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KananookPrimarySchool

StudentEngagementandWellbeingPolicycontaining

RestorativePracticeGuidelines2017

Producedinconsultation

withtheschoolcommunity

PreparedusingtheguidelinesoutlinedintheSchoolPolicyAdvisory

Guidefoundatthefollowinglinkhttp://www.education.vic.gov.au/school/principals/spag/participation/

pages/policyrequirements.aspx

Principal:MichaelBlock

AssistantPrincipal:StuartGilchrist

SchoolCouncilPresident:JennyMcCulloch

Preparedby:MarteneMatthewsandEducationSub-Committeemembers

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Tableofcontents

1 SchoolProfileStatement 2

2 WholeSchoolPreventativeStatement 5

2.1 RestorativePracticesPolicy 6

3 RightsandResponsibilities 10

4 SharedExpectations 15

5 SchoolActionsandConsequences 19

6 References 19

7 Appendix1:RestorativePracticesActionPlan2017 21

8 Appendix2:StudentEngagementPlan 22

9 Appendix3:ResponsetoInterventionModel 23

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SECTION1:SCHOOLPROFILESTATEMENT

VISION:

Our school’s vision is to fosterexcellence in learningandpositive relationships,whichbuild thefoundationsforlifesuccess.

It aims to prepare students to contend with a very dynamic 21st century in which creativity,cooperative work, connectedness to the world and adaptability are key features. KananookPrimarySchool isproudof itsachievements increatingawarm,harmoniousandcaring learningenvironmentwhere students feel secure, happy and are highlymotivated to learn. We aim tomaketheschoolaplacewhereeverychildbecomesstrongandconfidant,havinghighself-esteemandhighstandardsofacademicachievementandsocialbehaviour. AtKananookPrimarySchoolwepromote“learningtogether”.

VALUES:

Theschoolcommunityhasdevelopedfourschoolvalues,whichunderpinourrelational learningphilosophy.

Thesevaluespromote:

• Excellence:intheachievementofindividualandteamgoals(DoYourVeryBest)

• Responsibility:forourwords,actionsandlearning(BeInChargeOfYourself)

• Tolerance:ofdiversityandindividualdifferences(UnderstandandAcceptThatPeopleAreDifferent)

• Integrity:ofindividualsintheirwords,actionsandrelationships

PHYSICALSCHOOLLOCATIONKananookPrimarySchoolissituatedinthesuburbofSeafordandispartoftheNorthernPeninsulaCluster of the Southern Metropolitan Region. The school is set on spacious grounds in aresidential area close to Kananook Creek and a short distance from Seaford and Long IslandBeaches. It isborderedbyWellsRd,BunaAve,BoonongAveandLysterClose. Theschoolhasbeendescribedas“Seaford’sHiddenGem”bymanyvisitorsandisfullofpleasantsurprisesasyouwanderthroughthespaciousoutdoorareasthatspreadouttowardsthebackoftheschool.PHYSICALASPECTSKananookPrimarySchool’slandsizeisapproximately2hectareswithplentyofmaturetreesandshadedareas,makingitoneofthelargestschoolsitesinnotonlySeafordbutalsotheSouthernMetropolitanRegion.Regularworkingbeesareconductedtomaintainandimprovethegrounds.

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KananookPrimarySchoolhas:

• ABERBuilding(Cooinda)housesourthreeYear4/5/6classes,containingdoubleandtriplesize classrooms, wet areas, central learning space, private office learning spaces andteacherworkareas.

• Anawardwinningmiddleschoolfacilitywhichhousesthreeclasses(Year2/3x2andYear4),thisarchitecturallydesignedlearningspacehasstandupworkbenches,readingnooksandasmallamphitheatrelearningarea.

• TwodoublesizedclassroomswhicheachhouseaPrepclassandYear1class• Aseparateplayarea,sandpitandplayequipmentspecificallydesignedasaPreponlyarea• MirrabookaArtsWingcontainingwellequippedMusic,ArtandLOTE(Japanese)rooms• Largemulti-purposehall• Library• Environment Centre comprising of a vegetable patch, orchard, potting shed and

undercoverareaforstudentstopropagateplants.• Coveredandlockedbikeshed• CourtyardwithgazeboandgasBBQ• Soccerandfootballovals• Tenniscourt/volleyballcourt• Twobasketballcourts• Largeshadecoveredadventureplayground• Kid’sKitchen/ScienceRoom• BeforeandAfterSchoolfacilitiesforKananookstudentsonly

