green valley islamic college...at green valley islamic college, we believe that a fair and positive...

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Green Valley Islamic College

Welfare Policy

First print - January 2010

Updated/Reviewed - January 2011

Updated/Reviewed - January 2013

Updated/Reviewed - June 2014

Updated/Reviewed - December 2014

Updated/ Reviewed - November 2015

Updated/Reviewed – June 2016

Updated/Reviewed – April 2018

Updated/Reviewed – Feb 2020

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Table of Contents

Page number

Rationale 3

Aim 3

Legislative Framework 3

Procedural Fairness 3

1.1 Positive Behavior Support School 4

1.2 Sentral – School’s Database 4

1.3 Diary Policy 4

2.1 Expectations 5

2.2 Parents 5

2.3 Teachers 5

2.4 Students 6

2.4.1 Pastoral Care 6-7

2.5 Provisions for Counselling Services 7

2.6 Provisions for students with disabilities 8

3.1 Specific Procedures for Disciplinary Consequences – Students 9

3.2 Corrective Disciplinary Consequences – Students 10

4.1 Suspension/Expulsion/Exclusion AND Procedures 11-15

4.2 Summary Table of Disciplinary Actions 16-17

4.3 Behavior Management- Positive Reinforcement 18

4.4.1Consequences Flowchart (Primary) 19

4.4.2 Consequences Flowchart (Secondary) 20

5.0 Appeal/Review of Disciplinary Action 21

6.1 Making A Complaint 22-23

7.0 Process of Investigating A Disciplinary Matter – Employees 24

8.1 Appeal/Review of Disciplinary Action – Employees 25

Appendices

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RATIONALE

At Green Valley Islamic College, we believe that a fair and positive approach to welfare and discipline is

integral to our success as a school. Positive discipline approaches provide opportunities for developing

learning environments which are safe and respectful, and where individuals feel valued. As such our

discipline policy is based on the belief that all humans have an inherent desire to better themselves, and

that we are all equal, worthy of respect and dignity.

Our policy is underpinned by Islamic beliefs of equality, respect and tolerance. This is reflected in our

school’s commitment to upholding the principles of natural justice and procedural fairness as stipulated

by Australian laws and legislation. Our Welfare Team guides the implementation of the Welfare Policy,

and ensures the pastoral care of our whole-school community.

The rights of all members of the school community are honored through a system which provides

support for students, parents, teachers, support and administration Staff. Green Valley Islamic College

does not support corporal punishment and it is not permitted under any circumstances as a means of

disciplining students.

AIM

At Green Valley Islamic College we aim to provide a trusted system which is fair and just for all members

of our school’s community through processes and procedures which meet the guidelines of procedural

fairness. This is to ensure that parents, students and staff are supported by processes which allow them

to maintain positive relationships and practices at all levels of our school.

LEGISLATIVE FRAMEWORK

1. Anti-Discrimination Act 1977

2. Racial Discrimination Act 1975

3. Disability Discrimination Act 1992

4. Sex Discrimination Act 1984

5. Workplace Surveillance Act 2005 (NSW)

6. Work Health and Safety Act 2011.

PROCEDURAL FAIRNESS

The principles of procedural fairness are fundamental to the success of our school. As such, our

practices and procedures at all levels are closely guided by the values of procedural fairness.

Procedures which have been developed for parents, staff and students will adhere to the guidelines of

procedural fairness to ensure a fair and just process for all. The essential elements of procedural

fairness are:

• The right to be heard: This includes the right to know of any allegation and the way in which

issues will be determined. It also provides the right of the student to respond to or explain their

version of any allegation.

• Impartiality: Any bias or perceived bias should be removed from the process. This may mean

involving other staff in the process.

• Justice: The consequence of inappropriate behavior should be reasonable, consistent and

appropriate.

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1.1 POSITIVE BEHAVIOUR SUPPORT SCHOOL

At Green Valley Islamic College we have proudly adopted the principles of Positive Behavior Support

(PBS) to guide our welfare and behavior management practices. This is a school wide program that

encourages positive behavior based on a system supported by all staff. PBS provides structures that help

students re-engage with the school environment. Students are provided with consistent opportunities to

set goals, evaluate progress and build positive relationships with appropriate role models from within

the school community. PBS encourages members of the school community to ‘unearth the values within’

through the demonstration of the five Values celebrated at Green Valley Islamic College. The five values

are:

• Respect

• Ownership

• Caring

• Knowledge

• Safety

These five values are the expected behaviors that are defined, taught and supported. Students are

rewarded in recognition of their demonstration of these values. Each year level from Kindergarten to

Year 12 is explicitly taught these values through programs which focus on positive social skills, friendship

building and an awareness of the rights of others. Every member of the school community, including

parents and administration staff are encouraged to demonstrate these values through their interactions

with students and each other.

1.2 SENTRAL – School’s Database

This is the school’s central database system. It is a software system that allows staff to include and

monitor students’ behavior. This system will be used to record incidences, both positive and negative

regarding student welfare and discipline. Issues and concerns raised by parents will also be recorded on

this system to ensure that records are accurate and secure.

1.3 DIARY POLICY

Each student owns a school diary to help them manage their time effectively and organize their

work/studies appropriately. The diary is an effective communication medium between teachers and

parents as parents can write in the diary and teachers are expected to respond. All students are

expected to bring their diary to every lesson. Positive and negative incidents are to be included in the

diary. Teachers need to sign the diary if a student needs to step out of the class, for example, the

restroom, sickbay, front office. Parents are required to sign the diary every week and the welfare

coordinators are to check and sign the diaries on a regular but random basis. If a student has not brought

their diary to school then they must be directed to the welfare coordinators.

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2.1 EXPECTATIONS

Crucial to the effectiveness of any policy is the ability of each individual to fulfil the expectations of its

guidelines. As such, our policy outlines realistic expectations which respect the rights of individuals, and

allow for a fair decision process based on inquiry and impartial judgement. These expectations outline

the roles and responsibilities of each person at each level of our school’s community. The precise

character of the partnership between parents, teachers and students will be unique to each student.

There are, however, certain expectations in common to all such partnerships.

A significant part of this partnership is to support students to develop a responsibility for their own

behavior. Behavior that infringes on the safety of others, such as harassment, bullying and illegal or

anti-social behavior of any kind, will not be tolerated.

2.2 PARENTS:

• are responsible for ensuring their children attend school, with all the requirements to enable

full participation in school activities. This includes the provision of necessary equipment and

careful nutritional choices for lunchboxes;

• share in the responsibility of shaping their children’s understandings and attitudes about

acceptable behaviour;

• assume greater responsibility for their children’s behaviour as they travel to and from school;

• support the school’s Positive Behaviour Support (PBS) program which focuses on social skills,

values and courteous behaviours through the Green Valley Islamic College PBS values of

Respect, Ownership, Caring, Knowledge, Safety (ROCKS).

