student welfare and discipline procedures

Penrith Christian School Policy & Procedures

Student Welfare and Discipline Procedures

Procedure Management

Prepared by Bruce Nevill

Date prepared February 2000

Monitored by PCS School Board/NESA

Review by Senior Executive

Date for review February 2021

Status Active

Target Audience Staff, Parents, Public

Version History

Version Date Notes

1.0 February 2000 Initial draft sample document

1.1 2000 Minor updates

2.0 February 2018 Updates for structural changes with APOSL

3.0 February 2019 Updated to reflect further changes to Student Wellbeing policies and

structures

4.0 May 2020 Formatting and styling updates with new PCS letterhead


Table of Contents

Student Welfare and Discipline Procedures .................................................................................................... 1

Procedure Management ..................................................................................................................................................... 1

Version History ............................................................................................................................................................................................................. 1

Student Welfare and Discipline Procedures .................................................................................................... 6

Related Policies or Procedures ....................................................................................................................................... 6

Procedure Description ..................................................................................................................................................... 6

Principles .............................................................................................................................................................................. 6

Procedures ................................................................................................................................................................. 7

Stages in the Discipline Process ...................................................................................................................................... 7

Management Structures and Roles ................................................................................................................................ 7

Procedural Guidelines ........................................................................................................................................................ 8

Procedural Fairness ............................................................................................................................................. 11

The right to be heard ................................................................................................................................................................................................ 11

The right of a person to an impartial decision ............................................................................................................................................... 11

General Guidelines and Procedures ................................................................................................................ 13

Use of Behaviour Cards and similar documented Behaviour Modification ........................................ 14

Strategies before Implementation .............................................................................................................................. 14

Strategies during Implementation .............................................................................................................................. 14

Ending the Intervention .................................................................................................................................................. 15

Use of Time-out Strategies up to and including a Whole Day* ................................................................ 16

Introduction and identified Time-Out Spaces ........................................................................................................ 16

Context .................................................................................................................................................................................. 16

Time-out Strategies .......................................................................................................................................................... 16

Student Engagement ........................................................................................................................................................ 17

Time-out Spaces ................................................................................................................................................................. 17

Calm Rooms ......................................................................................................................................................................... 18

Rationale ....................................................................................................................................................................................................................... 18

Important Information ........................................................................................................................................................................................... 19

Guidelines for the use of a Calm Room ............................................................................................................................................................ 19

Helping Students understand how to use the Calm Room ..................................................................................................................... 19


Records of use of Time-out Spaces for Students .................................................................................................... 20

Temporary Exclusion (allowing time for investigation)........................................................................... 21

Context .................................................................................................................................................................................. 21

Policy Statement ................................................................................................................................................................ 21

Temporary Exclusion Procedures ............................................................................................................................... 22

Suspension and Expulsion of Students ............................................................................................................ 23

Context .................................................................................................................................................................................. 23

Policy Statement ................................................................................................................................................................ 23

Suspension ............................................................................................................................................................... 25

General Principles ..................................................................................................................................................................................................... 25

Deciding on, Notifying and Resolving a Suspension .............................................................................................. 25

Decision ......................................................................................................................................................................................................................... 25

Notification................................................................................................................................................................................................................... 26

Resolution ..................................................................................................................................................................................................................... 26

Immediate Suspension .................................................................................................................................................... 27

Short Suspension ............................................................................................................................................................... 28

Longer Suspensions .......................................................................................................................................................... 29

Physical Violence ....................................................................................................................................................................................................... 29

Use or possession of a prohibited weapon, firearm or knife.................................................................................................................... 29

Possession, supply or use of a suspected illegal substance .................................................................................................................... 29

Serious criminal behaviour related to the School........................................................................................................................................ 29

Use of an implement as a weapon ...................................................................................................................................................................... 30

Persistent or serious misbehaviour ................................................................................................................................................................... 30

Expulsion .................................................................................................................................................................. 31

General principles ............................................................................................................................................................. 31

Expulsion from School for misbehaviour ................................................................................................................. 31

Expulsion of a student over 17 years of age for unsatisfactory participation in learning ...................... 32

Appeals to Suspension/Expulsion .................................................................................................................... 33

Responsibilities and delegations ...................................................................................................................... 34

Responsibilities ................................................................................................................................................................. 34

Delegations .......................................................................................................................................................................... 34

Appendix: Definition and Terms ....................................................................................................................... 35


Suspension ........................................................................................................................................................................... 35

Short suspension ............................................................................................................................................................... 35

Long suspension ................................................................................................................................................................ 35

Expulsion .............................................................................................................................................................................. 35

Expulsion from a particular school for misbehaviour ......................................................................................... 35

Expulsion from a particular school for unsatisfactory participation ............................................................. 35

Prohibited weapon ........................................................................................................................................................... 35

Restricted substance ........................................................................................................................................................ 36

Learning Support Team .................................................................................................................................................. 36

Appendix: Weapons Prohibition Act 1998 Schedule 1 Prohibited Weapons ...................................... 37

Knives .................................................................................................................................................................................... 37

Miscellaneous weapons .................................................................................................................................................. 37

Replicas, imitations, concealed blades, etc. ............................................................................................................. 39

Miscellaneous articles ..................................................................................................................................................... 40

Appendix: The Role of the Support Person and Observer ......................................................................... 41

Support Person .................................................................................................................................................................. 41

Observer ............................................................................................................................................................................... 41

Appendix: Appeal against a decision to suspend or expel a student from the School ...................... 43

Appendix: Letters................................................................................................................................................... 44

Letter: Formal Caution .................................................................................................................................................... 44

Letter: Short Suspension ................................................................................................................................................ 45

Letter: Long Suspension .................................................................................................................................................. 46

Letter: Formal Warning - Unsatisfactory Learning Participation - Student over 17 years .................... 47

Letter: Notice of Intention to Expel for Misbehaviour – Initial Advice .......................................................... 48

Letter: Notice of Intention to Expel – Student over 17 years - Initial Advice ............................................... 49

Letter: Expulsion from School for Misbehaviour - Decision .............................................................................. 50

Letter: Expulsion from School for Unsatisfactory Participation – Decision ................................................. 51

Appendix: School Counsellor Suspension Report ......................................................................................... 52

Appendix: Student Behaviour Policy and Code of Conduct ....................................................................... 53

Appendix: Developing and Maintaining an acceptable Classroom Culture ........................................ 55


Authority and Power ........................................................................................................................................................ 55

Authority ....................................................................................................................................................................................................................... 55

Power .............................................................................................................................................................................................................................. 56

Classroom Discipline........................................................................................................................................................ 57

Proactive Discipline.................................................................................................................................................................................................. 57

Reactive Discipline ................................................................................................................................................................................................... 57

Appendix: Proactive and Reactive Discipline ............................................................................................... 58

Appendix: General Guidelines for Correcting or Reprimanding Children ........................................... 60

Appendix: Parental Involvement ...................................................................................................................... 61

Appendix: Statement of Partnership in Discipline and Student Welfare ............................................. 62


Student Welfare and Discipline Procedures

Related Policies or Procedures

Student Welfare and Discipline Policy

Child Protection Implementation and Procedures

Child Protection Policy

Procedure Description

This Procedure outlines the responsibilities for all teaching staff in the handling of student discipline.

Principles

All actions have consequences. Any contrived consequences should fit the action.

The outcome of any ‘discipline process’ should be the restoration of the student’s relationship with

the teacher, other students or others affected by the behaviour.

All staff need to be encouraging appropriate relationships.

All staff need to be consistent in how they treat students.

All staff should confront unacceptable behaviours and apply appropriate consequences.

All staff should bring relationships to the point of restoration so that students can move on from the

situation with a fresh start.

All staff must ensure that any consequences or procedures undertaken are not communicated nor

construed as a retributive action towards the student.

All staff should refrain from the use of the term ‘punishment’ and use the preferred term

‘consequences’ in order to ensure that a non-retributive and restorative process is reinforced.


Procedures

Penrith Christian School acknowledges and affirms that ‘Discipline’ is an educative process. It is not to be a

vehicle for ‘retribution’, demeaning, or belittling students.

As such, the process of discipline involves students who may be at various stages in terms of their sense of

‘Agency’, commitment and involvement in acknowledging or owning their individual responsibilities and

behaviours. The discipline process involves students, staff and parent(s)/caregiver(s) working together to

achieve the outcome of Restoration.

A vital aspect of any ‘discipline process’ is that all involved would have a clear understanding of the ‘stages’ in

such a process and the appropriateness of actions to be taken for students who may be at a particular stage in

the process.

Stages in the Discipline Process

1 2 3 4 5 6

Denial Trivialisation Powerlessness Coming to Terms Acceptance Restoration

Denies any

involvement or

responsibility

for actions.

Denies the

‘facts’ of an

event.

May admit

involvement,

but minimises

this.

Blames others

Indicates they are

not in control of

actions.

Negativity

Defeatism

Accepts responsibility

for actions

Confession

Remorse

Taking action

Reconciliation

Growth

Restitution

Reminders

Moving on

Putting behind

Not repeating

behaviours

Relationships

restored

Forgiveness

Apologies

All staff should have a realistic expectation of where students are at in the discipline process. For

example, if a student is still in denial or trivialisation, they are not going to be able to apologise with

conviction or with any genuineness. More time needs to be spent to bring them through the process of

recognising and taking responsibility for their behaviours towards ‘Acceptance’ and an acceptance of

consequences, and hence restoration.

Management Structures and Roles

The School has established a number of roles to provide leadership and enhance the management of student

welfare issues. These roles fit within the overall management structure within the School.


Junior School Middle School Senior School

Class Teachers Class Teachers Class Teachers

Grade Partners Wellbeing Mentor or

Head of Department (KLA)

Wellbeing Mentor or

Head of Department (KLA)

Deputy Head of School Head of School Head of School

Head of School

Assistant Principal Operations and Student Learning

Principal

Procedural Guidelines

Level Example Behaviours Actions/Consequences

0 Observations of unusual or abnormal

behaviours

Observations that may indicate

bullying, intimidation or victimisation

Classroom Teacher or Teacher in charge of

activity

Note on School Database Management

System

Normal Classroom Management

Strategies

Level 0 Database Entry

1 Minor infractions

Minor breaches of school behaviour

code

Minor Distractions and/or

inattention e.g. ‘calling out’

Repeated Minor Distraction

Inconsiderate behaviour

Poor standards of Work

Disrupting student learning

Use of inappropriate language in

conversation (as is at their home) or

unknown to child as a swear word

Passive resistance to undertaking

tasks

Late to class

Not bringing equipment

Repetitive Level 1 Behaviours

Classroom Teacher


Normal Classroom Management

Strategies

Non-Verbal Cues

Verbal Warnings

Email/Phone call home

Move to another seat within room.

Move to another area of playground or

time out.

Time out for cooling down (5-10 mins)

Head of Department


2 Aggressive behaviour

Targeted or repeated bullying,

victimisation or harassment

Serious/continued disobedience or

disrespect

Misbehaviour for an RFF or Casual

Teacher

Uncontrolled or thoughtless

behaviour rather than deliberate.

Running away

Temper tantrum

Playground incident

Wellbeing Mentor


Note/Phone Call home to

parent(s)/caregiver(s)

Behaviour Card

Counselling

Medical/health interventions

3 Unresponsive to intervention at

Levels 1-2

Repeated Disobedience

Defiance

Uncontrolled Rudeness

Crude Language

Deliberate Defiance

Insolence

Abusive Language

Vandalism

Fighting

Repetitive Level 2 Behaviour

Head of School


Use of Behaviour Cards

Short-medium Suspension out of School

with Parent Interview before conditional

re-entry

Isolation in School

Interview with Parent(s)/caregiver(s)

Counselling

Medical/health interventions

4 Unresponsive to intervention at

Levels 1-3

Violence and/or causing physical

harm due to deliberate or ill-

considered action

Repeated bullying/victimisation or

harassment

Protracted Intransigence

Serious or Illegal Activities

Significant Vandalism

Coercive or blatant sexual behaviour

Violence posing significant danger to

students and/or staff

Principal or Assistant Principal – Operations

and Student learning (APOSL)


Medium-Long Out of School Suspension

Community Service Activities

Parent Interview before conditional

re-entry

Possible Involvement of Police or other

authorities such as Family and

Community Services (FACS)

Expulsion/Voluntary withdrawal

It is helpful for all staff to be aware of the individual differences and needs of each student. However, given

the complexity of a school of our size and nature, and the fact that all staff cannot possibly know all the


students, it is appropriate to have guidelines for dealing with discipline issues that address the ‘Level’ of the

behaviour.

