guidelines for developing a responsible behaviour plan for students · 2017-01-30 · template...

Template Version Control: 24 January 2014

Mackay State High School

2016-2018

Responsible Behaviour Plan for Students 1. Purpose Mackay State High School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. The Department of Education and Training is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching at Mackay State High School can be effective and students can participate positively within our school community. It attends to the welfare and management of students, staff and visiting community members at the school. It also addresses the behaviour and interrelationships of all parties that come within its brief. The Plan upholds the principles of equity and fairness for all. The goal of the Plan is to create, nurture and sustain a safe and supportive school environment in which students, staff and the community engage in the learning and teaching process in the spirit of co-operation and respect through the establishment of policy and procedures. The importance of a proactive approach to behaviour is the key to successfully minimising negative behaviours and increasing overall achievement in classrooms. This overarches the responsible behaviour plan. The school’s focus on Quality Teaching and Learning, our core values - Consideration, Pride, Dedication, Respect, and are supported by our REAL Choices at school (Respect: yourself, others and the school community, Excel: by trying your best at all that you can do, Attend: physically and mentally, Learn: for life) and departmental and school initiatives such as Explicit Instruction and Peer Observation/Collegial Coaching are integral to developing this whole school behavioural approach from staff and students. A safe and supportive environment can be actioned by:

Promoting Positive and Proactive behaviours through the school – this is a key element in achieving good behaviours and engagement of students, thereby minimising negative behaviours and maximising achievement and endeavour. Mackay State High School has designed a detailed philosophy of promoting positive interactions through

Leadership opportunities

Use of a buddy system in Year 7 & 8

Mentoring students who are struggling academically and behaviourally (separate section in this document)

Providing a positive focus on work and achievement in class instead of reactive techniques

Year level promotions e.g. reward activities, including formal recognition of all spheres of achievement, attendance, behaviour/industry on a regular basis.

Promotion and parental involvement

Knowing your students – working with students at an individual level to target achievement and attitudes.

Promotion of teamwork, leadership and communication skills

Pastoral Care Initiative which is outlined in the school diary

Personal Development and Care lesson for year 7


Learning and Teaching – promoting excellence in teaching and learning through

addressing issues relating to in class work and behaviour. The basis of this is documented in our “Improvement Agenda” and “Quality Teaching” documents.

Safety and Health – promoting a safe environment and healthy choices through

addressing issues related to bullying, smoking, drug use, out-of-bounds and community responsibility.

Community and Facilities – promoting active citizenship and respectful behaviour through addressing issues such as uniforms, littering, and vandalism. To promote the ideal of caring for each other. Ensuring that relationships between the community and the school are positive with an emphasis on proactive parent-student-teacher communication.

2. Consultation and Data Review Mackay State High School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken during 2015. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents from 2013 – 2015 also informed the development process. This was achieved by a basic categorisation of the types of incidents to the types of students, and determining what processes to develop based around our other initiatives – Quality Teaching, Improvement Agenda, and Peer Observation/Collegial Coaching, Junior Secondary model development etc– that can address these behaviours proactively and positively. The Plan is endorsed by the Principal, the President of the P&C and the Regional Director in December 2015, and will be reviewed in 2018 as required in legislation.

3. Learning and Behaviour Statement Mackay State High School prides itself in providing safe and supportive learning and teaching environments. The welfare and behaviour management structure encompasses a wide variety of policies and procedures designed to provide support for students, staff and members of our school community. We consider the Responsible Behaviour Plan to be an opportunity for valuable social learning as well as a means of maximising the success of student learning programs. We believe:

Parents/guardians play a primary role in supporting and nurturing their children, so our work with young people flourishes when we can work together;

Students learn best when they: o Are treated with understanding, respect and politeness; o Feel safe and confident; o Feel challenged by the tasks they are completing; o Feel pride in their achievements; o Can work in a supportive classroom environment; o Are emotionally and physically well; o Have a sense of belonging to the school community.

Our school community has adopted the following school values which underpin our approach to developing high standards of responsible behaviour. Our Core Values that underpin the management of our whole school are: RESPECT CONSIDERATION DEDICATION PRIDE


We value as a school community: Learning and teaching

The worth of every individual in our community

The pursuit of excellence

Equality of opportunity

The spirit of co-operation

High ethical and moral behaviour

Sincere effort “trying your best”

Aiding students in developing skills for lifelong learning

Focusing on the future

Development of personal aims and pathways

Mackay State High School’s values are encompassed in our mission statement:

To encourage learning for life

and our School Motto:

Labor Vincit (Work Conquers)

Both statements emphasise our global aim to foster learning together, supporting each other, creating our futures.

School Objectives

To develop basic skills such as observation, reading, writing, speaking and listening, measurement and computation, methods of study, solution of problems, research and interpretation so that each student can completely explore his/her social, physical and spiritual environments.

To develop the mental and physical skills of health, fitness and safety in order to provide a firm foundation for future living.

To learn to accept social, economic and cultural differences – an appreciation and

respect for others rights and their worth and dignity as individuals. To develop desirable characteristics of personality (sensitivity, humility, self-

confidence, self-discipline and responsibility, respect, manners, tolerance) and sound ethical and moral behaviour.

To develop pride in work and a feeling of self-worth.

To develop an understanding of self, of work environment, of society, of events of the time and of human behaviour.

To develop “flexibility of mind” to enable students to cope with rapid technological change.

To learn how to use leisure time effectively and to appreciate culture and beauty in the world.


A school is judged by the action of its students. Good conduct at school and on the way to and from school is expected at all times. Co-operation, courtesy and respect for others are essential.

The following Classroom Behaviour Guidelines apply throughout the school. (Specific subject related rules will apply to those areas when and where that subject is being taught.) Behave in a manner that promotes a safe and effective learning environment Be on time for each lesson – movement is quick and orderly. There is no need when

the bells sounds for class, or between classes, for students to visit the toilet, go to the drink taps, continue any conversations, continue eating.

Treat each member of the group with courtesy and respect Be prepared for each lesson and bring appropriate equipment and clothing Complete all set work Be an active learner and take responsibility for own learning

Students are not allowed to bring the following items to school: cigarettes, lighter and matches drugs alcohol dangerous objects, including knives of any type chewing gum liquid paper permanent marking pens

All students are to assist in keeping the grounds free of litter. All litter is to be placed in the garbage bins provided. Bags are to be left in designated areas during classtime. Students are discouraged from bringing any valuable items to school. They do so at their own risk as the school bears no responsibility for the safety of student property. The school does investigate theft of, and damage to student property. No student is to spit or throw water within the school grounds or staff car parks. No student is to park their vehicle on school grounds. Mobile phones and music players are not to be used or sighted, from arrival at school until dismissed at 3pm, and may not be used to photograph or video any person or event at school (refer eDevices policy). Certain subjects in our school require students to wear personal protective equipment (such as glasses, hats, gloves and shoes) and also demonstrate safe procedures involving equipment and materials (such as art knives, whipper-snippers, chemicals and lathes). For these subjects students will be given specific instruction on the appropriate protective equipment and other safety requirements and protocols. All students will need to complete safety training before being able to participate in the practical sessions offered with these subjects. Students must continually comply with all safety requirements and procedures to remain in these subjects. The following activities are potentially dangerous and are hence not allowed: sitting on port racks (upper level) throwing objects like sticks and rocks running on concrete or around buildings Playing with footballs etc. around school buildings. All ball activities must be played

on the school oval. Any student in possession of a ball must not use it around buildings. There are designated areas for students wishing to play handball with tennis balls.


Every member of the school community has the right to: Learn for life Feel safe Be respected and shown courtesy Be valued Be regarded as individuals Be treated fairly Be heard and be listened to Property security Equitable access to resources, knowledge and information Participate positively in the educational process Operate in a safe and healthy environment

School Education Agreement

Every member of the school community has responsibilities as outlined in the Mackay State High School Education Agreement.