• support the school curriculum through homework, reading and communication. This may also

include curriculum-related activities and events which are aimed at enhancing student

achievement and welfare outcomes.

• are responsible for their children adhering to the school uniform and homework policies.

• adhere to all school policies related to general welfare and safety of students and staff.

2.3 TEACHERS:

• are responsible for the education and care of students when at school;

• have the task of providing the best possible program to meet the needs, capabilities and

aspirations of each student by identifying key social skills and significant welfare matters;

• are also responsible for appropriately communicating with parents about the educational

progress and behavior of each student. This may include negotiated methods of

communication to ensure that parents are updated on their child’s behavior and academic

outcomes, both positive and negative;

• and all staff, implement the school’s Positive Behavior Support (PBS) program with a focus on

social skills, values and courteous behaviors through the Green Valley Islamic College PBS values

of Respect, Ownership, Caring, Knowledge, Safety (ROCKS);

• are responsible for keeping careful records of student progress, both personally and through the

school’s Sentral database; this includes school executive staff who are also responsible for

keeping records of incidences which may be referred to them;

• and all school staff, are required by law to notify the appropriate authorities in cases where

there are reasonable grounds to suspect that a student under 18 years of age is, or has been,

subject to concerns under the Child Protection legislation;

The classroom teacher is usually the first point of reference on matters related to the welfare and

discipline of the children in their care.

2.4 STUDENTS:

As children grow, they become more active participants in the partnership between home and school.

When the partnership is based on mutual respect, each partner will support the decisions and

responsibilities exercised by the others. Students are expected to:

• adopt the school motto, “Oh Lord Increase My Knowledge”, into daily school life;

• know their rights and responsibilities and endeavour to achieve them at all times;

• know the rights of others and take responsibility for their own actions by respecting those

rights;

• take responsibility for their own behaviour by following the school’s Positive Behaviour Support

(PBS) program with a focus on social skills, values and courteous behaviours through the Green

Valley Islamic College PBS values of Respect, Ownership, Caring, Knowledge, Safety (ROCKS).

2.4.1 PASTORAL CARE

Pastoral care program at GVIC incorporates a balance between the use of proven effective initiatives

(listed below), catering for students’ well-being/ safety, and Islamic values or ethos that lead to the

wholesome development of the student. Values education promotes the school’s five social skills

(Respect, Ownership, Caring Knowledge and Safety) and are targeted through Islamic stories/ Hadith on

a regular basis through Taleem sessions for Years 7-12, while it is incorporated with Islamic Studies once

a week for the Primary students. This will enable learning within a secure, balanced, supportive and non-

threatening environment. Staff members are responsible for providing the environment described

above.

The objective of the Pastoral Care program at GVIC is to recognise that:

• Each member of the staff has a valuable insight into the individual within the school;

• All communication with students is clear, frequent, supportive, coherent and accurate;

• It is the duty of the staff to guide the student intellectually, physically and spiritually;

• Cyber bullying sessions for High School with the Liverpool Youth Liaison Officer;

• Mental health sessions for High School with Head Space Liverpool;

• High School PBS committee to promote a positive school climate;

• High School peer support program to empower students to support each other and

contribute positively to society.

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The expected outcomes of the Pastoral Care program ensure that the students can expect:

• To be free to learn and mature personally, socially, morally and spiritually, academically and

physically, free of any prejudice or discrimination;

• Teachers to be competent, caring, equipped with all the necessary skills and are prepared;

• A classroom where they can learn free from distraction;

• Clear guidelines of behavior which are exercised justly and with compassion;

• Support in times of difficulty and sensitivity to individual needs;

• A safe school environment

• Year 12 students receive mentoring from high school staff to promote a safe,

productive and conducive learning environment;

• Mentally stimulating activities at lunch provided to high school students to

promote a positive school culture.

Some of the current initiatives include:

• Whole school structured lesson plans for Positive Behavior Support (PBS) that are part of

PDHPE program

• Buddy Program for Year 6 and the kindergarten students

• Friendship/ Buddy Bench for K-6 to help students make friends

• Annual Cyber Bullying Session for Year 6 with the local Senior Constable Mary Watson

• Anti-bullying program for K-6 with Life Education Providers

• Growth and Development Program (Puberty Sessions) for Years 5 and 6 for awareness of

physical changes and coping with it

• Health and Safety Day for K-6

• NRL Guest Speakers for K-6, addressing Peer Support, Active Lifestyle and Anti-bullying

• High school welfare incursions with Brainstorm Productions to address bullying, stress, anxiety and peer pressure;

• Sessions with Brainstorm Providers to target bullying

• High school camp to provide an opportunity for students to try new challenges

• Guest Speakers for high school to motivate students on accepting challenges

2.5 PROVISIONS FOR COUNSELLING SERVICES

Counselling is offered at Green Valley Islamic College to assist students to develop appropriate skills

and attitudes, and resolve problems in academic, psychological, emotional, and/or social contexts.

Counselling is done within the framework of the whole school community, involving staff and

parents as required. The counsellor is a member of the School’s Welfare Committee, and

consequently works within a team-based framework.

Counselling is generally on a voluntary basis. However, situations may arise where the School will

request a student to attend counselling, for example, in relation to behavioural or other welfare-

related issues.

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2.6 PROVISIONS FOR STUDENTS WITH DISABILITIES

Green Valley Islamic College is committed to providing a fair and supportive educational

environment for all the students enrolled at our school. Quality support is accessible by all of our

students including students with disabilities and/or impairments as identified in Disability

Discrimination Act 1992 (DDA1992) and the Disability Standards for Education 2005 (DSE2005). The

following principles provide a foundation to plan and implement provisions for students with

disabilities and/or special needs.

• Our students have the right to full access of an inclusive education through the NSW curriculum.

This will be through quality educational programs that respond to the needs and abilities of all our

students, including students with disabilities.

• The focus of learning programs is on the students’ abilities.

• Our students and their families, guardians and caregivers have the right to expect transparency

of process in relation to decisions made about the student. They are recognized as partners in a

supportive environment and to build self-esteem, resilience, independence, perseverance,

cooperation, leadership, tolerance, determination and initiative. In addition, to provide

opportunities for team building and the chance to recognize the skills and talents of others.

• School open day to promote, reinforce and recognize positive student behavior.

• Educational programs and student progress will be reviewed and evaluated regularly. This may

involve working collaboratively with the Special Education Teacher or appropriate person such as the

school counsellor.

• Due consideration will be given to each student’s disability and the ability of the school to provide

reasonable educational adjustments in order to meet their specific needs and disability

requirements. What is reasonable in terms of educational adjustments or in meeting a student's

special needs will ultimately be governed by the relevant anti-discrimination legislation.

• Consultation between Green Valley Islamic College staff and the parents/care givers of the

student is critical and should always focus on the student’s needs and school’s ability to provide

the best outcomes for the student.

• Students with disabilities have the right to appropriate curriculum and assessment through the

development of an individualized learning plan.