The School maintains a comprehensive Database Management System (DBMS) which incorporates record

keeping for ALL disciplinary matters. The DBMS caters for entries to be made for each ‘Level’ indicated above.

The staff member responsible for acting in relation to the incident(s) will be responsible for making the

appropriate entries in the DBMS.

The DBMS also incorporates appropriate email systems to allow for incidents to be notified to the appropriate

senior member of staff for information or for escalation purposes. Staff need to be aware that the records in

this system are available to parent(s)/caregiver(s) from time to time and the rudimentary elements of the

entries are viewable online through the Parent’s Web Access Pages. This is to allow parent(s)/caregiver(s) to

be fully aware of the students’ profiles in relation to Discipline and Compliance matters. For this reason ALL

matters and incidents should be entered BEFORE leaving PCS for the day or alternatively via remote access

the same evening.


Procedural Fairness

Procedural fairness is a basic right of all individuals dealing with public authorities. All individuals have a

legitimate expectation that Department of Education and Communities officers will follow these principles

when decisions are made affecting their rights, interests or legitimate expectations. This includes when dealing

with suspensions and expulsions.

Procedural fairness is generally recognised as having two essential elements.

The right to be heard

This includes the right:

to know why the action is happening

to know the way in which the issues will be determined

to know the allegations in the matter and any other information which will be taken into account

of the person against whom the allegations have been made to respond to the allegations.

The right of a person to an impartial decision

This includes the right to:

impartiality in the investigation and decision making phases

an absence of bias by the decision maker.

The right of an Appeal - though the right to appeal is not necessarily an essential element of procedural

fairness, it is considered appropriate to incorporate such rights in respect of suspensions and expulsions from

Penrith Christian School.

Students and parent(s)/caregiver(s) should have access to policies and procedures under which action is

being taken.

While it is generally preferable for the functions of investigating and decision making to be carried out by

different people, in the school setting this may not always be possible. The previous table indicates the

various roles undertaken by key staff during an investigation/discipline process to ensure that every

opportunity is given for an impartial decision to be made by someone in authority other than the staff

member who has carried out the investigation.

Ultimately, the person responsible must act justly and be seen to act justly. It is preferable to have another

appropriate officer, such as a Wellbeing Mentor, Head of Department or Head of School carry out the

investigation, and a more senior person, such as an Assistant Principal or the Principal, to make the finding

and determine any disciplinary outcomes.

The availability of a line of appeal to a more senior officer adds to the fairness of the process and offers a

check in case there is a perception of conflict of interest.

The Head of School may invoke a short suspension with reference to the APOSL, but the APOSL must be fully

briefed and ensure that procedural fairness has been maintained in the process to reach such a conclusion.


Likewise, the APOSL may invoke a medium to long term suspension, but must keep the Principal apprised of

the details of the situation. The decision to expel a student from the School must be made by the Principal and

the Principal must inform the Board Chair of this decision. This responsibility is not to be delegated to any

officer other than one acting in the Principal’s position.

To ensure the elements of procedural fairness are met, it is appropriate to provide students and their

parent(s)/caregiver(s) with details of all allegations relating to the incident. This may involve providing

copies of any relevant statements. Should school officers be of the view that it is not appropriate to provide

copies of statements, for example, because of a fear that witnesses may be intimidated, or for any other valid

reason, full details of the allegation(s) outlined in the statements should be provided.

In matters where a long suspension or expulsion is contemplated, the gravity of the circumstances requires

particular emphasis being given to procedural fairness. This includes the availability of a support

person/observer at formal interviews. The key features of formal disciplinary meetings should be taken down

in writing.


General Guidelines and Procedures

Classroom teachers shall NOT place students on a Detention – only the Head of School, Wellbeing

Mentor or Head of Department may do so. This will ensure that an unbiased arbitrator is involved in

determining the outcome of consequences for a student’s actions.

All detentions of students must be accompanied by an appropriate reflection activity to provide the

student with context for their time out, an opportunity to consider how to avoid future behaviours

and a commitment to exploring restorative activities.

Before any serious action at the Level 3 to Level 4 stage is taken in relation to a student's behaviour,

an interview is to take place where the student is given an opportunity to present their case and have

the support of a Parent/Wellbeing Mentor or other staff member if desired. The Principal must

ensure that the investigation processes involved in all disciplinary matters are fair and appropriate to

the circumstances.

Students who are suspended from School are to be re-admitted only after an interview with the

parent(s)/caregiver(s), and this re-admittance will be based upon a CONDITIONAL RE-ENROLMENT.

The conditions for this will be spelled out in writing to the student and parent(s)/caregiver(s).

The Principal has final responsibility in matters relating to termination of a student's enrolment.

However this should be done in consultation with the Assistant Principal – Operations and Student

Learning, Head of School and other Student Welfare Staff, and the Board Chairman where possible.

The student has right of appeal to the School Board if they feel that the Principal has unjustly applied a

consequence such as suspension and/or expulsion.

The following sections outline specific and detailed procedures in relation to Behaviour Cards, Time Out,

Temporary Exclusion, Suspension and Expulsion of students.


Use of Behaviour Cards and similar documented Behaviour

Modification

Behaviour Cards can be implemented at the discretion of Wellbeing Mentors, Head of School or APOSL.

Strategies before Implementation

Document types and frequency of behaviours needing modification when you realise that such

behaviours are having negative impact on the class, student or both, and are not responding to your

normal interventions.

Communicate with parent(s)/caregiver(s) (preferably verbally) honestly and frankly about concerns

as they arise. This way, they are not ‘in the dark’ about either the student’s behaviour or your

concerns. They may well shed light on why it is occurring and/or ways to manage it.

Discuss issue with your Coordinator. If you agree that a Behaviour Card is an appropriate strategy,

then:

o contact parent(s)/caregiver(s) and arrange an interview to show them a model card. Explain how

it would operate and its intended purposes. Also cover the way information will be passed on to

them as parent(s)/caregiver(s), and the likely period of use for the Behaviour Card.

o Explain any role that parent(s)/caregiver(s) have in the use of the Behaviour Card, for example,

daily signature, positive reinforcement, rewards, not confusing the student’s worth with his/her

behaviour by making inappropriate comments, etc., advising of relevant changes in behaviour or

circumstance that may affect the ability of the student to achieve success when using the

Behaviour Card.

o Define for parent(s)/caregiver(s) what you think initial acceptable parameters are for success.

Also make clear what any symbols, stickers, shorthand notations etc. will mean, so that

misinterpretation of your intended message does not become an issue.

o Discuss the use of the Behaviour Card with the student. The student’s age/maturity will govern

the degree of detail, but you should convey that this is a way in which you want to help them

change their behaviour, and a way they can see just how good they can be when they try.

Limit the target behaviours to specifics. Don’t set too many difficult changes to try and effect at once,

or the task may take on the realm of the impossible in the mind of the student.

If playground behaviours are involved, then you need to communicate this to all colleagues, along with

what is acceptable/unacceptable for a ‘satisfactory’ rating.

Strategies during Implementation

Continue to encourage, whether or not the student has had an unsatisfactory period.

Communicate to the student why they have received a satisfactory or unsatisfactory rating when you

fill out the Behaviour Card.


Communicate on a regular, predetermined period with parent(s)/caregiver(s) about progress, either

daily or weekly, depending on what was agreed to at interview. This usually involves sending the

Behaviour Card home for signature.

Compare improved behaviour with prior levels to encourage further improvement. It is appropriate

to encourage improvement, while acknowledging that further improvements are still needed before

the monitoring can cease.

Meet or discuss with parent(s)/caregiver(s) the progress of the intervention at least bi-weekly, but

weekly for shorter term interventions.

Continue to discuss the progress with your Coordinator and evaluate whether appropriate behaviour

changes are resulting, whether a variation to the approach is needed, or even whether a totally

different approach is needed.

As improvements occur, discuss with the student his/her progress. If modification of target

behaviours results from progress, then make sure you communicate this to the student so it is

perceived as a reward for effort.

Ending the Intervention

Upon evaluation, you need to indicate to parent(s)/caregiver(s) whether you envisage the imminent

finish of the Behaviour Modification program, and discuss how you wish to conclude.

Whether the program was successful, or unsuccessful, or somewhere in between, you should make a

note of what was achieved and the time frame involved.

File all records of the program, including Behaviour Cards and any correspondence or notes about the

progress made.

Advise your Coordinator when the program has been concluded, and also colleagues if they are

affected.

If the student has made significant progress, an appropriate reward or recognition would be in order.

If the program was largely unsuccessful, the involvement of the APOSL and/or School Counsellor

should be considered in order to change disruptive/hurtful behaviours.


Use of Time-out Strategies up to and including a Whole Day*

(* Formerly referred to as In-School Suspension)

Introduction and identified Time-Out Spaces

These guidelines set out requirements for the use of time-out strategies, including the iCentre, Parents Room,

Calm Room and the ‘Fishbowl’ at Student Reception.

Time-out strategies include isolation in the student’s classroom, another teacher’s room, or with an executive

member of staff, or the use of a dedicated time-out room.

Context

Student engagement in learning is a key performance criteria for students at PCS. Students whose behaviour

and lack of engagement may disrupt the good functioning of learning activities, or diminish the opportunities

of others in their class to engage fully, can expect to be removed from the Learning Activities/Locations to

allow full engagement of other students to proceed.

Time-out lies within the continuum of interventions used to assist students to regulate and/or control their

behaviour. It is used as a proactive strategy to support self-calming and to provide an opportunity for

students to reflect on their actions.

Time-out Strategies

Time-out strategies are included in Penrith Christian School’s policies for use when a student is behaving

inappropriately and a temporary separation from that particular environment may assist in supporting the

student to demonstrate appropriate behaviour.

Time-out strategies are not to be used as punishment or as a means of removing students indefinitely from

the classroom. Time-out may be teacher directed, or student selected, as a means of calming during a stressful

situation within a safe and predictable environment.

For some students who have specific Behaviour Management plans a Card System may be used to allow them

to access ‘time-out’ voluntarily based on pre-arranged conditions, locations and supervision arrangement in

order to de-escalate behaviours, anxiety or other tensions.

Time-out may be for a single lesson or part thereof, a portion of a day or a full day, and include periods of

Recess and Lunch where the student will be provided with break times separately to the rest of the student

body.

Time-out occurs when a student’s behaviour indicates that he/she, or the School, would benefit from the

student being removed from social interaction and the freedom to interact within the School for a short

period of time.

The Time-out may provide the opportunity for:

a teacher to investigate an incident further

the student to reflect on their contribution to an incident

other students to have some respite from a student’s behaviour where it impacts negatively on the

learning environment


mediation of those involved in an incident if necessary

meeting with a School Counsellor if necessary.

Where possible, the parent(s)/caregiver(s) should be contacted regarding the implementation of the

Time-out.

A parent/caregiver interview is not necessary prior to the return to normal classes; however, it is to be made

available on request.

The section on Suspension and Expulsion of School Students – Procedures sets out the procedures for

short and long suspensions and expulsion of students. All suspensions from School must be managed

consistent with these procedures. Time-out strategies are not to be regarded as a suspension.

Student Engagement

A Time-out strategy should be used only for the minimum period of time necessary for the student to regain

enough composure to be able to return safely to class, or for the time designated by the Head of School or

APOSL in relation to times longer than one period.

This Procedure is the means by which Time-out strategies are communicated to all students,

parent(s)/caregiver(s) and school staff, and includes information for parent(s)/caregiver(s) about the

process to be used when parent(s)/caregiver(s) may have concerns or complaints about the use of a Time-out

strategy. (Also refer to Calming Space Guidelines.)

