GROVEDALE COLLEGE

Student Engagement

Well-Being Policy

Produced in consultation

With the school community

To be read in conjunction with

Effective Schools are Engaging Schools –

Student Engagement Policy Guidelines

May 2016

Principal: Ms Janet Matthews

School Council President:Mrs Brenda Nicholas

Table of contents

SCHOOL PROFILE STATEMENT

WHOLE SCHOOL PREVENTION STATEMENT

RIGHTS AND RESPONSIBILITES

SHARED EXPECTATIONS

SCHOOL ACTIONS AND CONSEQUENCES

References

SCHOOL PROFILESTATEMENT

Grovedale College is a medium sized secondary College (7-12) with an enrolment of 912 students located in a semi rural setting serving the southern suburbs of Geelong, together with rural and surf coast communities. Extensive educational resources enable us to provide an academic focus together with arts, sciences, sports and technology opportunities.

Grovedale College provides students with opportunities to excel in innovative programs: a student e-learning Program; Sports Academy Program; Performing Arts opportunities in the form of instrumental music, specialist workshops, Production and Festival performances; “From The River to the Coast” Year 9 Curriculum; and a Senior School Enrichment Program.

Grovedale College operates the Grovedale P-12 Deaf Facility, with Grovedale West Primary School. The College was active in the Grovedale Innovations and Excellence Cluster initiating a number of ongoing educational programs across the College and its feeder primary schools.

Over the last four years, Grovedale College enrolments have steadily increased. The increased range of opportunities for students which are unique to Grovedale College in the Geelong area, along with the scholarship program, have been significant factors. The Student Family Occupation Index is .5417.

Grovedale College draws its students from the surrounding area as well as from the rural and coastal areas: Moriac, Winchelsea and Anglesea. Over the past 3 years, Grovedale College has received more than 50% of the local Grovedale population from the 3 main Grovedale feeder schools: Grovedale West, Grovedale and Mandama.

The staffing profile of Grovedale College has altered significantly over the last 6 years. Grovedale College has moved from a profile where the majority of staff were in the Expert category to a 2017 profile that has: 3 Principal Team, 8 Leading Teachers, 26 Classroom 2, 22 Classroom 1, and 21 Graduates. This changing profile has had a significant impact on the Induction Program in the College and has provided an opportunity to reflect, define and refine the Grovedale College culture. The College has 32 Educational Support staff who play an important role in meeting the needs of students and the College community.

The College is organised around three sub schools: Junior, Years 7-8, Middle 9-10 and Senior, Years 11-12. A core curriculum operates at Years 7 & 8, with students experiencing all of the Key Learning Areas and with an emphasis on Integrated Units across these KLAs. At Year 9 students participate in a unique program ‘From the River to the Coast’ that has one full day each week for an active immersion curriculum based around key questions: LEAD day (Learning by Experience & Academic Depth), as well as a core and elective program. The Senior School is blocked vertically with students studying 9 sessions a fortnight in each of their subject areas plus an enrichment program. At Year 10, students must complete subjects in all KLAs, except LOTE, and can accelerate into VCE Units. The College has maintained a broad range of subject offerings to meet the needs of all students.

The school attaches great importance to:

the maintenance of high academic standards

students striving for personal excellence

the development of student self-discipline and independence

personal development of students, maximising their potential

the building of mutual respect and cooperation between staff and students and within each of these groups

the provision of opportunities for students to exhibit leadership and citizenship

its co-curricular and camping program.

ensuring it is e-smart right across the board.

Grovedale College students develop a strong sense of school identity and pride. All students in Years 7 to 12 are required to wear school uniform and are encouraged to develop an ownership of and respect for school property and its environment.

The school has developed a strong reputation for the high quality and innovative teaching and learning programs which it provides. Sequential programs for students from Years 7 to 12 are provided and the excellent retention rates and high proportion of VCE students who seek and gain tertiary selection indicates that the needs of students are being addressed. Students in Year 7 and 8 are part of a MiddleYears program at Grovedale College that offers maximum opportunity for growth and belonging for students at this stage of their development.

WHOLE SCHOOL PREVENTION STATEMENT

At Grovedale College, our overriding purpose is to provide an environment that nurtures the wellbeing of all students, and provides successfully for their ongoing learning and variety of academic needs. Our innovative academic and extensive co-curricular programs challenge and engage all students. At Grovedale College our outstanding technology facilities and commitment to students ensures a school that students and staff enjoy being at, and speak of highly.

Our transition program is an extensive one that exists when students begin their education at the College and when they complete their formal education the College assists students into university tafe, apprenticeship or employment. The College assists students to understand the practices and procedures of the College and the high expectations of all students. The College provides assistance to students whether going onto further study or employment.

Australian Perspective

Values are the priorities individuals and society attach to certain beliefs, experiences and objects in deciding how they live and what they will treasure.