ENROLMENTEnrolmentiscurrentlystableatbetween165-175studentsEDUCATIONATTAINMENTTheStudentFamilyOccupations(SFO)indexiscurrently0.6890.STAFFINGPROFILEKananook’sstaffconsistsof:

• 6fulltimeclassroomteachers• 4parttimeclassroomteachers(whojobshare)• 3parttimespecialistteachers• 3EducationSupportstaffmembers• 2ReadingSupportteachers(0.2)• 0.6BusinessManager+0.6Officemanager• AssistantPrincipal/PrimaryWellbeingOfficer• Principal

The staff is well supported by School Council. At KPS we also draw on a number of outsideagencies such as psychologists, occupational therapists, counsellors and speech pathologists tosupportprogramsforindividualstudents.

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PARENTALENGAGEMENTKananookregardsparentsasvitalpartnersintheeducationalprocessandseeksandappreciatestheir active participation through the PTF (Parents Teachers and Friends), School Council andSchoolCouncilsub-committees. Parentsarewelcomedandencouragedtoparticipate inawiderange of school activities including supporting teachers and students in classrooms, in studentprogramssuchastheSRCcanteenandoncampsandexcursions. ThePTFisanintegralpartoftheschoolandorganisesfundraiserssuchasspeciallunches,BBQs,discos,Mothers’andFathers’Day stalls and Christmas and Easter raffles. School Council requires input from its varioussubcommittees,thePTF,theSRC,Principalandstaff.Theroleofparentsaspartners in learningatKananookcanbeobservedintheirparticipationatStudent Support Group meetings, parent/teacher interviews and informal parent/teachermeetings.Kananookeffectivelycommunicateswithparents throughourcomprehensiveWebsite,UpdatedApp, Facebook, annual information sessions, Prep transition program, phone calls, informalmeetingsand/orconversations,newparentwelcomingafternoonteaandweeklyassemblies.Whole-schoolannualeventssuchasOpenNightheldduringEducationWeek,MusicalProductionheldattheFrankstonArtsCentreandtheChristmasConcertarewellattendedandwellreceived.Mid-yearParent/Teacherinterviewsareahighlightforthestaffaswehaveconsistentlyachieved90%attendanceatthisevent.

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SECTION2:WHOLESCHOOLPREVENTIONSTATEMENT

1. PREVENTATIVESCHOOLCULTUREThefoundationofKananook’spositiveschoolcultureistheactiveparticipationofallmembersofthe school community so they feel valued, safe and secure; are provided with meaningfulopportunities to contribute to the school; andwhere students have every opportunity tomeettheirpersonalandeducationalpotential.AkeycomponentofKananook’sapproachtopreventionis teachingpositivebehaviours and theuseof logical consequences to address appropriate andinappropriate behaviour. This is achieved by the implementation of Restorative Practicesthroughouttheschool.TheWellbeingTeam(SSSOsandPWO)regularlyconsultswithstudents,parents/carers,teachers,supportorganisationsandthewidercommunitytoensureweareresponsivetostudents’social,emotional,cognitiveandculturalneeds.

Studentvoiceissupportedthroughastudent-centredapproachinvolvingpersonallearninggoals,selfandpeerassessmentandstudentsmonitoringandreportingontheirown learning.Studentvoice is also encouraged through participation in the Student Representative Council (SRC),formulationofclassroomrulesandexpectationsandclassconferences(CircleTime).ThroughSRCmeetingsandfortnightlySRCclassvisitsallstudentshavetheopportunitytohaveinputintothecreation of their educational experience, including the physical learning environment, whichprovides them with a sense of ownership and allows them to feel safe and supported in theenvironment they have created. The SRC is encouraged to respond to and implement studentsuggestions. The SRC Canteen and Chess Tournament are all student initiatives. The schoolcontinues to build on the opportunities for our students to take onmeaningful responsibilitiesbothwithintheschoolandthewidercommunity.

Ourpositiveschoolcultureisalsocentredonstudentengagementbeingthebasisforlearning.Tosupport this, the Professional Learning Teams are actively engaged in developing classroompracticetoensurethatourpedagogy(thetechniqueusedbyaninstructortofosterandfacilitatelearningbyanother)andcurriculumengagesallstudentsbyrecognisingandrespondingtotheirdiverse learning needs. Effective teaching, inclusive and engaging curriculum and respectfulrelationships between staff and students is promoted through learning circles and professionallearningteamsthatencourageinnovativepedagogyinthedeliveryoftheVictorianCurriculum.

Kananook aims to improve studentwellbeingwith a focus on enhancing social skills, improvingstudent motivation and behaviour and increasing learning confidence (refer to the AnnualImplementationPlanfordetails).

