receiving an assurance that the child will behave responsibly, or hand over supervision to the relieving teacher. An alternative consequence is for a student to be instructed to walk with the teacher where they will be closely supervised and or counseled.

Very violent or unruly behaviour will result in children being asked to go to Central Time Out for the remainder of the play period. The Deputy will then follow up the issue and impose further sanctions on play. Return to the playground will need a behaviour plan and may be graduated.

Supervised Alternative Play

Some children have social skill deficits and need support. They may need respite in a calm environment. Any executive teacher may issue an Alternative Play pass to individual children who are required to spend a particular lunch time in the library, practising positive social interactions with a supportive peer. Other children may also have an Alternative Play pass for inside play as desired. Boxes of games are stored in the library for recreational use at lunch.

PLAYGROUND INCIDENT RECORD

NAME:

DATE:  CLASS:

LUNCH AFTERNOON TEA

BEING IN THE RIGHT PLACE AT THE RIGHT TIME Out of bounds Inside the building  Ignoring bell Not wearing sun-smart hat

HANDS OFF, FEET OFF Fighting Hitting  Kicking  Spitting  Wrestling  Biting  Throwing

RESPECT EACH OTHER AND OUR PROPERTY Striking Teacher Disobeying Teacher  Arguing with Teacher  Abusive Language  Racism  Swearing  Sexual Harassment  Teasing  Provoking  Taking or damaging property of others

COMMENT:          TEACHER: RESOLVED:  PLEASE FOLLOW UP:

 

First Aid Room

 Sick Bay guidelines

• In the first instance students who feel unwell or who are hurt will report to the teacher on class or on playground duty for assistance.
• The teacher on duty will decide if the student is able to go to sick bay or if a First Aid Staff should attend on the spot.
• Students who are still unwell but able to walk to sickbay will be issued with an “I feel sick” pass and be accompanied by a responsible companion to report to Front Office First Aid staff.
• First Aid Staff will complete an entry in the school register noting time and nature of treatment and plan.  (In keeping with Dept. regulations)
• Executive Staff will monitor the register, noting and following up on any incidents where unsafe play, suspect equipment, or student classroom avoidance are evident.
• Parents or emergency contacts will be informed immediately by the First Aid Staff if the condition is such that children need long-term rest or medical treatment.
• An ambulance will always be called whenever the situation is deemed serious and beyond the scope of First Aid Staff or parents to cope with the immediate condition.
• Student injury reports will be completed by the teacher on duty for any serious incident.

Teachers will monitor children on their return to class.  A note will accompany students on dismissal from the First Aid Room.

 

Forrest School Sick Bay Notice

Today ______________________________________ spent some time in sick bay for

 

_________________________________.

 

____________________________________(Officer)

 

___________(Date)

 

 

FORREST SCHOOL ANTI-BULLYING POLICY

Forrest School acknowledges that bullying is present in all schools. It is extremely harmful to the health, well being and academic progress of a minority of students. Forrest School does not tolerate bullying or harassment. All teachers are firmly committed to seeking an end to acts of bullying. We believe that actions taken by the school and parents can significantly reduce its occurrence.

Definition

1. Bullying is not just aggressive behaviour. It is actual hurtful behaviour directed by more powerful individuals or groups against those who are less powerful. It is not the same thing as quarreling between people of about the same strength. It is typically repeated, often enjoyed by the bully or bullies and never justified. It is experienced as oppression.
2. Bullying can take many forms, both psychological and physical. This may be direct as in name calling, insults or put down comments or hitting, shoving, bumping, stalking or obstruction. It may be indirect, as in exclusion and rumour spreading both verbally and through notes or Emails. It may include damage to another’s property or the setting up of humiliating experiences.

Rights

All students and staff at Forrest School have a right to operate in a safe, cooperative environment where each individual will be treated with respect and courtesy free from bullying.

