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No index entries found.++++Student Engagement and Inclusion Policy

Table of Contents

STUDENT ENGAGEMENT4

SECTION 1

SCHOOL PHILOSOPHY5

SECTION 2

WHOLE SCHOOL PREVENTION STATEMENT7

SECTION 3

RIGHTS AND RESPONSIBILTIES10

SECTION 4

SHARED EXPECTATIONS14

SECTION 5

SCHOOL ACTIONS AND CONSEQUENCES18

SECTION 6

POLICIES

ATTENDANCE POLICY24

BEHAVIOUR MANAGEMENT POLICY26

STUDENT WELLBEING AND LEARNING POLICY29

BULLYING AND HARASSMENT POLICY31

6.1 Behaviour Expectation Matrix…………….…………………………………….……33

6.2 Classroom Management Flowchart.…………………………………………….…34

The Department of Education and Training (DET) is committed to providing a safe and supportive work environment where diversity is valued and everyone is treated with respect, fairness and dignity. Discrimination, sexual and other forms of harassment, bullying, violence and threatening behaviour are unacceptable. All employees, students, parents and visitors in schools and other DET workplaces are expected to act accordingly. The Department (which includes schools) and school council will ensure that the safety, security, health and wellbeing of all employees, students, parents and visitors in schools and other DET workplaces are protected.

At Meadowglen Primary School, we are committed to ensuring a fair and proper procedure takes place in reaching a decision. This includes, but is not limited to

  • a hearing appropriate to the circumstances, including the opportunity for support and representation
  • a lack of bias
  • decisions supported by evidence and communicated with reasons
  • inquiry into disputed matters.

CORPORAL PUNISHMENT IS PROHIBITED AT MEADOWGLEN PRIMARY SCHOOL.

STUDENT ENGAGEMENT

INTRODUCTION

DEFINITION

Student engagement can be defined as three interrelated components: behavioural, emotional and cognitive.

Behavioural engagement refers to students’ participation in education, including the academic, social and extracurricular activities of the school.

Emotional engagement encompasses students’ emotional reactions in the classroom and in the school and measures a student’s sense of belonging or connectedness to the school.

Cognitive engagment relates to a student’s investment in learning and their intrinsic motivation and self-regulation.

RATIONALE

The Department of Education and Training (DET) is committed to providing safe, secure and high quality learning and development opportunities for every student in all Victorian schools. Students can only reach their full educational potential when they are happy, healthy and safe, and when there is a positive school culture that is fair and respectful to engage and support their learning.

PURPOSE

To relate to and be consistent with the Effective Schools are Engaging Schools: Student Engagement Policy Guidelines, in areas such as

  • the encouragment of educational achievement and excellence, prevention of absences and inappropriate behaviour
  • fostering a healthy school culture in which high levels of achievement take place within a positive social environment through engagement
  • providing students with a safe learning environment where the risk of harm is minimised and students feel physically and emotionally secure
  • providing support for individual circumstances when a student begins to disengage from their learning, when regular attendance is not consistent or positive behaviours are not demonstrated
  • maximising student learning opportunities and performace through engagement
  • providing genuine opportunities for student/parent participation and student/parent voice
  • building a school environment based on positive behaviours and values
  • providing cognitive, behavioural and emotional prevention and intervention for all students at risk of falling behind in their learning.

SECTION 1

SCHOOL PHILOSOPHY

We are recognised for our commitment to developing the whole child, in particular, the academic, social and emotional wellbeing.

VISION AND VALUES

We create an engaging, inclusive and orderly environment where all students learn, excel and flourish. Meadowglen, a journey without limits.

The school values form the basis of our actions:

be respectful be curious be resilient be safe

SCHOOL PROFILE

Meadowglen Primary School was opened in Epping during 1990. Currently the school has a student population of around 525 which is drawn from various cultural and socio economic backgrounds, including a large number of Aboriginal and Torres Strait Islander students.

A high proportion of children come from homes where English is the second language.

At present we have twenty students identified and funded under the Program for Students with Disabilities (PSD) along with a large number, although not funded, requiring modifications to the curriculum and environment due to emotional issues and social disconnect. Tennon teaching staff support these students and work closely with classroom teachers to deliver the Language Support Program to approximately 30 students who have expressive and receptive language deficits. Additional school staff providing support to students include a school chaplain, a full time speech therapist, part-time youth and social workers, and a part time psychologist. They complement the work of a DET-employed speech therapist and educational psychologist.

Our ICSEA score is 964, which indicates a low level of educational advantage of students who attend this school.

Team planning between staff members of year level Professional Learning Teams, professional development programs, regular program evaluation and a shared expectation of high standards contribute to the maximisation of student learning. Curriculum planning utilises a whole school approachand is ongoing. Our main emphasis is placed on building resilience, respectful and positive relationships developing cooperative skills and providing students with engaging learning experiences. Literacy and Numeracy are key areas and high levels of teacher skill in these areas have been a focus of the school’s recent strategic plans and the peer observation program. We continue to offer a comprehensive curriculum.