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1.2PREVENTATIVEPROGRAMSRESTORATIVEPRACTICESISATTHECOREOFTHISPROGRAM

RestorativePracticeGuidelinesRationaleThepurposeoftheseguidelinesistodrivethepracticeofteachersandschoolleaderstoencouragepositivebehaviours,soundwellbeing,healthyself-disciplineandastrong,sustainableschoolculture.Allschoolshaveamandateandanobligationtoprovideanenvironmentthatischallengingandsafeforallstakeholders–students,staffandfamilies.Withinthismandate,weincorporateourstrategicintentiontobe a school where our stated values of Excellence, Responsibility, Tolerance and Integrity aremanifestedinourwork.

TheapproachthatourschoolhaschosentounderpinourpracticeandtheresultantcultureisRestorativePractices.RestorativePracticesconnectsmostdirectlytoourintentionsforStudentEngagementandWellbeing.PhilosophyRestorativePracticesisunderpinnedbysomekeyphilosophicalbeliefsthattheschool’sleadershiphaveidentifiedasbeingcriticaltoculturalsuccess:

• RestorativePracticeseffectivelyteachesstudentstotakeresponsibilityfortheiractions.• RestorativePracticesrequiresshiftsinlanguagethatstaffneedtoembedinpractice.• RestorativePracticesisaboutlearningtoacceptconflictasnormal,tofocusontheharmcausedby

itandrespondintermsofbuildingrelationshipsinaresponsetotheconflict.• RestorativePracticesrequiresbothpreventativeandresponsiveprocedurestobedeployedinall

learningenvironments.• RestorativePracticesisaboutmaximisingafirmandafairapproachinaconsistentfashion.• RestorativePracticesisaboutacknowledgingthepastwithoutbecomingmiredinit.It’sabout

movingfrompast,topresentandtothefuture.• RestorativePracticesprovidesasetofusefulquestionstouseasaguideforourintentionsfor

dealingwithconflict,bullyingandpoorbehaviourchoices.• RestorativePracticesisaboutconfrontingstudentswiththegenuineimpactoftheirbehavioursand

compellingthemtomakeamends.• RestorativePracticesisproventhroughanextensivebodyofresearchtobethebestavailable

methodologyforreducingtheinstancesandseverityofbullying.• RestorativePracticesisaboutaskingquestionsandpromotinghigherlevelsofthinkingasameans

forengagingstudentswithimprovedbehaviourtrajectories.

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ImplementationAmultitudeofstrategiesforfullimplementationofRestorativePracticesareinplace.ThesecanbedescribedasbothResponsiveandPreventative.ResponsiveStrategiesConsequencesWithintheRestorativeModelconsequences/punishmentsmaybeappliedattheprofessionaldiscretionofteachersandschoolleaders.Whereverpossible,theseconsequenceswillbe:

• Previouslynegotiatedwithstudents.• Designedtoallowfurtherreflectionandplanningforaction.• Linkedtoindividuallydifferentiatedhighexpectations.• DeployedasanextensiontotheRestorativemodelratherthananalternativetoit.• Designedtotargetidentifiedbehaviours

Suspension/ExpulsionWithintheRestorativeModelsuspensions/expulsionsmaystillbeappliedattheprofessionaldiscretionofteachersandschoolleaders.SuspensionProcedure:

• Finaldecisiontosuspend(internallyorexternally)restswiththePrincipal.• ThePrincipaland/orrelevantstaffwillcontactparents/familiesdirectlytoinformofthesuspension

termandreason.Thiswillbefollowedupwithaformalletter.• Anystudentsuspendedwillbeprovidedwithareflectionsheettocompleteduringsuspensionand

willbepersonallysupportedtocompletethispriortore-entrytoschool.• Theschoolwillbeavailabletomeetwithparents/familiesduringsuspensiontodetermine

strategiesmorelikelytopreventrecidivismuponre-entry.• Attheconclusionofsuspension,aschoolleaderwillconveneare-entrymeetingcompulsoryfor

thestudent,parentsandaffectedpeopletoattendsothatthestudenthasfullopportunitytomakeamendsandtore-entertheschoolenvironmentsuccessfullyandwithoutstigmatisingresidualshame/embarrassment.

• Inmanycases,aclassre-entrycircleisconductedsothatclassmatescansupportasuccessfulnewbeginningforthesuspendedstudent.