The nine values for Australian schooling are;

  • Care and compassion
  • Doing your best
  • Fair go
  • Freedom
  • Honesty and trustworthiness
  • Integrity
  • Respect
  • Responsibility
  • Understanding, tolerance and inclusion

The Values of Grovedale College

Grovedale College promotes the following values:

  • Responsibility and Leadership
  • Achievement and Excellence
  • Citizenship and community
  • Initiative and Commitment

We promote these values with many programs in the College:

  • The development of Year Level, Home Group Trademark
  • Sports Academy Program
  • River to the Coast program
  • Mind, body & Leadership
  • Classroom activities
  • Work experience
  • Cultural diversity week celebrations
  • Leadership programs at all year levels
  • School Organiser
  • E-Learning Program
  • Awards Ceremonies at midyear and end of year
  • Peer Leader program
  • GAFFA and School Production
  • Enrichment programs
  • Enhancement programs
  • Debating Program
  • Starting Right
  • Cyber safety (E-Safety)
  • Child Safe Policies and Procedures
  • Respectful Relationships
  • Cultural Diversity Week
  • Community Activities
  • Camps

Our school encourages punctual, regular attendance of all students at school. To achieve this we aim to engage students cognitively, behaviourally and emotionally. Our school currently delivers the following programs to encourage positive behaviours and student well-being.

  • Peer Leader Program
  • Drug Education
  • Cyber Safety
  • Targeted Wellbeing Programs
  • Chaplaincy program
  • Breakfast program
  • Hands on Learning
  • Learning Support
  • Helping Others Program.
  • Understanding
  • Disabilities Program
  • Girlpower Program.
  • Respectful Relationships (White Ribbon Accredidation).

Our school uses a variety of strategies and support to assist teaching staff to encourage attendance and positive behaviours. These strategies include:

  • Speech Therapist
  • Chaplain
  • Student Welfare Coordinator
  • Attendance Officers
  • Integration Aides
  • School Nurse

We provide forums for consultation for parents, staff, students and the community. This encourages connectedness and ownership in our school.

  • School Council
  • Parents and Friends
  • Resource committee
  • Education committee
  • Finance committee
  • Chaplaincy program

We foster strong community links through working with the following groups to promote student engagement:

  • CFA
  • Police
  • Queenscliff Marine Laboratories
  • Community Health Nurse
  • Shires
  • Grovedale Rotary club
  • Torquay SLSC
  • Deakin University
  • Gordon TAFE
  • Diversitat
  • Barwon Youth
  • Lions Clubs of Geelong
  • GPAC
  • Headspace
  • Aboriginal/Youth Worker

Our school encourages parent understanding and support through initiatives such as parent information sessions and services offered such as Drug Information Nights, Parent Information Nights, Emu, Mackillop Education, Cyber Bullying Information Nights, Keys Please and Parent/Teacher/Student Conferences.

Our school meets the cultural, physical and religious needs of our students, staff and parents and carers by celebrating cultural diversity through special activities such as Cultural Diversity Week and Medieval Day.

We are aware of and have respect for different religious beliefs. The College has a chaplaincy service to cater for varying religious beliefs.

In continuing to nurture the cultural diversity of the school, we host and welcome International students on study tours, on exchange and as enrolled students. Koori students are important members of the school community and they are supported both academically and socially through the Wannik strategy. Grovedale College will develop and coordinate individual learning plans for our Aboriginal students. These plans will involve a number of strategies to meet the individual learning needs of the student.

The physical environment at our school provides a safe, healthy and happy place to work and play. It caters for all students and includes wheelchair access. Students and teachers have access to sports stadiums, Fitness Centre, amphitheatre areas, treed areas, outdoor eating areas, seating, ovals, sports facilities and access to sports equipment.

Grovedale College recognises there are actions that need to be taken to ensure gender – based discrimination and the prevalence of violence against women does not impact on the opportunities and outcomes of students.

Wellbeing and Pastoral Care Policy

Rationale

The pastoral care of all students is the essential focus of all teaching and learning at Grovedale College. It provides the optimum environment for learning and is the common responsibility for all staff at the school. It provides the very ethos upon which the school is founded and is best achieved through a caring and supportive environment. Student wellbeing is a shared responsibility between school, home and the community.

Grovedale College endeavours to promote a healthy, supportive and secure environment for all students and to raise awareness of what makes students resilient, to develop strategies to reduce vulnerabilities and increase coping skills.

Pastoral care is continuously reviewed to ensure it is meeting the needs of students, staff and the community and that they are responsive to contemporary research findings, understandings and innovations.

The home group room in particular is the fundamental pastoral structure within the school. It is also recognised, however, that pastoral care permeates all areas of activity within the school community.

Aims

  • All teachers assume responsibility for student wellbeing and pastoral care, endeavouring to provide successful and positive experiences.
  • Students feel safe and secure in a supportive environment where a sense of belonging and wellbeing are strengthened.
  • All members of the school community develop positive social behaviours and problem solving skills.
  • Staff are confident, skilled and proactive in the management of student welfare issues and pastoral care.
  • Communication processes and protocols are clear and well known to ensure the effectiveness of student support.
  • Corporal punishment is not permitted at any stage as a consequence for misbehaviour .