Any use of a Time-out strategy must take into account factors such as the age, cultural background, individual

needs, any disability and the developmental level of the student. The choice of Time-out strategy will depend

upon:

the seriousness or frequency of the behaviour

level of disruption to learning

risk of harm to the student or others

risk of damage to property.

Where a student does not comply with the guidelines for a Time-out strategy, or if the use of the Time-out

strategy has not been successful in managing the behaviour of the student, a more long term exclusion from

class or Suspension from School may be invoked at the instigation and management of the Head of School, the

APOSL, or Principal.

Time-out Spaces

There are a number of spaces in the School which may be utilised as a ‘Time-out Space’. These include the

iCentre, Parents Room and the ‘Fishbowl’ area at Student Reception.

These Time-out Spaces should only be used with a student after less intrusive interventions, which have been

implemented and documented, have not been successful in managing the behaviour.

The use of a Time-out Space should not be an alternative to suspension where the safety of students and staff

are at risk. Risk Management procedures should be implemented where there is a risk to the safety of

students and/or staff.


Parent(s)/Caregiver(s) must be notified on each occasion the Time-out Space is used with their child. An

entry must be made in the School’s Compliance Register and an email sent informing the

parent(s)/caregiver(s) of the circumstance and the time the student was in the Time-out Space. A telephone

call may also be helpful in communicating with parent(s)/caregiver(s) and ensuring that they are aware of

the issues happening in relation to the need for the time-out.

A referral, or re-referral, to the appropriate Wellbeing Mentor for the development or refinement of a plan to

support the student’s behaviour should be considered following the use of the dedicated Time-out Space for a

particular student. This plan should be developed or refined in consultation with the parent(s)/caregiver(s),

and documented.

A small number of students who have very complex needs may require specific, personalised learning and

support when more general time-out procedures are not appropriate. These interventions, including any

ongoing use of a Time-out Space, may only be implemented if developed, monitored and reviewed by the

Educational Support Team and/or Wellbeing Team and which is consented to by the parent(s)/caregiver(s).

A dedicated Time-out Space must:

be risk assessed in relation to student and staff safety, and be consistent with the School’s Work

Health and Safety Policy

allow for meaningful educational activity to be provided for students

have adequate ventilation, lighting and heat

have adequate space for students and staff

allow arrangements for the student to have recess, lunch and toilet breaks when appropriate if

time-out occurs across these periods

be conducive to de-escalating inappropriate behaviour

not be locked, latched or secured in any way that would, in case of an emergency, prevent staff or the

student from exiting the room

be supervised at all times

display school rules and expectations

display visual supports for de-escalation strategies and for appropriate behaviour.

Calm Rooms

Calm Rooms are specifically identified and resourced spaces in the School which are set aside for the

use of students who require sensory calming from time to time. These spaces are distinct from other

‘Time-out Spaces’ and are to be used only by students who have Learning and Behaviour Management

Plans developed and managed by the Head of Learning Support.

Rationale

Sensory calming areas are based on the concept of reducing environments and body triggers as a coping

strategy for students in elevated and/or depressed emotional states of arousal. Guidelines for the use of a

Calm Room provides a consistent approach in its use and in their role in the prevention and de-escalation of

challenging behaviours.


There are times when some students need access to a quiet and calm space.

Important Information

It is important that the Calm Room is not used as a place of punishment, seclusion and/or containment. Calm

Rooms provide space to help students calm down and to begin to use self-regulation skills. The Calm Room

needs to be a place of safety for the students.

Self-regulation strategies that assist students to remain in their regular classroom should always be used first.

Where in-class self-regulation strategies are not entirely successful, or where they need to be supplemented,

it is then appropriate to provide the student with the opportunity to self-regulate through the use of the Calm

Room.

Guidelines for the use of a Calm Room

When a member of staff notices that a pupil is becoming anxious or agitated, the student should be

given reasonable opportunity to calm using strategies detailed in the student’s learning profile or

behaviour plan.

If the student’s behaviour/situation escalates, then the student can be offered the use of the Calm

Room, or be directed by a staff member to go to the Calm Room.

Only one student at a time can use the Calm Room.

The Calm Room needs to be used with a calm and positive approach in order to help reduce anxiety.

There is a five-minute timer in the Calm Room. Staff should direct the student that when they enter

the room they need to turn the timer over. Once the timer has finished they then need to return to the

classroom.

Staff should avoid entering the Calm Room if possible.

The ultimate outcome of the Calm Room is for the student to learn how to self-regulate independently

and be able to calm themselves down.

Helping Students understand how to use the Calm Room

Introduce the Calm Room in a positive, proactive way that helps the student to understand the

benefits that can come from its usage.

Explain to the student that the Calm Room can be used when they become aware that they are starting

to get upset, worried or angry.

Explain that the Calm Room will be just for them when they are in it.

Explain to the student that they will have a timer to use in the Calm Room that will let them know

when it is time to come back to the classroom.

It is important to mention to the student that sometimes a staff member may suggest that ‘this is a

good time to use the Calm Room’ or the child themselves may feel that ‘they’ need to use the Calm

Room.


Records of use of Time-out Spaces for Students

With the exception of Calm Rooms, where a student has a specially agreed Management Plan, a record of the

use of Time-out Spaces, with each individual student and for each occasion, is to be recorded in the Student

Compliance Database.

Data on the use of the Time-out Spaces with a particular student should be used by the Student Wellbeing

Team to assess the effectiveness of the strategy in supporting the student.


Temporary Exclusion (allowing time for investigation)

Context

All students and staff have the right to be safe and supported within the School property and associated

programs.

There are occasions when a student may be at risk, or present a risk to others, in relation to social, emotional,

physical or mental wellbeing. On some occasions these incidences may require sustained periods of

investigation, mediation and restorative processes before a student, or students, can be successfully

integrated back into the learning environment. Such occasions may necessitate the exclusion of a student, or

students, from the School for a length of time in order to:

Guarantee the immediate or ongoing safety of that student or others

Provide a significant amount of time to allow the Student Wellbeing Team to investigate an incidence

or event that may have placed, or would place, the safety of students at risk

Provide opportunities for parent(s)/caregiver(s) and Wellbeing staff to be involved in interviews,

counselling or other support plans with students to understand, and hopefully resolve, the matters

that may be causing the unacceptable risks for other students or the student concerned

Ensure a distancing of students from each other where significant conflict may have arisen

Insulate a student from unhelpful gossip or negative talk which may have developed due to a situation

amongst their peers, and give time for this to be managed without the student being subjected to

further stressors.

Policy Statement

Temporary Exclusion is not intended as a punishment nor a consequence for any behaviours in which a

student may have engaged.

It is intended to be used as a means of separating a student, or students, from the School environment in

order for an investigation, parental interviews or other interventions to take place in relation to what may

have been, or is deemed to be, a risk to the student(s).

It is most effective when it provides a window of time that allows parent(s)/caregiver(s) and the Wellbeing

Team to work together to resolve a matter in the interests of the student(s) concerned.

In some cases, where a Temporary Exclusion has been used to provide time to investigate a matter, a

Suspension or further consequence may be invoked as a consequence of the outcomes of that investigation. It

is important to recognise that the time of Temporary Exclusion is not a Suspension per se. However, the

amount of time that a student is excluded from School in these circumstances may be deemed to be counted

as a part of the ensuing suspension for the purposes of limiting the total time out of School, and to provide an

appropriate restorative pathway.

The School will work with parent(s)/caregiver(s) with a view to assisting a student to reintegrate into the

School community as quickly as possible after a time of Temporary Exclusion.


Temporary Exclusion Procedures

In all cases involving a Temporary Exclusion, the Head of School, APOSL or the Principal will contact the

parent(s)/caregiver(s) of the student(s) concerned and request a short meeting to:

Explain the context of what situation or event has arisen to require the exclusion

Provide the student and the parent(s)/caregiver(s) with an indication of the time that is expected to

be involved

Provide the students and the parent(s)/caregiver(s) with an indication of the processes to be

undertaken including, but not limited to:

o investigative interviews to gather information

o support that is available for the student

o access to external agencies who may be involved

o notification if Police and or FACS will be involved.

The student and parent(s)/caregiver(s) will be required to attend the School as requested for any meetings or

interviews that may be requested in order to complete the processes as outlined above.

The student will be provided the opportunity to continue with schoolwork at home which will be provided

electronically from teachers, as appropriate.

The Wellbeing Team Leader will convene a meeting to provide a resolution of the matter being investigated in

order for the student to be reintegrated into the School.

A Reintegration Plan will be put into place as agreed with the parent(s)/caregiver(s) and the student during

the resolution interview.

The School may recommend ongoing counselling or intervention from external providers, as a condition of

continued enrolment, in situations where this is deemed necessary in the best interests of the students

concerned.

The School will provide mediation opportunities for students where relationship and social cohesion issues

may have been at the forefront of any matters that have arisen, as a part of the Re-Integration Plan.


Suspension and Expulsion of Students

Context

All students and staff have the right to be treated fairly and with dignity in an environment free from

disruption, intimidation, harassment and discrimination. To achieve this, Penrith Christian School will

maintain high standards of student behaviour.

There will be cases of unacceptable behaviour where it will be in the best interests of the School community

and/or the student involved, for the student to be removed from the School for a period of time, or completely.

Suspension and Expulsion are the options available to the School in these situations. In such cases of

unacceptable behaviour, parent(s)/caregiver(s) should not be asked to keep students at home without the

formal imposition of a Suspension unless this is for the remainder of a school day, or is a Temporary Exclusion

as detailed in the previous section.

Collaboration between School staff, students and parent(s)/caregiver(s) is an important feature of discipline in

our School. All should be fully aware of the Suspension and Expulsion procedures and their place in the context

of the School’s Student Welfare and Discipline policies.

In implementing these procedures, the Principal must ensure that no student is discriminated against and must

also ensure that the implementation of these procedures takes into account factors such as the age, individual

needs, any disability and developmental level of students.

When dealing with a student with a disability, consideration must be given to the requirements of the

Commonwealth Disability Discrimination Act 1992, the Disability Standards for Education 2005 and the NSW

Anti-Discrimination Act 1977. These require, among other things, that reasonable adjustments are provided to

support students with a disability to access and participate in education on the same basis as other students.

The School’s Database Management System is to be used to ensure that records are made, and retained, of any

action taken in relation to the implementation of these procedures.

Policy Statement

Suspension is not intended as a punishment. It is only one strategy for managing inappropriate behaviour

within a school’s student welfare and discipline policies. It is most effective when it highlights the

parent(s)/caregiver(s)’ responsibility for taking an active role, in partnership with the School, to modify the

inappropriate behaviour of their child. The School will work with parent(s)/caregiver(s) with a view to

assisting a suspended student to re-join the School community as quickly as possible.

Suspension also allows time for School personnel to plan appropriate support for the student to assist with

successful re-entry. This may include access to appropriate support staff, such as a School Counsellor or

learning and support teacher. In some cases, suspension from school allows the time to put measures in place

to ensure the safety of students and staff. For the majority of students, suspension allows time for the student

to reflect on their behaviour, to acknowledge and accept responsibility for the behaviours which led to the

suspension and to accept responsibility for changing their behaviour to meet the School’s expectations in the

future.

The Principal has authority, consistent with the provisions of these procedures and associated documents, to

suspend or expel a student from the School. The Principal will delegate this authority, as appropriate, in the


cases of short, medium and long term suspensions to the Head of School and APOSL, provided that the

Principal is informed of the details of the incident and the progress in relation to the re-integration of the

student. All school officers will exercise this authority having regard to their responsibilities to the whole

School community and to the principles of procedural fairness.

The principles of procedural fairness are fundamental to the implementation of these procedures.

Procedural fairness is generally recognised as having two essential elements.

These are the right:

to be heard

of a person to a fair and impartial decision.

In matters involving child protection issues, the School’s Child Protection Policies and Procedures should

be followed. This may involve guidance and advice provided by Family and Community Services, the

Joint Investigation Response Team or the NSW Police Force.

While a number of policies may apply to the circumstances or behaviour being considered in the

context of a suspension or expulsion, the Suspension and Expulsion of Students – Procedures take

precedence.