PreventativeStrategies

• Outlinedinour2017RestorativePracticesImplementationPlan(AppendixA)thisdocumentensuresactioninfourkeydomains:

o StaffDiscussionandLearningOpportunitieso SchoolCommunityo BehaviouraltargetsforClassroomsandthePlaygroundo PlanningandProgrammingConsiderations

• OurStudentEngagementPlan(AppendixB)isdesignedasthepublicmanifestationofthispolicy.It

demonstratesthekeyfactorsassociatedwithRestorativePracticesimplementation,including:o TheRestorativeContinuum

§ AffectiveStatements§ AffectiveInteractions§ SmallImpromptuConferences§ Circles–Check-In,Check-Out,Response,PreparationandLearning§ FormalConferencing

o TheRestorativeQuestions(contextuallyadjustedforageappropriateness)

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Forthosewhohavedonethewrongthing.

Forthosewhohavebeenharmedoraffected.

Whathappened?Whatwereyouthinkingatthetime?Whathaveyouthoughtaboutsince?Whohasbeenaffectedbywhatyoudid?Andhow?Whatdoyouneedtodotomakethingsright.

Whatdidyouthinkwhenyourealisedwhathappened?Howhasthisaffectedyouandothersaroundyou?What’sbeenthehardestpartforyou?Whatdoyouthinkneedstohappentomakethingsright.

o TheRestorativeOperatingDomains

• BehaviourSupportPlansarealsoimplementedtosupportstudentswhosebehaviourdemonstrates

theneedforanindividualisedintervention.

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ResourcesKananookiscurrentlyinaRealSchoolsPartnershipwheresupportisprovidedthroughtheprovisionof:

• ProfessionalDevelopmentforstaff• Videos,professionalarticles,webinarsandebooksareprovided.• Annualparentsessionsareconductedtosupportparentalawarenessandinvolvement.• MentoringandCoachingisprovidedtobuildImplementationPlans,supportingdocumentsand

policydevelopment.EvaluationEvaluationofthispolicywillbeaconsultativeprocessinclusiveofdata,evidenceandopinionofkeystakeholdergroups.Thesegroupswillinclude:

• ExecutiveLeadershipTeam• Teachingandnon-teachingstaff• SchoolCouncil• ParentGroups

DateofnextReview–2020DevelopedbyAdamVoight(RealSchoolsFounder)andMarteneMatthews(EducationSub-Committeeleader)

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SECTION3:RIGHTSANDRESPONSIBILITIES

3.1GuidingprinciplesEvery member of the school community has a right to fully participate in an educationalenvironmentthat issafe,secure,supportiveandinclusive.Everyonedeservestobetreatedwithrespectanddignity.3.2EqualOpportunityTheEqualOpportunityAct1995setsoutthetypesorgroundsofdiscriminationthatareunlawfulandaimstopromotecommunityrecognitionandacceptanceoftheequalityofmenandwomen,andtheequalityofpeopleofall races, regardlessof their religiousorpoliticalconvictions, theirimpairmentsortheirage.3.3TheCharterofHumanRightsandResponsibilitiesAct2006TheChartersetsoutalistof20rightsthatreflectthefollowingfourbasicprinciples:• Freedom• Respect• Equality• DignityTheCharteroutlinesavisionofhumanrightsforallVictorians.TheCharteraffirmsthatallpeoplearebornfreeandequal indignityandrights.WhiletheCharterdemandsequality forall, italsoemphasisesthevalueofdifference.TheCharterrequirespublicauthorities,includinggovernmentschoolsandtheiremployees,toactcompatiblywithhumanrightsandtoconsiderhumanrightswhenmakingdecisionsanddeliveringservices.

Humanrightsinclude:• Therightnottobediscriminatedagainst• Therighttoprivacyandreputation• Therighttofreedomofthought,conscience,religionandbelief• Culturalrights

It is important to understand that with human rights comes a responsibility to respect otherhumanrights.

AllDETemployeesmustactcompatiblywiththeCharterandgiveproperconsiderationtohumanrightswhenmakingdecisions.Everyoneshould:• EncouragecompliancewiththeCharter• SupportotherstoactcompatiblywiththeCharter,and• Respectandpromotehumanrights

PartofthemonitoringofHumanRightswillbetocompletetheCharterComplianceChecklistontheSchoolCompliancewebsite.

3.4Studentswithdisabilities

The Disability Standards for Education 2005 clarify and make more explicit the obligations on

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schools and the rights of students under theDisability DiscriminationAct 1992. The standardscover enrolment, participation, curriculum development, student support services, andharassmentandvictimisation.