Responsibilities of a Student

Respect other’s feelings, belongings and their right to learn Be willing to try their best in all school activities Be responsible for their attitude and actions Accept rules of the school Be prepared with work up to date Be on time with correct equipment Develop effective decision making skills

Responsibilities of a Teacher

Encourage student learning Be fair and respect students as individuals Respect other’s feelings Be a good role model Manage student behaviour Be concerned for student’s welfare Keep parents informed Obtain and maintain best practice in teaching Support colleagues Lead through effective decision making

Responsibilities of Administration

Encourage learning for all Ensure the smooth running of the school Be visibly involved in school activities Support all members of the school community Model and encourage effective communication between all members of the school

community Oversee and promote the management of student behaviour and welfare Lead through effective decision making

Responsibilities of Support Staff

Assist in the smooth running of the school as related to their relevant areas Support all members of the school community Be concerned for students’ welfare Be good role models Support learning for all Act as appropriate liaisons to community agencies


Responsibilities of Parents

Support and encourage their children to reach their full potential Maintain contact with the school Share responsibilities for managing their children’s behaviour Have realistic expectations of their children Equip their children for learning

4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

Universal support is provided to ALL students at Mackay SHS. Students are explicitly taught positive behaviours and all actions and processes reflect our Core Values. Students are presented with multiple pathways for success and offered an engaging curriculum with a wide variety of resources. Students have to option of choosing a curriculum that suits their needs and interests, as well as accessing many extra-curricular options. However, our data suggests that 10% to 15% of students need various forms of intervention or support outside of their normal classroom teachers’ strategies (Targeted/Secondary Prevention). Some students are not responsive to these targeted strategies and may need more intensive support (Intensive/Tertiary Prevention) and/or flexible learning options to assist them to continue their learning.

Universal/Whole School behaviour support Mackay State High School has developed a whole school approach to behaviour support to develop and maintain a positive, safe and supportive school environment. Through the enrolment agreement, Core Values and positive classroom strategies we aim to develop a learning environment that fosters mutual respect while encouraging all students to achieve their personal best. Students are aware of the expectations of the school, the support that is available and the consequences both positive and negative depending on the choices they make.

Targeted behaviour support Mackay State High School has a clearly defined statement of expectations for students learning and behaviour supported by the Enrolment Agreement. Quality teaching is supported by clearly defined guidelines and consequences. This supports both positive and inappropriate behaviours. Student welfare is rigorously monitored on an ongoing basis. The school has available a very successful support and guidance group including Student Services, Year Coordinators, Form Teachers, Case Managers, Youth Support Co-ordinator and various support programs such as Buddies, to support the administration Team providing early intervention for incidents before they escalate into a negative issue.

Intensive behaviour support Intensive Behaviour Support is provided on an individual basis after all other appropriate avenues have been explored. School staff, in consultation with Administration, parents/guardians and External Agencies will develop and monitor a support plan. These may include but are not restricted to: Modified program/timetable Referral to Positive Learning Centre – Outreach Support Placement at Centre Placement with External Agency e.g. CYMHS, Headspace, MADEC


Attendance/Absence issues

Regular, punctual attendance is essential to achieve our goals, especially when combined with positive support measures to increase engagement at school. For accountability and safety reasons, once a student has arrived at school, they must stay in the grounds AT ALL TIMES. Permission to leave the grounds will be allowed for genuine appointments or family matters only. Students must provide a note from home stating the time and reason for a leave pass to be issued. This note is to be provided to a Year Coordinator/Attendance Officer before the commencement of form to receive an IDAttend leave request which will be presented to the Office staff upon departure. Leave requests will NOT be issued for students to leave school to go to the shops for food, even


if they have a signed permission note from a parent. Senior students who drive to school will NOT be allowed to leave the grounds for any reason in their vehicle, except for authorised reasons after being issued a leave pass from the school office. Students who are late for school must also present a suitable reason via note, or a phone call from their parent. An SMS message will be sent to the registered parent/guardian mobile daily. Regular unexplained lateness to school will result in parent contact and issuing of suitable detentions. Students who are late for classes also disadvantage themselves; they are to make up the lost time with teacher supervision, covering the work missed due to their late arrival. If a student returns to the school after leaving early for an appointment, they must re-enter the school, through the office and onto the Attendance Officer, so that their attendance can be recorded. For whole day absences, a note from home must be provided to the Year Coordinator the next day school is attended, or a parent may alternatively phone the school office for verbal confirmation of their child’s absence.

(Students receiving Youth Allowance are strongly advised to take particular notice

of these attendance procedures, as payments are dependent on satisfactory

attendance and fully explained absences).

Certificates for students with high attendance (e.g. 100%) are awarded each term by the

Year Coordinator and Head of Junior/Senior School.

Chronic Truancy is investigated by Office staff via standard EQ guidelines. Regular truancy (ie on a regular whole day basis) is to initially be covered by form teachers. For regular absences, and 3 day or more block absences, the relevant form teacher is to contact parents to inform and discuss the student absences. This is especially important as many parents send their students to school but the student does not make it to school, the parent not knowing and the school unsure of truancy or genuine illness. Form teachers and Year Coordinators also work to ensure all absences (daily or by lesson) are explained by notes or phone calls from parents. Year Coordinators produce daily reports from IDAttend to help identify truancy. Parents will be contacted about truancy and students placed initially on an attendance card. Chronic truancy may result in cancellation of a student’s enrolment for students in post-compulsory years. Regular truancy (i.e. on a regular whole day basis) is to initially be covered by FORM teachers. For regular absences, and 3 day or more block absences, the relevant Form teacher is to contact parents to inform and discuss the student absences. This is especially important as many parents send their students to school but the student does not make it to school, the parent not knowing and the school unsure of truancy or genuine illness. Form teachers and Year Coordinators also work to ensure all absences are explained by notes or phone calls from parents. Consistent non-attendance is to be pursued by Year Coordinators and liaise with Year Level Deputy Principal. Coordinator will download Attendance report for checking each week.

School Uniform

The school uniform helps build pride, morale and identity amongst our students. Correct school uniform is to be worn each day. On occasions when full uniform is not available a note is brought from a parent or guardian. Uniform expectations are outlined in the school Dress Code. Correct footwear, is predominantly white or predominantly black joggers with solid soles and enclosed upper, leather or leather-like not nylon mesh, are to be worn. Shoe cover over the front must be minimum 80% leather or solid vinyl. White shoes must have white laces, black shoes with black laces; coloured laces are not acceptable. For


safety reasons, students will be refused entry to all workshop, laboratory and kitchen areas if wearing incorrect footwear. Work boots, are required for the relevant subject areas: Senior Manual Arts, Agricultural & Rural Operations and all practical TAFE courses. Canvas, volleys, basketball or high top shoes are not acceptable. Hats must be removed while indoors. Students with variation of uniform are to present themselves to the Year Coordinators before school. An IDAttend uniform slip may be allocated and follow up will ensure that students are consistent. For students out of uniform, they will be issued with a spare uniform item from stock in the Year Coordinator’s room. Uniform to be picked up (signed for) and returned to the Year Coordinator’s room at the end of the day. It is expected that a note from home will be presented to explain the relevant facts; students who do not bring a note are in breach of procedures, and will be required to attend a lunchtime detention as a consequence. Students in school uniform outside the school grounds should behave in a manner that will reflect credit to themselves, their parents and their school. It is expected that students will present a positive image of the school when in school uniform. Students who regularly are out of uniform will be issued detentions during their lunch breaks by a Year Level Co-Ordinator or Year level Deputy, and their parents contacted for an interview regarding this issue.

Knowing your Students

Mackay SHS also places great emphasis on staff knowing the strengths and weaknesses of the students they teach and interact with. This provides the opportunity to tailor classroom instruction and achievement goals effectively, thereby enhancing positive outcomes and reducing the occurrence of negative behaviours and attitudes. Parents are encouraged to attend Parent-Teacher interviews held at the start of Term 2 and Term 3. Other opportunities occur within various forums such as Junior Secondary Discos, Senior School Conference and Information Evenings where teaching staff are regularly available for feedback sessions. Parents are also encouraged to contact the school to arrange an appointment with teaching staff when necessary.


Process for addressing negative behaviours The following flowchart and described behaviours show the process for identifying and pathways for dealing with negative behaviours. It is available as a separate document.

Classroom and work related unacceptable behaviours include:

General rudeness

Poor work

Homework incomplete

Assignment progress not acceptable

Defiance

Not being prepared for class

Arriving to class late

Bad Language

Bullying etc


Only refer to a HOD if:

You have followed classroom management techniques and guidelines and there is no improvement in the exhibited behaviours.

You have documented your concerns over, conversations with and strategies for a given student and have made parental contact.