These procedures apply to the behaviour of students at School, on the way to and from School and

while away from the School site on School-endorsed activities. They can also apply outside of school

hours and off school premises where there is a clear and close connection between the School and the

conduct of students. These include the use by a student of social networking sites, mobile phones and/or

other technology to threaten, bully or harass another student or a School staff member for school-related

issues.

Where a serious disciplinary matter arises and the Principal is considering expulsion of a student,

the action should be taken irrespective of any action, which may be taken by another agency,

including the NSW Police Force. Where the NSW Police Force is involved in a case where the

Principal is considering suspension or expulsion, the Principal (or delegate) should liaise with the

Incident Report and Support Hotline on 1800 811 523 to ensure any potential police investigation is

not compromised.

The Principal (or delegate), acting in accordance with established policy and procedures, is acting

under the delegated authority of the School Board and the authority of the NSW Education Act

(1990).

If the behaviour that has resulted in consideration being given to the suspension or expulsion of a

student may represent a risk to the student himself or herself, other students or staff (for example

the incident relates to violent behaviour), the Principal must ensure that steps are taken to assess that

risk and develop any strategies consistent with School policies. This process should be commenced at the

same time that any disciplinary action commences.

Principals must consider whether the incident gives rise to a requirement to make a mandatory report

to the Child Protection Helpline (Phone: 132 111) through the use of the appropriate Mandatory Reporting

Guidelines (MRG).

https://education.nsw.gov.au/policy-library/policies/protecting-and-supporting-children-and-young-people-policy

https://education.nsw.gov.au/policy-library/policies/protecting-and-supporting-children-and-young-people-policy


Suspension

General Principles

In determining whether a student’s misbehaviour is serious enough to warrant suspension, the Principal (or

delegate) will consider the safety, care and welfare of the student, staff and other students.

Before a suspension is imposed, with the exception of other serious instances of misbehaviour that impact on

the safety or welfare of students or staff, the Head of School, APOSL or Principal will:

ensure that appropriate personalised learning and support strategies and discipline options have been

applied and documented

ensure that appropriate support personnel available, within the school system and externally, have

been involved

ensure that discussion has occurred with the student and parent(s)/caregiver(s) regarding specific

misbehaviour which the School considers unacceptable and which may lead to suspension

develop, in conjunction with the School Learning Support and Wellbeing Team, specific personalised

learning and support to assist the student to manage inappropriate behaviour

provide a formal written caution detailing inappropriate behaviours, as well as clear expectations of

what is required of the student in future

record all action taken.

In some circumstances, the Assistant Principal – Operations and Student Learning (APOSL) or the Principal

may determine that a student should be suspended immediately. This will usually be due, but not limited to

reasons such as the safety of students or staff.

Deciding on, Notifying and Resolving a Suspension

The following steps apply to both short and long suspensions.

Decision

The decision to suspend will be taken by the appropriate delegated authority.

The Head of School with reference to the APOSL in relation to short or medium term suspensions.

The APOSL with reference to the Principal, in the case of medium to long term suspensions.

The Principal.

The Head of School or APOSL should convene a meeting during which the student is informed of the precise

grounds on which suspension is being considered.

The student must be given the opportunity to consider and respond to this information.

The student’s response must be considered before a decision to suspend is made.

Where a long suspension is being considered, the student must be able to have an appropriate observer of

their choosing present at the interview.


Notification

A student will not be sent out of the school before the end of the school day without notification being made to

their parent(s)/caregiver(s) and, if necessary, agreement reached about arrangements for the collection of the

child from School.

The APOSL must ensure that adequate supervision is provided for that student at School until those

arrangements are made.

Notification of suspension must be made to the parent(s)/caregiver(s) by telephone and followed up in writing

(email) within 24 hours following immediate verbal notification. (Use of the School’s DBMS with attached

notification letters will be used.)

Reasonable steps must be taken to ensure that the notification is delivered, if necessary, in an alternative

form. This may apply when parent(s)/caregiver(s) have difficulty reading or understanding English due to

cultural factors and/or disability.

In all cases, the notification letter will include:

notice of the suspension

the date and probable duration of the suspension

the category (Short/Medium/Long) and specific reasons for the suspension

the clear expectation that the student will continue with studies while suspended and, in the case of a

long suspension, that appropriate activities will be provided

the importance of parent(s)/caregiver(s) cooperatively working with the School in resolving the

matter

parent(s)/caregiver(s)’ responsibility for the care and safety of the student while under suspension,

and the clear expectation that the student should not be on school grounds without the prior

permission of the Principal

information concerning appeal rights and other appropriate government or community agencies

available to provide assistance where necessary.

When a student is subject to special transport arrangements, the provider of the transport should be notified of

the suspension by the Head of Learning Support following notification to the parent(s)/caregiver(s).

At the time of the suspension or expulsion notification, parent(s)/caregiver(s) must be provided with the

Information for Parent(s)/Caregiver(s) Document in relation to Policies and Procedures for Suspensions and

Expulsions. (See appendices) and information about appeal rights.

If consideration is being given to proceeding to expulsion from the School, the initial notification of suspension

or formal warning should make this intention clear.

Resolution

The Head of School must convene a suspension resolution meeting of personnel involved in the welfare and

guidance of the student, including the parent(s)/caregiver(s), to discuss the basis on which the suspension will

be resolved. The Principal or the APOSL must be present in meetings where a long suspension has been


involved. In the case where a student has been suspended previously, the Head of School must convene a

suspension resolution meeting where the APOSL is also present.

If parent(s)/caregiver(s) are unable or unwilling to attend a suspension resolution meeting, the Head of

School should consider the individual merits of the case and attempt to ensure that the student is back at

School on or before the concluding date of the suspension period. Where it is not possible to resolve a

suspension by the due date due to parent’s inability to attend a meeting, the School will, with parental

permission, undertake a resolution meeting with the student and another agreed support person.

If a student does not have a parent who can attend a suspension resolution meeting, the Head of School /

APOSL should ensure that the student is fully informed about the resolution meeting and encourage the

student to nominate a support person to be present.

In the case of a long suspension, a suspension resolution meeting must be convened at the earliest

opportunity. The recommendations of the School Counsellor and any recommendations from the School

Learning Support team should be discussed. Referral to the School Counsellor must be considered if this has

not already occurred.

The Head of School must ensure that the suspension is recorded in the School’s DBMS (Compliance Register)

and that all relevant documentation is retained on file at the School.

A full record should be made of the outcomes of the suspension resolution meeting. At a minimum, this should

be retained as an entry in the School’s DBMS (Compliance Register) and/or the Collaboration Notes File on

the DBMS. A copy should be provided to the student and the parent(s)/caregiver(s) by email.

Where a student is returning from suspension following an incident that involved violence or weapons, the

APOSL must undertake a risk assessment in order to assess whether the return of the student will pose a risk

to staff, students or other persons. This should be completed before the final day for resolution of the

suspension.

The student should not be re-admitted to the school until the issues identified in the risk assessment have

been addressed.

Immediate Suspension

With consideration having been given to the factors outlined, the APOSL or Principal must suspend immediately, and consistently with these procedures (including procedural fairness), any student who:

is physically violent:

Any student who is physically violent, resulting in injury, or whose violent behaviour seriously

interferes with the safety and wellbeing of others, is to be suspended immediately. The matter may

also be reported to the NSW Police if a criminal action may have occurred.

is in possession of a firearm, prohibited weapon, (as defined by Schedule One of the Weapons

Prohibition Act), or knife (without reasonable cause):

Any student in possession of a prohibited weapon, firearm or a knife (without reasonable cause), is to

be suspended immediately. The matter must be reported to the NSW Police Force immediately and the

School Safety and Response hotline on 1300 363 778.


uses, supplies, or is in possession of, alcohol or tobacco:

Penrith Christian School firmly believes that our School must be a place which are free of alcohol and

tobacco. Suspension is to occur immediately if the alcohol or tobacco is brought on site, consumed, or

supplied to others. Students who groom or assist other students to partake in alcohol or tobacco on

the school property are also to be suspended.

uses, supplies, or is in possession of, a suspected illegal substance (not including alcohol or

tobacco) or supplies a restricted substance:

Penrith Christian School firmly believes that our School must be a place which is free of illegal drugs.

Suspension is to occur immediately if the substance is being represented by the student as an illegal

substance, or on confirmation that the substance is, in fact, illegal. Students who groom or assist other

students to obtain illegal substances or supply restricted substances, such as prescription drugs, are

also to be suspended. In all cases involving illicit substances, the NSW Police are to be notified.

Note: Generally, either a student will admit the substance is illegal or police will advise the Principal that

to be the case. In some instances, it may not be appropriate to place a student on suspension until the

substance is formally identified (e.g. the student claims the substance is not illegal and did not represent it

to be so). If this occurs, arrangements are in place with the NSW Police Force for the substance to be sent

for priority analysis, generally within 48 hours of the substance being handed to the police. The cost of

priority analysis will be met by the School. The NSW Police Force will hold the substance pending any

legal action.

engages in serious criminal behaviour related to the School:

The matter must be reported to the NSW Police Force immediately.

Where parent(s)/caregiver(s) require a support person in order to participate fully in the suspension or

expulsion process, including suspension resolution meetings, a person acceptable to both the

parent(s)/caregiver(s) and the Principal may be involved. Consideration must be given to any adjustment that

may be required for a parent with a disability to participate in the meeting. The responsibility for organising a

support person rests with the student or parent(s)/caregiver(s).

Short Suspension

In circumstances where measures other than suspension have been unsuccessful in resolving the

inappropriate behaviour, the APOSL or Head of School may choose to impose a short suspension of up to and

including one school week. Short suspensions may be imposed for the following reasons and will be reported

in the following categories:

Continued disobedience:

This includes, but is not limited to, breaches of the School Behaviour Policy such as refusal to obey

staff instructions, defiance, or disrupting other students.

Aggressive behaviour:

This includes, but is not limited to, hostile behaviour directed towards students, members of staff or

other persons, including damaging the property of the School or students; bullying (including


cyberbullying); verbal abuse and abuse transmitted electronically such as by email, Facebook, Twitter,

SMS text messages or by other electronic means.

Where the behaviour involves cyberbullying, the School’s anti-bullying programs are to be implemented.

Longer Suspensions

If short suspensions have not resolved the issue of inappropriate behaviour, or the misbehaviour is so serious

as to warrant a longer suspension, the Principal, or the APOSL, in consultation with the Principal, may impose

a long suspension of up to and including 20 school days. In determining if a student’s behaviour is serious

enough to warrant a long suspension the Principal must consider:

the safety of students and staff

the merit and circumstances of the particular case

factors such as the age, individual needs, any disability and developmental level of students.

Subject to factors outlined above, the Principal or APOSL will impose a long suspension for:

Physical Violence

Which results in injury, or which seriously interferes with the safety or wellbeing of other students and staff

(including sexual or indecent harassment or assault).

Use or possession of a prohibited weapon, firearm or knife

The student uses or possesses a:

weapon which is listed in Schedule One of the Weapons Prohibition Act (see Appendices). Prohibited

weapons include laser pointers, or similar articles with a power output of more than one milliwatt.

Prohibited weapons do not include harmless children’s toys such as plastic imitation guns that are

clearly intended to be toys;

knife (without reasonable excuse* as defined by the Summary Offences Act 1988)

firearm of any type (including live ammunition and replica firearms).

Possession, supply or use of a suspected illegal substance

This includes supplying other students with alcohol, tobacco or illegal drugs or restricted substances such as

prescription drugs.

Serious criminal behaviour related to the School

This includes malicious damage to property (School or community), or against the property of a fellow student

or staff member on, or outside of, the School premises. If the incident occurred outside the School, or outside

school hours, there must be a clear and close relationship between the incident and the School.


Subject to factors outlined above, the Principal may also impose a long suspension for:

Use of an implement as a weapon

When a student uses an implement as a weapon to assault or injure another person (including use of an

offensive implement, which is any implement made or adapted to cause injury to another person).

