Carlton North Primary School Student Engagement Policy

1. Rationale: Engagement, behaviour and attendance are important aspects of students life at Carlton North Primary School (CNPS) that can impact significantly on their learning and the learning of others. Clear expectations allow all members of the school community to support the schools purpose of ensuring optimal outcomes for all students. Monitoring student engagement, behaviour and attendance and responding with appropriate support and consequences when expectations are not being met, helps the school to ensure an effective school environment for all students. 2. Aim: This policy aims to ensure that all members of the school community are aware of the intentions and implementation around student engagement, behaviour and attendance. This policy sets out the school profile, the schools values and philosophy and informs school community members of their rights and responsibilities, shared expectations and school actions and consequences. 3. School Profile: Students at CNPS come predominantly but not exclusively from relatively high socioeconomic backgrounds. Achievement levels are generally high and improving student engagement and wellbeing is an important aspect of our current Strategic Plan. Student attendance can be variable, as in many cases students have opportunities to travel for extended periods with their parents. Behaviour is generally good, with very few incidences of serious misbehaviour. 4. Whole-school Prevention Statement: CNPS has a philosophy of communal responsibility and a belief in the fundamental connection between students social and emotional wellbeing and their learning based on our values of Respect, Trust, Clear and High Expectations and Responsibility. CNPS is committed to developing students intrinsic motivation through strategies that build positive relationships, encourage students to have a voice in their learning and to participate in a broad, stimulating curriculum with an emphasis on integrating knowledge and thinking skills. Continuous monitoring of student data allows identification and early intervention for students at risk.

5. Rights and responsibilities for engagement, behaviour and attendance Student rights: Every child has a right to: learn and play in a safe, happy school environment a curriculum which encourages and acknowledges excellence access to any support which will assist them to achieve their potential to be included and valued as individuals, free from discrimination work and play without interference, bullying or cyber-bullying know what is acceptable behaviour and the consequences of unacceptable behaviour Staff rights: All staff members have a right to: courteous treatment from students, colleagues and parents a clear understanding of what they are and are not expected to do a written contract of employment (if employed for more than 4 weeks) that outlines the terms of appointment, working conditions, duties expected to be performed and rate of pay An induction session and/or induction manual, which outlines relevant administrative and organisational details, along with those policies relevant to them (e.g. Occupational Health and Safety Policy and Procedures) access to desk space, office supplies, phone, fax and computer facilities continued opportunities for developing teaching practice All beginning teachers have a right to: mentoring, including formal regular meetings held between mentor and mentoree where discussions support analysis of teaching and learning collaborative planning time contact with Principal or Assistant Principal on daily basis, for the first three teaching weeks of employment Parent rights: All parents/carers have a right to: courteous treatment from all staff members sufficient details about the school to enable them to make an informed choice about sending their child to, and keeping their child enrolled at, CNPS receive specific, understandable information about their childs progress, strengths and weaknesses obtain information about any program in which their child is engaged visit and observe any programs involving their child access to those working with their child (teachers, principal, specialists)

receive information about school servicesincluding alternatives in the system, procedures, rules, and to be informed about changes see policies, budgets, minutes and official reports, and to see that decisions made at public meetings are followed through be heard by their childs Teacher, the Principal, the School Council or by the total school staff when policies are being formulated, when planning is undertaken, when budgets are being prepared, and when evaluation is being conducted

6. Shared Expectations The Principal is expected to: Implement strategies that promote a positive school-wide culture of shared expectations for staff, students and parents, which results in an environment where students can engage effectively in their learning. Ensure the delivery of a broad and challenging curriculum through appropriate use of school resources. Implement procedures for tracking and monitoring all aspects of students school experience so that students at risk are identified early and responded to appropriately. Ensure discipline processes are fair and consistent and communicated to students and parents. Teachers are expected to: Create positive relationships with all students and parents/carers Communicate regularly with parents on students progress Create a positive classroom environment that encourages student voice, tolerance and inclusivity and age-appropriate levels of independence and responsibility. Have a zero tolerance policy for bullying and cyber bullying Regularly discuss the school values and shared expectations of students with their class and help students develop an appropriate set of classroom rules. Acknowledge when students are meeting expectations and provide positive consequences. Discipline students fairly and appropriately according to agreed strategies that are communicated regularly to students. Record data and observations and use them to identify students at risk and ensure early and appropriate intervention. Develop and implement a classroom curriculum program that is based on knowing their students needs, interests and abilities and aims to challenge and extend all students. Work cooperatively with their colleagues to develop and share their professional knowledge to enhance student learning outcomes.