Meadowglen has identified the need to stay abreast of significant changes in technology and ensure that 21st century learning skills are embedded into all programs. We have a large bank of notebooks and ipads and have invested significantly in technological infrastructure.

Aspecialist group of teachers provide programs in Music,the Arts, Physical Education and Sport. An electives program operates in 5/6, providing students with experiences in fine art, dance, singing, cooking, construction, bike club, ‘digitech’ and other highly engaging learning activies. A variety of extra-curricular programs such as breakfasts, dinners, sleepovers, camps, Blue Light Discos and provision for private music lessons after school are available to students. Swimming, coaching clinics, special events and Out of School Hours Care are also offered.

Student Voice is encouraged and opportunities are provided through the various Student Leadership programs (eg School Captains, House Captains, Prep Buddies and the Junior School Council).

SECTION 2

WHOLE SCHOOL PREVENTION STATEMENT

At Meadowglen Primary School our positive school culture is based on student engagement and positive relationships being the basis for learning. To support this, our leadership team is actively engaged in developing classroom practice to ensure that our pedagogy and curriculum engage all students. Effective teaching, inclusive and engaging curriculum and respectful relationships between staff and students is promoted. Our professional learning teams (PLTs) encourage innovative curriculum, which is developed using the Victorian Curriculum.

We have a proactive approach to promoting student wellbeing and engagement through:

  • modelling positive behaviour
  • establishing clear understanding of expected behaviour
  • reinforcing appropriate behaviours
  • delivering consequences in a non-punitive way.

PREVENTION PROGRAMS

Promoting and teaching pro-social values and behaviours help children to engage with school, their peers, their teachers and their learning.

We have a number of of strategies to promote pro-social values which include:

  • providing opportunities for students to learn about and demonstrate personal and communal responsibilities at school, eg through specific curriculum areas that embed personal and social capabilities, ethical understanding and intercultural understanding. Students also develop and extend their understanding and demonstration of personal and communal responsibility through specific learning programs within the domains of Physical Education and the Civics and Citizenship
  • establishing clear understandings of expected behaviours - through classroom agreements, minimising attention of inappropriate behaviours, consistent and fair consequences for negative behaviours, and through acknowledging positive behaviours
  • clear and consistent approaches and procedures to minimise absenteeism – through regular parent-teachercontact; information in the newsletter; diverse and engaging curriculum programs.

DEVELOPMENTAL APPROACH

Our school responds to individual needs through a developmental management approach to classroom behaviour. The main aim of the program is to develop a consistent approach to the building of positive relationships between students and their teachers.

At school people have three main rights

the right to learn

the right to be safe

the right to be respected

At school there are two kinds of responsibilities

personal responsibility (I do the right thing)

communal responsibility (I encourage others to do the right thing)

INCLUSION, WELLBEING AND TRANSITIONS

The student wellbeing team at Meadowglen Primary School provides a range of supports for all students. The team consists of the Principal, Assistant Principals, Leading Teachers, Team Leaders, school-funded Allied Health professionals and school Chaplain. The school team is supported by the DET speech pathologist and educational psychologist and other DET staff as required.

The wellbeing team works closely with other agencies at times, such as Austin CAMHS and specialists such as occupational therapists.

Opportunities that contribute to the school and effectively engage students in their learning are

  • connecting to the school, local and global community, eg, through learning sessions, excursions and the internet
  • student leadership programs such as student-elected School Captains and House Captains, Junior School Council, Breakfast Club Captains and other roles of responsibility provide opportuinities for students to influence change within the school community
  • extra curricular programs such as camps, musical productions and whole school events to enhance student connectedness to school and to celebrate diversity
  • 3-way conferences provide opportunities for students to share goals and reflections with their parents and set new/modified goals for the coming semester/term
  • recognising and responding to the diverse needs of our students to ensure we create and maintain an inclusive environment, particularly in relation to students under the PSD, students with an additional language (EAL), the Indigenous, Refugees, and students unable to regulate their emotions
  • adapting current pedagogical knowledge and thinking to engage students in meaningful learning experiences
  • development of intensive literacy and numeracy improvement strategies implemented as part of the school improvement agenda and in response to school, state and national data collection.

ATTENDANCE

We understand that maximum attendance is a key to student engagement and successful learning outcomes. Students are encouraged to achieve full attendance to maximise their ability to learn and our teachers’ ability to teach effectively.

Meadowglen Primary School has adopted the following strategies

promotion of the importance of regular attendance with all members of the school community

monitoring and follow up of absences, including contact with parents when absence is over consecutive days or a pattern has been identified

development of Student Absence Learning Plan when absence is for an extended period of time

enact 2014 School Attendance Guidelines that apply to all registered schools in Victoria.