Persistent or serious misbehaviour

This includes, but is not limited to:

repeated refusal to follow the School Behaviour Code

threatening to use a weapon in a way that might seriously interfere with the safety and wellbeing of

another person

making credible threats against students or staff

behaviour that deliberately and persistently interferes with the rights of other students to learn or

teachers to teach including bullying, harassment and victimisation.

In cases where consideration is being given to imposing a long suspension from the School, the gravity of the

circumstances require that particular emphasis be given to procedural fairness issues.

If, after two long suspensions, the matter has not been resolved other strategies must be considered including

alternative educational placements, or expulsion from the School.


Expulsion

General principles

In serious circumstances of misbehaviour, the Principal may expel a student of any age from the School. The Principal may also expel a student who is over 17 years of age for unsatisfactory participation in learning.

In all cases where consideration is being given to expelling a student, the gravity of the circumstances requires that particular emphasis be given to procedural fairness.

Expulsion from School for misbehaviour

When considering expelling a student for misbehaviour, the Principal must:

ensure, except as a result of a most serious incident, that all appropriate learning and support

strategies have been implemented and documented

convene a formal disciplinary interview with the student. The Principal must ensure that the student

is given explicit information about the nature of the allegation(s) and is given the opportunity to

consider and respond to the allegation(s). The student must also be able to have an appropriate

observer of their choosing present at the interview. For young children, and children with certain

disabilities, it may be advisable to have a parent present at the meeting. The key features of the

interview should be taken down in writing

place the student on a Long Suspension pending the outcome of the decision-making process. This

action should be taken irrespective of any action by another agency, including the NSW Police Force

notify the student and the parent(s)/caregiver(s) in writing that expulsion from the School is being

considered, giving reasons for the possible action

obtain and consider a School Counsellor report that includes recommendations for further action

provide the parent(s)/caregiver(s) with a copy of all documentation on which the consideration of

expulsion is based

allow seven school days for students and parent(s)/caregiver(s) to respond

consider any response from the student and parent(s)/caregiver(s) before proceeding further

discuss with the student and the parent(s)/caregiver(s) the implications of expulsion and provide

information relating to the right to, and process for, an appeal to the School Board (if the expulsion

were to proceed).

If, having completed the actions outlined above, the Principal decides to expel a student from the School, the Principal must advise the School Board Chair prior to providing formal notification to the student and the parent(s)/caregiver(s).

Having reached a decision to expel a student from the School, the Principal will inform the student and the parent(s)/caregiver(s) in writing.

This formal advice should also restate the right and the mechanism to appeal the decision to the School Board.


Expulsion of a student over 17 years of age for unsatisfactory participation in

learning

This will generally be where a student has failed to apply themselves with diligence and sustained effort to set

tasks and experiences, and the lack of application is impacting on the good order of the School and learning of

other students.

Prior to giving consideration to expulsion the student must receive at least one formal written warning that

such action is being contemplated. A program of improvement should be developed in conjunction with the

student to assist them to improve their participation in learning. The student must also be provided with a

reasonable period in which to demonstrate improvement.

When considering expulsion in these circumstances, the Principal will:

notify the student and the parent(s)/caregiver(s) in writing that expulsion from the School is being

considered, giving reasons for the possible action. There is no necessity to place the student on Long

Suspension pending the decision-making process in these circumstances

obtain and consider a report from the Learning Support Team or School Counsellor, as appropriate,

that includes recommendations for further action

provide the parent(s)/caregiver(s) with a copy of all documentation on which consideration of

expulsion is based

allow seven school days for students and parent(s)/caregiver(s) to respond

consider any response from the student and parent(s)/caregiver(s) before proceeding further, discuss

with the student and parent(s)/caregiver(s) the implications of expulsion, and provide information

relating to the right to, and process for, an appeal to the School Board (if the expulsion were to

proceed).

If, having completed the action outlined above, the Principal decides to expel a student from the School, the

Principal must advise the School Board Chair prior to providing formal notification to the student and the

parent(s)/caregiver(s).

Having reached the decision to expel the student from the School, the Principal will inform the student and

the parent(s)/caregiver(s) in writing. This formal advice should also restate the right to appeal the decision.

The arrangement of an alternative school is the responsibility of the student and the student’s

parent(s)/caregiver(s).


Appeals to Suspension/Expulsion

Students and parent(s)/caregiver(s) may appeal if they consider that correct procedures have not been

followed, and/or that an unfair decision has been reached.

Appeals should be in writing, stating the grounds on which the Appeal is being made.

The Appeal should be made within 7 days of the decision to suspend or expel a student and should be in

writing addressed to;

The Board Chair

Penrith Christian School

PO Box 66

Kingswood NSW 2747

The School Board Chair will:

deal with the Appeal within 21 school days of its lodgement

ensure that communication lines are maintained with the person(s) making the appeal and that they

are kept aware of the progress of the Appeal

review all relevant material

ensure that appropriate material has been made available to the student and his or her

parent(s)/caregiver(s)

discuss relevant issues with the person(s) making the appeal and any other parties, as appropriate

advise all the parties of the decision and the specific reasons for reaching the decision.

Where an Appeal or a component of an Appeal is upheld, the School Board will decide what further action is

to be taken. Further action will be determined by the findings of the Appeal, but will normally include systems

improvement to school processes to ensure the requirements of the procedures are appropriately

implemented in the future, or an annotation to the school’s record of suspension and the student’s record

indicating the findings of the Appeal.

The fact that an Appeal has been lodged does not put on hold the Principal’s decision to suspend or suspend

prior to expulsion from the School.


Responsibilities and delegations

Responsibilities

The Principal must ensure these procedures are readily accessible to all employees.

Delegations

The Principal has the delegated authority from the School Board to suspend or expel a student from the

School.

The associated policy-related documents are:

Complaints Handling Policy

The School Anti-Drugs Policy

Work Health and Safety (WHS) Policy

Child Protection Policy and Procedures.


Appendix: Definition and Terms

Suspension

Suspension is removal of a student from a school for a period of time determined by the Principal.

Suspensions are imposed in cases of unacceptable behaviour in the interest of the student and/or the School

community. Parent(s)/caregiver(s) are responsible for the supervision, care and wellbeing of students while

they are suspended. A student may not enrol in, or transfer to, another government school whilst suspended

from a government school.

Students attending special programs, such as those offered by tutorial centres, behaviour schools and hospital

schools that may involve attending their home school for part of the week, may not be precluded from

attending the special program if they are suspended from their home school. This is subject to negotiation

between the Principal of the home school and the Principal supervising the special program.

Short suspension

Short suspension is temporary removal of a student from a school following a decision by the School Principal

or Acting Principal for a period not exceeding four school days.

Long suspension

Long suspension is temporary removal of a student from a school following a decision by the School Principal

or Acting Principal for a period not exceeding 20 school days. Long suspensions are only imposed for serious

or sustained instances of misbehaviour.

Expulsion

Expulsion is permanent removal of a student from a school. The Minister may refuse the admission of a

student to all or any government schools if the student has been expelled from any government school. This

will usually be as the result of a most serious incident. The student may not then re-enrol in a government

school without the approval or direction of the Minister.

Expulsion from a particular school for misbehaviour

Expulsion of a student of any age from a particular school only for reasons of misbehaviour. The student may

not then re-enrol in that school without the approval of the Executive Director, Public Schools NSW.

Expulsion from a particular school for unsatisfactory participation

Expulsion of a student over 17 years of age from a particular school only. This will generally be where a

student has failed to apply themselves with diligence and sustained effort to set tasks and experiences and the

lack of application is impacting on the good order of the school and learning of other students.

Any re-enrolment in the school at a later date is at the discretion of the Principal.

Prohibited weapon

Weapons that are listed on Schedule 1 of the Weapons Prohibition Act (1998). See Appendix.


Restricted substance

Any substance specified in Schedule 4 of the Poisons List. These are substances which in the public interest

should be supplied only upon the written prescription of a medical practitioner, nurse practitioner, dentist or

veterinary surgeon.

Learning Support Team

A Learning Support Team is a whole school planning and support mechanism. It is formed with the purpose of

addressing the learning and behavioural needs of students through the coordination, development,

implementation, monitoring and evaluation of educational programs. The Learning Support Team should

include the Aboriginal Education Officer where one has been allocated to the school.


Appendix: Weapons Prohibition Act 1998 Schedule 1 Prohibited

Weapons

Knives

1) A flick knife (or other similar device) that has a blade which opens automatically by gravity or

centrifugal force or by any pressure applied to a button, spring or device in or attached to the handle

of the knife.

2) A ballistic knife that propels a knife-like blade of any material by any means other than an explosive.

3) A sheath knife that has a sheath which withdraws into its handle by gravity or centrifugal force or if

pressure is applied to a button, spring or device attached to or forming part of the sheath, handle or

blade of the knife.

4) An Urban Skinner push dagger or any other device that consists of a single-edged or multi-edged blade

or spike that has a handle fitted transversely to the blade or spike and allows the blade or spike to be

supported by the palm of the hand so that stabbing blows or slashes can be inflicted by a punching or

pushing action.

5) A trench knife or any other device that consists of a single-edged or multi-edged blade or spike that is

fitted with a handle made of any hard substance that can be fitted over the knuckles of the hand of the

user to protect the knuckles and increase the effect of a punch or blow, or that is adapted for such use.

6) A butterfly knife or ‘balisong’ or any other device that consists of a single-edged or multi-edged blade

or spike that fits within 2 handles attached to the blade or spike by transverse pivot pins and is

capable of being opened by gravity or centrifugal force.

7) A star knife or any other device that consists of a number of angular points, blades or spikes disposed

outwardly about a central axis point and that are designed to spin around the central axis point in

flight when thrown at a target.

Miscellaneous weapons

1) Any bomb, grenade, rocket, missile or mine (or other similar device, such as a tear-gas canister) that is

in the nature of (or that expels or contains) an explosive, incendiary, irritant or gas, and whether or not

it is "live" or has been deactivated. A "live" rocket must have a propellant charge of more than 100

grams, and a "live" missile must have an explosive or incendiary charge of more than 7 grams, for it to

be a prohibited weapon.

2) A flame thrower that is of military design, or any other device that is capable of projecting ignited

incendiary fuel.

3) Any device that is designed to propel or launch a bomb, grenade, rocket or missile by any means other

than by means of an explosive, including a device known as a PVC cannon.

4) A spear gun having an overall length (being the length of the spear gun when it is not loaded with a

spear) of less than 45 centimetres.

5) A crossbow (or any similar device) consisting of a bow fitted transversely on a stock that has a groove

or barrel designed to direct an arrow or bolt.


6) A slingshot (being a device consisting of an elasticised band secured to the forks of a "Y" shaped frame),

other than a home-made slingshot for use by a child in the course of play.

7) A Saunders ‘Falcon’ Hunting Sling, or any other device in the nature of a hunting sling, catapult or

slingshot that is designed for use with, or a component part of which is, a brace that:

a. fits or rests on the forearm or on another part of the body of the user, and

b. supports the wrist against the tension of elastic material used to propel a projectile.

8) A blow-gun or blow-pipe that is capable of projecting a dart, or any other device that consists of a pipe

or tube through which missiles in the form of a dart are capable of being projected by the exhaled

breath of the user or by any other means other than an explosive.

9) Any dart capable of being projected from a blow-gun or blow-pipe.

10) A Farallon Shark Dart, or any other similar device that is designed to expel, on contact, any gas or other

substance capable of causing bodily harm and which is reasonably capable of being carried concealed

about the person.

11) A dart projector known as the Darchery dartslinger, or any other similar device that is designed to

project a dart by means of an elasticised band.

12) A mace or any other similar article that consists of a club or staff fitted with a flanged or spiked head,

other than a ceremonial mace made for and used solely as a symbol of authority on ceremonial

occasions.

13) A flail or any other similar article that consists of a staff or handle that has fitted to one end, by any

means, a freely swinging striking part that is armed with spikes or studded with any protruding matter.

14) A whip that has a lash which is comprised wholly or partly of any form of metal.

15) A whip known as a cat-o'-nine-tails, or any other whip that consists of a handle to which there is

attached any number of knotted lashes.

16) Kung fu sticks or ‘nunchaku’, or any other similar article consisting of 2 or more sticks or bars made of

any material that are joined together by any means that allows the sticks or bars to swing independently

of each other.