• Staff will be provided with appropriate training and opportunities to become familiar with,

understand and address their obligations under these provisions and relevant legislation.

• A positive and supportive school environment will be promoted and maintained for students

with a disability through the school’s PBS focus.

• The school may not be able to cater for some students learning needs due to no or lack of

specialized facilities and specifically trained teachers.

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3.1 SPECIFIC PROCEDURES FOR DISCIPLINARY CONSEQUENCES – STUDENTS

Students are required to abide by the School’s Rules and to follow the directions of teachers and other

people with authority delegated by the School. The rules include those formulated for the classroom,

the playground, and other areas around the school. These rules are based on three basic rights:

• The right to feel safe

• The right to learn

• The right to be treated with dignity and respect.

The rules of the school relate to the responsibilities of students in order that these three basic rights are

maintained. This is modelled through the school’s PBS program where positive social behavior and

practices are reinforced through encouragement and classroom practice.

Where a student disregards rules, disobeys instructions or otherwise engages in conduct which causes

or may cause harm and compromise the safety of themselves and others, the student may be subject to

disciplinary action. These procedures may also apply to behavior of students on the way to and from

school. The disciplinary procedures undertaken by the School will vary according to the seriousness of

the alleged breach. Please refer to the section on “Corrective Disciplinary Consequences” for more

detail.

The principles of procedural fairness are fundamental to these procedures. Sanctions must only be

applied following a process of procedural fairness.

Procedural fairness refers to what are sometimes described as the ‘hearing rule’ and the ‘right to an

unbiased decision’. The ‘hearing rule’ includes the right of the person against whom an allegation has

been made to:

• know the allegations related to a specific matter and any other information which will be taken

into account in considering the matter

• know the process by which the matter will be considered

• respond to the allegations

• know how to seek a review of the decision made in response to the allegations.

The ‘right to an unbiased decision’ includes the right to:

• impartiality in an investigation and decision-making

• an absence of bias by a decision-maker.

When advised of the allegation the student and parents will be informed of the procedural steps to be

followed in dealing with the matter. In relation to all matters to be investigated, students will be

informed of the nature of the allegation and given an opportunity to respond to the allegations. This may

involve students giving an account of the incident. This may also involve a meeting with the student and

their parents/caregivers. Parents who do not speak English will be given an interpreter. A record of all

meetings will be kept and documented on Sentral for future reference.

The sanctions imposed will vary according to the seriousness of the behavior, the age and the prior record

of the student. At the lower end of the scale, an apology or detention may be appropriate. For more

serious breaches, the behavior could result in suspension, expulsion and exclusion, following a process

incorporating the principles of procedural fairness.

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Corporal punishment is not permitted under any circumstance as a means of disciplining students.

Corporal punishment is also not sanctioned as a suitable means for parents or guardians to deal

with school related discipline issues.

Teaching staff are made aware of the Discipline Policy and Procedures via New Staff Induction, Staff

Meetings, School website and Well-being team meetings and Sentral training.

CORRECTIVE DISCIPLINARY CONSEQUENCES – STUDENTS

3.1.1 Student Conference – This is a low-level consequence for minor infractions. At this conference, the

teacher will clarify expectations and let the student know what consequences will be recommended or

assigned if the inappropriate behavior continues. At this stage this is an informal process and the

outcome of this conference will be recorded on Sentral for reference.

3.1.2 Parent Conference – For medium to high level transgressions parents are to be informed by

phone, letter or in person, depending on the nature of the incident. In some cases more than one

intervention may be required by the school to ensure a transparent and fair process for the student and

their family. Incidents will be explained to the parent and future consequences will be reviewed based

on the outcome of the intervention. With every parent conference a record of the interview will be

made and maintained for future references on Sentral.

3.1.3 In-School Disciplinary Consequences – These include Sentral input, teacher assigned In-school

Reconnection Meetings, After-school Reconnection Meetings, In-School Suspension, At-Home

Suspension, recommendations for counselling, expulsion and exclusion. Teachers should always refer to

the Behavior Management flowchart to familiarize themselves with the process so that administrators

may assign appropriate consequences.

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4.1 SUSPENSION/EXPULSION/EXCLUSION

At Green Valley Islamic College we believe that all students and staff have a right to be treated fairly

and with dignity in an environment which is free from intimidation, disruption, harassment and

discrimination. However, there may be cases where students display unacceptable behavior which

compromises the safety, security, schools values and ethos, well-being, welfare of the school

community, parents, other students and staff.

In such instances Suspension/Expulsion and Exclusion are available options which may be imposed by

the school following its policy and procedures. Parents will not be asked to keep students at home

without the formal imposition of a suspension unless this is for the remainder of a school day as part of

an approved behavior management program, or if the severity of the behavior warrants the immediate

imposition of a suspension.

In cases where suspension is considered as an appropriate disciplinary action, parents will be notified in

writing (template on Sentral) of the formal imposition of a suspension. This will be managed on a case-

by-case basis to determine the level of the imposition, dependent upon the nature and severity of the

behavior. Suspension, Expulsion and Exclusion will always be carefully considered before it is applied.

4.1.1 Definitions

Suspension is a temporary removal of a student from all of the classes that a student would normally attend at a school for a set period of time. Expulsion is the permanent removal of a student from one particular school. Exclusion is the act of preventing a student’s admission to a number of schools. In extreme circumstances, the principal of a school may make a submission to an appropriate authority, or to other schools, recommending the permanent exclusion of a student from the registration system of which the school is a member, or from other schools.

Suspension and Expulsion is part of a behavior management process at GVIC. Unless a child's behavior is

out of control on a particular day, and threatens the safety of other children, teachers or school

property, suspension is probably not the first step that teachers will use to help a child to control his

behavior.

The decision about whether or not to suspend a child, how long the child will be suspended, will

generally be made by the welfare coordinators after establishing:

• how serious the misbehavior is

• how often the misbehavior has happened

• how the student has behaved in the past

• how the student has reacted to other discipline

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Two students may receive different disciplinary consequences for doing the same thing. Although they

may appear to have behaved in the same way, other factors may mean that it is fairer to treat them

differently.

During the period of suspension the student will still be required to continue his or her school work.

The teachers will provide adequate work to cover for the duration of the suspension.

Suspension will be approved upon the consideration of the following points:

• Suspension is not intended as a punishment but rather as a strategy for managing

inappropriate behavior in accordance with the school’s Welfare policy.

• Suspension allows school personnel time to plan appropriate support for students to promote

successful re-entry.

• Suspension provides students with the time to reflect on their behavior, to acknowledge and

accept responsibility for their behavior, and consider the actions which led them to being

suspended.

• Suspension is guided by the principles of procedural fairness, which acknowledge the rights of

the individual to:

❖ be heard

❖ a fair and impartial decision

4.1.2 Why would a child be suspended or expelled?

Generally, the reasons why a child may be suspended or expelled are:

• Continued Disobedience: This includes but is not limited to breaches of the school discipline

code such as defiance, disrupting other students, refusal to obey staff instructions, use of

prohibited substances such as cigarettes, alcohol.