Our school recognises that experiencing or witnessing domestic violence, family violence and sexual assault can have a significant impact on the wellbeing and engagement of students.

Our school will work with students who experience domestic violence, family violence and sexual assault, their parents/carers (where appropriate) and involved teaching staff to agree on ‘reasonable adjustments’ to the student’s workload, assessment and attendance .

Pastoral Care Structure and Wellbeing Support

Home Group teachers

  • Upholds an integral part of a student’s support and is the first and central link in the pastoral care structure.
  • Are a valuable reference point.

Year Level Managers and Sub-School Leaders

  • Provide academic, social and emotional support to all students.
  • Liaise closely with parents, welfare staff and teaching staff.
  • Should be consulted about issues that are affecting student wellbeing.
  • Are a critical part of the welfare network.

Student Wellbeing Staff

Student counsellors

  • Support students, families and staff with welfare issues.
  • One on one family and student counselling and mediation.
  • Provision of uniform and educational materials.
  • Refer to community organisations.
  • Provide students with the development of social skills and coping strategies.
  • Provide educational programs and resources to students, parents and staff such as literature on mental health issues, drug and alcohol information.
  • Develop policy, organise program and staff PD.
  • Develop and implement wellbeing program budgets.
  • Provide links between community organisations and the College.
  • Source funding to assist with programs and student wellbeing area.
  • Links with Barwon South Network Support staff and the District Network Committee.

First Aid Officer

  • Provides students and staff with support on health related issues.
  • Monitors and applies student medication.
  • Provides students with emotional support.

Barwon South Network Student Support

  • Psychologist for psychological and academic assessment
  • Student, family and staff welfare support and referrals
  • Case management of students at risk of not completing their education
  • Crisis management
  • Group programs
  • Liaises with alternative education programs, e.g. BAYSA, Mackillop Education
  • Speech Therapist

Learning Support Program

  • Accepts referral by Students, Parents, Teachers or Welfare staff.
  • Identified learning difficulties and considers modifications to curriculum offerings.
  • May alter academic programs to meet individual needs.
  • Communicate and share information with classroom teachers regarding students’ special learning needs.
  • Provide teachers with access resources to accommodate special learning needs.
  • School Nurse

Integration Program

  • Provides for all students who are funded under the Program for Students with Disabilities.
  • Staff apply for funding; organise Program Support Group meetings; develop and implement a program budget; provide Professional Development to staff.
  • Establish program support groups for all eligible students to facilitate curriculum planning and resource provision.
  • Communicate with relevant consultants and support agencies on a needs basis.
  • Support the needs of individuals during transition to and from secondary school.

The Principal and Assistant Principals

  • Support students, families and staff with wellbeing issues

-case manage individual students

-liaise closely with Year Level Managers, Sub-school Leaders and Wellbeing Staff

  • Convene Student Management and Student Wellbeing Committees.

RIGHTS AND RESPONSIBILITES

Expectations of student behaviour

Students are expected to behave in a respectful and responsible manner at all times. Students are required to be polite and courteous in their interaction with other students and staff members. Students are to be mindful that the way they behave in public is a reflection on the school as a whole.

Reciprocal Rights

The Charter of Human Rights and Responsibilities Act (2006) outlines human rights for all Victorians. The charter affirms that all people are born free and equal in dignity and rights. While the charter demands equality for all, it also emphasises the value of difference. The charter requires public authorities, including government schools and their employees to act compatibly with human rights and to consider them when making decisions and delivering services. The Four Basic Principles include FREEDOM, RESPECT, EQUALITY and DIGNITY. These principles are applied to all members of the school community.

Freedom

  • The right to a supportive, safe, secure and dynamic learning environment which encourages freedom of thought and expression
  • The right to have input into issues that affect you
  • The right to access school and community resources

Respect

  • The right to learn in an inclusive school community with access to full participation
  • The right to value, celebrate and acknowledge cultural rights and diversity
  • The right to have support at the point of need

Equality

  • The right to receive a rewarding and meaningful education through challenging learning goals
  • The right to defend or explain your actions
  • The right to be treated as an individual

Dignity

  • The right to a dignified existence
  • The right to be and feel respected
  • The right to privacy

Rights and Responsibilities of Students

Rights / Responsibilities
Students have a right to:
•work in a secure environment where, without intimidation, bullying (including cyber-bullying) or harassment they are able to fully develop their talents, interests and ambition
•participate fully in the school’s educational program / Students have a responsibility to:
•participate fully in the school’s educational program and to attend regularly. Students are expected to display positive behaviours that demonstrate respect for themselves, their peers, their teachers and all other members of the school community.
•Demonstrate respect for the rights of others, including the right to learn, will contribute to an engaging educational experience for themselves and other students.
•
•As students progress through school they will be encouraged and supported to take greater responsibility for their own learning and participation as members of the whole school community. This involves developing as individual learners who increasingly manage their own learning and growth by setting goals and managing resources to achieve these goals.
•Students should, with support, be expected to participate fully in the school’s educational program and to attend regularly.

Rights and Responsibilities of Parents/Carers