17) A side-handled baton or any other similar article consisting of a baton, staff or rod that is made of any

hard substance and has fitted to one side a handle, whether or not that handle is permanently fixed.

a. An extendable or telescopic baton.

18) Any hand-held defence or anti-personnel device that is designed to administer an electric shock on

contact, such as the Taser Self-Defence Weapon or an electrified briefcase, but not including any such

hand-held device that may lawfully be used on an animal in accordance with the Prevention of Cruelty

to Animals Act 1979.

19) Knuckle-dusters or any other similar article that is made of any hard substance and that can be fitted

over the knuckles of the hand of the user to protect the knuckles and increase the effect of a punch or

other blow or that is adapted for use as such.


20) A sap glove, or any other similar article, that consists of a glove (including a fingerless glove) that has a

layer of powdered lead sewn under the outer covering and positioned over the knuckle area on the

back of the glove.

21) A studded glove, or any other similar article, that consists of a glove (including a fingerless glove) that

has a number of raised studs or spikes made of a hard substance and positioned over the back of the

glove to increase the effect of a punch or blow.

22) Any device designed or intended as a defence or anti-personnel spray and that is capable of

discharging by any means any irritant matter comprising or containing any one or more of the

following substances in liquid, powder, gas or chemical form:

a. chloroacetophenone, known as CN,

b. orthochlorobenzalmalononitrile, known as CS,

c. dypenylaminechloroarsone, known as DM or Adamsite,

d. oleoresin capsicum, known as OC.

23) Any device (not being a device referred to in subclause (22)) designed as a defence or anti-personnel

spray and that is capable of discharging any irritant matter.

24) Any acoustic or light-emitting anti-personnel device that is designed to cause permanent or temporary

incapacity or to otherwise disorientate persons.

Replicas, imitations, concealed blades, etc.

1) Any imitation or replica of a bomb, grenade, rocket, missile or mine (or similar device), unless it is of

an approved type.

2) Any imitation or replica of a firearm in respect of which a licence or permit is required under the

Firearms Act 1996 (including any imitation or replica pistol, blank fire pistol, shortened firearm,

machine gun or sub-machine gun), unless it is of an approved type.

3) A walking stick or cane that contains a sword or any other single-edged or multi-edged blade or spike

of any length or of any material.

4) A riding crop that contains a knife, stiletto or any other single-edged or multi-edged blade or spike of

any length or of any material.

5) A Bowen Knife Belt or any other similar article consisting of a belt or belt buckle that conceals or

disguises within the article a knife or a single-edged or multi-edged blade or spike of any length or of

any material.

6) Any article or device that:

a. due to its appearance is capable of being mistaken for something else that is not a weapon, and

b. disguises and conceals within it a single-edged or multi-edged blade or spike of any length or of

any material.


Miscellaneous articles

1. Body armour vests (or any other similar article) designed for anti-ballistic purposes and to be worn on

any part of the body (other than helmets or anti-ballistic articles used for eye or hearing protection).

2. Handcuffs (other than antique handcuffs, or children's toy handcuffs, that are of an approved type).

3. Silencers or any other device designed for attachment to a firearm for the purpose of muffling,

reducing or stopping the noise created by firing the firearm.

4. A firearm magazine, being:

a. a rimfire magazine with a capacity of more than 15 rounds, or

b. a centre-fire self-loading rifle magazine with a capacity of more than 5 rounds, or

c. a shotgun magazine with a capacity of more than 5 rounds, or

d. a shotgun tubular magazine extension that is capable of extending the capacity of a shotgun

magazine to more than 5 rounds, or

e. a pistol magazine with a capacity of more than 10 rounds.

5. Any article or device, such as a device known as a brass catcher, which is designed to be attached to a

firearm for the purposes of catching ejected cartridge cases when the firearm is being fired. Any

portable tyre deflation device, or any other similar portable device, that is designed to puncture, or

that has been adapted for the purposes of puncturing, the tyres of a motor vehicle when driven over

the device.

6. Any article or device, such as a device known as a caltrop, that is made up of two or more sharp nails

or spines arranged in such a manner that one of them always points upward however the article or

device is placed and that is capable of puncturing the feet, paws or hooves of animals when they pass

over the article or device.

7. A laser pointer, or any other similar article, that consists of a hand-held battery-operated device with a

power output of more than 1 milliwatt, designed or adapted to emit a laser beam and that may be used

for the purposes of aiming, targeting or pointing.


Appendix: The Role of the Support Person and Observer

Support Person

When attending meetings involving disciplinary actions at School, parent(s)/caregiver(s) may choose to bring

a support person to the meeting. A support person must be over 18 years of age. A support person should not

be used as an interpreter. An interpreter should not be a student or member of staff.

Parent(s)/caregiver(s) are responsible for organising their own support person. While the Principal makes

the decision about the participation of a particular support person, the family’s choice should be accepted

wherever possible.

The role of the support person is to provide support and assistance to the parent(s)/caregiver(s) during the

meeting. The support person is not an advocate for the parent(s)/caregiver(s) or student and should not

participate in the meeting other than in supporting parent(s)/caregiver(s).

The type of support and assistance provided may include:

the taking of notes or provision of advice on rights/entitlements

suggesting a temporary break in proceedings to assist the person

seeking further advice.

If a support person becomes actively involved in a meeting, the Principal should in the first instance remind

the person of the limits of their role. If this involvement continues, the Principal has the option of asking the

parent(s)/caregiver(s) if they would like to continue the meeting without the support person or rescheduling

the meeting at another time.

In some cases, parent(s)/caregiver(s) may choose to have a legal representative, a representative from the

Parent(s)/Caregiver(s) and Citizens’ Association or a representative from a community organisation such as

the Aboriginal Education Consultative Group present as a support person. In these circumstances, the role of

the support person remains as outlined above and the representative does not take on the role of advocate or

become actively involved in the meeting.

Support and advice is available from Learning and Engagement and Legal Services Directorates.

Observer

In a formal disciplinary meeting that may lead to the imposition of a Long Suspension or expulsion, the

student responding to an allegation has the right to have an observer of their choosing present at the meeting.

The offer of an observer should be made prior to the meeting commencing.

The observer could be a teacher, Year advisor, another student or the student’s parent(s)/caregiver(s). In a

Primary School, it is appropriate that the observer be a trusted adult of the student’s choosing. In considering

the need to resolve the matter in a timely manner, the observer should be someone who is readily available. If

the observer of the student’s choosing is not readily available, the student should be asked to nominate

another observer. For very young students or students who have difficulty following the process, for example

because of disability, it may assist to have a parent/caregiver present.


An observer does not participate in the meeting but is present to observe the progress of the meeting and

ensure that the student responding to the allegation/s is able to participate fully in the meeting. An observer

may take notes during the meeting. The Principal may decide to make the offer of an observer in any

disciplinary interview if it will assist in resolving the issue.

The following information provides further clarification on the role of the support person and observer.

When involved Process Who Role

Observer Prior to a Long

Suspension or

expulsion decision

being made by the

Principal.

Principal notifies

student of their right

to have an observer

present prior to the

formal disciplinary

interview concerning

allegations.

Teacher, Year advisor,

another student or the

student’s parent(s)/

caregiver(s).

The person needs to

be readily available

and acceptable to the

Principal.

To observe and not

participate in the

meeting.

May take notes.

Ensure the student is

able to participate in

the meeting.

Support

person

Meetings between

the School and

parent(s)/

caregiver(s)

concerning

disciplinary actions

and in suspension

resolution

meetings.

Principal informs

parent(s)/

caregiver(s) of their

option to have a

support person

present in the

notification of

suspension letter.

Anyone over 18 years

of age.

Must not be used as

an interpreter.

Parent(s)/caregiver(s

) are responsible for

organising.

Can take notes, suggest

a break in proceedings

or seek further advice.

Will not act as an

advocate for the

student or parent in a

suspension resolution

meeting; however, an

advocacy role may be

appropriate prior to the

resolution meeting

occurring to discuss any

outstanding issues

preceding the

resolution meeting with

the student.


Appendix: Appeal against a decision to suspend or expel a student

from the School

Please attach a copy of the Notification of Suspension from the School

Student’s Name: _______________________________________________________________________________

Year group: _________________________

Person making Appeal: ________________________________________________________________________

Relationship to Student: ________________________________________________________________________

Student: ________________________________________________________________________________________

Address: ________________________________________________________________________________________

Telephone: Mobile: _______________________________ Work: ______________________________

This Appeal is on the grounds that (please tick relevant box – both can be ticked if applicable)

Correct procedures have not been followed

An unfair decision has been made

Major reasons for appealing (summary only)

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

(You may attach supporting documents to this form. It is important that all matters which you wish considered in the Appeal are mentioned.)

Signature of person making Appeal: ______________________________ Date: ________________________

Checklist:

• Have you attached a copy of the notification?

• Have you attached additional information?


Appendix: Letters

Letter: Formal Caution

Date:

This letter is to confirm our phone conversation about your son/daughter _________________________________________

_____________________________________________ of Year __________________________________ behaving inappropriately.

In particular he / she has breached the School Discipline Code (or School Rules) by:

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

If this behaviour continues, ___________________________________________________ may be suspended from School in

accordance with the School’s Student Welfare and Discipline Procedures.

A copy of the Student Welfare and Discipline Procedures is available at ‘PCS Policies’ on the School website at

the address: http://www.pcs.nsw.edu.au

You can also request a copy from the School.

This matter has been discussed with ______________________________________________ and he / she understands what is expected in future. We will continue to work together to resolve these issues.

Please sign the slip below and return it to School with ______________________________________.

Yours sincerely

Principal

Formal Caution

Return to: _____________________________________________________ (Name) by ________________________________ (Date)

I have discussed this matter with ________________________________________________ and noted the warning of

suspension.

I would like an interview to discuss how to support _____________________________________________________________

Yes No

Parent/Caregiver Name: _________________________________________________

Parent/Caregiver Signature: _____________________________________________ Date:

http://www.pcs.nsw.edu.au/


Letter: Short Suspension

Dear

This is to inform you that I have today suspended your (daughter, son etc.), (student's name) from (school

name), consistent with the procedures of the School’s Student Welfare and Discipline Policies and Procedures

for Suspension.

Suspension allows time for the issues that have led to this action to be explored and resolved. It also provides

time for the School to plan appropriate support for (student’s name) to assist with a successful and safe

return to School.

(Student's name) has been suspended for (category – then specific reason/s and details of the incident).

(He/she) has been suspended for (number of) school days, from (date) to (date) inclusive.

As a result of (student's name) suspension, both you and I are required to do certain things. I will:

seek your assistance and work with you in an attempt to resolve the matter

hold a resolution meeting with you at the earliest possible time to discuss how the matter might be

resolved

provide you with a copy of the School’s Student Welfare and Discipline Policies and Procedures for

Suspension (attached).

You are expected to:

assist me in resolving the matter

contact my office as soon as possible to arrange a time to discuss how the matter might be resolved

arrange a support person to accompany you to the meeting if you wish

be responsible for the supervision, care and safety of (student's name) while on suspension

ensure that (student's name) is aware that (he/she) is not to enter onto school grounds without my

permission, except to attend the resolution meeting.

The School expects that (student's name) will continue with (his/her) studies while suspended.

If you consider that correct procedures have not been followed in this case or that an unfair decision has been

made, you may appeal in accordance with the procedures. You may wish to contact the School Board

Chairperson to discuss the Appeal procedures.

Yours sincerely

Principal


Letter: Long Suspension

Dear

This is to inform you that I have today suspended your (daughter/son/etc.), (student's name) from (school

name), consistent with the procedures of the School’s Student Welfare and Discipline Policies and Procedures

for Suspension.

Suspension allows time for the issues that have led to this action to be explored and resolved. It also provides

time for the School to plan appropriate support for (student’s name) to assist with a successful and safe

return to School.

(Student's name) has been suspended for (category – then specific reason/s and details of the incident).

(He/she) has been suspended for (number of) school days, from (date) to (date) inclusive.