• Misconduct: when a student behaves inappropriately or irresponsibly. Such behavior includes

breaking school rules, being violent or threatening towards other students or teachers,

bringing weapons, display of sexual behaviours, drugs or alcohol to school, significant damage

to property and stealing.

• Other Behavior: This refers to any behavior that does not fit into the other two categories, but

that threatens the 'good order' of the school. This can mean a lot of different things, for

example behaving in a way that prevents other students from learning, bullying (including cyber

bullying), verbal abuse and abuse transmitted electronically through social media. Any behavior

deemed by the Principal to warrant suspension or expulsion. However, it does not generally

refer to minor things such as being untidy or talking too much (unless this behavior is extreme

and has been going on for a long time).

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4.1.3 Suspension

In determining whether a student’s behavior warrants suspension, the welfare coordinators will

consider the safety and welfare of other students and staff. Before a suspension is imposed, with

the exception of serious instances of misbehavior that impact on the safety or welfare of

students or staff, the welfare coordinators will:

• ensure that appropriate school student welfare and discipline strategies have been applied

and documented

• ensure that appropriate support personnel available within the school system have been

involved

• ensure that discussion has occurred with the student and parents regarding specific

misbehavior which the school considers unacceptable and which may lead to suspension. This

may be in the form of diary entry, telephone or face-to-face conferences, and/or letters of

concern sent to the parents.

• ensure that specific behavior management strategies have been applied to support the

student in managing inappropriate behavior.

4.1.3.1 Procedures

Before imposing a suspension or expulsion the welfare coordinator will ensure that measures

outlined in 4.1 above have been addressed and that a particular emphasis is given to procedural

fairness.

• A formal disciplinary interview will be convened with the student and the support

person/parent. An interpreter may be provided upon the request of the parent.

• Explicit information about the nature of the allegation(s) will be provided to the

student/parent.

• The student will be given the opportunity to respond to the allegations.

• The student’s response will be considered before a decision is made.

• Counselling would have been offered or done.

• Notification of suspension or expulsion will be made to the parents in a face to face interview

followed by a written notification within 24 hours.

• Minutes of the meeting will be recorded on the interview form.

• A work program will be provided for the duration of the suspension.

• Discuss with the student and the parents the implications of suspension and provide information relating to the right to and process for an appeal.

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4.1.3.2 Resolution

The welfare coordinators will convene a suspension resolution meeting of persons involved in

the wellbeing of the student. A Progress Report card will be issued to the student upon return

from suspension.

4.1.4 Expulsion

In serious circumstances of misbehavior, the principal may expel a student of any grade from

the school. An accumulation of 10 (Ten) suspension days in the last 12 months will result in an

expulsion.

4.1.4.1 Procedures

When considering expelling a student, the principal will:

4.1.4.1.1 Ensure that (except for serious incidents) all appropriate learning and support strategies

have been implemented and documented.

4.1.4.1.2 Notify the student and parent in writing that expulsion from school is considered

giving reasons for the possible action.

4.1.4.1.3 A formal disciplinary interview will be convened with the student and the support

person/parent. An interpreter may be provided upon the request of the parent.

4.1.4.1.4 Explicit information about the nature of the allegation(s) will be provided to

the student/parent.

4.1.4.1.5 The student will be given the opportunity to respond to the allegations.

4.1.4.1.6 Allow five school days for students and parent to respond

4.1.4.1.7 Consider any response from the student and/or parents before a decision is made.

4.1.4.1.8 Minutes of the meeting will be recorded in the interview form.

4.1.4.1.9 Should the principal decide to expel the student, he must ensure procedural fairness have

prevailed.

4.1.4.1.10 Discuss with the student and the parents the implications of expulsion and

provide information relating to the right to and process for an appeal.

Exclusion

Not limited to but if a student’s behavior relates to extremism, criminal activities, police and

court matter, the Principal in consultation with NSWAIS, Department of Education and other

relevant authorities will follow the procedures for exclusion of the student.

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4.1.4.2 Appeals

Students and parents may appeal if they consider that correct procedures have not been followed

and/or an unfair decision has been reached. Appeals must be in writing, addressed to the principal

stating the grounds on which the appeal is being made. Once the appeal is lodged, the principal will:

4.1.4.2.1 Deal with the appeal within 20 school days of lodgment.

4.1.4.2.2 Ensure that the person(s) making the appeal are kept informed of the progress of the appeal

4.1.4.2.3 Review all relevant documents

4.1.4.2.4 Ensure that relevant documents are made available to the person(s) making the appeal

4.1.4.2.5 Discuss relevant issues with appropriate parties and the person(s) making the appeal

4.1.4.2.6 Set up an impartial committee to decide on the appeal

4.1.4.2.7 Advise all the parties of the decision and the specific reasons for reaching the decision.

Refer to the Summary Table of Disciplinary Actions overleaf which further outlines specific behaviors

and related consequences.

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4.2 Summary Table of Disciplinary Actions

Summary Table of Disciplinary Actions

Unacceptable Behaviour Disciplinary Consequences

Electronic Devices 1st offence – the electronic device is confiscated for 1 week and recorded in Sentral/diary 2nd offence – the electronic device is confiscated for 2weeks and recorded in Sentral/diary 3rd offence – the electronic device is confiscated for 3 weeks and recorded in Sentral/diary More than 3 offences will lead to after-school detention and the incident recorded in Sentral/diary 4th or more offences to see Deputy Principal. If a student is caught using the device during school hours then it will be confiscated for two weeks. The parent/carer is required to pick up the device

Fighting/ physical abuse Recorded in Sentral/diary Parent/carer notified/meeting Minimum one day suspension and Progress report card Counselling

Forgery Recorded in Sentral/diary Parent/carer notified/meeting Minimum Half a Day Internal Suspension

Gambling Recorded in Sentral/diary Parent/carer notified/meeting Minimum Reconnection meeting

Chewing gum Recorded in Sentral/diary Parent/carer notified/meeting 1st Offence – Lunch Reconnection meeting 2nd Offence equates to after school detention

Gang Related Activity/harassment/ Bullying/Threats

Recorded in Sentral/diary Parent/carer notified/meeting Minimum one day suspension and Progress report card Counselling

Inappropriate displays of Affection/ indecent exposure/Inappropriate relationship/obscene

Recorded in Sentral/diary Parent/carer notified/meeting Minimum one day suspension and Progress report card Counselling

Improper use of the internet Recorded in Sentral/diary Parent/carer notified Minimum one Reconnection meeting and Counselling in severe cases.