SECTION 3

RIGHTS AND RESPONSIBILITIES

GUIDING PRINCIPLES

Everyone within our school community must be aware that their actions have consequences and that they, as individuals, are at all times responsible for their own behaviour. At Meadowglen Primay School we believe in a positive and proactive approach to student behaviour with the intent to develop a school climate where personal responsibility and self-discipline are developed and acknowledged.

It is not possible to list rules to cover every classroom and playground situation. Student actions which impinge upon the rights of others should be accompanied by a fair and reasonable consequence.

Consequences relating to inappropriate behaviour must take into consideration the student’s background, maturity and development and the nature and frequency of the inappropriate behaviour.

SCHOOL RULES

There are five basic school rules:

move and play safely

care for yourself, others and property

follow teachers’ instructions

resolve problems calmy, sensibly and fairly

respect others through your speech and actions

Bullying is seen as a serious breach of the student rights and responsibilities AND will not be tolerated in any form.

Every member of the school community has a right to fully participate in an educational environment that is safe, supportive and inclusive. Everyone deserves to be treated with respect and dignity.

STUDENTS

Rights / Responsibilties
To learn / allow others to learn
Be safe / keep hands and feet to self
move and play in a safe way
be friendly
report bullying or any inappropriate behaviour to an adult
Be respected / treat others and property with care and courtesy.

STAFF

Rights / Responsibilities
To teach / to develop and provide appropriate, meaningful and challenging curriculum that gives all students the opportunity to experience success in their learning
To be respected / to provide a safe environment for learning
act fairly and with care
listen and consider different points of view
acknowledge parents as partners in the education of their children
communicate effectively with parents and colleagues
build positive relationships with students, parents, colleagues and the community
To be valued professionally / exercise Duty of Care to students
maintain and develop professional practice
actively support and follow school teaching and learning protocols
act with integrity and always in the best interests of students

PARENTS

Rights / Responsibilities
To expect that their child will be educated in a safe environment in which care, courtesy and respect for the rights of others are encouraged / ensure children attend school every day so they can engage and learn
provide children with the resources they need to engage in all school activities
support children in home learning tasks
To be respected / act fairly with care
listen and consider different points of view
be an active partner with teachers in the education of children
support the school in maintaining a safe and respectful learning environment for all students

The Charter of Human Rights and Responsibilites Act (2006) outlines a vision of 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 following legislation needs to be considered when determining rights and responsibilities of all members of the school community:

  1. Equal Opportunity Act 1995
  2. Charter of Human Rights and Responsibilities Act 2006
  3. Disability Discrimination Act 21992 (in conjunction with DEED Disability Standards for Education 2005)
  4. Education and Training Reform Act 2006
  5. Education Act 1958.

STUDENTS WITH DISABILITIES

Every member of the school community has the right to fully participate in an educational environment that is safe, supportive and inclusive. Everyone deserves to be treated with respect and dignity. Students with disabilities have their learning needs accommodated in a variety of ways so that they can participate as fully as possible in all aspects of learning and life.

STUDENT SUPPORT

An Individual Learning Plan (ILP) is required for all students with additional learning and/or behavioural needs. The plan describes a set of goals and strategies to meet the learning goals for the student. Short and long term goals are developed once the home group teacher has gathered together all the information about a student. The information includes a student’s strengths, skills, motivations and areas for improvement.

Other strategies that promote improvement for students with disabilities include:

  • 1:1 and small group work
  • strength-based learning
  • differentiated curriculum and alternative learning programs
  • specialist intervention and support eg. speech therapy, counselling, occupational therapy.

PARENT(S)/CARER(S) SUPPORT

Parent involvement when developing an ILP is essential as their input about how they can support at home is critical to success. Regular meetings with parents are essential to maintain open lines of communication between home and school. A teacher may request meetings with parents on an as-needed basis. All students with ILPs will require a higher level of teacher-parent communication and support than students without ILPs.

Student Support Groups (SSGs) are established for all students with disabilities. The aims of the SSG are

  • to ensure that those with the most knowledge of, and responsibility for the student, work together
  • to establish shared goals for the student’s educational future
  • plan reasonable adjustments for the student to access the curriculum
  • provide educational planning that is ongoing throughout the student’s school life
  • monitor the progress of the student.

Membership consists of the classroom teacher, and parent/guardian/carer as well as the Wellbeing Officer, if available. Meetings are scheduled for once a term or when a member requests a meeting.


SECTION 4

SHARED EXPECTATIONS

Schools have a responsibility to provide an educational environment that ensures that all students are valued and cared for, feel they are part of the school, and can engage effectively in their learning and experience success.

Students at Meadowglen Primary School have