Profound indiscipline includes (refer direct to cohort Deputy Principal or Principal):

Fighting

Swearing at a teacher

Absolute refusal to co-operate in any way

Racial or sexual vilification of another student

Deliberate damage to property

Theft

5. Emergency responses or critical incidents It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action. Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy. Basic defusing strategies Avoid escalating the problem behaviour

(Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language).

Maintain calmness, respect and detachment

(Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally).

Approach the student in a non-threatening manner

(Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates).

Follow through

(If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).

Debrief

(Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations).


Physical Intervention Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:

physically assaulting another student or staff member

posing an immediate danger to him/herself or to others

causing or at risk of causing serious property damage. Appropriate physical intervention may be used to ensure that Mackay SHS’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. It is important that all staff understand:

physical intervention cannot be used as a form of punishment

physical intervention must not be used when a less severe response can effectively resolve the situation

the underlying function of the behaviour. Physical intervention is not to be used as a response to:

minor property destruction

school disruption

refusal to comply

verbal threats

leaving a classroom or the school, unless student safety is clearly threatened. Any physical intervention made must:

be reasonable in the particular circumstances,

be in proportion to the circumstances of the incident

always be the minimum force needed to achieve the desired result, and

take into account the age, stature, disability, understanding and gender of the student.

Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:

incident report

Health and Safety incident record

debriefing report (for student and staff)

6. Consequences for unacceptable behaviour

Methods of Monitoring

When a behaviour exhibited by a student is deemed to be negative, a teacher is expected to follow the “Behaviour Consequences” flowchart and associated expectations described previously.

An incident referred via OneSchool is generated by a staff member when referring a student on. This incident is also referred to relevant members of school management depending on the type of incident (see Behaviour Consequences Flowchart ) – it may be a Year Coordinator, HOD, Head of School, Deputy Principal, Guidance Officer, Principal – for further action to follow up from actions and parental contact already implemented by the teacher involved.


IDAttend – This software is used by all teachers to mark class rolls for each lesson, with key junctures transferred to One School for the official school records. It is expected that teachers mark their rolls vigilantly at the start of each lesson. Year Coordinators and key office personnel use attendance reports from IDAttend to track attendance and truancy, and deal with this accordingly. SMS Messages are automatically send to parent/guardian, for student not registered on morning roll marking.

Each class roll must be marked in the first 10 minutes of each lesson. If paper roll is being marked manually, it will also need to be returned to the Admin Office especially in Per 4 – to be returned to Office by 2pm.

Various types of student behaviours are also monitored by the use of Student Information Sheets. Informal staff discussions within and across faculties is a high priority.

Types of Monitoring

Reports may be gained from OneSchool, or by use of Student Information Sheets. HODs, Administration and Year Coordinators also receive regular informal feedback from staff regarding concerns over students, as well as OneSchool referrals.

Once a student has been identified as exhibiting a “negative behaviour”, Mackay SHS uses a number of measures for monitoring their behaviour overall. Short term, definitive feedback on students of concern may be produced using the following card system:

Subject Card- Issued by a HOD for a period of 5 lessons after a teacher referral - signed by class teacher, HOD and parent daily. This is issued to a student exhibiting a persistent problem in a single class e.g. persistent non-completion of homework.

Attendance Card - Issued by a Year Co-ordinator or Deputy Principal for a period of 5 days after incidence of truancy - signed by each class teacher, issuer and parent daily.

Conduct Card - Issued by Administration, Head of School or a Student Support Teacher for a period of 5-10 days. Conduct Card (orange) is to be filled in and signed by each class teacher, the nominated Student Support Teacher and parent, daily. A Conduct card in this context is used to monitor a student’s in-class performance, and as a tool to encourage the student to think about their actions at all times. The Guidance Officer may be directed to meet with the student and discuss and map strategies for better choices.

What happens when a student is on these cards? The person issuing the card informs the student. The person issuing the card informs the parents. The staff are informed of the student's level change via Staff Notices or staff email The student carries the card for the allotted time. The student makes a genuine effort to improve their behaviour. The student makes restitution where required. The student presents the card to the relevant people (including their parents) for

signatures every day. A teacher may choose not to include a student on this Level in an outing or activity. If the card is not completed satisfactorily, the time period may be extended or the

student to be monitored

Behaviour Reports - Compiled by the Principal or his delegate from information in a student's Welfare record (OneSchool), or from the distribution to classroom teachers of a student.

Student Information Sheet - used to gather relevant classroom performance information of students identified as at classroom risk in some way.

Note: Any student who is on a behaviour monitoring card may be excluded from activities at the discretion of the supervising teacher or HOD. Sporting academies also set guidelines in their respective prospectus regarding expectations and consequences for poor behaviours and unacceptable classroom effort. Students who exhibit regular negative behaviours may also be denied access to certain school activities such as excursions and discos. A number of subjects may also choose to exclude students from certain practical activities if they are deemed a safety or behavioural risk due to their patterns of behaviour. Parents are notified by staff of these situations.


BIC/Exclusion/Cancellation of Enrolment

A Behaviour Improvement Condition (BIC) may be used as a last resort to modify a student’s behaviours to settle back into targeted and whole school support processes. They are issued by the Principal or their delegate at a case team meeting as an agreement by the student to follow the school rules, with consequence of exclusion if not adhered to. Their implementation is explained below.

Guidelines for issuing and implementing monitoring processes

Mackay SHS adopts a zero tolerance policy on many student behaviours. These are listed in various sections below. Staff should be told each day, which students are on behaviour levels. Year Coordinators and Administration must keep regular communication open.

Suspensions Offences Suspensions from school are issued for:

Swearing AT staff (Mackay SHS has a zero tolerance policy when directly swearing at staff members)

Assaulting any member of the school community

Smoking, including to/from school in uniform. This includes ANY student caught within 3 metres of a student smoking – they will be deemed to be also smoking.

Deliberate destruction of school property

Drug use, Drug possession/dealing, including the distribution of cigarettes

Theft of any kind

Severe or continual bullying

Sexual harassment of a staff member

Breach of a Behaviour Improvement Condition (BIC)

Possession of a weapon, including a knife

Continued non-compliance. For example, including but not limited to: Non-completion of two conduct cards Chronic truancy Continued failure to follow a direction from a member of Admin Continued unwillingness to modify inappropriate, disruptive or

dangerous behaviour

Any other situation in which the Principal deems suspension or exclusion to be the most appropriate course of action.

What is not a suspendable offence:

General swearing in class, unless it is a regular occurrence. This is dealt with at a classroom level first. NOTE: Swearing anywhere in the school environment WILL NOT be tolerated.

General non-compliance. Again, this is dealt with at a classroom level first. Repeated non-compliance is dealt with according to the referral pathway.

Out of school incidents that are not part of a school activity. Indeterminate or variable offences where suspension may be used, depending on the context of a situation.

A student swears at a situation when you are addressing them. Suspension will be at the discretion of the School Administration. (See Considerations)

Lower level bullying / veiled threats.


Fighting

Direct non-compliance toward a member of admin

Situations that bring the school into disrepute e.g. fighting/assault in uniform out of school.

Length A standard suspension is set at 5 days. Depending on considerations, they may be from 1 day to 20 days, with 1 -10 days classed as a short suspension with no right of appeal. Examples:

Continued non-compliance in one (or more) subject area(s) may result in withdrawal (see below) or an internal suspension for 1-5 days.

Low level fighting may result in a 3 day suspension.

Swearing at staff is a 5 day suspension

Physically threatening a teacher is a minimum 10 day suspension.

Serious assault on another student may result in a 5 to 20 day suspension.

The school has the following options: (a) Suspension for 1 - 10 days. (b) Suspension for 11 - 20 days (Long suspension). (c) Suspension for 20 days with recommendation for exclusion – fixed period of

permanent exclusion. (d) Cancellation of the enrolment of a post-compulsory student Suspension Process

1 - 10 days (a) All parties are generally asked to give statements to the investigating member of

staff. (b) The Head of School/Deputy Principal/Principal examines the evidence and

determines if a suspension is in order, and its length. (c) The student and parents/carers are notified of the decision and the reasons as soon

as possible. (d) The student and parents are also notified in writing. (e) The school will arrange to provide work for the suspended student. (f) The student and parents meet with the Principal/Deputy Principal or Head of School

upon return to school and the terms of their re-entry are discussed. The student is placed on a conduct card for a minimum of 2 weeks to monitor their re-entry progress.