KananookPrimarySchoolwillmake ‘reasonableadjustments’ toaccommodatea studentwithadisability. An adjustment is a measure or action taken to assist a student witha disability toparticipate in education and training on the same basis as other students. An adjustment isreasonableifitdoesthiswhiletakingintoaccountthestudent’slearningneedsandbalancingtheinterestsofallpartiesaffected, including thoseof thestudentwith thedisability, theeducationprovider,staffandotherstudents.

In determining whether an adjustment is reasonable, aneducation providershould take intoaccountinformationabout:

• thenatureofthestudent’sdisability• hisorherpreferredadjustment• anyadjustmentsthathavebeenprovidedpreviously• anyrecommendedoralternativeadjustments.

Thisinformationmightcomefromthestudent,anassociateofthestudent,independentexperts,oracombinationofthesepeople.

AtKananookPrimarySchoolwewillensurethatthestudent,oranassociateofthestudent,hastimelyinformationabouttheprocessesfordeterminingwhethertheproposedadjustmentwouldcauseunjustifiablehardshiptotheprovider.KananookPrimarySchoolwillalsoensurethattheseprocesses maintain the dignity, respect, privacy and confidentiality of the student and theassociatesofthestudent,consistentwiththerightsoftherestofthecommunity.

Wewillconsideralllikelycostsandbenefits,bothdirectandindirect,forourschool,thestudentand any associates of the student, and any other persons in the learning orwider community,including:

• costs associated with additional staffing, providing special resources or modifying thecurriculum

• costs resulting from the student’s participation in the learning environment, including anyadverseimpactonlearningandsocialoutcomesforthestudent,otherstudentsandteachers

• benefitsofthestudent’sparticipationinthelearningenvironment, includingpositivelearningandsocialoutcomesforthestudent,otherstudentsandteachers,and

• any financial incentives, such as subsidies or grants, available to our school if the studentparticipates.

TheDDAand theEducationStandardsdonot requirechanges tobemade if thiswould imposeunjustifiablehardshiptoapersonororganisation.

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3.5EducationandTrainingReformAct

ThemainpurposeoftheEducationandTrainingReformAct2006istosetoutalegislativeframeworkthatwillunderpinqualityeducationdeliveryinVictoria,bothnowandwellintothefuture.TheActincludesasetofoverarchingprinciplesuponwhichthepracticeofeducationistobebasedandrequiresallproviders,bothgovernmentandnon-governmentowned,todelivertheirprogramsandteachinginamannerthatsupportsAustraliandemocraticpractices,includingacommitmentto:

• electedGovernment

• theruleoflaw

• equalrightsforallbeforethelaw

• freedomofreligion

• freedomofspeechandassociation

• thevaluesofopennessandtolerance.

Inaddition,thelegislationisunderpinnedbyacommitmenttodiversity,choiceinnovationandaccesstoeducationandtrainingofthehighestquality.

3.6Bullyingandharassment

DefinitionsHarassment is any verbal, physical or sexual conduct (including gestures) which is uninvited,unwelcomeoroffensivetoaperson.Bullying is repeated oppression, physical or psychological, of a less powerful person by amorepowerfulpersonorgroup.Cyberbullyingisaformofbullyingwhichiscarriedoutthroughaninternetservicesuchasemail,chatroom,discussiongroup,onlinesocialnetworking,instantmessagingorwebpages.ItcanalsoincludebullyingthroughmobilephonetechnologiessuchasSMS. Itmay involvetextor images(photos,drawings)

SeeseparatePolicyStatementsforexplicitinformationabouthowKananookPrimarySchooldealswithBullyingandHarassment.3.7RightsandresponsibilitiesoftheSchoolCommunity

Thefollowingrightsandresponsibilitiesarelistedtoprovideallschoolcommunitymemberswithaclearunderstandingofwhatcanbeexpectedofthem.Studentexpectationsareactivelytaughttoensureourstudentsunderstandwhatisexpectedofthemandwhattheycanexpectfromeachother.