Responsibilities

Creating a safe and fair environment is the collective responsibility of all members of the school community, teachers, students and parents. Students who experience bullying will report it. Students who see bullying going on will seek help to stop it. Teachers shall conscientiously implement our anti-bullying policy. Parents will pass on to teachers any concerns they note with their own children.

Specific Strategies

• Teachers will regularly inform children of what constitutes bullying and the procedures for dealing with bullying.
• The anti-bullying policy will be published in the newsletter each year, and parents encouraged todiscuss it with children.
• Staff will identify situations where bullying is occurring
• Staff will model positive social respectful behaviour
• Teachers will monitor student behaviour in the classroom, corridors and toilet areas and discourage bullying whenever it is observed. Playground supervision will be diligent.
• Victims will be supported with strategies. Extra counseling support will be sought where necessary.
• Protective Behaviour programmes will be taught K-6
• Social skill instruction will be part of the curriculum in every class.
• The SRC will play a role in monitoring and helping to maintain a safe environment. Class meetings will be held regularly.
• Buddies will support junior classes.
• The school will inform and work constructively with parents of both perpetrators and victims.
• Student Management procedures will be followed and recorded centrally.
• Forrest will implement a method of shared concern, where appropriate.

 

Other Relevant school policies and procedures 

Contacting parents

Parents will always be advised, as soon as practicable, when children are involved in serious behaviour management situations, injuries that may need follow-up care or action, or classroom difficulties with work or relationships.

The school expects and encourages similar communication from home when children are experiencing stressful situations eg death of a relative, change in ongoing family care arrangements or HW difficulties

Lunches:

Children are expected to have a healthy lunch and snack provided. Water bottles are essential:  teachers will encourage children to drink water during the day.  If children forget lunch, teachers will use discretion in contacting parents or providing a lunch from the canteen.  Children should be encouraged to let teachers know as early in the day as possible if they have a problem.

• The school will ensure bubblers are available for play-time and that water bottles are on hand during classes.
• The P&C will provide a varied and nutritious menu in the canteen for bought snacks and lunches.
• Teachers will supervise eating of lunches and contact parents if problems are noted.

Uniform:

All students are expected to wear school uniform. The canteen provides a full range of items.  A second-hand uniform pool will offer inexpensive clothing.  In cases of hardship children will be given uniform items.  On the day of an excursion, children not wearing uniform may be excluded.

Lost Property:

Named items will be returned to owners. Valuable items are kept at the front office.  Classes will visit a display of lost property at the end of each term to assist in placing as much as possible.  Unnamed school clothing that has not been claimed after six weeks will be donated to the clothing pool.

Traffic & Pick-up

Children are required to disembark and board cars from the supervised set down and pick up areas at the front of the school, unless parents are parked in legitimate parking spaces where access to cars is from the paths, not across the carpark.

 

SPECIAL NEEDS  REFERRAL REQUEST

please give to Deputy or Counsellor when complete.

A meeting will be called as soon as practicable(usually Tuesdaylunchtimes)

 

Name of Student

Year Level:

Class:  Current  Teacher  Last Year’s Teacher

Referring Staff Member

Date:

Concerns:

 Brief summary

• Actions taken, strategies tried so far:
•  Suggestions for further support needed:

 

Special Needs Group Recommendations and Action  (Attach plans as needed)

Implementation and Review

• This document is to be reviewed and revisited frequently.
• It is essential for all new staff members to be totally familiar with the document in order for there to be effective implementation of the strategies and processes involved.
• Parents, students and staff should be involved in any major review of the behaviour management policy

 

Related policies:

• ACT DEYFS – Student management & welfare for Government schools
• Inclusivity
• Indigenous Student Support

 

Forrest School Documentation

• Anti-Bullying Policy
• Learning Assistance policy
• G & T policy
• Playground Supervision policy
• OH & Safety Guidelines
• Critical Incident Guidelines
• Anaphylaxis Action Plan
• Excursion policy
• Traffic & Pickup/set down of children policy
• Uniform
• Sun Smart Policy