(g) The student is provided with as much classwork from teachers as is practical for a given subject. Completion of work is an expectation of the student and their caregiver.

(h) The student may also be referred to an outside agency e.g. Headspace

11 - 20 days (a) All parties are asked to give statements to the investigating member of staff. (b) The Principal and Deputy examine the evidence and make a recommendation. (c) In the case of longer disciplinary absences the decision can be made in consultation

with support staff. (d) The Principal or their delegate ratifies the decision to suspend. (e) The student and parents/carers are notified of the decision and the reasons as soon

as possible. (f) The student and parents are also notified in writing. (g) An alternative education program is negotiated for the student for the term of the

suspension. (h) The student and parents meet with the Principal/Deputy Principal upon return to

school. Conditions of re-entry are discussed and the student is placed on a conduct card.

(i) Returning students are advised to make contact with the Guidance Officer after their re-entry interview


Considerations The Severity of an offence will be considered, as well as previous recent behaviour records, in deciding on length of suspensions. Staff and student witnesses, provide details of any incident. All incidents of a serious nature are investigated by relevant staff who then make a determination as to the severity based on details available, and hence any consequences implemented. The designated staff can determine a process of mediation for lower level infringements between students, such as low level two-way bullying if they see fit.

Issuing The decision to suspend will be made by the Principal or their delegate. The decision to suspend and its length will be based upon evidence gathered from all parties involved in the incident.

Reporting (including staff and parents) Staff are informed clearly at all times via email and verbal and written reports of students being addressed via the RBP. All students placed on attendance cards, subject cards, and conduct cards are logged in a database on the schools OnePortal teamsite. OneSchool is also used to record all formal disciplinary actions. Staff are also encouraged to access OneSchool records to check overall progress of students of concern to them.

Conduct Cards Offences Conduct cards are issued for:

Being on 2 or more subject cards at the same time

Being on a subject card in a subject for more than 2 weeks

Behaviours considered being of a serious nature E.g. dangerous classroom behaviour, bullying, continued

disruptiveness, continued non-compliance in class.

Students returning from suspension – for a period of 2 weeks.

Parents/teachers requesting students be put on one for monitoring purposes

Length The usual length is 5-10 days (subject to conditions). A shorter time frame may be negotiated.

Conditions

Students present their card to teachers every lesson

All comments are “average or better”

It is signed by a parent every night

It is presented to the duty room (e.g. P18) at first break each day.

Overall for the week, comments are “Good or better”

Parents should be contacted and made aware of the behaviours/situation, the consequence and procedures relating to conduct cards.


Monitoring They are monitored by YLCs, Deputy or Case Manager depending on the frequency and level of overall support required for that student. Any problems are communicated immediately to the issuing Deputy (&/or other relevant personnel). Cards are commented each lesson by the relevant teacher. Completed cards are submitted to Administration for filing.

Issuing A conduct card is usually issued by a member of administration. They will also record on OneSchool that a card has been issued. However, Year Coordinators, Case Managers and HOD’s may also issue conduct cards subject to the above issuing and reporting conditions. This process will be in consultation with the relevant Year Level Deputy Principal.

Reporting As with all behaviour matters, information and decisions must be communicated to staff, students and parents.

Subject Cards Offences Subject cards are issued for:

Any persistent minor classroom behaviour problems including refusal to attend detentions

Persistent work related problems e.g. non-completion of homework, poor effort in class, poor quality assignment work etc.

Length The usual length is 5 lessons (subject to conditions). A shorter time frame may be negotiated.

Conditions

Students present the subject card to their classroom teacher every lesson.

They present it to their parents for signing that night.

Upon completion, the classroom teacher hands it to the HOD.

Parents should be contacted and made aware of the behaviours, their consequences and procedures relating to subject cards.

Monitoring They are monitored by the classroom teacher. The HOD will monitor progress only if the student does not meet “Conditions”. Completed cards are submitted to Administration for filing.

Issuing Subject cards are issued by HODs. They will also record on OneSchool that a card has been issued, and communicate this to Administration.

Reporting As with all behaviour matters, information and decisions must be communicated to staff, students and parents.


Summary for the issuing of Conduct Cards, Subject Cards and Attendance Cards by staff (compiled from descriptions above)

Deputy Principal/

Head of School HOD Year Coordinator

Conduct Cards For:

Gross Misconduct including physical and verbal

Return from Suspension

Monitoring

If a student is not meeting requirements whilst on a subject card within that department, referral to Deputy Principal/Case Manager.

Monitoring if concerns arise across multiple subject areas. For continued truancy.

Subject Cards Not Applicable For:

Behaviour in class

Industry in class

Non-submission or completion of work e.g. assessment

In conjunction with departmental consequences

Not Applicable

Attendance Cards

Will request attendance card to be issued by Year Coordinator for some attendance issues.

Not Applicable For Truancy

Behaviour Improvement Condition Behaviour Improvement Condition (BICs) are contracts specifically structured for students who have shown little or no improvement in high level and/or repetitive behaviours that have a negative impact on the classroom or school. They can be issued as a final measure when other support mechanisms have failed. Their issue and use is documented external to this document. A student issued a BIC must have had their behaviours and support documented thoroughly. The student on a BIC must adhere strictly to the conditions of the BIC or they will face Exclusion from the school. The BIC and its implications will be explained to both the Student and their Parent in a face to face meeting with a member of the Administration Team.

Exclusion Offences Exclusions from Mackay SHS are issued for:

Assault of a staff member

Non-compliance with a BIC

Persistent and ongoing serious noncompliance or verbal/physical misconduct

Possession or distribution of illicit substances at or to and from school

When a member of the school Administration team deems a student’s actions are a danger to other students’ physical or learning environment.

Length A student may face exclusion from the school for a minimum (statutory) period of ONE year from date of exclusion from school principal.

Issuing This is actioned by a member of the school Administration team.


Exclusion (a) All parties are asked to give statements.(b) The Deputy in discussion with the Principal examines the evidence and makes a

recommendation to the Principal. (In the case of an emergent incident the Principalmay consult with a representative of the Welfare Committee)

(c) The Principal ratifies the decision to suspend pending decision to exclude.(d) The student and parents/carers are notified of the decision and the reasons as soon

as possible.(e) The student and parents are also notified in writing, with the Guidance Officer

appointed as Case Manager to support the students and parents.(f) A decision is made regarding exclusion and students and parents are informed

verbally and later in writing.(g) Based on the evidence submitted around the situation, a decision is made, further

evidence is gathered or an investigation held. Their decision may be one of thefollowing:

∙ Not to exclude

∙ Exclusion from this school only for a set period or permanently

∙ Exclusion from all Queensland Schools except Distance Education.

Cancellation of Enrolment Offences Cancellation of Enrolment applies to a student over the age of 16 or in year 11 or 12. Stages 1-2 of the process can be issued for:

Regular non-compliance in any form

Regular non-attendance at school

Demonstrated lack of industry and achievement in multiple classes

Regular non-submission of assessment work

Regular poor behaviour

Length This is for a period of up to 12 months with their eligible enrolment. The student may enrol at another State High school.

Issuing This is actioned by a member of the school Administration team.

Cancellation of Enrolment This option may be considered for post-compulsory students who are persistently non-compliant but for whom exclusion is not appropriate. (a) Information will be gathered from student's teachers and an interview will be held with

the Deputy Principal or Principal to discuss expectations and be on probation for a period of time.

(b) A first stage Notice of Non-Compliance Letter will be issued. The student will be put on notice of the school's intention to cancel their enrolment if they do not improve their attitude/work rate/ behaviour.

(c) If there is little or no improvement, the student’s enrolment will be cancelled. They will be issued a Cancellation of Enrolment – Final notice.

(d) The student may then enrol at another high school.

Other Support Mechanisms Other support mechanisms for behaviour management include:

Withdrawal to office or Senior Buddy Class

Use of HOD

Peer Support

Incentive Scheme

Guidance Officer/Chaplain

Positive Learning Centre (PLC)

Referral to external support agencies


Use of OneSchool OneSchool must be used to document all official behavioural sanctions both positive and negative involving students, as well as behavioural concerns of staff. It is also for use as a general anecdotal system where negative concerns about a student present themselves. Consideration of the seriousness of an offence, or accumulation of concerns should be used.