As a result of (student's name) suspension, both you and I are required to do certain things. I will:

seek your assistance and work with you in an attempt to resolve the matter

hold a resolution meeting with you at the earliest possible time to discuss how the matter might be

resolved

provide an appropriate learning program and/or activities

arrange an interpreter for you, if necessary

provide you with a copy of the School’s Suspension and Expulsion Procedures (attached).

You are expected to:

assist me in resolving the matter

contact my office as soon as possible to arrange a time to discuss how the matter might be resolved

let me know if you require an interpreter

arrange a support person to accompany you to the meeting if you wish

be responsible for the supervision, care and safety of (student's name) while on suspension

ensure that (student's name) is aware that (he/she) is not to enter onto school grounds without my

permission, except to attend the resolution meeting.

If we are able to resolve this matter satisfactorily, this period of suspension may be reduced. The School

expects that (student's name) will continue with (his/her) studies while suspended.

If you consider that correct procedures have not been followed in this case or that an unfair decision has been

made, you may appeal in accordance with the procedures. You may wish to contact the School Board

Chairperson to discuss the Appeal procedures.

Yours sincerely

Principal


Letter: Formal Warning - Unsatisfactory Learning Participation - Student over

17 years

Dear

This is to inform you of my concern that your (daughter/son/etc.), (student's name) is (not meeting

requirements, non-serious etc.) at this time. Should this continue, steps may be taken to expel (student's

name) from this School according to the procedures of the School for Suspension and Expulsion from School

and the School’s Student Welfare and Discipline Policies and Procedures.

The reasons for this are (specific reason/s and details).

Please contact my office as soon as possible on telephone number (school phone number) to discuss

(student's name) unsatisfactory progress and to assist in the development and implementation of a program

of improvement for (student's name).

If you need an interpreter to assist you in this meeting please advise the School.

I attach for your information a copy of the School’s Student Welfare and Discipline Policies and Procedures.

These procedures include a section on Expulsion and a section on Appeals.

These procedures include a section on Expulsion from a School for Unsatisfactory Participation in Learning.

I seek your urgent assistance in resolving this matter.

Yours sincerely

Principal


Letter: Notice of Intention to Expel for Misbehaviour – Initial Advice

Dear

This is to inform you that I am considering expelling your (son/daughter etc.), (student's name) from this

School, and I have today placed (him/her) on a Long Suspension from (school name), pending the

decision-making process. This action has been taken consistent with the procedures of the School for

Suspension and Expulsion from School and the School’s Student Welfare and Discipline Policies and

Procedures. The form of expulsion I am considering would mean that (student's name) would be expelled

from this School.

I am considering expelling (student's name) from this School after taking into account the following facts:

(specific details)

Copies of all documents on which my action has been based are attached. (Student's name) will not be able to

return to School pending the final decision-making process.

You have seven (7) school days to respond to this advice prior to the final decision being made. Please contact

my office as soon as possible on telephone number (school phone number) to arrange a meeting to discuss

this matter. At this meeting I will explain the implications of expulsion and your Appeal rights.

You may wish to have a support person present at this meeting.

If you require an interpreter to assist you in this meeting, please advise the School.

You are responsible for the supervision, care and safety of (student's name) while (he/she) is on suspension.

(student's name) is not to enter the school grounds during the period of suspension without my permission.

The School expects that (student's name) will continue with (his/her) studies while suspended. A study

program will be provided.

I attach for your information a copy of the School Discipline Code (or School Rules) and the School’s Student

Welfare and Discipline Policies and Procedures. These procedures include a section on Expulsion and a

section on Appeals.

Yours sincerely

Principal


Letter: Notice of Intention to Expel – Student over 17 years - Initial Advice

For unsatisfactory participation.

Dear

This is to inform you that I am considering expelling your (daughter/son etc.), (student's name) from this

School. This action has been taken, consistent with the procedures of the School for Suspension and Expulsion

from School and the School’s Student Welfare and Discipline Policies and Procedures. The form of expulsion I

am considering would mean that (student's name) would be expelled from this School.

I am considering expelling (student's name) from this School after taking into account the following facts:

(Specific details of unsatisfactory participation)

Copies of all documents on which my action has been based are attached.

You have seven (7) school days to respond to this advice prior to the final decision being taken. Please contact

my office as soon as possible on telephone number (school phone number) to arrange a meeting to discuss

this matter. At this meeting I will explain the implications of expulsion and your Appeal rights.

You may wish to have a support person present at this meeting.

I attach for your information a copy of the School Discipline Code (or School Rules) and the School’s Student

Welfare and Discipline Policies and Procedures. These procedures include a section on Expulsion and a

section on Appeals.

Yours sincerely

Principal


Letter: Expulsion from School for Misbehaviour - Decision

Dear

This is to inform you that today I have decided to expel your (daughter/son etc.), (student's name) from this

School. This decision has been taken, consistent with the procedures of the School for Suspension and

Expulsion from School and the School’s Student Welfare and Discipline Policies and Procedures.

The decision to expel (student's name) from this School has been made after consideration of the information

provided in my letter of (date of advice letter), the documentation provided to you and your response to me.

(Student's name) will not be able to return to this School.

I have previously provided a copy of the School’s Student Welfare and Discipline Policy and Procedures. I

again draw your attention to the section of the procedures on expulsion.

If you consider that correct procedures have not been followed in this case or an unfair decision has been

made, you may appeal in accordance with the procedures. You may wish to contact the Board Chair of Penrith

Christian School to discuss the Appeal procedures.

Yours sincerely

Principal


Letter: Expulsion from School for Unsatisfactory Participation – Decision

Dear

This is to inform you that today I have decided to expel your (daughter/son etc.), (student's name) from this

School. This decision has been taken, consistent with the procedures of Penrith Christian School for

Suspension and Expulsion from School and the School’s Discipline Code.

Should you wish to enrol (student's name) in another school, it is the responsibility of you and your

(daughter/son etc.), (student's name) to arrange that enrolment.

The decision to expel (student's name) from this School has been made after consideration of the information

provided in my letter of (date of letter advice), the documentation provided to you and your response to me.

I have previously provided a copy of the School’s Student Welfare and Discipline Policy and Procedures. I

again draw your attention to the section of the procedures on Expulsion, and on Appeals.

If you consider that correct procedures have not been followed in this case or an unfair decision has been

made, you may appeal in accordance with the procedures. You may wish to contact the Board Chairman of the

School to discuss the Appeal procedures.

Yours sincerely

Principal


Appendix: School Counsellor Suspension Report

Student Name: ________________________________________________________________ Year group: ___________________

Date of Suspension: _____________________________________________

Reason for Suspension: ______________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Any previous School Counsellor involvement with the student:

None None recent Yes

Recent issues relevant to the current suspension _________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

School Counsellor Name: _________________________________________________________

Signature: _____________________________________________________

Date: _______________________________


Appendix: Student Behaviour Policy and Code of Conduct

Penrith Christian School encourages students to display appropriate behaviour at all times. Students should

view all with whom they have contact as their neighbour. They should endeavour to follow Christ’s command

to love one another, love their enemies, show respect towards God, themselves, others and their environment.

The behavioural expectations of the school can be summarised by focussing three key values.

These are:

1. Work Hard

2. Show Respect

3. Be Safe

Each classroom teacher implements different aspects of these key values in their respective roles. E.g. In the

Design and Technology Rooms the focus on Be Safe may take on specific attributes to the work space in which

the students are involved which would be different to a General Learning Area (GLA). Generally, the Key sub

points for these key values are as follows;

WORK HARD

Work Productively.

For example; Make the best use of the time set aside for a particular task.

Complete Homework and study requirements.

Allow Others to Work Productively

For example: Do not distract others with comments, jokes, or other distractions.

Strive for Excellence

For example: Set goals that stretch you without being unreasonable and aim to achieve them.

Find out what strengths you have and work on your weaknesses.

SHOW RESPECT

Listen Carefully When Someone is Speaking

For example: Wait your turn to speak, put up your hand and wait to be called upon. Don’t interrupt other class

members.

Speak Respectfully to One Another

For example: Use “please”, “thank you”, “excuse me” when appropriate.

Speak pleasantly to one another without insults, innuendo, name calling or bad language.

Show Respect for Adults and Those in Authority

For example: Say “good morning” or: good afternoon” when they pass or when you first have a class with

them.

Follow teachers’ directions without arguing or grumbling.

Stand and greet teacher at the start of the lesson.

Stand and greet guests when introduced in a classroom.


Respect the School Property and Property of Others.

For example: Obtain permission before using equipment, treat property with care, keep rooms and grounds

clean and free from litter.

Only enter rooms when there is a supervising teacher present.

BE SAFE

Walk Carefully through rooms and corridors.

For example: Walk quietly, keeping conversations quiet so as not to disturb other classes.

Be careful to give way and keep to the left in corridors to allow others to pass.

Obey Safety Signs

For example; Wear goggles and ear plugs in the D&T room when operating machinery.

Wear safety equipment in the Science Labs

Be Aware of Others Around You

For example: Don’t run in confined spaces. Be careful when playing ball sports.


Appendix: Developing and Maintaining an acceptable Classroom

Culture

The School endeavours to achieve and maintain a culture in which both students and teachers respect each

other. This will be evident in a number of ways;

When a teacher wishes to address the class there is immediate voluntary attention from the class.

During formal discussion times one person speaks at a time.

In less formal times students will follow the instructions laid down by the teacher (e.g. keep noise

levels low-consider others, seek permission to move around the room, act courteously towards other

class members, etc.)

Informal interactions between teacher and student will be friendly but not too familiar, and where

necessary, firm.

Humour will be used appropriately but kept under control.

Problems will be approached courteously and without argument on the part of the students.

Teachers will refrain from humiliation, ridicule, sarcasm, insults, demeaning personal comments, or

provocative or inflammatory statements.

Teachers will convey a sense of ‘being in control’ of their classes giving clear guidelines for

behavioural expectations and learning outcomes for each lesson.

There will be a sense of safety, comfort and wellbeing for all students irrespective of gender, ability or

personality.

Any challenge or undermining of this acceptable culture should be addressed.

Authority and Power

There is a very strong biblical mandate, or even more strongly, a command or responsibility, for parent(s)/

caregiver(s) to nurture and train their children. So what about teachers?

Authority

All authority is vested in Christ (Mat 28:18), and governments, the church, schools, parent(s)/caregiver(s)

and teachers derive their authority from Him. It is significant that, after stating that ‘All authority is given

unto me in heaven and on earth ... ’, Jesus goes on to state in the very next verse, ‘Go ye, therefore, and teach all

nations ...". The implication is clear that our authority to teach is linked directly to our authority in Christ.

There is a line of authority that has been established in the School.

God has given parent(s)/caregiver(s) the mandate/responsibility. Parent(s)/caregiver(s) have passed this on

to the School via the concept of ‘loco parentis’, i.e. the teacher stands in the place of the parent.

In more recent times, this concept has been replaced in law by the concept of ‘Duty of Care’. That is that the

parent(s)/caregiver(s) place the student into the care of the School. Legal interpretations of this in recent

cases have had implications for this to extend to travel to and from school also and 24 hours per day in some


situations. The ramifications of this are that we as teachers carry the responsibility for the parent(s)/

caregiver(s) whilst the child is in our care.

God has also given governments certain mandates and responsibilities. Governments have not always

concerned themselves with education, their current level of involvement is definitely a 20th Century

manifestation. However, having taken some responsibility in this area, we find more and more that

government is taking more of the authority mandated to parent(s)/caregiver(s) for the nurture and

admonition of their children. This is due in large respect to the breakdown of family life and the need for

support mechanisms. Regardless of how this has come about, we are now in a situation where government

has assumed responsibility for the financial support of educational institutions such as ours and as a

consequence we are accountable to governments both morally and legally for the way in which we deal with

the children in our care.

So then, authority is divested in various ways:

Authority that results from our legal standing. In the case of the Christian school the legal authority of

the teacher is given via the School Board from the law of the land and empowers the staff, through the

Principal to be able to legally exercise leadership.

There is also authority which stems from the traditional morality of the community, i.e. traditionally

people respect and honour leadership.