Leaving class without permission/tardiness/truancy

Recorded in Sentral/diary Parent/carer notified by Welfare Coordinator Weekly Attendance card for a minimum 1 week 2nd offence will result in an after-school reconnection meeting followed by a Weekly attendance card and parents/ carer notified 3rd offence will result in one day suspension and Progress report card and Counselling 4th offence the matter is referred to the Deputy Principal

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Out of bounds area Recorded in Sentral/diary by the teacher on duty Reconnection meeting by the welfare coordinators Repeated offence will lead to an after-school reconnection Parent/carer notified

Robbery/theft Recorded in Sentral/diary Parent/carer notified Minimum 1 day suspension and counselling

Smoking

Recorded in Sentral/diary Parent/carer meeting Minimum 5 day suspension and Progress report card Counselling

Drugs/Drug Use/Substance Abuse Recommendations to the Principal for Expulsion

Vandalism/graffiti/damaging property

Minor vandalism will lead to 1 day Suspension plus Restitution Cost plus Behaviour Report Card and Counselling Recommendation for expulsion in extreme cases

Possession of weapons/dangerous objects

Item confiscated Report to Police and Counselling Suspension/expulsion will depend on the outcome of Police and School investigation

Out of uniform Recorded in Sentral/diary Parent/carer notified. Repeated offences will lead to Afternoon Detention.

Continued disobedience Recorded in Sentral/diary Parent/carer meeting Behaviour card Repeated offence lead to Parent meeting and one day suspension and counselling.

Harassment, Discrimination and Vilification towards other students

School Investigation Minimum One Day Suspension Parent/Carer Meeting Progress Report Card

Harassment, Discrimination and Vilification towards staff members

School Investigation Parent/Carer Meeting Recommendations to the Principal for Expulsion

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4.3 BEHAVIOUR MANAGEMENT – POSITIVE REINFORCEMENT

4.3.1 Merit System

To encourage a positive attitude to work and achieving to the best of one’s ability, the following scheme of awards has been developed. These awards are made for sincere effort and attitude as well as academic performance in class.

Pre-Achievement Award The Class teacher awards this to any student deserving of recognition. The award is presented to the student in class or anywhere else on the school grounds (Annexure 17).

Achievement Award This will be awarded to any student who gains 5 Pre-Achievement Awards The Class teacher awards this to any student deserving of recognition. The award is presented to the student in class.

Refer to Annexure 18– Achievement Award for viewing and photocopying purposes

Merit Certificate This will be awarded to any student at assembly who gains 5 Achievement Awards. The vice/deputy principal at Assembly will present it. Students should present the 5 Achievement Awards to the front office.

Refer to Annexure 20 – Merit Certificate for viewing and photocopying purposes

Medal After receiving a further 5 merit certificates a bronze medallion is awarded at Assembly Another 5 merit certificates will earn a silver medallion presented at Assembly A further 5 merit certificates will earn a gold medallion presented at Assembly

School Badge/Pennant Flag This is awarded as recognition of having received a further 5 merit certificates

Bronze Goblet This is achieved after receiving another 5 merit certificates

Silver Goblet This is achieved after receiving another 5 merit certificates

Gold Goblet This is the highest award achieved after receiving another 5 merit certificates

Attendance Award This is awarded at the end of each term at Assembly for 100% attendance (valued at 2 × Achievement Awards) including no late arrivals. Students with 100% attendance for any academic year will receive a trophy on Presentation Day.

Refer to Annexure 19 – Attendance Award for viewing and photocopying purposes

All awards are to be recorded by the deputy principal.

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4.4.1 CONSEQUENCES FLOWCHART (PRIMARY) The flowchart below describes the steps and processes for addressing student discipline concerns at

Green Valley Islamic College (Primary).

CLASSROOM BEHAVIOUR MANAGEMENT FLOW DIAGRAM

A cumulative of 10 suspension days in the current academic year, will result in an expulsion.

The discipline/well-being coordinator may refer the student to the school counsellor with parent/carer permission at any stage of the process. Once a decision has been made to expel or exclude a student (after going through the appeals procedure), that student will not be enrolled at GVIC again.

P a g e | 19

Stage 1: Official verbal warning + behaviour noted in students’ diary and Sentral.

Stage 2: Reconnection Meeting (lunch by Class/Arabic teacher) + behavior noted in students’ Diary & Sentral. Parent interview by Class/Arabic teacher and recorded on interview form.

Stage 3: Reconnection Meeting (lunch by Class/Arabic Teacher) + behavior noted in students’ Diary & Sentral. Parent interview by Class/Arabic teacher and recorded on interview form.

Stage 5: Behaviour Card A and counselling (to be issued by the Discipline Coordinator). If the student achieves a ‘Poor’ at least twice then they will move to the next stage. Parent interview by Discipline Coordinator and recorded on interview form.

Stage 6: Parent notification and interview by Discipline Coordinator + Reconnection Meeting + behaviour noted in student’s diary and Sentral.

Stage 8: Parent meeting + Suspension (in- school/home) + Progress Report Card (1 - 2 weeks) + behaviour noted in student’s diary and Sentral. Decision for suspensions made by Primary Deputy Principal.

Stage 9: Recommendations for Expulsion by the Principal

Stage 4: Reconnection Meetings (lunch by Grade Coordinator) + behavior noted in students’ Diary & Sentral. Parent interview by Grade Coordinator and recorded on interview form.

Stage 7: Behaviour card B and counselling (to be issued by the Discipline Coordinators. If a student achieves a “Poor” at least twice then they will move to the next stage. Parent interview by Discipline Coordinator.

Initial Stage: Verbal warning and behavior recorded in the class/Arabic teacher’s Behavior Record Book. Unofficial discussion with parent. Behavior linked to class Traffic Light System.

4.4.2 CONSEQUENCES FLOWCHART (SECONDARY)

The flowchart below describes the steps and processes for addressing student discipline concerns at Green Valley Islamic College (Secondary)

CLASSROOM BEHAVIOUR MANAGEMENT FLOW DIAGRAM

P a g e | 20

Stage 1: Official verbal warning + behavior noted in students’ diary and Sentral. Subject Teacher also calls home to inform parents of the issue and makes them aware of the consequences should misbehavior continue.

Stage 2: Subject teacher issues “Student Concern Letter” generated from Sentral. Parents are to sign and return to the issuing teacher. Subject teacher also notes in the student’s diary and informs the admin staff to send SMS to the parents advising about the letter in student’s bag.

Stage 3: In School Reconnection Meeting during lunch break with the subject teacher and the subject coordinator. The student completes “In School Reconnection Meeting Report” (Annexure 8) generated from Sentral by the subject teacher and noted in student diary. After completion, a copy of the report is sent home for parents ‘comments and filed with Welfare upon return. Subject teacher to inform Admin staff to send SMS to parents advising of the report with the student.

Stage 4: Welfare Coordinator issues “After School detention” and notes on Sentral. Welfare Coordinator informs parents at least 48 hours prior via phone-call and/or SMS and student diary. Detentions are to be held on Thursdays after school from 3:25pm till 3: 50pm. While on detention, the student completes “After School detention report” and a “Behavior Reflection Report”. A copy of this report is sent home with the student and filed with Welfare.