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Rights ResponsibilitiesAll members of Kananook Primary Schoolcommunityhavearightto:• Fully participate in an environment free of

discriminatorybehaviourincludingracist,sexist,ability-based, socio-economic based andhomophobic forms of harassment, bullying,vilification, violence, intimidation, abuse andexclusion

• Betreatedwithrespectanddignity

• Feel valued, safe and supported in anenvironment that encourages freedom ofthoughtandexpression

All members of Kananook Primary Schoolcommunityhavearesponsibilityto:

• Acknowledge their obligations under the EqualOpportunityAct1995andtheCharterofHumanRights and Responsibilities Act 2006 andcommunicate these obligations to allmembersoftheschoolcommunity

• Participate and contribute to a learningenvironment that supports the learning of selfandothers

• Ensuretheiractionsandviewsdonotimpactonthe health andwellbeing of othermembers oftheschoolcommunity

Allstudentshavearightto:

• Work in a secure environment where withoutintimidation, bullying or harassment they areable to fully develop their talents, interest andambition

• Be treated with respect and fairness asindividuals

• Expect a learning program that meets theirindividualneeds

• Participate fully in the school’s educationalprogram

Allstudentshavearesponsibilityto:

• Attendregularlyandpunctually• Be prepared to learn and with support from

teachers participate fully in the school’seducationalprogram

• Display positive behaviours that demonstraterespect for themselves, their peers, theirteachers and all other members of the schoolcommunity

• Demonstrate respect for the rights of others,includingtherighttolearn

• Develop as individual learners who increasinglymanagetheirownlearningandgrowthbysettinggoals andmanaging resources to achieve thesegoals

Allteachershavetherightto:

• Expect that they will be able to teach in anorderlyandcooperativeenvironment

• Expect tobeable towork inanatmosphereoforderandcooperation

• Use their judgment in the application of rulesandconsequences

• Receive respect and support from the schoolcommunity

• Be informed, within Privacy requirements,about matters relating to students that willaffect the teaching and learning program forthatstudent

Allteachershavetheresponsibilityto:

• Fairly, reasonably and consistently, implementtheengagementpolicy

• Recognisehowstudentslearnandhowtoteachthemeffectively

• Knowthecontenttheyteach

• Knowtheirstudents

• Planandassessforeffectivelearning

• Create and maintain safe and challenginglearningenvironments

• Usearangeofteachingstrategiesandresourcestoengageallstudents

• Treatallmembersoftheschoolcommunitywithrespect,fairnessanddignity

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SeeseparatepoliciesofParentCodeofConductandDutyofCarePolicyformoreexplicitdetailsofhowtherightsandresponsibilityoftheKananookPrimarySchoolcommunityareupheld.

Allparents/carershavetherightto:

• Know that their children are in a safe, happylearning environment where they are treatedfairlyandwithrespect

• Expect a positive and supportive approach totheirchild’slearning

• Expectcommunicationandparticipationintheirchild’seducationandlearning

Allparents/carershavetheresponsibilityto:

• Promotepositiveeducationaloutcomesfortheirchildren by taking an active interest in theirchild’s educational progress and by modellingpositivebehaviours.

• Ensuretheirchild’sregularattendance

• EnsuretheirchildadherestotheDressCode

• Ensure their child has the appropriate learningmaterials

• Engage in regular and constructivecommunicationwithschoolstaffregardingtheirchild’slearning

• Support the school in maintaining a safe andrespectfullearningenvironmentforallstudents,includingmaintainingconfidentiality

• Be mindful that students are only supervisedbetweenthehours8:45to3:45whenatschool.Outside of those hours students should beplaced in the care of the Kananook Out ofSchoolHours(KOOSH)staff

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SECTION4:SHAREDEXPECTATIONS

KananookPrimarySchoolhasdevelopedsharedexpectations toensure the learning, safetyandrightsofallarerespected.Theexpectationsareintendedtobepositiveinthattheysetoutwhatareexpectedandappropriatebehavioursforourschoolcommunity.Oursharedexpectationsareintendedtosupporttheindividualstudentsandfamilieswhocometoourschoolcommunityfromadiversityofbackgroundsandexperiences.

TheKananookPrimarySchoolCommunitybelieves:

• Everystudenthasthecapacitytolearn

• Everystudentshouldhaveanopportunitytoexperiencesuccess

• Everystudentandstaffmemberhastherighttolearnandworkinasafe,caring

environmentwhereindividualdifferencesarerespected

• Everystudentshouldhaveanopportunitytoexpresstheiropinionsandanopportunityto

makeapositivecontributiontotheschool

• Everyparentshouldhavetheopportunitytoparticipateintheirchild’seducation

• Theschoolhasavaluableroletoplayaspartofthecommunity

Theschoolcommunityhasdevelopedfourschoolvalues,whichunderpinourrelationallearningphilosophy.Thesevaluespromote:

• Excellence:intheachievementofindividualandteamgoals(Doyourverybest)• Responsibility:forourwords,actionsandlearning(Beinchargeofyourself)• Tolerance:ofdiversityandindividualdifferences(Understandandacceptthat

peoplearedifferent)• Integrity:ofindividualsintheirwords,actionsandrelationships

a.ThesecorevaluesarereflectedinthefourschoolrulesthatguidebehaviourandlearningatKananookPrimarySchool.Theserulesare;