Personal authority results from the perception of that person’s ability to lead. This aspect of authority

is closely related to the degree to which a person is under authority. For example, the centurion in

Luke Chapter 7 didn't say ‘I am a man of authority’, but that ‘I am a man under authority’.

It is this last aspect of authority that causes the most problems for teachers and students alike. If a student

perceives that a teacher is unworthy of their respect, for whatever reason, the student will not submit and feel

that they have a right to open defiance and rebellion. This of course discounts the student’s submission to the

higher authority of the School, governments, parent(s)/caregiver(s) and Christ.

If a teacher is unable to gain the respect of the students in their care, or the respect of parent(s)/caregiver(s),

then their job will be all but impossible, because a large part of the day-to-day control and management of the

class is reliant upon the teacher’s personal authority.

Power

Whilst authority might be regarded as our right to exercise leadership, power is more to do with our ability to

exercise that right. Authority is the aspect of leadership which equips one to be able to lead, make decisions

and hence facilitate the maintenance of goals and standards within the community and in particular, the

classroom. The way in which we as individuals exercise that authority is what students and

parent(s)/caregiver(s) will perceive as our ability to manage a class (i.e. how powerful we are as educational

enablers).

Authority then brings with it responsibility and accountability, and so authority is not to be exercised for its

own sake in harsh legalistic terms for this leads to authoritarianism which results in power struggles between

leaders and those who are being led (i.e. teachers and students, parent(s)/caregiver(s) and teachers,

parent(s)/caregiver(s) and students etc.).


Classroom Discipline

What is its purpose in the classroom?

The major objective for discipline in the classroom is primarily to maintain a safe environment conducive to

learning.

‘The purpose of discipline is to disciple students in the Lord's way. It addresses the future whilst punishment

only looks back. Discipline is an opportunity to redirect children: to strive against sin and to overcome

weakness, to build inner peace and righteousness, to partake in the holiness of God.’1

Further to this, it is clear that biblical discipline is not harsh retribution nor is it to be tainted with

authoritarianism which causes bitterness and perceived lack of grace.

Discipline should be both Proactive and Reactive.

Proactive Discipline

(Preventative) is discipline which involves the establishment of practices that enhance the management and

leadership of the class without the need to be overbearing and in some respects without the students even

being aware of its exercise. This area is concerned more with the concept of good classroom management and

leadership.

Reactive Discipline

(Corrective) is the administration of appropriate consequences for the training of children who have violated

the standards imposed by the teacher or person in authority. This is what we traditionally hold as discipline.

Unfortunately, much of our thinking and energy in relation to discipline is focused on this aspect rather than

on the more formative preventative aspects of discipline.

Traditional role stereotypes of the stern male disciplinarian wielding the cane with enthusiastic rigour and

the weak female teacher who needed to be rescued from the clutches of the vile students, have been

reinforced by our preoccupation with this aspect of discipline (i.e. we have narrowed good discipline to the

area of correction and in its most negative implementation as simply punishment or retribution).

1‘Walking with God in the Classroom’ Harro Van Brummelen p 69


Appendix: Proactive and Reactive Discipline

The following table lists some aspects and strategies for good discipline under the headings of Proactive and

Reactive Discipline.

PROACTIVE (PREVENTATIVE) REACTIVE (CORRECTIVE)

Well planned, meaningful lessons

• Students will be more focused on activities that

are helpful rather than on destructive

interference which can nullify the positive

effects of synergism in a well-planned lesson.

• Plan lessons that are appropriate for the ability

level of the students and that are broken down

into small steps and definite stages.

Low level corrective steps in order to keep

children focused and on track, e.g.

• body language of teacher, pausing

mid-sentence and waiting for attention,

speaking quietly so that students have to

listen rather than having to speak loudly and

impose ourselves on them

• the stare of disapproval

• hand signals

• speaking quietly with individuals as you move

around the room

• stopping an activity at frequent intervals to

break up the time (remember students have

short attention spans and need 3-minute

breaks every 10 minutes).

Role Modelling - particularly in the areas of:

• showing respect for others in authority;

submission to authority

• model diligence by marking papers etc. on time

• dressing appropriately (remember students

have to conform to a dress code)

• use language wisely

• being on time to classes, etc.

Correct students in their relationships, one

with the other, and in the way they relate to

adults, e.g.

• don’t ignore students who belittle or unduly

criticise other students

• don’t allow students to openly criticise other

staff members

• correct students for use of inappropriate

language

• correct students for non-compliance to School

dress codes, etc.

Establishing and enforcing rules or standards

Your expectations and limits should be

established early and reinforced frequently.

Publish the consequences for the breaking of

established rules and standards

• Ensure that any breaking of rules is addressed

by you (remember you have the discretion in

deciding the consequences, but not in ignoring

the offence).

• Help children experience God’s grace as a

result of true repentance.


Negotiate Rules and Standards where

appropriate

• In areas where you have no clear preference

allow the class some input in deciding the

standards, but general consensus is better than

an open vote.

• Remember, you have the role of administering

the rules not the students.

Consequences should be negotiated in line

with the rules broken e.g.

• Students should be made to do something

positive, like cleaning desks, as a consequence

for a negative behaviour of, for example,

writing on the desk.

Give clear and concise instructions

• Children will always want to use the ‘I didn’t

know’ or ‘I didn’t understand’ excuse.

Deal with any flagrant disobedience as a

serious matter

• be careful to take account of the fact that a

student may not have understood if your

instructions were not clear.

Demonstrate clearly that you are confident

and comfortable in your position of authority.

Students need to see that you know where

you stand and that you will not be intimidated

by ‘bush lawyers’ who want to question your

authority and so undermine your power to

manage and lead the class

• Communicate with parent(s)/caregiver(s)

frequently if possible

• verbalise the authority structures of the School

to the students

• be decisive and quick in dealing with

infringements of rules.

Deal with challenges to your authority in an

appropriate way.

• This may only entail a re-statement of the

position that you occupy and an

acknowledgment and apology from the

student for minor cases.

• More serious cases tend to be ongoing if they

are not dealt with decisively. The often heard

‘I don’t have to do what you tell me’ taunt

should be responded to in a very definitive

manner.

• Use the authority chain in the School to

reinforce the concept to the students. Usually

they cannot see past the moment, and the

consequences of their actions are not

immediately apparent (i.e. pass the student

‘up the line’ and/or point out the

consequences of continuing ‘up the line’.

Establish clear codes of conduct in relation to

our responsibilities to one another and to

God.

• Explain the reasons for various rules and codes

of behaviour.

• These may include such things as safety, care of

equipment, relationships with others, etc.

Consequences for the purpose of re-focusing

children on serving God rather than

themselves

• the consequence must fit the crime.


Appendix: General Guidelines for Correcting or Reprimanding

Children

1. Avoid being demeaning, belittling or sarcastic in your manner as this tends to strip them of their self-worth. Remember they are God’s image bearers.2

2. Low level correction such as eye contact, hand signals, walking up behind them, etc. can be public but they take place between the teacher and the student.

3. Stronger correction should be carried out in privacy, away from their peers. This will allow them to exhibit repentance without peer scrutiny and also disperses the potential for further confrontation as a student tries to regain the approval of his peers.

4. Be forward looking in the consequences you assign, i.e. consequences are to help them remember when they are again tempted to exhibit the same behaviour. Questions such as; ‘What can we do to ensure that it does not happen again?’ are helpful to consider but they should not replace the consequence for the deed already committed.

5. Make sure that you are in full control of your emotions when dealing with students. Students will perceive straight away if you are acting from personal anger. A detached, yet concerned and personal approach is best, (i.e. the rule has been broken, I have a responsibility to address this issue with you and administer some form of consequence for your good if necessary).

6. Ensure that any consequences for misbehaviour are administered within the context of a sound working relationship with the student. It is important that they get the message very clearly, that you do not hate them because you are correcting them, rather your correction is an indication of your love and concern for their future wellbeing. Distinguish between your disapproval of the action and disapproval of them personally.

7. If possible, use natural consequence, e.g. student doesn’t bring sports uniform; therefore, student doesn’t go to Sport; picking up papers for littering; cleaning desks, wall, etc. for defacing property; restitution for damaged property; public apology for publicly maligning students or teachers, etc.

8. Where it is possible, administer and manage your own consequences. This helps students to see that you are serious about enforcing standards and codes of behaviour and that you are prepared to go out of your way to help them change their behaviour.

9. Be firm, but loving. The following equation is helpful to remember:

Instruction + Love + Insistence = Effective Training

• Instructions must be given clearly and in love. The students should be able to appreciate the need for rules and standards, and that they are for their benefit.

• The students should be aware of your concern for them and for the good of the whole community, and that your actions are motivated by this concern, not because you have a need to exercise power over them for your own gratification.

• You must insist on the instructions being carried out and deal with non-compliance as disobedience. Endless repetition of instructions, with no follow-up to ensure that they are carried out, will only undermine your authority, and students will begin to understand that you don’t really mean what you say.

2 Van Brummelen op. cit. p71


Appendix: Parental Involvement

Parent(s)/caregiver(s) are requested to undertake to fully support the Discipline and Pastoral Care Policy of

the School. The Policy is discussed with them at a parent interview and they are required to indicate their

support by signing the Statement of Discipline form, the text of which appears on the following page.

The School seeks to work in open communication with parent(s)/caregiver(s) in relation to disciplinary

matters concerning their children. This may involve interviews with teachers, Heads of School, Assistant

Principal Operations and Student learning (APOSL) or Principal, depending on the level of the issues being

addressed. Parent(s)/caregiver(s) have access to information, via the School’s website, on all current

discipline matters concerning their child. Questions raised should be addressed to the teacher making the

entry initially.

Parental awareness of the various issues facing children of differing ages is helpful in maintaining standards

across the School. For example, access to social networking and communications technology can be a major

source of problems for students, and consistency and awareness from parent(s)/caregiver(s) can assist

greatly in providing a safe environment for your child.

The School will have parent information evenings, training times, support networks, police information

evenings, counselling and other programs, as it deems necessary, to support parent(s)/caregiver(s) in

developing skills to deal with the rapidly changing landscape of the word in which children live.


Appendix: Statement of Partnership in Discipline and Student Welfare

PENRITH CHRISTIAN SCHOOL acknowledges that it works together with the family in the education of a

child. This education must incorporate proper training in the child’s life of self-discipline, self-respect and

self-confidence, as well as a reverence and reliance on a loving God and respect for the people of God. In this

training process, it is recognised that from time to time forms of correction and direction will need to be

applied in the child’s life to facilitate and encourage the child’s development.

Penrith Christian School reserves the right to implement such forms of correction and discipline (as well as

encouragement and merit) as is necessary for the good of the child and the welfare of the School. Such

correction may include temporary removal from class, detention, suspension on probation and, in extreme

circumstances, expulsion. In accordance with government legislation, Penrith Christian School does not use

corporal punishment as part of its student discipline system. Nor does the School explicitly or implicitly

sanction the administering of corporal punishment by non-school persons, including parent(s)/caregiver(s),

to enforce discipline at the School.

It is expected that each parent will support the School and its desire and efforts to encourage the development

of all that is good and praiseworthy in the child.

I recognise that PENRITH CHRISTIAN SCHOOL is working together with me, in the education and

development of my child. I acknowledge that a trained and qualified staff of committed Christian teachers has

the best interests of my child at heart. I shall in every way, endeavour to support them as they work for the

good of my child.

I recognise that children are not perfect in all that they say or do, and at times need discipline and correction.

I am confident that the staff of the school will administer the appropriate correction, as they see fit, in every

circumstance and situation involving my child. I will cooperate with them in all matters of discipline and will

speak to them directly if I have any concerns. I will not undermine the discipline of the School through gossip

or criticism.

I recognise that attending Penrith Christian School is a commitment and privilege, not a right. It is my

intention to abide by the decisions of the staff and support the discipline of the administration.

Name of Parent/Caregiver 1: _________________________________________

Signature of Parent/Caregiver 1: _________________________________________ Date: _____________________________

Name of Parent/Caregiver 2: _________________________________________

Signature of Parent/Caregiver 2: _________________________________________ Date: _____________________________

student welfare and discipline procedures

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