General Classroom Management General classroom management is part of the general welfare review and is a specific topic for development. It is however, along with curriculum development, one of the most important behavioural measures available. Consistent expectations are documented separately as part of our school pedagogical approach. Basic premises include: preparing class before entry in an organised fashion and speaking to class briefly outlining lesson expectations. Seating Plans are recommended for all classes.

Loss of Privileges As stated, loss of privileges may be implemented e.g. non-attendance on an excursion, for various behaviours.

Return from Suspension MSHS believes in giving students a fair go. This includes providing opportunities for the students to make up for and to learn from mistakes and providing support for them while they do so. However, the onus remains with the students to take responsibility for their inappropriate behaviour and to make a genuine attempt to change it. Students may be provided with a Case Manager as detailed in a following section. Students may be provided with a “Responsible Behaviour” item to complete during suspension as outlined earlier. Miscellaneous

After School Detention - An option for teachers to use for persistent classroom disruption and occurs in consultation with parents. The school follows the guidelines set out in the Education Act 2003 for this process and always checks on bus travel requirements.

Student Movement - A student will not be out of class for any reason other than with a toilet pass. If the students has been called to the office, the office/Admin staff will issue a note detailing the student’s movement.

Toilet Pass - Issued by class teachers.

Student Information Sheets - Issued by a Deputy Principal or a Year Co-ordinator to relevant teachers to gain additional information on student's behaviour, work and attitude. Behaviour Records - Teachers are encouraged to record student’s behaviour/teacher's actions. Anecdotal information and referrals are recorded through OneSchool. School Reports - Issued by the school at the start of Terms 2 and 3 and at the end of Term 4 so that parents can monitor student’s progress, behaviour and attitudes. Alternative Programs - Alternative learning opportunities offered via Work Experience, Positive Learning Centre, Community Solutions, Youth Information & Referral Service, Youth Access Pathways and additional private providers. Oneschool Behaviour Records - Behaviour reports can be generated via OneSchool for students. These are confidential but may be used to work with students, parents and outside agencies e.g. the PLC staff. Case management is a system put in place by the Guidance Officer (G.O.), HOD’s, Administration to monitor particular students at risk of disengagement from school. It may contain sensitive student information.


Parent Contact - The school's policy is that teachers contact parents to discuss their concerns with student behaviour and engagement. The school fosters open communication in the partnership between the school and parents.

Withdrawal from Classes Students from junior classes may be withdrawn to senior classes within the faculty by request of a teacher to a HOD, Year Coordinator or DP. This should not be for longer than 3 consecutive lessons.

For students exhibiting negative behaviours in a number of classes, a timetable of withdrawal may be requested and implemented by a relevant Year Coordinator or Deputy Principal. This student may be appointed a Case Manager. Parents are informed of withdrawal from a class, and the students demonstrated behaviours.

Case Management Where the need arises, Case Managers will be appointed to support students who are experiencing identified concerns in a range of areas, and would benefit from 1-on-1 interaction. The staff member appointed as Case Manager will be the first contact for issues that relate to this student, to liaise with the student and as required their family and the Admin team. The Case Manager may also liaise with school and community support people. Student progress under Case Management is also recorded on OneSchool.

Continual repeat and/or chronic offenders Depending on the type of repeat offence or lack of progress for existing consequences, a number of measures can be put in place.

Long term withdrawal

After-school detentions for non-completion of behaviour cards.

Long term withdrawal of privileges e.g. sport, excursions, lunchtimes

Use of outside agencies e.g. PLC / MYSS/ MADEC and External work experience bodies. (Note: PLC does not usually work with Yr 10 students. Yr 10 have access to Outreach, MYSS and TAFE programs etc)

Suspension from school

Responsibilities within the school grounds

In order to create a caring and respectful environment, students must show respect for themselves and others. Any cases of accidental damage must be honestly reported immediately. The school community will not tolerate acts of vandalism. In cases of wilful or neglectful damage (e.g. windows broken by balls), students will be required to make restitution.

Our school facilities and grounds are very well maintained. In order to maintain an aesthetically pleasing environment, students, staff and visitors are required to place all rubbish in bins provided. Students will assist with the removal of litter when requested by staff, as this is NOT the responsibility of our groundsman, janitor or cleaning staff.

As set out in our Positive Behaviours agenda, students are actively encouraged and trained to take ownership of the school and students behaviours, and encourage their peers to behave in a respectful manner to themselves and the school community at all times.


Responsibilities outside the school grounds

Students travelling to or from school, on excursions or activities off campus, or representing the school in sport, are expected to follow the school rules and code of behaviour at all times. Mackay SHS has an excellent community reputation, and this will not be tarnished by students partaking in behaviours or attitudes that exceed school or community expectations.

Incidents such as smoking in uniform, drug activities, vandalism, theft, abuse of members of the public, whilst in school uniform will result in a standard school consequences which could result in restitution, suspension or exclusion.

Serious community incidents will also result in police contact.

Consistency Class Teachers have the primary responsibility for the students’ behaviour and learning. School rules and class expectations are to be addressed regularly and consistently. Knowledge of the individual student will assist teachers in student’s context. HODs are the first port of call. Regular observations of the departments, and regular, structured Subject Area meetings are vital. Behaviour Management will be a regular topic at management meetings. Staff Orientation Pack New staff will each year receive a staff orientation pack highlighting our procedures, and including detailed expectations on our various processes. This information is also readily available for reference by all staff on our school’s OnePortal site and a recommendation for continuing staff to review. This will be addressed at staff and management meetings as a form of in-service. Form Teacher Role Statement All form teachers each year receive a list of their responsibilities. This too will be addressed at staff and management meetings as a form of in-service. Form teacher performance is very important, and will be monitored by Year coordinators, who will report to the deputy principals regularly. Each class roll is marked on ID ATTEND and there will also be a summarised version of this permanently placed in the front of the roll. Elements of the RBP and associated pedagogical practices may be discussed at forums such as staff meetings so regular and consistent feedback on the RBP can be sought.

7. Network of student support

At Mackay State High School there are many people who will help students.

Teachers Heads of Departments Year Co-ordinators Principal Deputy Principals Special Needs Teachers Form Teachers Chaplain


Guidance Officer School Nurse Parents / Caregivers Friends / Other Students Teacher Aides Office Staff Year 11/12 Buddies Extra-Curricular groups Groundsman Canteen Workers External Support Agencies

The school is an integral part of the community at large and as such it works hand in hand with community members to foster our Responsible Behaviour Plan which meets the needs of our students. The school accesses outside agencies (e.g. Department of Communities, Youth Information Referral Service, Child Youth Mental Health Services, and Headspace etc.) that are able to provide additional professional support and information.

Given our commitment to the support of our students all staff are trained under the "Child Protection Act". The Roles of the Student Support Network

WORKPLACE HEALTH & SAFETY To monitor the safety of the buildings and grounds, maintenance of equipment, - essential to the welfare of all people in the school. ANCILLARY STAFF (including office staff, teacher aides, facilities officer, grounds staff and cleaners) facilitate the effective administration of many aspects of school organisation. They support teachers and students in maintaining a caring environment, they monitor the sick bay and liaise with parents on numerous issues. CANTEEN The Canteen supplies a varied menu for lunch as decided by the P&C. COMMUNITY EDUCATION COUNSELLOR The Community Education Counsellor helps provide for the particular needs of Aboriginal, Torres Strait Islander and South Sea Islander students and advocate for them to the Welfare Committee and in their community. Through their close contact with the students they can alert the Committee to particular cultural problems which may arise. Depending on government initiatives Alternate Education Programs may be provided for indigenous students. DEPUTY PRINCIPALS The Deputy Principals oversee the general efficient functioning of the school for the benefit of students and staff, in turn promoting a positive tone and encouraging high morale. The Deputies guide the development, implementation and evaluation of initiatives and programs related to student behaviour and welfare, as well as providing for the professional development of staff. Liaison with and between staff, students and parents is part of the Deputies' role. One of the Deputies may be a member of the Welfare Committee. FORM TEACHERS Form Teachers see their form class every morning and are able to monitor students' attendance, lateness, uniform and general wellbeing. They work closely with the Year Co-ordinators with any concerns on those issues. Form Teachers have a set of guidelines to work by. These are in the front of every class roll and are expected to be adhered to consistently. This information is accessible outside


this document. The form teacher is one of the key tools in combating lateness and truancy. Additionally, the performance of Form Teachers in their follow up of absences and behaviour level support will be monitored by:

Year Coordinators

Deputy Principals - allocated year levels **Reporting absences to parents** If students are absent without reason, on their return an explanation/note from parents needs to be sought. If a student does not supply a note they should be advised to get parent to phone school. ID Attend attendance class reports should be checked by Yr Coordinator weekly and contact parents, recording on OS. GUIDANCE OFFICER The Guidance Officer supports individual students who are experiencing difficulties with their work or in their relationships with others. The students may refer themselves or be referred by others to the Guidance Officer. Aware of students' welfare needs, the Guidance Officer provides staff with relevant information and offers support to and liaises with students, staff, parents, the Administration team, the Student Support network and outside agencies. The Guidance Officer contributes to the welfare of students through the maintenance of accurate and up to date material on employment and further educational opportunities. CHAPLAIN The school Chaplain offers an important support service to the school, coordinating many activities around the school and various external groups who interact with the school in a positive way. The Chaplain, along with the Guidance Officer and School Nurse, run a breakfast program in the school hall to ensure students have access to food before the start of the formal day. The Breakfast program is sponsored by community businesses. The Chaplain also provides mentoring to students, and coordinates our Strengths program for selected students exhibiting lower level negative behaviours, and students who would benefit from increased self-esteem and socialisation skills. A religious aspect is available for students, but is not the basis of operations. SCHOOL NURSE The school nurse adds another dimension to the schools support network, providing qualified health advice to students, and organising a range of motivational activities. The SBYHN reports directly to the school administration, and is supported by the school community. HEADS OF DEPARTMENTS (HODs) The Heads of Departments (HODs) support staff and students within their subject area, encouraging staff development while assisting the staff to develop relevant and innovative programs and strategies for their students. The HOD ensures that the aims and objectives of teaching programs are clear and sensitive to the needs and welfare of staff and students. Teaching resources and faculty records are maintained by the HOD. HODs may, in addition, co-ordinate extra-curricular and whole school activities. Liaison with Administration and ancillary staff is also part of the HOD's role as well as liaising with parents about students' progress. It is the responsibility of the HOD to ensure that reports of student behaviour are referred to the appropriate Administration Personnel. HODs may place students on Subject Cards to monitor their progress and will case manage identified students. Subject area meetings need to be regular with focus on - behaviour concerns, class work standards, and production of assignment work - in line with improving the whole school ethos towards educational achievement. The HOD Junior Secondary will allow more focus to be placed on Years 7-9 with respect to leadership, attendance, behaviour and quality classwork.


PARENTS/CAREGIVERS Parents/Caregivers recognise that they and the school work together for the common good of their children and therefore support and contribute to the school in its operations. Parents/Care givers have valuable contributions to make to the school and the welfare of its students. They will be informed when their child is active in the welfare system and are encouraged to participate in all aspects of the Welfare System. PREFECTS, BUDDIES AND YEAR 12 STUDENTS Prefects, Buddies and Year 12 students are peer role models for other students and help to promote school pride. These students are given additional responsibilities, which may involve the organising of activities that support the caring role of the school. Self-discipline is encouraged and their leadership skills are fostered which further contributes to a positive school tone. Specifically, the role of the Prefect and Year 12 body as a whole is being expanded. MSHS needs to continually strive to improve its general ethos - attendance, academic achievement, participation, value of school. While it is not possible to instil a good ethos in all students, we believe that this is a good way to combat other problems such as classroom behaviour, quality assessment work etc. This requires a consistent approach from the school body, especially staff in the encouragement of seniors (and Year 11) to take a more active and responsible role within the school. Prefects and the Year 12 body as a whole will work on the following initiatives:

Prefects will be rostered on to Play Ground Duty with one staff member for one 20 minute session per week.

Year 11 and 12’s will continue to nominate for a buddy system whereby 2 or 3 are allocated to a year 7 & 8 class

Senior Project - this is an annual initiative, but needs to be given a much better focus and timeline (and publicity) to achieve its yearly goals.

Parade and Year Parade Seniors will regularly speak on parades to promote various school activities and initiatives

Lunchtime games competitions - to promote school spirit - Student v student, form class v form class, student v teacher.

Will be responsible for monitoring and improving their own year level behaviours and image.

Buddies are attached to Year 7 & 8 classes to help with the transition from primary to high school. They are responsible students who relate well to the younger students and the Year 7 & 8s can talk to them when they are having problems at school. The buddies work with the form teachers to organise class outings and liaise with the form teachers and Year Co-ordinators about students who may be having difficulties. They will also help promote school activities and events e.g. Sports carnivals, fundraising, ANZAC day march etc. Buddies also meet with their form class during form once a week to discuss a topical issue such as Core Values, peer pressure, time management etc. JUNIOR SCHOOL LEADERS Junior School Leaders are selected each year – from year 7, 8 and year 9. They represent the Junior School by promoting values, activities, participation and leadership. They liaise with the Year Coordinators and HOD Junior School to identify issues. They also speak on Year Parades and provide regular content for the school newsletter. PRINCIPAL The principal provides leadership and direction that encourages a caring atmosphere within the school, recognizes and supports the welfare needs of the students and school staff. The Principal endorses curricular and extra-curricular opportunities to cater for student needs, as well as liaising between the school, the parents, the wider community and Education Queensland. The Principal or his representative manage all suspensions


around serious behaviour incidents and interviews most students and their families, after long suspensions or recommended exclusions. YOUTH WORKERS / YOUTH SUPPORT CO-ORDINATOR Youth Workers / Youth Support Co-ordinators work closely with the Guidance Officer, School Based Youth Health Nurse and Chaplain to provide alternative, and usually practical, learning opportunities for students in need. These may be, for example, work experience, part-time work, gardening or construction projects, wilderness experiences or self-esteem groups. SPECIAL NEEDS STAFF Special Needs Staff work with students who have learning disabilities or difficulties by teaching them directly in small groups or helping classroom teachers to modify curricula to cater for students' special needs in the regular classroom. A supply of suitable resource material is being built up to assist in this area. Because Special Needs staff build a special relationship with their students, they frequently advocate on their behalf with other teachers, Administration, parents/care givers, students and the Welfare Committee. TEACHERS The teachers provide relevant, challenging, safe and well managed learning environments. Through the preparation and delivery of lessons that address students' needs and respond to individual differences, teachers aim to extend the learning and self-esteem of their students. Teachers monitor student progress through appropriate assessment and reports. Aware of students’ welfare needs, teachers provide necessary and appropriate support to students and liaise with parents and the Student Support Network. Teachers have a responsibility to report behaviours which are disruptive of the learning environment where students have not responded to normal discipline, or negative issues in relation to their student. YEAR CO-ORDINATORS Year Coordinators address the welfare needs of students in a specific year level, are accessible to these students and willing to listen to their concerns while encouraging their participation in all aspects of school life. Because of their close contact and knowledge of the students in one year level the Year Co-ordinators will disseminate information to students and staff, collate information to develop a profile of individual students as well as respond to their problems. This requires the Year Co-ordinators to liaise with parents, other teachers and students along with Administration. Areas of concern for the Year Co-ordinators are uniform, student welfare, behaviour in areas outside the classroom, attendance records and pastoral care (informally and through the Life Skills program). Year Co-ordinators will monitor students on Attendance Cards. Year Co-ordinators also organise and promote whole year level activities and events - fundraising, guest speakers, community participation etc.

Communication Communication is another key element in the effective implementation of a welfare policy and procedures. Communication is addressed in various sections of this document. However, it can be summarised as shown below:

Form teachers - must phone parents when a student has been absent for 3 days running, or for 3 out of the previous 5 days. Many parents do not know their children have not made it to class, even when dropped at school in the morning.

Notice boards - these will be renovated to be used to display student/school activities and achievements - cultural, citizenship, sporting, academic. This has been the intention in the past, but have not been used.

Newsletters - these are used to communicate school news to homes. This is currently emailed to parents, and is available for download from our school website.


School Facebook Site and Website – these are both available to be viewed by students, parents and the wider community as digital forms of education and information.

School network - a better structure is being developed and staff inserviced on how to store school related information for student use e.g. semester calendar of events, digital photo albums etc. Student contributions are essential to this end. HOD’s, Year coordinators and activity leaders need to constantly remember to use this.