Students are expected to: Attend school and be ready to start classes on time. Respect themselves and build positive relationships with others. Inform a teacher if they or another student are being bullied or cyber bullied Play safely and look after the physical school environment. Engage with learning and allow others to do the same, by behaving in ways that help to create a positive classroom environment, according to school values and classroom rules. Take increasing responsibility for their learning and behaviour. Participate in the schools educational program and take opportunities to challenge and extend themselves wherever possible. Parents are expected to support the schools goal of optimal educational outcomes for all students by: Creating positive relationships with all staff Ensuring their child attends school and understands the need to be on time. Taking an active interest in their childs progress. Communicating with the teacher whenever an issue arises. Supporting the development of their childs increasing levels of independence and responsibility in learning. Supporting the schools efforts in providing consistent discipline and appropriate intervention. 7. School Actions and Consequences An emphasis through the school on an awareness of positive behaviour expectations helps create a culture where appropriate behaviour becomes the norm for students. Acknowledging when students are meeting expectations and providing positive consequences is an important aspect of encouraging positive behaviour. When inappropriate behaviour does occur it needs to be evaluated as to whether it indicates a student at risk. Inappropriate behaviour may require disciplinary action and/or intervention strategies. 7.1 Discipline Procedures School actions and consequences must be fair, consistent and well-communicated throughout the school to maintain the confidence and trust of the whole school community. Inappropriate behaviours that call for disciplinary actions will be responded to through a staged response, which encourages students to take responsibility for their actions.

7.1.1 Minor Disciplinary problems, including lateness, occurring relatively infrequently. Teachers and students will develop a set of classroom rules and appropriate consequences, based on school values and shared expectations, at the beginning of the year and teachers will discuss them on a regular basis. When rules are broken or expectations are not met, the teacher may use their discretion when deciding the appropriate consequence and may repeat or skip stages. The teacher should emphasise the positive behaviour expected and where possible involve the student in a problem-solving approach that helps the student to understand the implications of their actions for themselves and others. Suggested staged response of consequences: A reminder and explanation is given to the student that the behaviour is unacceptable. A verbal warning is given to the student Time out Appropriate redress, e.g. letter of apology, school service activities Detention at recess or lunchtime (not more than half of recess or lunchtime may be given as detention).

7.1.2 Targeted Interventions for repeated minor or more serious disciplinary problems: A shared responsibility across the cohort and school The school will keep a record of targeted intervention actions. When a student repeatedly fails to meet shared expectations or is guilty of a more serious offence, parents will be informed. Teachers will consider whether their data and observations indicate the student is at risk. Where the student is not considered at risk and suspension is not being considered, the school may instigate an appropriate consequence, preferably in consultation with, and with the support of the parents. Examples of consequences include withdrawal of privileges, withdrawal from class activities, exclusion from excursions or camps. Where the student is considered at risk or if suspension is being considered, a student support group which must include the student, the classroom teacher, the school principal (or delegate), parents/carers and professionals who have been supporting the student or their family will be convened. The role of the support group is to develop strategies that support the student with the aim of avoiding suspension, improving student engagement, behaviour and/or attendance and reducing the need for further support. These strategies may include the involvement of other student support services such as the literacy support teacher, student welfare coordinator or the educational psychologist and an individualized learning, behaviour or attendance plan. Appropriate disciplinary actions may also be used.

Suspension and Expulsion The Principal is responsible for deciding if a student will be suspended, based on the grounds for suspension outlined in the DEECDs Student Engagement Policy Guidelines. Student will only be suspended when all other measures have been implemented without success, or where an immediate suspension is the only appropriate course of action given the students behaviour. The Principal will follow the procedures for suspension, and for support of the student during and after suspension, as outlined in the Student Engagement Policy Guidelines. The Principal is responsible for deciding student expulsions, based on the grounds for expulsion outlined in the Student Engagement Policy Guidelines. The Principal will follow the procedures for expulsion, and for support of the student after expulsion, as outlined in the Student Engagement Policy Guidelines. Evaluation: This policy will be reviewed in 2013or earlier if necessary.
This policy was ratified by School Council in August 2010