• Takeresponsibilityforyourownlearningandthelearningofothers(Excellence)• Takecareofyourownsafetyandthesafetyofothers(Tolerance)• Takecareofschoolpropertyandthepropertyofothers(Responsibility)• Followallstaffmembers’instructionsinarespectfulmanner(Integrity)

b.ThesecorevaluesarealsoreflectedinTHESTUDENTPROMISEdeclaredateachAssembly.IpromisetomakeKananookahappyplaceIwillrespectotherpeopleIwillobeyschoolrulesIamproudofmyschoolIwillalwaysdomybest

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c.THEMOTTO:Today’sLearning-Tomorrow’sFuture

RestorativePractices(seeguidelinesonpage6)Theschooliscommittedtotheuseofrestorativepracticeswithstudents.

STAFFEXPECTATIONSTheleadershipteamwill:

• EnsuretheschoolcomplieswithitsdutyofcareobligationstoeachstudentaswellasitsobligationsundertheEqualOpportunityandHumanRightslegislation

• CollaboratewiththeschoolcommunitytodeveloppoliciesandproceduresconsistentwithitsvaluesandaspirationsandDETguidelines

• Developcommunitypartnershipswhichengage familiesandthecommunity inways thatsupportstudentachievementandsuccess

• Workinpartnershiptoidentifythediversityoftheschoolcommunityanddeliverteachingand learning, educational and extra-curricular activities, facilities, student services andcommunitylinkswhichareinclusiveandresponsivetostudentneeds

Theteacherswill:

• Develop flexible pedagogical styles to engage different learners as outlined in the HighImpactTeachingStrategiesdocumentprovidedbyDET.

• Workwithin theRestorativeOperatingDomains (refer toRestorativePracticeGuidelinesonpage8ofthisdocument)

• Deliverrelevantcurriculumandassessmentthatchallengesandextendsstudents’learningandgivesstudentstheopportunitytoexperiencesuccess in their learning,asoutlined intheKananookPrimarySchoolCurriculumdocuments.

• Provide inclusive learning experiences and opportunities for our diverse studentpopulation(seeappendix3ResponseToInterventionModel)

• Develop positive, meaningful and respectful relationships with students that promoteengagement,wellbeingandlearning

• Createasafeandsupportivelearningenvironmentinwhichallstudentsfeelconfidenttotakerisks,acceptchallengesandmakemistakes

• Beapositiverolemodel• Demonstratecommitmenttoanddisplayprideintheschool• Provideopportunitiesforstudentvoiceindevelopingapositiveschoolculture• Communicatewithparentsandprovidefeedbackabouttheirchild

ATTENDANCEIncompliancewithDETprocedurestheleadershipteamandteacherswill:

• Promoteregularattendancewithallmembersoftheschoolcommunity• Monitorandfollowuponabsences

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BEHAVIOURKananookwillsupportandpromotepositivebehavioursbydevelopingandimplementingsharedbehaviouralexpectationswiththeschoolcommunityandbydeliveringwhole-schoolresponsestobehavioural issues. The school is committed to engaging all students and will only excludestudentsasalastresortinextremecircumstances.Theleadershipteamwill:

• Leadandpromotepreventativeapproachestobehaviouralissuesbyincorporatingstudentwellbeingatthecentreofschoolbusiness

• Monitortheprofileofbehaviourissuesattheschoolandtheeffectivenessofimplementedstrategies

• Provide appropriate professional development opportunities for all staff to build thecapacitytopromotepositivebehaviours

Theteacherswill:• Use the Restorative Practices Guidelines as a basis for negotiating a class-based set of

sharedexpectationswithstudents• Userestorativemethodswhendealingwithstudentsintheircare• Teachstudentssocialcompetenciesthroughcurriculumcontentandpedagogicalcontent• Employ the restorative practices approach that reflect the behaviours expected from

studentsandwhichfocusonsupportingpositivebehaviour• Buildacollegiateatmospherewithall staffmemberstoshareandsupporteachotherto

reflectonbehaviourmanagementstrategies• Involveappropriatespecialistexpertisewherenecessary

STUDENTEXPECTATIONSWELLBEINGANDENGAGEMENTAllstudentsareexpectedto:

• Havehighexpectationsthattheycanlearn• Participateactivelyandpositivelyinallteachingandlearningexperiences• Respect,valueandlearnfromthedifferenceofothers• Acceptincreasinglevelsofresponsibilityforthelearningandwellbeingofthemselvesand

others• EngageintherestorativepracticesapproachbeingimplementedatKPS

ATTENDANCEAllstudentsareexpectedtoattendschoolpunctuallyandregularly,unlessill.Ifstudentscannotattendschoolanexplanationfromaparentorcarermustbeprovided.