School Diary - each year every student receives a school diary. Apart from recording daily homework requirements, it contains much useful information (e.g. wellbeing program, study habits and helpful tips). To more effectively use this, the following will occur:

o Each year parade, a relevant wellbeing topic (e.g. buddy topic of the week) is discussed if time permits.

o Once a week, the Form teacher will/may sign or sight each student’s diary to state that it is still in the students’ possession and being used (Relatively) properly.

OneSchool - staff must become comfortable using OneSchool to record and track positive and negative behaviours. It is also a source of anecdotes from all staff that each staff member can access for general classroom purposes.

CLASS ANECDOTALS (and Parent Communication). Classroom teachers have always been encouraged to document anything (negative) that occurs in the classroom (behaviour, homework, assignment work, general classroom work ethic etc). This is becoming increasingly important when justifying actions taken against students. A phone call home should be a regular occurrence. OneSchool is used for major incidents. Staff must use a diary or electronic note system to record smaller details to report to parents to justify comments etc. Significant issues must be documented via OneSchool. Staff have been provided with a number of resources for keeping anecdotal evidence of various student behaviours. However, for this to work effectively, Staff (and departments) MUST make it part of their daily routine. Class Captains The school/teachers could attempt to identify leaders within each of their classes and use these students to help promote a good ethos within the classroom. This would not necessarily work in all situations. Class captains could be promoted, and changed on a term by term basis, as is used in Primary schools.

Resources Teacher Handbook

Form Teacher Role Description

Beginning Teacher Support Information

8. Consideration of individual circumstances When applying consequences and when developing individual programs students individual circumstances (may include e.g. impairment, cultural background, previous incidents, intent, provocation etc.) will be taken into consideration.


Other GROUNDS AND ENVIRONMENT In order to help promote a pride in the school and an ethic whereby students take ownership of their school, we need to ensure that the grounds and facilities are in the best possible condition, and to promote this to staff and students. Optimal landscaping and cleanliness of external facilities are of constant importance.

DEPARTMENTS It is imperative that subject area departments are adequately resourced for their needs so that students are not in-class without proper (school-provided) resources be it textbooks, sports equipment etc. Loan equipment such as stationery should also be available so that students who do not bring materials to class can still work. This is especially important in Maths and the practical areas. Again, it is important that staff contact parents and promote responsibility to them for their children’s attitude to preparedness. It is also important that departments review their operations on a monthly basis to ensure all aspects of their functioning are working efficiently and optimally. APPROPRIATE USE OF SOCIAL MEDIA

1. Mackay State High School embraces the amazing opportunities that technology and the internet provide to students for learning, being creative and socialising online.

2. When used safely, social media sites and apps such as Facebook, Twitter and Instagram can provide positive opportunities for social learning and development. However, inappropriate, or misguided, use can lead to negative outcomes for the user and others.

3. Mackay State High School is committed to promoting the responsible and positive use of social media sites and apps.

4. As is set out in “Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying), Harassment or Victimisation”, it is unacceptable for students to bully, harass or victimise another person whether within Mackay State High School’s grounds or while online. Inappropriate online behaviours can have a negative impact on student learning and the good order and management of our school – whether those behaviours occur during or outside school hours.

5. If inappropriate online behaviour impacts on the good order and management of Mackay State High School, the school may impose disciplinary consequences for that behaviour regardless of whether the behaviour occurs during or outside of school hours.

6. Disciplinary consequences could include suspension and/or exclusion. In serious cases of inappropriate online behaviour, the school may also make a report to the police for further investigation.

7. Mackay State High School will not become involved in concerns of cyberbullying or inappropriate online behaviour where the incident in question does not impact upon the good order and management of the school. For example, where cyberbullying occurs between a student of this school and a student of another school outside school hours. Such an incident will be a matter for parents and/or police to resolve.

8. Inappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the Criminal Code Act 1995 (Cth) and the Criminal Code Act 1899 (Qld) contain relevant provisions applicable to cyberbullying.

9. The Commonwealth Criminal Code outlines a number of criminal offences concerning telecommunications services. The most relevant offence for cyberbullying is “using a carriage service to menace, harass or cause offence to another person”.

10. The Queensland Criminal Code contains several applicable sections for cyberbullying. Potential relevant criminal offences are:

Unlawful stalking


Computer hacking and misuse

Possession of child exploitation material

Involving a child in making child exploitation material

Making child exploitation material

Distribution of child exploitation material

Criminal Defamation 11. There are significant penalties for these offences. 12. Mackay State High School strives to create positive environments for all students

at all times of the day, including while online. To help in achieving this goal, our school expects its students to engage in positive online behaviours.


Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying)

Purpose

1. Mackay State High School strives to create positive, predictable environments for all students at all times of the day. The disciplined and teaching environment that we are creating is essential to:

achieving overall school improvement, including the effectiveness and efficiency of our student support procedures

raising achievement and attendance

promoting equality and diversity and

ensuring the safety and well-being of all members of the school community.

2. There is no place for bullying in Mackay State High School. Research

indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students.

3. Bullying behaviours that will not be tolerated at Mackay State High School

include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to:

race, religion or culture

disability

appearance or health conditions

sexual orientation

sexist or sexual language

young carers or children in care.

5. At Mackay State High School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community.

Rationale

6. Research indicates that many problem behaviours are peer-maintained. That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective response to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.


7. The anti-bullying procedures at Mackay State High School are an addition

to our already research-validated schoolwide positive behaviour support processes. Our school provides a wide range of educational and support programs to support students and staff to understand the effects of bullying in its forms, and effective actions to assist in dealing with others’ inappropriate behaviours.

Prevention

8. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our schoolwide behaviour support practices will be maintained at all times. This will ensure that:

Our behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour

All students know the 4 Core Values and have an understanding of the school community’s expectations surrounding each of these.

All students have been or are being taught the specific routines in the non-classroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms

All students are receiving positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the non-classroom areas of the school

A high level of quality active supervision is a permanent staff routine in the non-classroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the non-classroom areas.

9. The student curriculum addresses bullying as an issue in some subject

areas, however all students will be involved in whole school and class-based discussions throughout the year on the policy to raise awareness of the negative effects of some peoples actions in bullying in its various forms.

10. Early in the year and at other suitable times, an initial introductory lesson

is delivered, which teaches the implications and true feelings of all students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander.

11. Research indicates that a common outcome of anti-bullying programming

is an improvement in understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Mackay State High School takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.

12. Mackay State High School uses behavioural data for decision-making.

This data is entered into our database on a daily basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.


9. Related legislation

Commonwealth Disability Discrimination Act 1992

Commonwealth Disability Standards for Education 2005

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Criminal Code Act 1899

Anti-Discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Judicial Review Act 1991

Workplace Health and Safety Act 2011

Workplace Health and Safety Regulation 2011

Right to Information Act 2009

Information Privacy (IP) Act 2009

10. Related policies and procedures

Statement of expectations for a disciplined school environment policy

Safe, Supportive and Disciplined School Environment

Inclusive Education

Enrolment in State Primary, Secondary and Special Schools

Student Dress Code

Student Protection

Hostile People on School Premises, Wilful Disturbance and Trespass

Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions

Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems

Managing Electronic Identities and Identity Management

Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

Temporary Removal of Student Property by School Staff

11. Some related resources

National Safe Schools Framework

Working Together resources for schools Cybersafety and schools resources

Bullying. No way!