Stage 6: Welfare Coordinator refers the student for Counselling after parent permission. Details are to be entered on Sentral by the relevant Welfare Coordinator. In the absence of parent permission, the student is moved to Stage 7.

Stage 8: Recommendations to the Deputy Principal for Expulsion. The DP considers all the evidence, together with any witness statements. Upon making a decision, the DP informs the parents and also advises on the review/appeals procedure if parents are not happy with the outcome.

Stage 5: Welfare Coordinator issues a one-day at home suspension and informs the parents the details of the incident at least 24 hours prior. Welfare Coordinator also makes available to the students and parents/caregivers the policies under which suspension was issued, together with the appeals/review procedure. Details are to be entered on Sentral. Upon return form suspension, the student reports to the Welfare office where he/she is placed on a two week Progress Report Card (Annexure 14)

Stage 7: Head of Welfare issues a Long Suspension for 5 days after an in-school meeting with the parents/caregivers, informing details of the incident. Head of Welfare also makes available to the students, parents/caregivers the policies under which long suspension was issued, together with the appeals/review procedure. Upon return from the Long Suspension, the student completes a “Post Suspension Contract” with Head of Welfare.

Notes:

• A cumulative of 10 suspension days in the current academic year will automatically result in an expulsion. • The welfare coordinator may refer the student to the school counsellor with parent/legal guardian

permission on a case by case basis.

• Rules are subject to change and students will be advised.

• Any appeal/review of the decision at Stage 5, 7 or 8 is to be made in writing by completing the relevant form (Annexure 1).

• The student and the parent are to be made aware of the consequences and the review/appeals procedure at each stage.

• Corporal Punishment is prohibited at Green Valley Islamic college at all times.

• Any bullying incident, verbal and/or physical abuse will be referred to Welfare Coordinators immediately and dealt as per Stage 5.

• A decision on exclusion is to be solely made by the School Principal.

• Once a decision has been made to expel or exclude a student (after going through the appeals procedure), that student will not be enrolled at GVIC again.

5.1 APPEAL/REVIEW OF DISCIPLINARY ACTION

From time to time, parents may wish to appeal or request a review of a disciplinary action involving

their child. The Green Valley Islamic College Appeals and Reviews procedures are guided by Australian

federal and NSW state legislation and are in line with the principles of procedural fairness. In such cases,

parents are advised to observe the following procedures, should they wish to appeal/review the

disciplinary action at Stage 5, 7 or 8:

• Lodge an “Appeal/Review of Disciplinary Action - Students” with the office (refer to Annexure 1).

• Following this step at Stage 5, Head of Welfare collects any supporting evidence, and carries

out the investigation process which may assist both parties in resolving the issue. Head of

Welfare will also contact the parents within five (5) working days to inform of the final

decision, ensuring correct policies and procedures were followed.

• A review of the decision at Stage 7 will be carried out by the Deputy Principal. The DP collects any supporting evidence, and carries out the investigation process which may assist both parties in resolving the issue. The DP will also contact the parents within five (5) working days to inform of the final decision, ensuring correct policies and procedures were followed.

• A review of the decision at Stage 8 will be carried out by the Principal. The Principal collects any supporting evidence, and carries out the investigation process which may assist both parties in resolving the issue. The Principal will also contact the parents within five (5) working days to inform of the final decision based on the evidence provided, ensuring correct policies and procedures were followed.

• It is advised that parents provide any documents which may support them during an

Appeal/Review process.

• An appeal of a student’s exclusion is to be made to the school board in writing. The School Board will then investigate, follow the due process and hand down the final decision.

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6.1 MAKING A COMPLAINT

From time to time, parents may wish to lodge a complaint about an issue related to the welfare of their

child. As an independent Islamic school we are bound by guidelines stipulated by the Australian

Association of Independent Schools of NSW (AISNSW). This is the body which represents the

independent schooling sector in NSW. The following link will provide more information for parents

regarding the services provided by the NSWAIS www.aisnsw.edu.au

Any such complaints will be dealt with sensitively, confidentially and effectively by the relevant

personnel through a transparent process which clearly documents concerns, resolutions and any other

relevant information pertaining to each case. The majority of complaints that arise need never take the

form of a formal complaint. The principal and teachers are available to discuss and resolve these

concerns in informal ways.

6.2 PROCEDURES FOR MAKING/HANDLING COMPLAINTS

Parents are advised to observe the following procedures when lodging complaints to ensure a fair

and efficient process.

6.2.1 Informal Complaints

In many instances, children and their families pass through the whole educational experience without

having to resolve any major issues. However, it is possible that on some occasions, parents may have

concerns regarding the welfare of their children. It is advised that issues and concerns are raised as

soon as possible with relevant personnel to avoid escalating minor issues or misunderstandings.

Parents are encouraged to closely adhere to the following procedures:

• In instances where parents are concerned about their child’s welfare, and this concern

involves their child’s teacher, they should first make an appointment with that teacher to

discuss the matter. Staff members are available during school hours, or during breaks or

before or after school. This is to minimize disruptions to teaching and learning and ensure

that the welfare of other students is not compromised.

• In the vast majority of cases these will be solved by discussion with the school person involved

with each child. This should be done as soon as a problem occurs rather than leaving it with the

opportunity of becoming worse in the future.

• For very small concerns, it may even be possible to ring and talk to a staff member during one of

their breaks. This should be organized through the school’s office.

It will be the responsibility of the school person involved to provide evidence of such meetings.

Meetings will be registered in the teacher’s/school person’s diary/daybook, and a record of the

meeting/s will be entered on Sentral.

P a g e | 22

http://www.aisnsw.edu.au/

6.2.2 Formal Complaints

If a parent is not satisfied with the outcome of their meeting/s with their child’s teacher and they would

like to make a formal complaint, it is advised that they observe the following procedures:

• Make an appointment with the school’s office to meet with the Deputy Principal to discuss the

matter.

• A record of this meeting will be taken by the Deputy Principal and will be entered on Sentral, the

school’s database.

• The Deputy Principal will make enquiries with the school personnel involved in the matter and

notify parents of the outcome.

• Matters at this level, will be resolved within fourteen (14) working days of the meeting with the

Deputy Principal. There may be instances where this may take longer depending on the nature

of the complaint.

• If the parent is still not satisfied with the outcome, they need to submit, in writing, an account of

the incident/issue/concern, outlining the actions that were taken to resolve the matter. This

must be addressed to the Principal and submitted through the school’s office.

• The Principal will contact the person concerned and arrange a meeting to further discuss the

matter.

• Matters will be resolved as soon as possible, depending on the nature of the complaint.

• In cases where parents are entirely unhappy with a decision made by the school regarding the

welfare of their child, they may wish to seek further assistance from the NSWAIS and the NSW

Ombudsman. The procedures outlined in the document “Complaints Guidelines”, available from

the NSW Ombudsman will help in making a decision. This information can be obtained from the

following link: https://www.ombo.nsw.gov.au/complaints

• It is advised that parents take a moment to read the information provided on the NSW

Ombudsman website before making a compliant. There are strict guidelines which relate to the

nature of complaints that are handled by the Ombudsman that may help parents when

deciding to make a formal complaint.