BEHAVIOURStudentsareexpectedto:

• Supporteachother’slearningbybehavinginawaythatisrespectfulandenquiring

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• Havehighexpectationsthattheycanlearnandbewillingtohaveago• Beconsiderateandsupportiveofclassmatesandteachers• Demonstratebehaviourandattitudesthatsupport thewellbeingand learning foralland

contributestoapositiveschoolenvironmentthatissafe,inclusiveandhappy• Understand that bullying, including cyber-bullying, violence, property damage,

inappropriatelanguageanddisruptingthelearningofotherstudentsisunacceptable• Beawareofwhatconstitutesbullying• Valueschoolresources

PARENT/CAREREXPECTATIONSWELLBEINGANDENGAGEMENTParentsandcarersareexpectedto:

• Supporttheschool’seffortstoeducateitsstudentstoliveinadiverseworldbypromotingandunderstandingfordiversityathome

• Helptheschooltoprovidestudent-centredactionsbyprovidingallrelevantinformationtotheschoolandtoinformtheschooldirectlyandpromptlyofanyconcerns

• Activelyparticipate in supporting their child’s learningbybuilding apositive relationshipwith the school through attendance at student/parent/teacher meetings, informationsessions, student activities, school celebrations, student support groupmeetings (SSG’s)andbyreadingand/or responding toschoolcommunication (newsletters,notices,phonecalls,letters,permissionorconsentforms)inatimelymanner

• Provideessentialeducationitemssuchasclassroomrequisitesandcorrectuniformitems• Providehealthysnacksandlunchestoassistlearningandconcentration• Checkchild’shairweeklyforheadlice

ATTENDANCEParents/carersareexpectedtoensurethat theirchildrenattendschool regularlyandpunctuallyandthatifachildisabsent,parents/carersadvisetheschoolassoonaspossible.Parents/carersarealsoexpectedtoensureenrolmentandcontactdetailsarecorrect.

BEHAVIOURParents/carersshouldunderstandtheschool’sbehaviouralexpectationsandworkwiththeschooltopromoteaconsistentapproachthatsupportstheirchild’slearning,engagementandendeavourbothinandoutofschool.

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SECTION5:ACTIONSANDAGREEDCONSEQUENCESKananookbelievesthatconsequencesareanessentialpartofpeoplebeingheldaccountableandresponsiblefortheirbehaviour(seeRestorativePracticesGuidelinespage11).TheDepartmentGuidelineswillbeusedwhendealingwiththefollowingconsequences:

• Detentions• Suspensions• Expulsions

• CorporalPunishmentisprohibitedinallVictorianschools.CorporalpunishmentmustNOTbeusedattheSchoolunderanycircumstances.

DateImplemented Preparedby MarteneMatthewsApprovedBy SchoolCouncilApprovalAuthority(Signature&Date)

DateReviewed ResponsibleforReview PrincipalReviewDate References

References

EffectiveSchoolsareEngagingSchools-StudentEngagementPolicyGuidelines

http://www.education.vic.gov.au/healthwellbeing/wellbeing/codeofconduct.htm

SchoolAccountabilityandImprovementFramework

http://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htm

EffectiveSchoolsareEngagingSchools

http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/segpolicy.pdf

DisabilityStandardsforEducation

http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook/legislation.htm

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SafeSchools http://www.education.vic.gov.au/healthwellbeing/safety/bullying/default.htm

http://www.education.vic.gov.au/healthwellbeing/safety/bullying/cyber/default.htm

http://www.education.vic.gov.au/management/elearningsupportservices/www/default.htm

CharterofHumanRights http://www.education.vic.gov.au/studentlearning/programs/multicultural/tchhrcharter.htm

http://www.austlii.edu.au/au/legis/vic/consol_act/cohrara2006433/

EqualOpportunityAct http://www.det.vic.gov.au/hrweb/divequity/eeo/eeoact.htm

EducationandTrainingReformAct2006

http://www.education.vic.gov.au/about/directions/reviewleg.htm

VITTeacherCodeofConduct http://www.vit.vic.edu.au/files/documents/1543_Code-of-Conduct-June-2008.pdf

RealSchools http://www.realschools.com.au/