Take a Stand Together

Safe Schools Hub

http://www.comlaw.gov.au/Details/C2012C00110

http://education.gov.au/disability-standards-education

http://education.gov.au/disability-standards-education

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EducGenPrA06.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EducGenPrA06.pdf

http://www.austlii.edu.au/au/legis/qld/consol_reg/epr2006396/

http://www.austlii.edu.au/au/legis/qld/consol_reg/epr2006396/

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/C/CriminCode.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/C/CriminCode.pdf

http://www.austlii.edu.au/au/legis/qld/consol_act/aa1991204/

http://www.austlii.edu.au/au/legis/qld/consol_act/aa1991204/

http://www.austlii.edu.au/au/legis/qld/consol_act/cfcaypacga2000511/

http://www.austlii.edu.au/au/legis/qld/consol_act/cfcaypacga2000511/

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/J/JudicialRevA91.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/J/JudicialRevA91.pdf

http://www.austlii.edu.au/au/legis/qld/consol_act/whasa2011218/

http://www.austlii.edu.au/au/legis/qld/consol_act/whasa2011218/

http://www.austlii.edu.au/au/legis/qld/consol_reg/whasr2011309/

http://www.austlii.edu.au/au/legis/qld/consol_reg/whasr2011309/

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/R/RightInfoA09.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/R/RightInfoA09.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/I/InfoPrivA09.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/I/InfoPrivA09.pdf

http://education.qld.gov.au/schools/strengthening-discipline/pdf/statement-of-expectations.pdf

http://ppr.det.qld.gov.au/education/learning/Pages/Safe,-Supportive-and-Disciplined-School-Environment.aspx

http://education.qld.gov.au/studentservices/inclusive/index.html

http://education.qld.gov.au/studentservices/inclusive/index.html

http://ppr.det.qld.gov.au/education/management/Pages/Enrolment-in-State-Primary,-Secondary-and-Special-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Enrolment-in-State-Primary,-Secondary-and-Special-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Student-Dress-Code.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Student-Dress-Code.aspx

http://ppr.det.qld.gov.au/education/community/Pages/Student-Protection.aspx

http://ppr.det.qld.gov.au/corp/governance/Pages/Hostile-People-on-School-Premises,-Wilful-Disturbance-and-Trespass.aspx

http://ppr.det.qld.gov.au/corp/governance/Pages/Hostile-People-on-School-Premises,-Wilful-Disturbance-and-Trespass.aspx

http://ppr.det.qld.gov.au/corp/governance/Pages/Police-and-Child-Safety-Officer-Interviews-with-Students,-and-Police-Searches-at-State-Educational-Institutions.aspx

http://ppr.det.qld.gov.au/corp/governance/Pages/Police-and-Child-Safety-Officer-Interviews-with-Students,-and-Police-Searches-at-State-Educational-Institutions.aspx

http://ppr.det.qld.gov.au/corp/ict/management/Pages/Acceptable-Use-of-Departments-Information-Communication-and-Technology-(ICT)-Network-and-Systems.aspx

http://ppr.det.qld.gov.au/corp/ict/management/Pages/Acceptable-Use-of-Departments-Information-Communication-and-Technology-(ICT)-Network-and-Systems.aspx

http://ppr.det.qld.gov.au/corp/ict/management/Pages/Managing-Electronic-Identities-and-Identity-Management.aspx

http://ppr.det.qld.gov.au/corp/ict/management/Pages/Managing-Electronic-Identities-and-Identity-Management.aspx

http://ppr.det.qld.gov.au/education/learning/Pages/Appropriate-Use-of-Mobile-Telephones-and-other-Electronic-Equipment-by-Students.aspx

http://ppr.det.qld.gov.au/education/learning/Pages/Appropriate-Use-of-Mobile-Telephones-and-other-Electronic-Equipment-by-Students.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Temporary-Removal-of-Student-Property-by-School-Staff.aspx

http://www.bullyingnoway.gov.au/teachers/nssf/index.html

http://www.bullyingnoway.gov.au/teachers/nssf/index.html

http://education.qld.gov.au/studentservices/behaviour/qsaav/school-resource.html

http://education.qld.gov.au/studentservices/behaviour/qsaav/cybersafety.html

http://www.bullyingnoway.gov.au/

http://www.takeastandtogether.gov.au/index.html

http://www.safeschoolshub.edu.au/


Appendix 1 – eDevices Policy

Schools have the authority to ban anything which is illegal, dangerous or is likely to cause disruption or harm to the smooth running of the school and the education of students. The use of mobile phones and other electronic equipment by students at school can be disruptive and is not permitted at Mackay State High School. This includes, but not limited to, games devices, PDAs, cameras, video recording devices, mobile phones, iPods and other media players or devices of a similar nature. School eLearning and Tablet laptops are exempt from this policy, but these have their own usage agreement. Student use of mobile phones and other electronic devices is not permitted at Mackay State High School. The school acknowledges that there are circumstances in which it is necessary for students to have access to such devices before and after school. Any mobile phone brought to school must be turned off and kept away and out of sight at all times. Leaving mobile phones on silent, checking them during breaks, or using them for other functions such as a clock or calculator is not acceptable. Mobile phones and other electronic equipment are brought to school at their owners’ risk. No liability will be accepted by the school in the event of loss, theft or damage to any device. If students wish to book their phone in and collect at end of day at office, they may do so at the Year Masters Room. All communications between students and parents, guardians or other outside personnel is to be conducted through the office. Messages, be they information or urgent, will be conveyed to students at the appropriate time, using the new system with phones to all classrooms. Any student who is feeling unwell at school and needs to contact home must arrange this through the office. Under no circumstances may students use mobile phones to make arrangements to leave the school. During break times, students can access a phone in the school office to contact parents if needed. Permission to make such calls will be at the discretion of school staff. Students, who choose not to follow this policy, will be dealt with in the following manner. Offences refer to breach of the policy, and are not specific to one type of item.

Failure to comply

Any failure to hand over an electronic device when asked will be treated as refusal to follow a reasonable instruction and will be dealt with in the normal manner through the school’s behaviour policy.

When the school becomes aware that any device has been used for cyber-bullying or to capture or distribute images of violence or malice, appropriate action will be taken in accordance with the schools anti-bullying and behaviour policies. Students will be required to remove any material deemed to be offensive from any device, website or social network. Failure to comply with such requests will result in serious disciplinary action. Devices believed to contain illegal material or evidence of illegal activity will be confiscated and, where appropriate, provided to Police.

This policy by its nature addresses relevant legislation regarding the unlawful recording of still or video images and their possible transmission, and for purposes including cyberbullying.

1st offence

The device will be confiscated by the teacher, who will pass it with student name on to the Office at next break to be booked in electronically. Teacher will enter on One School. The student will be able to collect the device from the Office after school.

2nd offence

The device will be confiscated by the teacher, who will pass it with student name on to the Office at next break to be booked in electronically. The device will be returned to the student via their Yr Level Admin and parent/guardian will be contacted.

3rd offence

The device will be confiscated by the teacher, who will pass it with student name on to the Office at next break to be booked in electronically. The device will only be returned to the student’s parent or guardian. The student may be suspended.


Appendix 2 – Knives in schools

WORKING TOGETHER TO KEEP MACKAY SHS SAFE

We can work together to keep knives out of school. At Mackay SHS:

• Every student has the right to feel safe and be safe at school.

• There is no reason for a student to have a knife at school.

• No knives are allowed to be taken to school by students.

• It is against the law for a student to have a knife at school.

• A student that has a knife at school can receive very serious consequences.

What kinds of knife are banned?

You are not allowed to have any type of knife at school including:

• flick knives, ballistic knives, sheath knives, push daggers, trench knives, butterfly

knives, star knives, butter knives, fruit knives or craft knives

• any item that can be used as a weapon, for example, a chisel.

If you need a knife or tools for school subjects, school staff will provide them and

supervise their use.

What will happen if I bring a knife to school?

• If you have a knife at school, the principal may call the police.

• Police can search you and your property at school if they think you have a knife.

• If you have a knife at school, you may be disciplined. Using a knife to threaten any

person will result in immediate exclusion from the school. Possession of a knife will

result in a suspension, the length at the determination of the Principle or their

delegate, commensurate with the perceived seriousness of the potential threat.

• You may be charged with a criminal offence and face serious consequences if

convicted, including a fine or jail.

• School property such as desks or lockers can be searched if the principal suspects

that you have a knife on or in school property.

• If the principal thinks you have a knife in your bag, the bag can be confiscated until

police arrive.

• If you have a knife at school, it can be confiscated by the principal and given to the

police.

• You may face serious disciplinary consequences if you bring a knife to school.

How can I help to keep Mackay SHS safe?

• Make sure you know the laws and rules about knives.

• Ask your parents not to put knives or knife tools in your lunch box, pencil case or craft

kit.

• Contact your teacher if you are being bullied or threatened at school.

• Immediately tell a teacher or adult if you think someone has a knife at school, or if they

say they will bring a knife to school.

• Immediately tell a teacher if a student is threatening anyone with an object that could

injure them.


Endorsement Principal P&C President or

Chair, School Council Date effective: from 1 January 2016 to 31 December 2018

guidelines for developing a responsible behaviour plan for students · 2017-01-30 · template...

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