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https://www.ombo.nsw.gov.au/complaints

7.1 PROCESS OF INVESTIGATING A DISCIPLINARY MATTER - EMPLOYEES

In cases where disciplinary sanctions are likely to be imposed, the process of applying these sanctions

must be fair to all parties. These procedures are governed by workplace legislation and the principles of

procedural fairness and as such aim to be fair for all parties.

The following steps should be applied in investigating a serious alleged breach or serious complaint, as

decided by the Principal:

• The Principal will consult with the NSWAIS when the conduct of a school employee is

unsatisfactory, if necessary. The consequent steps which are taken by the Principal will be

based on the outcome of this consultation.

• At all times the principles of procedural fairness will be applied.

• Employees are to be given support by supervisors throughout the process.

• In cases where there is an alleged breach of conduct, employees are to be made aware of

allegations through a written warning.

• Employees will have five (5) working days to defend the allegations. This is to be submitted in

writing and addressed to the Principal.

• In accordance with procedural fairness guidelines, an employee who is the subject of an

investigation will be informed of the substance of the allegations made against them. However,

“this does not require all the information in the investigator’s possession supporting those

allegations to be disclosed to that person” (NSW Ombudsman, 2014)1 as this may damage the

investigation process.

• Employees will then have the opportunity to put forward their case at a hearing with the

Principal, an impartial member of the school staff, and a member of the school board.

• Employees are entitled to have a support person accompany them to this hearing.

• Minutes will be recorded by the impartial member of staff selected to be present at the

meeting.

• In some cases, the Principal may ask a member of the NSWAIS to act as support person,

especially for more delicate or serious matters.

• Following this hearing, a decision will be made by the Principal, in consultation with delegated

personnel present at the hearing.

• The employee will be notified of the Principal’s decision within three (3) working days.

• Based on the findings of this hearing, employees may:

− Be placed on an Employee Performance Program.

− Be dismissed in accordance with the school’s employment guidelines

• Employees who are placed on an Employee Performance Program will be monitored for a

period of two weeks and be reassessed at the end of this two week period.

Whilst generally dismissal would only follow after an investigation has been completed, in some cases

instant dismissal may be warranted. This situation may arise where the serious misconduct was

witnessed, blatant, inexcusable or seriously threatens the safety of staff and students. An employee

dismissed for serious misconduct is not entitled to payment in lieu of notice. Contractors who engage in

unacceptable behavior may have their contract terminated or not renewed.

P a g e | 24

8.1 APPEAL/REVIEW OF DISCIPLINARY ACTION – EMPLOYEES

When a member of staff is not satisfied with a decision made with regards to a disciplinary matter,

they are entitled to appeal or request a review of the decision. Green Valley Islamic College Appeals

and Reviews procedures are guided by Australian federal and NSW state legislation and are in line with

the principles of procedural fairness. In such cases, employees are advised to observe the following

procedures:

• Lodge an “Appeal/Review of Disciplinary Action - Employees” with the office (refer to

annexure 2).

• Following this step, the office will contact the employee on behalf of the Principal within five

(5) working days to make an appointment to meet with the Principal.

• During this time, the Principal will make contact with the staff member/s involved and collect

any supporting evidence which may assist both parties in the resolution of the issue. During this

part of the process, the Principal may request to meet the employee and/or other employees

involved in an effort to provide a fair and just resolution.

• Each case is unique and some cases may take longer than others to resolve. Generally, the

Principal will make a decision within fourteen (14) days of the initial meeting.

• The Principal will make a decision based on the evidence provided by the employee and/or

other the staff who may be involved.

• All evidence will be documented and stored securely to maintain the privacy of all parties

involved.

• It is advised that employees provide any documents which may support them during an

Appeal/Review process.

Reference:

1. NSW Ombudsman (2014). Natural Justice/procedural fairness. https://www.ombo.nsw.gov.au/news-and-

publications/publications/fact-sheets/state-and-local-government/natural-justiceprocedural-fairness

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https://www.ombo.nsw.gov.au/news-and-publications/publications/fact-sheets/state-and-local-government/natural-justiceprocedural-fairness

https://www.ombo.nsw.gov.au/news-and-publications/publications/fact-sheets/state-and-local-government/natural-justiceprocedural-fairness

Appendices

Annexure 1 – Appeal/Review of Disciplinary Action - Students

GREEN VALLEY ISLAMIC COLLEGE

Appeal/Review of Disciplinary Action – Students

SECTION A: Student Details

Family Name: Class:

First Name:

SECTION B: Grounds for Appeal/Review

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- Name of Appellant:

Signature:

Annexure 2 – Appeal/Review of Disciplinary Action - Employees


Appeal/Review of Disciplinary Action - Employees

SECTION A: Employee Details Family Name: First Name:

Position at the school:

SECTION B: Grounds for Appeal/Review

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- Signature:

Annexure 3 - Note to parents to inform them of child’s behaviour – Lower Primary

A note from my teacher: Student Name:

I chose not to bring the things I

need for school after x3

warnings.

I chose not to tell the truth

I chose not to stay in my seat.

I chose not to finish my work.

I chose to keep talking when it

was not my turn.

I chose not to pay attention

when my teacher was teaching.

Today I went on red because…..

I chose not to follow directions.

I chose to misbehave in the

restroom.

I chose not to raise my hand to

speak.

I chose to use my hands and

feet instead of my words.

I chose to be disrespectful to my

classmates, my teacher or

another adult.

I chose to leave a mess for

somebody else to clean up.

I chose to be silly and play at the

wrong time.

I chose to break/ take

something that doesn’t belong

to me.

I chose to continue to play or

talk even in time-out.

I chose to use a rude word.

Comments

_

Being ‘on red’ means being on the final step of the classroom behaviour system. Students who are ‘on red’ must complete a detention

where they will be required to write lines instead of playing. The next day, they will return to the green happy face for a fresh start.

I appreciate your support as always, and hope that we can work together to encourage all the children to be independent, responsible

and happy little members of the class and school. Please talk to your child about their behaviour and how they can improve and then sign

the form below and return it to school the next day. If you have any questions, please feel free to contact the school and make an

appointment.

Annexure 4- General Class Award – awarded to students when they display any of the five GVIC ROCKS values – Lower Primary

Annexure 5 – Community Service Cards – Primary and Secondary


PRIMARY COMMUNITY SERVICE CARD

You have not improved your behaviour so you must present your diary again to the teacher to record the incident. Present this card to the teacher on duty and clean the campus during lunch. When you have satisfactorily completed the clean-up, the teacher on duty will sign you off. You are then required to present this card to the teacher who issued this card to you to avoid detention.

Name: Class:

Date: Time:

Class Teacher:

Duty Teacher:


HIGH SCHOOL

COMMUNITY SERVICE CARD You have not improved your behaviour so you must present

your diary again to the teacher to record the incident.

Present this card to the teacher on duty and clean the

campus during lunch. When you have satisfactorily

completed the clean-up, the teacher on duty will sign you off.

Name: Class:

Reason:

Duty teacher: ------------------------ Date: ..................

Annexure 6 – Traffic Lights System K-5

The Traffic Lights are used to monitor the behaviour of students during the day. The aim is for students

to remain on the green light by the end of the day; in which case the student receives some incentive at

the teacher’s discretion.

Teachers are responsible for keeping records of student achievement throughout the year.

Green- Consistent behaviour in line with PBS

values.

Orange- After 3 warnings children are moved

down orange. Time out within the room. ( 10

minutes)

Red- If after 3 more warnings the child is still

misbehaving, a form is filled out WITH the child

and sent to the parents. The child has detention

within their own class.

Annexure 7 – Consequence Step Chart

Consequence chart

Step 5

Step 4

Step 3

Step 1 Step 2

Verbal warning X X X (3X)

Time out 1 (5 minutes)

Time out 2 (5 minutes) Community Service

Formal Detention (Detention procedures to be followed)

Parent Interview with Discipline Coordinator

Annexure 8 – In-School Reconnection Meeting Report


IN-SCHOOL RECONNECTION MEETING REPORT

NAME: CLASS:

TEACHER: DATE: TIME:

The classroom rule(s) I chose not to follow:

This is what happened:

This is why I did it:

This is what I could have done:

Subject teacher’s comments:

Welfare coordinators comments:

Student’s signature Date

Subject teacher’s signature Date

Welfare coordinator’s signature Date

Annexure 9 – Behavior Card A

NAME OF STUDENT CLASS

Your behavior is monitored per lesson and prayer time per day for one week

(minimum). You must show this card to the Welfare Coordinator at the end of each

day.

Behavior will be indicated using the following code: E – Excellent, S – Satisfactory and P - Poor

Day/Date Period 1

Period 2

Period 3

Recess Period 4

Period 5

Prayer lunch Period 6

Punctuality

Monday Conduct Equipment Class Work Teacher Initials Parent/guardian initials

Punctuality

Tuesday Conduct Equipment Class Work Teacher Initials Parent/guardian initials

Punctuality

Wednesday Conduct Equipment Class Work Teacher Initials

Parent/guardian initials

Punctuality

Thursday Conduct Equipment Class Work Teacher Initials


Punctuality

Friday Conduct Equipment Class Work Teacher Initials


Students’ goal:

Teachers’ comments:

Parent’s comments:

Welfare Coordinator’s signature:

Annexure 10 – Behavior Card B


Your behavior is monitored per lesson and prayer time per day for one week

(minimum). You must show this card to the Welfare Coordinator at the end of each

day.

Behaviour will be indicated using the following code: E – Excellent, S – Satisfactory and P - Poor

Day/Date Period 1

Period 2

Period 3

Recess Period 4

Period 5


Punctuality


Punctuality


Punctuality



Punctuality



Punctuality



Students’ goal:




Annexure 11 – Behavior Card C


Your behavior is monitored per lesson and prayer time day for one week

(minimum). You must show this card to the Welfare Coordinator at the end of

each day.

Behavior will be indicated using the following code: E – Excellent, S – Satisfactory and P - Poor

Day/Date Period 1

Period 2

Period 3

Recess Period 4

Period 5


Punctuality


Punctuality


Punctuality



Punctuality



Punctuality



Students’ goal:




Annexure 12 – After-School Reconnection Meeting Report


AFTER-SCHOOL RECONNECTION MEETING REPORT

NAME: CLASS:

TEACHER: DATE: TIME:

1. I have broken the following school rules. Tick at least one:

o Respect students and teachers o Ownership of work o Caring for others o Failing to seek knowledge o Respect the property of others o Learn as well as you can and allow others to do the same o Behave safely. o Support your school’s good name.

2. What are my poor actions that led to my After-School Reconnection meeting? ..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

...............................................................................................………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

3. Why are my poor actions considered to be unacceptable to the teacher and the rest of the class? ..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

.........................................................................................................................…..…………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

4. Things I will / will not do in the classroom in future to correct my behavior? .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. ................................................................................................................................................................ …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………

Student’s signature …………………….

Welfare coordinator’s signature …………………….

Subject teacher’s signature …………………….

Grade coordinator’s (Primary) signature …………………….

Parent/guardian signature ……………………………. Interview date ………………………

Annexure 13 – Behavior Reflection Report

Date: …………………………

Behavior Reflection Report

Name of Student: ………………………… Class: ……………………

Annexure 14 – Progress Report Card

Name of student: .................................... Class: ........................

Conduct/class work should be indicated using the following code:

E = Excellent S = Satisfactory P = Poor

If a ‘Poor’ (P) is present on the Progress Report then you will serve an extra week on the Progress Report Card and Community Service.

Day/Date Roll Call 1 2 3 4 5 Prayer 6

Punctuality Monday Conduct

Equipment Class Work Teacher Initials


Punctuality Tuesday Conduct



Punctuality Wednesday Conduct



Punctuality Thursday Conduct



Punctuality Friday Conduct



Comments Page

Date/Period Comments Teacher and/or Parent/guardian initials

Annexure 15 – Post Suspension Contract


Post Suspension Contract

Student’s Name: ……………………………………………..

Class: ………………………………………… Date: ……………….

1. Reason(s) for suspension:

…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………….…

2. Steps I intend to take to avoid an expulsion and/or suspension:

…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………….

3. My goals for this year:

…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………….

…………………………………………….. ………………………..

Student’s signature Date

…………………………………………….. ………………………..

Welfare coordinator’s signature Date

Annexure 16 – Uniform Pass


UNIFORM PASS

It is school policy that all students wear full school uniform. Being in

full school uniform demonstrates a students’ commitment to being a

positive member of the school community and enhances the good

image of our College.

Student’s Name:

Roll Class: Date:

Missing uniform items:

Valid until:

Welfare Coordinator’s signature

Annexure 17 – Weekly Attendance Card

Student’s Name:

AW = Absent for whole lesson PA = Partial absence PW = Present for whole lesson

If a PW is not present on this card then parents/carers will be notified and you will serve an After-School Reconnection meeting (unless you have a letter from home explaining your absence).

Staff: Please indicate AW, AP or PW for each lesson and sign. If the student is late please record the time of class entry. Any comment you wish to make can be done on the back of the card.

Parents: Please sign the card each day. Any comment you wish to make can be done on the back of the card.

Comments Page

Date/Period Comments Teacher and/or Parent/carer initials

Annexure 18 – Pre-Achievement Award

Annexure 19 – Achievement Award

Annexure 20 – Attendance Award

Annexure 21 – Merit Certificate

NOTES

END OF DOCUMENT

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